Hollis School Board

Hollis Primary School

November 8, 2006


William Beauregard, Chair

Harry Haytayan (left early 8:00)

Jennifer MacLeod

James O’Shea

Venu Rao (left early 7:50)

 

Richard Pike, Superintendent of Schools

Dr. Gail Paludi, HPS Principal

Carol Thibaudeau, HUES Principal

Linda Walsh, Language Arts Curriculum Supervisor

Mary Kay MacFarlane, Recording Secretary

 

The Board went into non-public session at 6:00 pm.  The Board completed non-public session at 7:10 pm.

 

Bill Beauregard called the meeting to order at 7:11 pm.  He apologies for late start, introduces the Board members and explained how school board meetings work.

There is no public comment unless the board opens the floor up.

 

Bill Beauregard takes responsibility and apologizes to administration and staff for allowing comments from the floor that were not authorized at the last meeting.

 

James O’Shea apologies for failing to take action and control the last board meeting.

 

Venu Rao states that these school board meetings are not a forum for venting grievances.

 

Jennifer MacLeod agrees with James and Venu and wants respectful communication in the future.

 

Harry Haytayan states that he was embarrassed by the last meeting.  He apologized to the administration.  Everyone here works hard for the schools and our children.  Everyone should be respectful of each other.

 

Policy:  JLJ:  Life Threatening Allergies

 

At the last meeting a draft was prepared.  The draft was reviewed with attorney Tom Flaygare.  The attorney felt that the policy language should reflect aspirations.  There shouldn’t be any declarative statements in the policy that can’t be guaranteed to be done every time.  Attorney Flaygare also recommended not putting language in a policy that establishes a standard of care.  He doesn’t recommend tying best practices to school procedures.  There is no federal or NH state law mandating a food allergy policy.  Most towns in NH do not have a LTFA policy.

 

James O’Shea feels that we have capable and caring professionals who have the best interest of our children at heart.  He doesn’t feel there is a current problem or a need for a policy at all.  He has spoken to many doctors and professionals regarding these issues.  A sense of balance and logistics are very important to him.  James is concerned that Board policy cannot and should not be an avenue for airing grievances.

 

Jennifer MacLeod states that the bottom line for her is that there should be a written, formal policy adopted by the HSB.  In order to achieve this through consensus, she has compromised and pulled away from many of the items she feels should be included in the policy.  Jennifer feels that the draft she originally presented would go further to protect children with LTFA, but she feels that if the five key points are incorporated, they are the most important.

 

Harry Haytayan feels that context is important.  He hopes that the Board can come to a reasonable consensus.  He believes that the administration is currently doing a good job for our children and that there are no problems in the way this issue is currently being managed.

 

Bill Beauregard he wants to see a policy that provides direction, goals and principles.  He doesn’t believe that the chain of command has been completely followed all the way through, in some instances. Parents should use the chain of command up through the school Board level to address their concerns. 

 

Bill Beauregard reviewed policies and found 24 policies that have bearing on the issue of LTFA.  The five items most parents were concerned about peanut free classroom, peanut free cafeteria menu, peanut free eating area, hand wiping and education are subtopics and procedures that fall under 2 of the 7 categories of procedures recommended by the CT DOE guidelines.  The first 4 fall under the category AVOIDING EXPOSURE TO ALLERGENS and education falls under the category EDUCATING THE SCHOOL COMMUNITY ABOUT LIFE-THREATENING ALLERGIES.  He described a comparative analysis he did of current Hollis LTA framework of 7 procedural categories provided by the CT DOE guidelines and then, in a second document, identified the gaps in the current Hollis documentation.  It is reasonable to expect Hollis to have documented procedures for all 7 categories I the CT DOE Guidelines.  He shared both documents with the administration for their consideration.

 

James O’Shea makes a motion to accept as a first reading the LFTA policy.  Venu Rau seconds the motion.

 

The LFTA Policy draft reads as follows:

 

The Hollis School District is committed to ensuring that all parties to the education process work together collaboratively and respectfully to maintain the health and safety of children who have life-threatening allergies in ways that are developmentally appropriate, promote self-advocacy and competence in self-care, and provide appropriate educational opportunities.

 

The health, social normalcy and safety needs of the affected student will be balanced along with the education, health and safety needs of all students.

 

Venu Rao supports this policy and asked that the administration come up with a system to give confidence to the public that we are following the procedures that are in place.

 

James O’Shea states that he is confident that the procedures, going forward, will address the five points that have been previously discussed.

 

Jennifer MacLeod feels that, although considerably more brief than the draft she originally crafted, she can support this policy as it “maintains the health and safety of children.”  In order for Jennifer to endorse the brief policy, however, she states that thoroughly-documented, repeatable procedures must be in place with an accountablility trail.  The policy always must be accompanied by these procedures.  Further, Jennifer requires that the procedures must incorporate the five critical elements (nut-free classroom, nut-safe cafeteria tables, public education/awareness, nut-free cafeteria menu, handwiping) as supported by research and endorsed by public forums.

 

Harry Haytayan agrees with Jennifer and James. 

 

Bill Beauregard emphasized the need to have repeatable procedures, so that it can pass the audit test.

 

The administration stated that they will make the procedures user-friendly and clear.  The administration will see to it that all five points are addressed in the procedures.

 

Bill Beauregard called for a vote on the motion to accept the LFTA policy as a first draft.  The vote was 5 yes, 0 no.

 

Open Forum

 

Janet Merrithew has a son in 4th grade.  He knows 5 letters of cursive.  He was supposed to have learned it in 3rd grade.  She is working with the teachers to try to help her son with this issue.

 

Tammy has a 2 year old who is allergic to peanuts and a 1st grader as well.  There seems to be a significant lag in education on this issue.  She wishes the policy emphasized education more. 

 

Michelle Repp feels that we are finally at a point where progress has been made, even though it is not exactly what she would like to see.  Hopefully everyone can work together for the safety of the children.

 

Readers and Writers Workshop Presentation

 

James O’Shea stated that it is one of the goals of Board to be better educated on the issues of education and presentations like this help to educate the Board.

 

Linda Walsh Coordinator of Language Arts and Social Studies, gave the presentation.

 

 

  1. SAU#41 Curriculum
    1. Reading Grade Level Expectations

                                                               i.      Early Reading Strategies

                                                             ii.      Reading Fluency & Accuracy

                                                            iii.      Word Identification Skills & Strategies

                                                           iv.      Vocabulary

                                                             v.      Literary texts

                                                           vi.      Informational texts

                                                          vii.      Reading Strategies

                                                        viii.      Breadth of Reading

    1. Written and Oral Grade Level Expectations

                                                               i.      Habit of Writing

                                                             ii.      Structures of Language

                                                            iii.      Reading/Writing Connection

                                                           iv.      Narrative & Informational Writing

                                                             v.      Writing Conventions

                                                           vi.      Oral Communication Strategies

  1. HES Assessment
    1. Assessment Types

                                                               i.      Formative Assessment

                                                             ii.      Summative Assessment

    1. NECAP Assessment
    2. Local Grade Level Assessments
    3. Daily Authentic Assessments
  1. HES Programming
    1. Language Arts Review
    2. Language Arts Philosophy
    3. Language Arts Framework

                                                               i.      Reader’s Workshop

                                                             ii.      Word Study

                                                            iii.      Writer’s Workshop

                                                           iv.      Phonic Lessons

                                                             v.      Sitton Spelling

  1. Next Steps

Provide ongoing professional development for the implementation of Readers’ Workshop

    1. Continue to support teachers in implementing Writer’s Workshop
    2. Continued use of NECAP and Local Assessment Data to drive instruction.
    3. Ongoing evaluation of new programming components. 

 

Bill Beauregard asked about the differences between NEAP and NECAP.  Linda explained that they are two different tests.  NECAP test grade level expectations while NEAP would put questions in to help identify the exceptional student.

 

Bill Beauregard also specifically asked whether the 2005 NECAP writing assessment test results, where 30% of the students were below proficient, and to a lessor degree the reading results were expected or predictable given previous NHEIP test results.  Dr. Paludi and they were and that is why the Writer’s and Reader’s workshops are being implemented and why Writer’s Workshop was implemented before Reader’s workshop.

 

Jennifer MacLeod asked if a separate lesson was given on grammar or if it was incorporated with other lessons.  Linda Walsh responded that if could be done either way.

 

Budget:  Principals’ Presentation

 

Due to Mellinee’s absence this evening, the Board will take home the budget binders and review them for discussion at a later date.

 

Superintendent Pike stated that the budget briefing book comprehensively documents District needs and prioritization is expected.

 

The Board set a date for a budget workshop for November 27th at 2-5 pm at the conference room at HPS.

 

Principal’s Report

 

Dr. Gail Paludi reported that the building construction is done; however, cleaning and moving need to be completed before the children can be moved back into those classrooms.

 

Dr. Gail Paludi distributed three year goals to the Board.

 

Hollis School District

Three-Year Goals

2006 – 2009

 

Mission Statement:

Hollis Elementary School is dedicated to educating the whole student. It is our goal to nurture students and help them become well-rounded, self-respecting, friendly and sensitive individuals. We seek to provide a challenging curriculum with flexibility to meet the needs of each student. We recognize and respect different learning and teaching styles. Our high expectations for academic achievement are balanced with giving students a broader sense of the world and the desire to perform service to others.”

 

Overarching Goal:

To utilize best practices to guide the teaching/learning process for maximizing the academic/social/emotional development of all students.

 

 

 

 

Objective One:  To improve the teacher evaluation process for the enhancement of instruction.

 

06/07

·        Research and identify teacher evaluation models

·        Create committee

·        Share research/workshop findings

·        Choose a model by June 30th

 

07/08

·        Conduct training for administrators

·        Conduct information sessions for teachers

 

08/09

·        Pilot model with teacher volunteers

·        Collect data and feedback

 

 

Objective Two:  To create effective early intervening services (as mandated by IDEIA 06) for students in the areas of reading and mathematics.

06/07

·        Re-structure current reading service delivery model to provide more intensive services for the at-risk and identified students

·        Research models for differentiation of remedial instruction in the area of mathematics and make recommendations

 

07/08 

·        Pilot remedial instruction in the area of mathematics

 

08/09

·        Use data to evaluate the effectiveness of early intervening services in the areas of reading and mathematics

 

 

 

 

Objective Three:  To more effectively utilize assessment data to drive instruction

 

06/07 

·        Train teachers in March 07

·        Pilot NWEA grades 2 & 5 in Spring 07

·        Research additional assessment tools for preK thru grade 1

·        Provide more training and practice for classroom teachers to analyze assessment data

·        Discuss data warehousing tools

 

07/08

·        Expand NWEA to grades 2-6 with additional training for staff

·        Utilize results from the new assessment tool to drive decisions regarding differentiated instruction

·        Implement new assessment tools for preK thru grade 1

·        Pilot implementation of a data warehousing tool

 

08/09

·        Continue NWEA training

·        Evaluate assessment tools

·        Utilize results from the new assessment tool to drive decisions regarding differentiated instruction

 

Objective Four:  To refine the implementation of the balanced literacy approach.

 

06/07 

·        Train staff and implement the Reader’s Workshop model

·        Continue implementation of Writer’s Workshop

 

07/08

·        Use data to evaluate the effectiveness of the balanced literacy approach

 

08/09

·        Refine the implementation plan for the balanced literacy approach based upon findings from the evaluation data

 

James O’Shea makes a motion to accept the 3 year goals for the Hollis School District presented by the principals.  Jennifer MacLeod seconded the motion.  The motion carried by a vote of 3 yes, 0 no.

 

Superintendent’s  Report

 

Each month Rich Pike attends a commissioner’s meeting.  The commissioner has accepted an invitation to visit the Hollis Elementary schools.  He is interested in the innovative preschool program.  He would consider both the schools for the Excellence in Schools program.  Rich will notify the board when the details of his visit are finalized.

 

RSEC

 

Membership at RSEC is made up of SAU #41, Milford and Amherst.  It is Hollis turn to be on the board.  Hollis is declining this year.

 

James O’Shea makes a motion to pass on the Board of Directors position at RSEC.  Jennifer MacLeod seconded the motion.  The motion carried by a vote of 3 yes, 0 no.

 

Boiler Claim

 

Rich Pike got a letter from Attorney Drescher and will email it to the Board member as it contains confidential information regarding the boiler claim.

 

Board Actions

 

Correspondence

 

Jennifer MacLeod makes a motion to accept the maternity leave for Shailagh Klicker commencing in April 2007 with congratulations.  James O’Shea seconded the motion.  The motion carried by a vote of 3 yes, 0 no.

 

Jennifer MacLeod makes a motion to accept the maternity leave for Caryn Miller commencing in April 2007 with congratulations.  James O’Shea seconded the motion.  The motion carried by a vote of 3 yes, 0 no.

 

Jennifer MacLeod makes a motion to accept maternity leave for Melanie White commencing in March 2007 with congratulations.  James O’Shea seconded the motion.  The motion carried by a vote of 3 yes, 0 no.

 

Bill Beauregard read a letter from Julie Sommorrostro expressing her gratitude to the Hollis School Board for accepting her request for a STEP advancement.

 

 

 

Farley Building

 

The Hollis Selectmen have accepted the Farley Building as is.

 

Sub Committee Assignments

 

Doug Cleveland has accepted a position of community representative to work on HESA sub-committee.  Mellinee Capasso will also sit on the committee.

 

HEA doesn’t have a community representative; yet.  Bill Beauregard is working on it and asked Rich Pike for a description of the expected commitment.  Carol Mace has agreed to work on the committee. 

 

SAU Lease

 

Mellinee Capasso has some ideas on how to present this.  She thinks that lease moneys could be put into a fund for maintenance.

 

Bill Beauregard mentioned that Chris Hyde, of the Hollis Budget Committee,  suggested a caretaker lease for one year term.

 

Minutes

 

Deferred until next month.

 

James O’Shea made a motion to adjourn.  Jennifer MacLeod seconded the motion.  The motion carried by unanimous roll call vote 3 yes, 0 no.

 

10:15 pm.