PRESENT: Clint Hanson, Gerry Fleury, Marilyn Duffy, Ron Clouser, Tom Haley, Michael Reardon, Terri Mc Carthy, Susanne Whitbeck, Kathy Hancock, Dean DeLaHaye, Anna Marie Varsalone, Ken Auen, Deb Brousseau,
Chair Clint Hanson called the meeting to order at 7:00 PM
Deb Brousseau represented Pembroke Academy, Ken Auen represented Three Rivers and Anna Varsalone represented Pembroke Hill and Village Schools Special Education staff.
197 Pembroke students are currently identified in the district. This translates to approximately 16% of the population.
Speech and Language does not just include those with articulation issues. Interpretation of oral and written language often pose additional problems for students who have a weakness in language processing. This child's actual speech production may not be affected by these area(s) of difficulty.
A wide range of students who abilities fall within the realm of special education exist in the district. Identification for special education services is not an easy process. Evaluations are completed and the team makes the decision based on the evidence. The staff is working hard to help all students perform successfully in the classroom and in "life outside the school" prior to pursuing the special education process. Attention Deficit Disorders and other medical diagnoses are real and are impacting the students in our district, as well as in other districts. There are other students who may be covered under a 504 plan. A 504 plan was mandated by changes in civil rights at the federal level. The number of children with autism and other social issues have increased dramatically during the last few years.
In all categories of special education, we keep the majority of the students in the district, provided that we can provide an appropriate program for them.
The process and system is complicated and cumbersome. Special education laws often take the humanity away from the children. These children are all ours. When we come to the board, we often have to present the negative side and the costs associated
Kids are much more than their disabilities. There are 2% or 3% of the population that are severely disabled. These children are going to grow up and contribute successfully in the community. Historically there have been children who have had extreme difficulty in learning: Thomas Jefferson, General Patton, and Vice President Rockefeller. Even though they had special needs in school, they were able to contribute to society. We feel that all of our children can too, and we are trying to find ways to help them be successful in both places.
There are success stories. There is a significantly impaired student who is currently in the district who has made tremendous gains. There have been times when the staff and parents questioned whether or not the student was receiving the most appropriate education. Recently the child responded to a stimulus that provided the student the opportunity to take more ownership in learning and demonstrate some independence. This type of action was not anticipated or expected from the student.
We work to the strengths of the kids and often outsiders are not able to identify who is and who is not one who struggles in the school setting.
Students who have learning disabilities also have average to above average intelligence. Our mission needs to dispel the myths about special education. Often these students are enthusiastic learners and good critical thinkers.
Special education services are delivered through inclusion in the classroom, whenever possible. Team teaching with the classroom teacher occurs at all levels. This model provides specialized instruction for all students, including those who are identified and those who are not.
Special education teachers working in the classroom are also able to help with the screening process in conjunction with the classroom teacher. There are many things that happen to help the student before beginning the special education process. There is a SRT (Student Review Team) to review performance and provide additional options for a teacher. This team of teachers make other suggestions to assist the teachers and student.
The team and teachers are working hard at meeting a variety of needs and trying to keep the number of meetings at a minimum by using the interventions before the process begins. The meetings involved in the process also take away from the teaching of all students by the classroom teachers and special education staff.
At the Hill School there is a level of expertise, a large knowledge base and commitment that the staff has in order to do the best for all of the students in our district. There have been difficult situations and people that work toward providing as much as possible for their children, often at an expense. The advocates often push more expensive options, evaluations and programs. The staff has been able to work through these situations and hold our own while providing the best educational options for these students. The staff knows the students and their programs, we are able to document the progress and interventions that are used.
Mrs. Hancock is also involved in the program. Mr. Auen stated that the support of the administration and the school board has allowed the special education staff to do their job. Regular and special education staff working together have had a tremendous impact on the students and the staff. The professional growth of the teachers is strong. Teachers are able to see students as "whole" rather than focus on their individual weaknesses.
Mr. Auen shared a few snapshots of students who are identified and have been reevaluated as federally mandated. The progress is often tremendous when compared to themselves within 3 years. Evaluations are designed to measure growth. If over three years the student makes three years growth, that it expected. Many times students are able to make more than three years growth in approximately 3 years.
Gaps with learning disabled students often become larger as time goes on. Many of the students at Three Rivers have decreased the gap. This is a success.
The number of students identified is close to state average 16% PreK-12.
Consistency of instruction, holding students responsible for their learning / actions, and not making it easier for them are keys to the solution. Rewards and consequences are earned rather than provided. There are many resources available to the students in the district.
Diversity of services needs to include students who are identified as well as those who are "gifted". This is a continued area of concern.
The portfolio is used to review progress. IEPS (Individualized Education Plans) and modifications are reviewed frequently by the staff working with the students during the planning times. There is a lot of preparation, and meetings with the teachers. There is a great wealth of information on the staffs to work on preparing the students for the information to be presented and instruction is geared toward all students. The skill levels of the students are often lower than their potential or intelligence, but that doesn't mean that we expect less from them. Multi modalities of instructional techniques are used.
Expectations are high and we are pushing all students to reach for their potential.
At Pembroke Academy class rankings are impacted in the high school. Stratification and tracking have been issues in the past. For example: a B in an Honors class has the same ranking as a B in the level 2 class. Is this fair to all students? The academic departments are having discussions about weighting of classes. If there are academic tracks then the responsibilities fall to the teachers and parents to properly place students in the appropriate tracks.
Chair Hanson reminded and/or informed Mr. Reardon that the board previously charged the academy with creating a weighted system of grading which will be implemented. Approximately 3-5 years ago this was the decision of the board. It needs to happen. Information needs to be provided to the curriculum committee, the AREA and the school board in order for the decision to be made.
Transitioning services at the Academy. Not only academic plans, but also home, work and leisure activities.
138 students at the academy. 102 serviced through inclusion, there are 24 in the skills program, and 12 in alternative school from all districts.
There are wonderful programs for the students. Self Contained programs often occur during the freshmen year. Skills program has evolved. Vocational assessments have been completed and internships were developed in several local community organizations. These internships led to an employment opportunity. These activities have addressed several of the skill plans such as work, leisure. This student has also participated in the mainstreamed classroom with the support of an assistant, while working on these skill areas. The transition services are working well and there are supports in place for the student once they leave the school district.
Voc Rehab will help to pick up the costs associated with some of the learning situations if the jobs lead to successful employment. Grant money has been received in several areas. Community involvement has also been included in the program, ie. fireman comes in to work with the alternative school students about job skills.
Parental support is also a valuable component of the program and success for the student.
Where is the line regarding the school's responsibility and the home or support services responsibility? Community services don't really kick in until the student's graduate from high school. Our job is to prepare the students for when they leave us. Life skills are mandated by law.
What is the percentage of students who are identified but later "discharged" from services? No clear set numbers are known at this meeting. Students need to be taught to compensate for their weaknesses and develop skills and strategies in order for them to function successfully in the "real world".
By federal law, all identified students must be reevaluated every three years and the determination of the need for identification and services is reevaluated. The team needs to use the evaluations and academic performance to determine if the still meet the guidelines as documented by law.
The goal is to also maximize the benefits of the educational programs for as many students as possible. It is also to increased the level of independence for all students.
Data about the number of students who have been identified and discharged during the last couple of years was requested. Students broken down by incremental costs. Ie. one student $90000,
Remember that the special education staff also work with the students in the regular classroom.
The issue of funding is one of the major concerns and has a greater impact on the perception of special education.
The board thanked the staff for their presentations.
Mr. Reardon reported on the results of the state assessments. The four tested areas don't reflect a discernible movement in the overall improvement of the scores. He stated that these test scores are disappointing and frustrating, but are only a part of the academic story. Seriousness with which kids take this test is somewhat lacking. It is not indicative of what is happening at Pembroke Academy. There isn't a correlation between what is happening in the building and what the scores show.
Benchmarks and objectives were developed as part of the Strategic Plan. These assessments need to be a component in addition to the State Assessment. We should be able to determine how successful the students are with the curriculum.
The intent needs to be able to compare districts. This was not the intent of the State test.
Actual scores were shared from the high school.
Consistency of instruction and programming should have a dramatic impact on the scores in the near future.
The scores and averages as reported from UNH during the years 1991-1997 were broken down between Pembroke Academy, New Hampshire High School graduates, and all other students. In almost all cases, Pembroke Academy graduates outperformed their peers at UNH.
Proposed changes in instruction, programs, and assessments were discussed in terms of the relationship to the state test and what the schools are doing. A more nationwide assessment may be necessary. The schools are looking at a variety of assessments that would allow us to better track what is being done in the schools as well as how the students are doing each year. We need to show that our kids
measure up to their peers.
At Three Rivers, there are fewer students in the Novice category. There is some movement from the Novice category out, but not necessarily significant movement. Aligning the curriculum and establishing benchmarks and objectives, using curriculum documents, and reviewing the test questions, phrases, techniques is work that is still in process. Continuity of instruction and curriculum is an important component.
At sixth grade we are closer to the state average year to year.
At the Hill, the third grade last year there were significant issues with the students. Four times a year K-4 have a school wide writing portfolio assessment which is scored by horizontal grade level teachers. In 4 out of 6 categories we received commendations, the 2 areas that we did not receive commendations included topic development and details. Typically the third graders did better with non fiction than fiction. Ms. Whitbeck reported
that one reason might be that with the way that content is integrated into reading. Most younger students have more success with fiction. A nationally standardized test is a necessary component that the district should pursue.
Ms. Hancock recognized Theresa Couture a sixth grade teacher teaching science to sixth graders and working on the technology committee. She is linking the school web page with the SAU, a co advisor, gives
, always there, and is well respected by peers, parents and students.
Ms. Whitbeck and Mr. Graziano nominated Mrs. Hancock. She has been enthusiastic, didn't get much of a "honeymoon", works 150% all of the time. It was and is often taken for granted that she is relatively new to the district and has done a great deal during the first year.
Ms. Whitbeck nominated Mary Rosenthall (school nurse). She is often unnoticed, acts as a go between between the student, parent and teachers, doesn't get rattled, and frequently is not the originator of the complaint or concern.
Mr. Reardon nominated Mike Sanz. He has had his share of difficult parents and situations, worked on the co curricular program, demonstrates a great deal of enthusiasm, organized the Walk Across NH, and is an incredible resource to the district.
Mr. Reardon also recommended Marilyn Pena, the Spanish teacher. She has redesigned her own curriculum and teaching practices, inaugurated the Career to Work program using foreign language, and connected with the Manchester Schools to work with ESL (English as a Second Language) students.
A motion to recognized the staff presented to the board was made by Mr. Clouser and seconded by Ms. Duffy.
No additional items were added to the consent agenda.
A motion to approve the consent agenda was made by Ms. McCarthy and seconded by Ms. Duffy.
The consent agenda included
acceptance of school to work grant money
unpaid leave of absence
nomination of Richard Pratt
account transfer #1619
Board members requested separate discussions regarding the grant money and unpaid leave. A motion to accept the amended consent agenda was made by Ms. McCarthy and seconded by Mr. Clouser
A motion to approve the unpaid leave was made by Mr. Fleury and seconded by Ms. McCarthy.
A teacher in the district requests a year's leave of absence, a one year's contract would be issued to a replacement and then the following year the teacher would return. The teacher would be working on course work which would be beneficial to the district's program in the future. The teacher would not be receiving any financial compensation from the district during this year. Other staff have been granted leaves of absences for a variety of requests.
A motion to approve the School to Work grant money was made by Ms. McCarthy and seconded by Ms. Duffy.
The Budget Committee is looking at the overall amounts in preparation for the budget process and Annual Meetings. The School District's proposal doesn't exceed what the rate was 2 years ago. Mr. Clouser is hesitant to believe that the Municipal Budget Committee will accept the school district's budget without additional cuts. The Town Budget presented information graphically that showed what was requested by the Town Officials, what was requested from the Selectman, etc. This information showed the amount of money that cut at each level. The School Board has requested additional information to present graphically .
Saturday, January 29 is the first Public Hearing. The meeting is scheduled for 10 AM at Pembroke Academy. The tax rate won't be set yet.
It might be wise to foresee the school looking for additional areas that might be cut or at least decreased. The preparation has been done, and the position is quite defendable.
Other meeting dates: February 5th Public Hearing 10 AM at PA
All of the windows are here, the north stair way is complete, can reach all three floors, all plastic will be removed soon, framing of the greenhouse is up, roofing and side panels are in process. The floor has not been fixed as of yet. They are still researching the best type of materials to use on the repair. The lampposts have been replaced, and look great. Bids for case work and furnishings were due. Mr. Haley reported that they expect the painting and wall finishing to begin as soon as windows are in. Occupancy is scheduled for mid-late March. It may be possible to move in to the building during April vacation.
A discussion needs to happen related to the Marston Building and the SAU Office soon. Storage issues need to be considered prior to demolition or moving of the building. Expansion of the alternative school and skills program are also considerations. At risk students could be maintained in the facility. What are the buildings going to be used for? Storage vs. Program. This decision will have other implications that will need to be considered.
Mr. Haley suggested that a tour of the expansion be scheduled for the board on February 8th at 6 PM.
A motion to table the policy on Home Education until the next meeting was made by Mr. Clouser and seconded by Mr. Fleury.
None at this time.
At 10:42P.M., a motion to enter non-public session was made under RSA 91-A:3II (c) by Mr. Clouser, and seconded by Ms. Duffy.
The purpose of the non-public session was to discuss a specific personnel matter.
On a roll call, the board voted:
CLINTON HANSON YES
RON CLOUSER YES
MARILYN DUFFY YES
GERRY FLEURY YES
TERRI McCARTHY YES
Mr. Hanson, Mr. Clouser, Mr. Fleury, Ms. Duffy, Ms. McCarthy, Mr. Haley.
At 10:56PM
a motion was made by Mr. Clouser, and seconded by Ms. McCarthy to end the non-public session.
On a roll call, the board voted:
CLINTON HANSON YES
RON CLOUSER YES
MARILYN DUFFY YES
GERRY FLEURY YES
TERRI McCARTHY YES
Chair Clint Hanson noted that no action had been taken in the non-public session.
At 10:58 PM a motion was made by Mr. Clouser and seconded by Ms. Duffy to adjourn the meeting.
The next school board meeting is scheduled for Tuesday, January 25, 2000
Other meetings of interest:
Saturday, January 29 Public Hearing 10 AM at PA
Saturday, February 5th Public Hearing 10 AM at PA
A tour of the building will be scheduled for Tuesday, February 8th at 6 PM. There will be enough light available in the building to see it in the evening.