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HomeMy WebLinkAbout1977-06-13-SC-min Page 112 June 13, 1977 The Lexington School Committee met at the School Administration Building at 8:00 p.m. , on June 13, 1977. Present were Swanson, Gaudet, Brown, Michelman, Hoffman, and student representative Miller. Also pre- sent were Lawson, Spiris, Pierson, Maclnnes, Monderer and Barnes. Student representative to the School Committee, Jonathan Miller, PUBLIC said that he had questions regarding the recent vote to eliminate the PARTICIPATION Director of Guidance position at the high school and to introduce the position, Coordinator of Pupil Services. He said that he didn't speak the evening of the vote but since that time felt uncomfortable with the history and development of the action. Mrs. Swanson said that it was difficult to answer his questions, since the recommendation came from the high school principal. She suggested that he discuss the situation with Dr. Clune and the administrative staff at the high school first, and if he were not satisfied, the topic could be put on a future agenda. Dr. Lawson reiterated that the recommendation did come from the high school principal and Dr. Monderer, Director of Pupil Services, and he said he concurred with the recommendation. Dr. Lawson then suggested that Jonathan might want to speak with both Drs. Clune and Monderer. Upon the recommendation of the superintendent of schools it was MINUTES OF APRIL 4, 1977 VOTED: to accept the minutes of April 4, 1977, as corrected. (Michelman, Brown, Unanimous) VOTED: to accept the minutes of April 11, 1977 as presented. (Brown, MINUTES OF Michelman, Unanimous) APRIL 11, 1977 VOTED: to accept the minutes of April 25, 1977, as amended. (Michelman, MINUTES OF Hoffman, Unanimous) . APRIL 25, 1977 Upon the recommendation of the Superintendent of Schools it was SCHEDULE OF PAYMENTS VOTED: to accept the following Schedule of Payments. (Brown, Michelman, Unanimous) SCHOOL DEPARTMENT BUDGETS Personal Services May 27, 1977 Classified Payroll #24 $ 68,384.73 May 20, 1977 Professional Payroll #25 423,882.09 June 3, 1977 Professional Payroll #26 419,247.91 Expenses May 27, 1977 Bill Schedules #171 1,394.66 May 27, 1977 #172 3,745.41 May 27, 1977 #173 26,621.34 June 3, 1977 #174 1,604.80 June 3, 1977 #175 31,377 .05 June 3, 1977 #176 452.80 June 3, 1977 #177 547.18 June 10, 1977 #178 1,545.70 ( June 10, 1977 #179 2,935.37 June 10, 1977 #180 913.65 June 10, 1977 #181 15,373.72 Page 113 June 13, 1977 Out-of-State Travel SCHEDULE OF May 27, 1977 Bill Schedule #39 $ 80.70 PAYMENTS (CONTINUED Athletics May 20, 1977 Payroll #20 255.00 May 27, 1977 Bill Schedules #36 111.03 June 3, 1977 #37 280.00 June 3, 1977 #38 147.96 June 3, 1977 Payroll #21 1,225.00 Vocational Education May 20, 1977 Tuition #14 112.50 SPECIAL PROGRAMS - (Non-Lexington Funds) Title III - Administrative Grant May 27, 1977 Classified Payroll 80.00 METCO Program May 20, 1977 Professional Payrolls 5,172.31 June 3, 1977 4,996.06 May 27, 1977 Classified Payroll 1,254.15 May 27, 1977 Bill Schedule(Spec.Acct.) #5 100.00 June 3, 1977 Bill Schedule(Reg.Acct.) #17 14,869.25 LEADS Program May 20, 1977 Professional Payrolls 811.53 June 3, 1977 811.53 May 27, 1977 Classified Payroll 2,011.64 June 3, 1977 Bill Schedule #13 219.63 Driver Education - Adult Education May 20, 1977 Professional Payrolls 841.54 June 3, 1977 1,144.71 MTA Southwick Salary May 20, 1977 Professional Payrolls 745.38 June 3, 1977 745.38 ESEA Library May 27, 1977 Bill Schedules(ESEA II) #11 285.80 May 27, 1977 (ESEA IV) # 8 1.76 June 10, 1977 (ESEA IV) # 9 57.51 Pupil School Matr. Rec. June 3, 1977 Bill Schedules # 7 479.25 June 10, 1977 # 8 290.00 Insurance Claim June 3, 1977 Bill Schedule 721.52 Bus Ticket Account May 27, 1977 Bill Schedule # 8 927.00 The Financial Statement was discussed. FINANCIAL STATEMENT Page 114 June 13, 1977 Mrs. Swanson began the discussion by saying her request for in- METCO formation was of the type that she felt should best be discussed with DISCUSSION the new coordinator. Mrs. Gaudet said her question was regarding the goals of the program. She asked if the goals were still the same, were they attained, and were there any evaluations? Gaylord Saulsberry, METCO Coordinator, was in attendance. He stated there were no specific local evaluations of the total program. He said some parts of the program, tutoring and Black History courses, had been evaluated, but he knew of no pure research conducted as to whether the program had reached its objectives or not. He felt that the goals were to provide a quality education for youngsters and to assist in a voluntary program to reduce racial isolation remained unchanged. Dr. Lawson said the program would be difficult to evaluate, but one item of information was that 697, to 70% of the METCO youngsters go on to higher education who graduate from the suburban schools vs. 29% of blacks going on to further higher education from Boston schools. Mrs. Swanson said it had been of past concern that some principals did not deal with METCO students in the same way as with Lexington stu- dents which caused problems. Mrs. Swanson asked Gaylord Saulsberry, METCO Coordinator, to comment. Mr. Saulsberry said that it was a prob- lem but less of a problem today than it was a few years ago. He said that some people felt that they could not discipline METCO students, less they are called racists. He said the elimination of this attitude has to start at the teacher level and things will then change. He felt it had changed. Mrs. Gaudet stated she had a slight uncomfortable feeling, even though Lexington had agreed to participate in the program, that not enough was being done. She supported this feeling by saying that there was a lack of assessment of the integration concept and the educational program. Dr. Lawson responded saying that Lexington' s commitment was the second largest in the state. He said the goal was to achieve qual- ity education with the same expectation of all students. He added that as a system succeeded in accomplishing this objective, less and less will be heard about METCO students as a separate entity. Mrs. Gaudet said that she was pleased to hear the comments of Dr. Lawson regarding the goals. Mr. Brown added that he supported Dr. Lawson' s comment and the program. Other members of the couuuittee expressed pleasure with Mr. Saulsberry's coordination of the program in the last few years. The consensus of the committee was to support the program. The committee expressed compliments to Gaylord Saulsberry for his coordination of the program. Upon the recommendation of the Superintendent of Schools it was PERSONNEL CHANGES VOTED: to accept the following Personnel Changes. (Hoffman, Brown, (PROFESSIONAL) Unanimous) Page 115 June 13, 1977 Resignations Yrs. in Lexington Effective Reason Correction in Salary ) Changes or Additions Maternity Leave Dr. Lawson said that since Grievance 76-77-4 (Special Class Tea- PERSONNEL chers' stipends) had not been resolved, he recommended the following CHANGES stipends be retracted upon the advice of legal counsel. He also noted RETRACTION O that once the grievance was resolved stipends may be reinstated. The STIPENDS superintendent noted that the grievance was to be heard by the school committee on June 27. Upon the recommendation of the Superintendent of Schools, it was VOTED: to reconsider the vote of Marh 7, 1977 which set salaries of staff. (Michelman, Brown, Unanimous) . Upon the recommendation of the Superintendent of Schools it was VOTED: to amend the motion of March 7, 1977, by reducing the salaries of personnel, presented on Page 117 of the school committee agenda of June 13, 1977 by $704. (Brown, Michelman, Unanimous) Upon the recommendation of the superintendent of schools it was VOTED: to accept the amended motion. (Michelman, Brown, Unanimous) Following the vote, Mr. Hoffman repeated his request for a complete profile of the system's professional staff. He said that he would like to discuss this profile when the recruitment/selection procedures of per- sonnel was on the agenda. Mr. Michelmann noted that during the evening three new people were hired without teaching experience. He and Mr. Hoffman said they were not questionsing the people but questioned the trend of hiring people with no experience. Mr. Spiris said that it was true that more beginners were being hired. He said that Lexington was not as attractive a community as it had been in the past, due to declin- Page 116 June 13, 1977 ing enrollment. Dr. Lawson agreed that personnel procedures would be discussed at a future meeting. Upon the recommendation of the Superintendent of Schools, it was VOTED: to accept the following personnel changes (classified) (Brown, Gaudet, Unanimous) Transfers Name School Salary NEW PERSONNEL (PROFESSIONAL) Page 117 June 13, 1977 Upon the recommendation of the Superintendent of Schools it was RE-ELECTION C CLASSIFIED VOTED: to accept the following custodial and maintenance staff at the STAFF classification and step indicated effective July 1, 1977. FULL TIDE ' (Michelman, Brown, Unanimous) (See Attached) Upon the recommendation of the Superintendent of Schools it was VOTED: to accept the placement and classification and step indicated for secretarial and clerical personnel, full time, effective July 1, 1977. (Michelman, Brown, Unanimous) (See attached) Upon the recommendation of the Superintendent of Schools, it was RE-ELECTION C CLASSIFIED VOTED: to accept the placement and classification and step indicated STAFF for secretarial and clerical personnel, part-time, effective PART-TIME July 1, 1977. (Michelman, Brown, Unanimous) (See attached) Upon the recommendation of the Superintendent of Schools it was TITLE I CLASSIFIED VOTED: to accept the following classified staff for the Title I Summer STAFF Reading Program for 1977. (Michelman, Brown, Unanimous) (See Attached) Upon the recommendation. of the Superintendent of Schools, it was BIDS MILK VOTED: to award a contract for supplying milk and other dairy products to Martines Brothers (Blue Ribbon Dairy) as the low bidder meet- ing specifications. (Michelman, Brown, Unanimous) Upon the recommendation of the Superintendent of Schools, it was ICE CREAM VOTED: to award a contract for the purchase of ice cream for the School Services Program to H. P. Hood, Inc. , based upon their low bid meeting specifications. (Michelman, Brown, Unanimous) Upon the recommendation of the Superintendent of Schools it was BAKERY PRODUCTS VOTED: that the Lexington Public Schools award a contract for bakery products with the following companies. (Michelman, Brown, Unan- imous) Item Ward Price Mello's Price Bread Pullman Sand. .49 French .31 Italian .30 Raisin .79 Rolls Hamburg .51 Frankfurt .51 Pan .38 Torpedo .68 N.Y. Hard .42 Bulkie .68 Small Roll .42 Eng. Muffin .61 Page 118 June 13, 1977 Upon the recommendation of the Superintendent of Schools, it was PHYSICAL EDUCATION & VOTED: to place orders with the following companies in approximate ATHLETIC totals as indicated as based upon the low bids meeting specifi- SUPPLIES cations for physical education and athletic supplies. (Michelman, Brown, Unanimous) A. A. Sports $ 626.20 Arrow System 11.93 W. H. Brine 1,159.84 Commonwealth Educational Industries, Inc. 215.60 Cheerleader Supply 184.00 Finnerty' s 408.05 J. L. Hammett 171.04 Holovak & Coughlin 184.00 House of Sports 1,361.83 J-Mac Assoc. 196.50 Marciano-Shaw 1,286.01 Medford Square Sporting Gds. 1,842.50 Nissen Corp. 438.70 New England Gym 15.30 Program Aids 467.28 Resilite 4.75 Sidney Musinsky 468.85 Snitz Mfg. Co. 100.10 ..., Sports Value Center 175.25 Tri-Con Sports 2,214.03 Universal Sports 44.88 $11,576.64 Upon the recommendation of the Superintendent of Schools it was MEDICAL SUPPLIES VOTED: that orders be placed with the following companies based on their low unit prices in the following approximate totals. (Michelman, Brown, Unanimous) Park Surgical Co. , Inc. 74.90 School Health Supply Co. 2,051.42 $2,126.32 Upon the recommendation of the Superintendent of Schools, it was FLAGPOLE REPLACEMENT VOTED: that the bid for the flagpole replacement at the senior high HIGH SCHOOL school be awarded to Babcock-Davis Association, Inc. , in the amount of $2,253.00. (Michelman, Brown, Unanimous) Mrs. Ilse K. Evans, 74 Middle St. , presented a proposal for a EXTENDED parent financed extension to the Kindergarten program at Bridge School. KINDERGARTEN The program included extension of the half-day Kindergarten program to PROGRAM a full day, full year program for students whose parents pay the salary BRIDGE SCHOOL 1 Page 119 June 13, 1977 of a Kindergarten teacher. Mrs. Evans said there was a real need in the community for such a service. She noted that she had discussed the proposal with Dr. Goodridge, principal of Bridge School, and they agreed there was a room available for use at the building. She said that the parents had some concern regarding liability insurance cost as well as.- rental cost. She asked if it would be possible to be included under the school liability insurance in order to eliminate the large annual premium. She also noted that the school nurse and telephone would only be needed in emergencies and students would bring their own lunch. Mrs. Evans said they would be using a small room that was available and the request was for a specific program at a specific school, and not a total school system proposal. Mrs. Swanson asked Dr. Lawson to comment. Dr. Lawson said that a question of available space was still a priority. He noted that the Pupil Services Department was looking for space for speech therapists as of June 10. He added that it was the central administration' s responsibility to ascertain whether space was available in the system. He said he doubted that at present the room was in the classification of availability. Mrs. Swanson said that she had some hesitancy that if the program were in oper- ation at Bridge School, other parents in other districts would seek simi- lar programs. She felt the School Committee should only agree to the pro- grams that are offered in all sections of the town on an equal basis. Dr. Lawson said that he did favor the concept of community development pre- school programs, if space were available and School Committee policy per- mitted such an operation. Mr. Michelman said that he didn' t see any reason for denying the request by a non-school group, but other questions were raised. He wondered if regular Kindergarten teachers would be un- comfortable when another teacher was spending an equal amount of time with his/her pupils. Also, he wondered if fees were associated with the program, would they be discriminatory since some people may not be able to afford the fee. His last concern was the use of a public school by a private group during school hours. In conclusion, he thought the School Committee might consider this identified community need on a pi- lot basis. Mr. Hoffman said that the committee needed a simple and spe- cific statement of intent from the parents. This statement would allow the School Committee to raise issues and questions regarding the concept. He concluded his statement by suggesting that the parents discuss the proposal with the administration before returning to the School Committee. Mr. Brown said that the issue was a matter of policy with far reaching implications for the entire system. He felt that more discussion should be conducted on the issue. Mrs. Swanson suggested the topic be placed on the list of tasks to be considered since staff input should be re- trieved. Mr. Michelman added that perhaps some motivated members of the couuaittee could take some initiative and meet with Dr. Lawson, the prin- cipal, and parents to discuss the entire matter and how it relates to policy. Dr.Lawson stated more information regarding costs and space availability was needed before any action was taken. No further discus- sion on the item was held pending retrieval of information. Page 120 June 13, 1977 Upon the recommendation of the Superintendent of Schools it was SUMMER WORKSHOPS VOTED: to accept the following personnel for the Summer Workshops at the salary and days indicated. (Michelman, Swanson, Unani- mous) (See next page) BIDS Upon the recommendation of the Superintendent of Schools it was INDUSTRIAL ARTS VOTED: to place orders with the following companies in approximate totals as indicated based upon the low bids meeting specifica- tions for Industrial Arts Supplies. (Swanson, Michelman, Unani- mous) . Alvin & Company $ 362.92 Bayliss-Curry 134.26 Currier Lumber Corp. 828.76 Charette Corp. 91.24 Edgecomb Steel of N.E. 360.55 Gould Industrial Supply 1,647.65 Holt & Bugbee Company 409.67 Lynn Hardware Co. 827.84 McKilligan Industrial Supply Corp. 438.00 Palmer & Parker Co. 1,292.25 Northstart Steel & Aluminum 862.68 Paxton Patterson 923.59 Reklaw Hardware 264.46 Teledyne Post 86.67 $8,530.54 A summary of the results of the Muzzey and Diamond Jr. High School PARENT CON- Parent Conferences was presented to the School Committee by the Super- FERENCES intendent. He said evaluations from staff and parents of the program were most positive. He said the schools wanted to continue conferences next year. He asked the School Committee to authorize secondary princi- pals to continue the development of formal parent conferences. The School Committee complimented Mr. Terry and Mr. Sullivan for the initiative taken to formalize parent conferences at the junior high school level. The School Committee also expressed hope that Clarke Jr. High School and Lex- ington High School would undertake a program. It was VOTED: to authorize the secondary principals to continue a program of parent conferences. (Brown, Michelman, Unanimous) . A proposal for Curriculum Management was presented to the School CURRICULUM Committee by Dr. Pierson, Assistant Superintendent for Instruction. MANAGEMENT The 40-page comprehensive report reviewed the background of curriculum implementation in the Lexington Public Schools, and offered recommenda- tions. The School Committee extended its compliments to Dr. Pierson for the illuminating document. The School Committee noted that addi- tional time was needed to read the document indepth before making any additional comments. Mr. Michelman suggested that the document be made available as expeditiously as possible so that staff and community could consume its content. It was agreed that the document would be discussed by the School Committee at future meetings, in the Summer and Fall. Mr. Barnes presented a response to the memorandum from Mrs. Georgia 622 RESPONSE Glick of the Nationa' -ganization for Women, which was presented to the School Committee. (S : pages) STAFF FOR 51J tha WORKSHOPS Name of Teacher Workshop _ Number of Days Salary "Half days Budget Allotment ;; 4,620 Total from above 22,020 Uncommitted $2,600 LEXINGTON PUBLIC SCHOOLS LEXINGTON, MASSACHUSETTS 02173 MEMO TO J. H. Lawson SUBJE=T Mrs. Glick's 622 Response FROM D. Barnes � DATE 5/24/77 Iwould like to respond to Mrs. Glick's memorandum to the School Committee, dated 9 May 1977. Introduction: It is true that small numbers of staff were interested in the goal of Chapter 622 in the past few years due to other priorities at the district level. Staff has had many pressures and activities that seem to have consumed more and more of their time. Another state law requiring a specific regimen was not need- ed by staff although many certainly would and did support the intent of the new law. During 1975, four letters of intent were submitted to the State Department request- ing funds for Chapter 622 activities. Even though none received approval in the competition for the small amount of money available, I think it reflected a fine commitment on the part of staff (See Exhibit A). On Monday evening, October 27, 1975, a progress report on Chapter 622 was given (Exhibit B). During the 1975-76 school year, staff were encouraged to attend awareness work- shops conducted by the State. I attended several meetings and Ralph Lord was ex- tremely active in the region with Chapter 622 activities. In February, 1975, I published in an issue of " Dialogue" which contained articles regarding, Conference on Sexism, Stereotyping of Sexes, Adult Role Models , Medical Careers (Exhibit C). The cover of Dialogue was changed to reflect the law, also. Prior to this time, assorted activities were taking place. During the 1975-76 school year, principals were given copies of the law, requesting they discuss the specifics with staff. Granted these in-service sessions were of minimal effort, yet, .many other types of activities were in progress. • Section 1. - 622 Subcommittees and compliance a. Agreed that the 622 committee should function as advisory with compliance en- forcement residing in the Central Office. I also feel that having a principal serve as chairman of the committee may not be as efficient as expected. Better results may occur, if committee were advised and elected its own chairman, per- haps a woman. b. Compliance enforcement this past year was better. Principals must discuss the law with staff and establish it firmly in the mind of staff that it is a priori- ty of the school. • 1 I2 -2- J. H. Lawson 5/24/77 Mrs. Glick's 622 Res c. I do not feel that it is the role of the schools to set up parent advisory meetings to inform parents of their role in implementation. They do receive the notice as required by law which informs them of the laza. Community organ- ization might like to consider offering a series of neighborhood meetings. This could be an exciting project. 2. Resources Lexington has used the talents of the State Department in in-service, hired con- sultants, had guest speakers in some departments , and used films. Lexington (3 from staff) participated in federal program in Brookline last summer. Page 3. 1. In-service training sessions have been and will be established. The goals and other details will be released to the School Committee. 2. A more intensive screening system for evaluation of materials is needed. Dr. Pierson is aware of this need. Included in the recent in-service sessions were model evaluations for testing by staff. 3. Curriculum Development: It is true that better representation of all groups is needed in curricula. We are aware of this. 4. The annual progress of hiring and assigning of staff can and is easily handled by the Personnel Department. This information should be made available in the yearly evaluation. Elective courses and registration by sex, is contained in each annual report as a matter of practice. This will continue. The Guidance Department has been requested to develop. a comprehensive out • - line of its activities re: Chapter 622, Title IX, and 'Federal Vocational Edu- cation Act, Summary We plan to design a system of goals for next year, and will place them in writing. It is doubtful that we will be able to prepare a comprehensive report similar to the Kalamazoo Schools . This does not preclude that Lexington will not have a fine program. I hope this will assist in the understanding of 622 and Mrs. Click's response to my report. As a concluding suggestion, I would like to recommend an idea exchange with representatives from community groups (NOW, LWV, CCLPS, PTA, etc.) on a peri- odic basis to discuss Lexington's implementation of Chapter 622. Attachments /d On Monday evening, Dr. Monderer, Director of Pupil Personnel Services, in conjunct- • ion with Fred Thurlow, faad of Guidance Department; High School Counselors , :ors . Joy Gilbert, Mr. James Coffin and Mr. Oscar Krichmsr gave a progress report which includes responses to the above points and suggestions for future directions . The goals, program definition, staff activities , constraints and solutions were out- --- lined by the guidance staff. A copy of the report is on file at the School Infor- nation Center in your building and at the Professional Library at Lexington High School. I encourage you to read this progress report. An additional report will ba made to the School Committee around February 1, 1976. • Chapter 622 I reported to the School Committee that four letters of intent have been filed with the State Department requesting funding for Chapter 522 programs in the Lexington Public Schools. The program requests range from $3,000 to $27,500. They include such areas as summer workshops. craft activities , physical education programs end a human relations unit. We hope to receive positive evaluations from the Depart- ment of Education. Another action of the School Committee was to discharge the Citizens Advisory Com- mittee on Chapter 622. Expressions of gratitude to the Advisory Committee were given by the School Committee and administration. These people gave a greet deal of time to their charge and have provided a valuable service to all. I reviewed the plan for appointing our own professional committee on Chapter 622. Volunteers are being sought from the staff to serve as a sub-committee of the Hu- ron Relations & Human Development Committee. Members of the Chapter 622 segment will then be assigned to each Continuing Curriculum Corittee as s representative. A clear charge will be developed. In this manner, the Human Relations Committee will intensify its charge while et the same time all Continuing Curriculum Commit- tees will benefit by having a Chapter 622 representative, If you are interested in serving en this new committee , please notify Mr. Barnes , eaten ion 117. ty November 26. We will appreciate Your assistance. New Personnel Appointment * * * * * * * * * * * * * * * * * * * * * * * * O The next School Ctu.aittee meeting will be held on November 24, 1975, at Clarke -Junior High, at 8:00 p.m. The only item on the agenda will be the Lexington Test- ing Program. You are invited to attend . There will be a dialogue with staff and outside experts. There will be a segr.Qnt for audience participation. ODPOSITIONS AVAILABLE Teacher - English Department, Lexington High School Available - 12/1/75 (\ Teacher - Parker School Available - 1/5/76 Parsons interested in the above positions should contact Elizabeth Quinn, extension /� 1l ' /114. i tC 4 i44, ,r M Lexington Public Schools Lexington, Maeaachusetts November 20, 1975 TO: All Staff FRO:: M. 1. Spiris RE: School Committee Meetings , Positions Available 40 Q SCHOOL COMMITTEE MEETING .Noymlan 10 1975 a On Monday evening, November 10, 1975, a regular meeting of the Lexington School Committee was held at Estabrook School . The following ere highlights of that meeting: Athletic Budget 1976-77 The proposed Athletic Budget was presented. Mr. Ralph Lord, Coordinator of Health Education and Athletics , commented on several aspects of the proposed budget. The figures at this time (excluding negotiations) look like this: • 1975-76 1976-77 Change % of Change $133,510 $137,633 + $4123 + 3 Vocational Budget. The proposed Vocational Budget remains the same. The budget is exclusive of the Minuteman Regional Vocational Technical School students . The MMRVTS has its own School Committee and submits their budget directly to the selectmen. 1975-76 1976-77 Change % Change $18,500 $18,500 0 0 Out-Of-State Travel The recommendation for the Out-Of-State Travel Budget for. 1976-77 shows a slight decline within the budget. The $200 reduction, however, has been transferred to the Expense Budget to cover the coat of college visitations within the state. 1975-76 1976-77 Change y Chane $12,300 $12,100 - $200 - 1.6 SCUQOL CDi-r;ITTEE `FETING. NOVEiQB^R 17 . 1975 On Monday evening, Rovember. 17, 1975, a regular :meeting of the Lexington School Committee was held at Clarke Junior High School. The following are highlights of that meeting: Cuidance Report Last Spring, the Citizens Coxnittee on the Lexington High School Guidance Program made its report to the School Ccem ittee. In the presentation, several areas were designated for study. These included a better definiton of the Guidance Program, specialization of counaelors , centralization of guidance resources, etc. Lexington Public Schools Lexington, Massachusetts October 29, 1975 TO: All Staff FROM: M. J. Spirts RE: School Committee Meeting Highlights On Monday evening, October 27, 1975, the Lexington School Committee held a regular meeting at the School Administration Building. The following are highlights of the meeting: PROPOSAL FOR IN-SERVICE WORKSHOP The proposal for an in-service workshop concerning the Lexington Core Evaluation Manual and Chapter 766 was approved by the School Committee. Details of the work- shop are outlined in a separate memo to staff. O,A.T.To PROJECT Mr. Eugene Sullivan presented a report on a project et Diamond Junior High School, - . known as O.A.T.'s (Outdoors as Teachers) . Several staff members of Diamond Junior High School developed varied outdoor activities for students. The focus is to expand the curriculum beyond the school walls to include outdoors es a learning environment. The major goals of the program are for students - to adapt to the outdoor environment - to learn to trust their abilities to apply varied skills in individual and group problem-solving situations given problems posed by outdoor living ▪ to foster personal growth - to develop the individuals relationship with a larger group Any staff member interested in additional information regarding this program should contact Mr. Eugene Sullivan. CHAPTER 622 A progress report on the implementation of Chapter 622 was presented by Mr. Ralph Lord, Mr. William Terris and Mr. Richard H. Barnes. Highlights of areae diacuased: Regulations: Chapter 622 regulations are in the possession of each principal. Booklets describing the items are available through the Region- al Education Center. Instructional Materials: Acquisitions of books on sex discrimination ere in the Professional Library. Instructional Material Specialists are selecting print and non-print ma- teriale in accordance with guidelines. Guidance: Pupil Personnel Services is directing its efforts toward Career Days, counseling opportunities and testing programs and material. Continuing Curriculum Committees and Facilities: The Continuing Curriculum Committees arr aware of expectations in selecting prim. and non-print materials. Faculty aware- ness is a continuous goaland every effor will be made to provide activities to els, vete awareness of staff and students. Athletics and Extra Curricula Activities: The Coordinator of Athletics is implement ing the guidelines of the State as they relate to his area of responsibility, In a separate memo I have outlined details for applying for funding for innovative gran` for Chapter 622, I hope you will read the special memo regarding thia important law. APPOIN17-€NTS- (1Z. LACDhENTS) Elementary: Position Education Experience * * * * * * :4 *. * * * * * * * * * * * * * * * * * * k * The net School Committee meeting will be held on Monday evening, November 3, '1975, at 8:00 p.m. , in the School Administration Conference Room. You are welcome to attend. d , . • / /r C c ' I '� (---Th:',1 a Y. tr t.- yM e'r tw . f r e:. -t r t. ect. y . ,t VHicitt, /ctt% a.% i 3 � le% cob O �r r. '.,•I- I-I.":j - ) 1 41t 4•, .l L \) LEXINGTON , 1 • f Volume VII, Number 2 • February, 1975 ..--) -:...) ,CL \--1 ' ,/ • Rudolph J. Fobert, Superintendent f ..to_^✓`' =t*" c. Richard H. Barnes, Director, -r , e- Information, Research, and ._ ( �) Federal Programs �• 1 RESPONSE Since this newsletter began staff have is or :e., reing •r , '_nuun. Objective • been encouraged to exchange ideas via this data .ich can be analyzed for learning . medium. This article is a response to prognceis is coming to be the only de- "Chautxuqua '74 - The Remaking of the Prin- fense left for those involved in formal cipalship". Other views are welcome. learning. The further removed education Editor's Note is from the 'Old Deluder Satin Act of ...r, 1647' the more educators will be called he article entitled "Chautauqua '74 - The to task for their responsibility.. Remaking of the Principalship" featured in the October, 1974 issue of Dialogue con- Program Planning Budgeting Systems, non- ta med erroneous statements which could gradedness , continuous progress , indi- only increase the number of misconceptions vidualized instruction, interdisciplin- held by educators on the issue of Program ary approach are representative of the Planning. A sufficient number of my Lex- educationese used by educators to define ington colleagues in asking me to comment or redefine ideas to improve instruction. have raised doubts in my mind on the total Despite the name tags there is little number of Lexington staff who could also that is really new and for the most part be misinformed. In a spirit of positivism they all evolve around efforts to mar:i- I offer the following. mize the learning process for the indi- vidual. PPBS, however, does not repre- The author, in the introduction, posed the sent an effort to present one education- continuing debate on whether an elementary al alternative over another. PPBS is school principal could effectively function more a systematic way of planning; it is as the administrative head .and educational a process more than a specific concept on (?) leader. Along with other constraints how to arrange educational environments such as lack of commitment to an education- Because it does represent a process for al philosophy, almost no voice in selection planning I would suggest that first and of staff, professional negotiations , tight foremost PPBS is an ATTITUDE. It is a lob market, external pressures the author -way of viewing a program with the intent concludes that of designing alternatives to achieve de sirable outcomes. "The single factor most likely to hinder the principal in his role Let me move from generalities to the spe- cs instructional leader , . is cifics of the article. accountability, including PPBS ." Problem I: The article indicates that Few people will quarrel with an educator's PPBS mandates segregation of dedication "'More than ever, we need to subject areas. respond to individuals as unique persons in a rapidly changing world, reflect on Fact: Nothing could be further from this situation, and reconcile the discrep- the truth. Ultimately Planned ancies between the real and the ideal." Programs would provide real Noncan there be much dissatisfaction with insights as to content areas the: goal of achieving non gradedness (if which lend themselves to in- this concept also accepts the responsibili- tegration. ty for the TWAT of formal learning.) The author's contention, however, that account- Problem 2: Program managers develop pro- ability including program planning budget- grams that are mandated in ing concepts stands between the principal - each school without any sub- and success is a myth. The conclusion atantial input from the school. cannot be supported by hard data. Fact: In the design of the current Most parents expect that when an individual Reading Program, principals, arrives at school the educator will play teachers and specialists were a positive role in their intellectual, continually invited to part_ emotional and motor skill development. And, pate. The difficulty in keep- increasingly, they hope that the classroom . ing educators from consistentl, teacher knows precisely where each learner reinventing the curriculum `r 1 :;hell is more a matter of personalities Jhraug;.cut the nation various c,reu_Us than a PPBS constraint, and individuals are engaging in activities regarding male - female roles, In the Problem 3: Few school districts let prin- next several issues, abstracts of projects cipals or staff decide how to and conferences will be printed to inform spend salary portion of the you of these dialogues. budget. Editor's Note Fact: Not many communities would CONFERENCE IN SEXISM support this kind of decision �+ making without evidence of ghe Feminist Press Conference on Sexism planning. PPBS can assist in in Education, "Re-educating a Generation achieving desired goals (even of Teachers" was organized in a series of tear down a wall instead of plenary sessions (talks, films , discuss- hiring a teacher.) ions) and small elective workshops on various aspects of sexism in education. The Lexington Public Schools in attempt- The meetings I attended focussed on three ing to achieve its goal has evolved into topics: sex roles and socialization, cur- an institution of thirty seven instruc- riculum materials and strategies, and in- tional programs and nineteen support pro- service education for teachers. In gener- grams. In 1973 there were 819.62 full al, the speakers and workshop leaders pre time equivalent personnel employed to op- sented pragmatic approaches for classroom crate these fifty-six programs in sixteen management and curriculum development, and buildings. Its 1974/75 approved budget they emphasized the findings of recent re- was $13,164,211. The mix of human, ma- search on sexism in the schools. I tried terial, financial resources and facilities to choose; from the many workshops offered, necessary to success in. each program with- those relating to classroom teaching and in each building for each learner constant- elementary or early childhood education. ly challenges the decision making process of concerned parents, teachers and admin- Of those discussing sex roles and. social- istrators. Individual school buildings ization, I found Selma Greenberg (Profess- ' 7---rely contain all the expertise to solve or of Education, Hofstra University) par- .eir multi-faceted learning problems. titularly interesting. She helped design More than ever cooperation between prin- a year long "basic human needs" curriculum cipals, coordinators, teachers and others for 3-5 year olds. All children partici- is needed in search of decisions. There pated in units on clothing (involving sew- are no simplistic answers. The extent to ing) , food (cooking) , health care, and which each decision reflects progress building. All children seemed to enjoy toward responsing "to individuals as the activities. After the unite were unique persons" is in part dependent on over, the children went right back to the type and amount of long and short stereotypical activities in their free range planning employed. This is what play, boys building, girls doing homey PPBS is all about. things. Ms. Greenberg suggested that free play is not really free, but rather rein- i inen viewed from the positive end of the forces the child's previously learned at- continuum PPBS is more than accounting titudes by not encouraging them to try new for masking tape, pencils and staff time, activities. There are obvious implications If that is all it means to a school per-- for open education, when it offers a choice son it is because that is all they want of activities. Ms . Greenberg also cites it to mean, evidence that men and women speak more "cognitively" to boys than they do to girls . 1 submit that the author of the Chautau- Since more of the girl's contacts with her qua '74 has goals that are more in con- teacher will be one-to-one or in small conance with a properly implemented PPBS groups in the open classroom, she may ac- than in dissonance. The biggest single tually get less cognitive input in this hurdle is to achieve the positive atti- environment. de necessary to make program planning :,rk. "The best thing that can be said aor reason is that it seems to work better than most other methods." Submitted by Dr. Frank DiGia. rarino Coordinator of Planning 1 3 The presentation on ctrriculum materials ,ue conference was an exciting experie included a slide show "Sexism in Textbooks: too complex to summarize and too dive: The Hidden Curriculum". Several speakers to categorize - though I've tried to suggested activities and materials designed bit of each above. I've felt changee to include the study of women in American my perceptions in the short time since History and Literature, and to compensate turning, and I've made many small edit!: for the tendency of textbooks to ignore ments in my demands , speech and or ani. women. Elaine Showalter of Douglass Col- ticn, I'm sorry that others were not �� lege discussed the ongoing rediscovery" to attend, but I hope my experiences az of women writers and some trends in the ideas may percolate around to others. history of women in American Literature, be delighted to talk or share materialc> Mary Rothschild of the University of Puget with anyone who's interested, Sound offered an enormous list of activi- Submitted by Nan Gage ties which help bring the history of women Classroom Teacher into the study of American History, Alan Maria Hastings School Graham, Executive Editor of the Dictionary Division of American Heritage, ran a fas- "STEREOTYPING 07 SEXES" cinating workshop on "The Language of Sex- OCCUPATIONAL COMPETENCE PROGRAM ism". She suggested ways in which written ne curriculum materials and teachers ' use of ea tereotyping of the Sexes" is a projec. spoken language could be altered to avoid designed to allow a wider range of occu being sexist. Women canbe included in pational choices for high school gradua the study of humankind or "the human It is aimed at the student who follows ; race", rather than excluded from the study general curriculum and who will seek en4 of "mankind". Women can be included in the level jobs without specific skill train:; generalized plural "they", rather than ex- Because of recent legislation and societ eluded in the unknown singular subject changes affecting the role of women and "he". Language should be avoided which in the world of work, this proposal I trivializes or belittles women ("usherette", to change teacher and counselor attituce "women's libber") , treats males and fe- Participants will be from a public schoc %ales unequally ("male nurse". "women doc- Arlington High, and two non-public schoc tor") , or refers to a woman in a secondary Arlington Catholic High and St. Anne's role ("wife of ", "mother of") . Ma, Graham Episcopal School in Arlington. A two-we offered positive suggestions for becoming in-service training workshop will be eve aware of sexism in language, and finding able to teachers and counselors who work alternative toms of expression, with general curriculum students in grad ten through twelve. Throughout the .conference there was en- couragement to educators to share ideas A telephone survey of several employers and help those around them become aware who hire high school graduates from the of the sexism in education. The last community of Arlington found that these 1 series of workshops discussed in-service employers use se::-blind Y practices in orogramm in practical terms. I partici- hiring persons for entry-level positions gated in a workshop run by Miriam Wasser- Jobs that once were restricted to males van, author and education consultant from females are now open to persons of eithe pan Francisco. Ms. Wasserman had organ- sex. Most high school graduates think o7 Ized a very successful two weekend con- themselves in traditional male-female ro7 `.erence on sexism, and she shared both in regard to employment. Some responsih; ser aims and methods of organization. for this limited self-image may be attrit juted to sexist practices in the schools . Recent legislation and current education, literature reflect a growing concern women and men receive equal educational opportunities that will provide them with a sense of self-worth and dignity. A Presidential Task Force as well as the "Massachusetts Guidelines For The Impleme tation of Chapter 622" recommended that 4 .achools provide teacher and counselor in- ADULT ROLE MODELS service training workshops to eliminate FOR sexism in the public schools. ELEMENTARY GIRLS AND BOYS A primary objective of the "SOS" project This program has developed out of recog- is the identification and remediation of nized need for children to observe adults , ways that classroom activities and coun- particularly women, in non-stereotyped seling practices perpetuate sex-role roles. For instance, formerly, some stereotypes. The project goal is to teachers had developed the plan of in- afford more equal opportunity for young viting mothers to help in class when the women and men enrolled in a general cur- children did a special cooking project. riculum in the Arlington community when While, the occasion was enjoyable, in they make occupational choices. Each terms of role models , all that was being teacher and counselor who participates in accomplished was to confirm what every the workshop will identify some aspects child knows; mother cooks. What is a of sexism in her/his particular academic young girl ( or boy for that matter) to field and develop a plan for change in think about the options for adult women? their own behavior as well as in their We realized that, in fact, many mothers teaching practices, and fathers of our school children per- form many skills, both professional and The project will be evaluated through the non-professional. use of a pre-attitudinal, as well as a post-attitudinal, survey to determine It happened that already we had in our sexist attitudes. An outside evaluator school the beginnings of a resource file will do the statistical report relating listing parents who would be willing to to questionnaires and other instruments visit school to talk about and demonstrate used. The. evaluator will develop a post some skill. Therefore, it occurred to us test and summarize all data collected that teachers could be encouraged by the that is related to objectives . principal to make use of this file not on1, as they might formerly when they needed re- At the completion of the project, high source people, but in addition as a means school graduates from the community of to expose children to a variety of ex- Arlington will have a wider range of amples of adult, particularly female, occupational choices. The contribution role models. of the "SOS" project will enable students of participating teachers to more effect- While no adult will be discouraged from ively seek jobs that are sex-blind. As listing a stereotyped role, it will be ex- a member of the community, the employer plained that a major concern is to demon- benefits when young women and young men strate non-stereotyped roles. For sn- are not restricted to certain jobs be- stance, a woman might show her skill in cause of sex discrimination. Colleges cabinet work or a man might show his skill and universities have initiated programs in specialty cooking. The information to prepare their students for a full range will be recorded on file cards , and filed of ,vocational careers. Public schools alphabetically by interest. The file box must develop programs to allow the high is kept in the principal's office, where school graduate who chooses employment a it is accessible to all teachers. wider choice of jobs. This project is innovative for Massachusetts and could be The visit itself should be short, warm and implemented by other communities . It is informal, not unlike visits on "Mister- funded by the Vocational Education Act Rogers ' Neighborhood" television program. and E.S.E.A. Title III. In fact, parents could be advised to watch Submitted by Joanne Coakley some of his programs in order to gain idea Proj . Coordinator for an appropriate model. Their visit might Arlington High last 15-20 minutes, with a few demonstra- School tions on use of tools , or products made. Parents should be urged not to overwhelm children with expertise, but rather to show a few techniques and then to encour- age both boys and girls to participate, e.g. look through a microscope, listen to t O 5 _ a heartbeat, use a leather tool, etc . O; a booth with materiel related to their course children should be encouraged to particular prog am. Middlesex Coemunih ask questions . The parent should explain College will hove representatives from whether both man and women coulds__pbys {, y- the following programs : dental assistant, tally) perform this job, The purpose is dental hygienist, medical assistant, Rues _ to provide an informal and comfortable ex- ing, nursing assistant. Middlesex Dental perience with an adult who has a skill in Association will also have Dr. Awrach order to demonstrate options available to present to speak to interested students. men and women. Drs. Crumb and Potter will represent• fnedi- cice and our school nurses will discuss In the spring, a larger evening program our school nursing. will be planned allowing rrany parents to set up booths where they can demonstrate Because the military service offers so and talk informally about their various many opportunities in the medical corps , roles . representatives for both the officer and Submitted by Georgia Glick & enlisted programs will be represented. Paul Lombard, Principal Munroe School The Woman's Auxiliary to the Massachusetts Medical Society will be present with pampt lets describing various medical and allies MEDICAL CAREERS DAY AT LEXflIGTON professions. . HIGH SCHOOL - • Lexington High School Physical Education Lexington High School Health Service Department will discuss the importance Department under the direction of Gilds of physical- fitness as it relates to good Kunz, R.N. , is planning a Medical Careers health practices. Day, Thursday, February 6, 1975, from 10 A.M. to 2 P.M. in the gym. Professor Beremholz from Massachusetts Bay Community College will explain their Sponsored by the Lexington School Nurses, nodical record technician program, Symsaes Hospital and other local health • and medical groups, Medical Careers Day It is our hope that the students , their will focus on the many rewarding and chat- parents and the general public will come verging job opportunities available both and enjoy talking to and meeting the rep- in the hospital and community. resentatives of the various health and medical fields. With the increasing demand for more com- Submitted by. pr_ehensive health services in the nations • Gilds KunzR.N , R.N. along with the rapid advances in medical School Nurse technology and medicine, medical careers - are becoming an exciting and challenging field for our youth to enter. FRANKLIN TEACHERS EARN SCHOOL RUGS Symmes Hospital will have booths set up „,s, with representatives in the following Ihere is now a new nine-by-twelve fire- departments: Nursing service, Medical retardant rug in each Franklin School records, X-ray, Laboratory, Dietary, classroom„ Sixteen of the 18 rugs were Physio-therapy, Administration (Hospital) , purchased with money earned by staff mem_. Respiratory Therapy and volunteers. bets who taught other educators in a grca er Boston Teacher Center Workshop, "Work- Local health and medical groups have also ing Together Toward Openess in a Public" been invited and these are: The Mystic School." The workshop was held last s Valley Mental Health Center, Veterinary . and the rugs arrived last fall. p Medicine with Dr. Chabot, Lexington Eye Associates with Dr. Rice, Board of Health The workshop consisted of nine sessions with Director George Smith. Also Mr. Wise covering the following topics: classroom from the field of Optometry will be pres observation using video tapes, individual cot. The March of Dimes Agency will have ized reading, language arts activities. anc$.'two sessions on the arts. Teachers WALKING TOURS ,. made books, marbleized papers, made slides 6 :and films, recorded music, and partici- pated in movement activities in the ses- y contract, a teacher can request to sions on the arts, visit schools for professional improvement. Many do. Two staff members , Roberta G. ne staff at Franklin found that teaching Neuman and Wendy Thompson of Clarke Jr, other adults required them to meet and High School, used their day to visit The plan together even more intensively than Museum of Fine Arts and developed Walk- usual. In the process ideas were de- ing Tours for World Civilization I. An veloped and refined to be used with Frank- excellent way to use their time, students lin students. or adults can use the printed booklets for guided walking tours without a specific While nearly all staff members attended class field trip. Try one. many of the sessions the following were Example: involved in a planning and teaching ca- Egypt, the oldest unified state, turned pacity: Florence Bailey, Ellen Baker, most of her artistic energies towards re- John Friedman, Bill Gilmore, Stephanie lig ion. The majority of artifacts relate Gomez-Ibanez, JoAnne Granger, Richard to tomb objects, statuary and paintings Kollen, Pat Larsen, Mary OYConnelL, of their Pharaohs and gods, and architec- Barbara Pavan, Sylvia Schatz and Edith tural masterpieces designed for all etern- Sparre, . ity. The standards of the Old Kingdom Submitted by Barbara Pavan,Prin, (3400-2500BC) became the ideal for all Franklin School Egyptian art for the next 20 centuries. The emphasis was on idealization, fron- PROJECT LEAP tality, massiveness and religious con- „ ceptualization. y he following is the schedule for the re- Location - 1B36 mainder of the 1974-75 school year for Project LEAP (Lexington Arts Program): Object - Papyrus Scroll Book of the Dead oga(Movement Workshop Hieratic script; sketch of boat crossing February 3-14, High School to Undweworld; scene of final judgment The Boston Ballet (scales, feather, heart) ; Osiris (note Teachers Workshop form) Feb. 27, 3:30 p.m., Clarke Jr. .High Location - 1B36 Mar. 3-6, A.M. , Muzzey Jr. High Object - Mummies P.M., Diamond Jr. High Layers of linen; shawabti figures in corner Mar. 17-21A.M. ,Bowman of box; scarabs, 4 figures of gods on bead- s P.M.,Adam,/Muaroe work of covering; multiple mununiform'cof- fins. Mar, 24-28, A.M. , Franklin P.M. , Fiske Location - 1836 Object - Canopic Jars (for internal organs) Mar. 31-April 3, High School Figures of gods on top of jar - one special Language Arts Workshop god for each organ. Mar. 31-April 4, A.M. , Bowman P.M. , Munro,- Location - 151B April 7-11, A.M. , High School Object - Mummy of Y.hety P.M. , Diamond Jr. High Note position of body; pitch (unguents mr. Norton: Movement Unit used for preservation); multiple layers .pril 28-May 2, A.M., Adams/Munroe of wrapping; on outside of coffin P.M. , Franklin School eye for the "ka" to look out with. Submitted by Paul Ciano Location - 1518 Director of Art Education Object - Furniture of Queen Hetep-heres, (Mother of Pharaoh Khufu) 7 Mote bed style and pillow; hieroglyphics Jess on chair; picture of the original posit fla of oject in the tomb; read the notecards Naturalness of art; poses, non-stylized, carefully. revolutionary. Location - El3 Questions Object - Models of life in Everyday Egypt 1. What materials are used for most iters? Commonness of everyday scenes ; old methods Now does this fit in with the religious of hand manufacturing; why are these placed hope of eternity and permanence? in tombs? 2. Why were figurines or pictures used so Location - E-1-A extensively in the tombs? Object - Photograph (aerial view) of site of Pyramids of Giza 3. What scenes are depicted and why are they so important to the "ka" in the Note Pyramids; temples attached to the afterlife? pyramids; mastaba tombs; Photo of statue Submitted by of King Mycerinus (#4) Roberta Neuman Wendy Thompson Location - 2336 Clarke Jr. High Object - Black Grayvacke statue of Myceri- nus and Hathor Cartouche; relate sizes of King and god- desses; False beard on pharaoh; Crown on pharaoh. I Location - 2B36 0 0 0 0 Object - Alabaster statue of Mycerinus Note basic Egyptian art form;frontality, idealization, unity with rock base, soli- darity of mass, serenity. Location - 2B4 • Object - Two tombs a Go into tomb-note walls, everyday scenes, Thanks to fou variety of form hieroglyphics, contrast workang . hieroglyphics with hieratic script. itS 9 Location - 2B4 a. � f Object - Pillars e1 Note forms; bundle ofY'r ap us reeds palm p P j A columns, use of forms common in nature. ',r ..s s arc_ Location - 2A8 a�� Y- Object Egyptian jewelry Note amulets , variety of designs , finger cases of gold for mummies , different ani- ' mals used to represent gods and goddesses . oEMo35ochulefsBoy Lexington Public Schools-1974-75 Location - 2A16 Achieved 102% of its goal! Object - Marna Art a) Limestone relief of Akhenaten as Sphinx Note symbol of Atom-sun god; hands attached to rays, realism of face of king. 8 April 13-19 National Library Week Calendar For LihrarlFra 4'N. Nit, 1`30. ift W 1D, TUES. MON. May I. Lasa Day, U.S.A. 8 7 5 5 4 3 2 15 14-13 12 11 10 5 Hay 1 Lcyotty Day _ 22 21 20 19 18 17 if, 29 2t3 27 Zr 25 23 May L no ace Mann's Birthday 36 35 34 33 32 31 3t3 P.dvartages of the Calendar far Librarians May 4-11 National Music Week 1. Every order is a rush order. Everyone wants his books delivered yesterday. May 4-10 Be Kind to Animals Wee. With this r.aiendar, you can order on the 7th and have delivery on the 3rd. May 26 Memorial or Decoration 2. Al! patron. want their orders by Fri- day. so there are two Fridays in each Day week. 3. There are no unproductive Saturdays, June 14 Flag Day Sundays or Holidays in the month. This will do away with fine-jumpers who use the book depository over tic week-end. 4. Five extra days have been added to the end of the month to lake care of those -cnd of the month rushes. No • first of the month will eliminate the circulation and firurct_l reports g { - ,Y. {t which are due on that date. 0,9-7 ��,; tr''` 1. • 5. There's a new day each week—Gen- eral Irv. Or, this day rimervcs may be - ;' °` -•a=: cancelled, changes made, and other A ,e2 �` „ !m iters re-opened. Thi., ds; rr•..:y also E - / 6. ,r2: 4`. he used for searching m l pore' books, � phoning about overdue hooks, and ,. other fun things of a general ra?use. � , Use this calendar. Everyone yid/ ba .y happy and the library business will be ulcer-free. You don't have to he crazy to be a "ft do,srt s Ynow 'Ta err Ix to by human' librarian, but it helps! . --from STAFF STUFF t oke County Hod./ Public t'brary DATES TO *Ra:'a'i9EB Feb, 12 National FRA Week DIALOGUE ST_A3'F En. 14 Abraham Lincoln's Typing - Ruth Dalrymple Duplicating - Elizabeth Cuevas Birthday Assisting Staff - Mary Carapisi Fel-. .35 Susan B. Anthony Assisting Staff - Lynn Connor Day Feb. lb-23 Brotherhood ?veer, Feb. 17 George Washington's Birthday March 1-31 Youth Art Month March 9-15 . Girl Scout Week March 15-22 National Wildlife Week 9 MaY 1977 To the Members of the School Committee : On behalf of the Education Task Force, Lexington Area Chapter, of NOW, I wish to comment on the Chapter 622 Report presented by Dick Barnes, at your regularly scheduled meeting, April 25 . • As you know, we have been involved with this issue for over four years. Over two years ago, when the Citizens Advisory Committee of Educational Opportunities for Girls and Boys presented its re- port "Sex Inequality in Lexington' s Schools , 1973-74, " as requested, we made many general and specific recommendations . The basic one was this : the Lexington schools should systematically implement the laws relevant to the issue of sex (race and cultural) bias in education. While a small number of the pro-A. staff has al- ways been interested in this goal, not until \e current academic year has the Central. Administration taken significant active steps toward a systematic implementation. We appreciate their initial efforts to improve Lexington' s response to this need. Let me divide my remarks into two parts : specific comments on the 622 Report, and some general observations about our system' s progress. - l. 622 Subcommittee and compliance We agree with the School Committee and the school administrators that the 622 subcommittee probably can function best in an advisory and resource capacity, and that compliance belongs in the Central Administration and in the established building and department ad- ministrative channels . While we are confident that this organization is being developed, we would like to call your attention to some specific needs here . i _ 3 2. a, At present , no qualified female staff members act as leaders of a 622 committee at either the elementary or secondary level. In our opinion, such appointments are essential to bring greater understanding of the subtle and complex issues of sex bias. b. According to the report, neither the advisory/resource nor the compliance administration at the secondary level is well defined. We would like to see this organization strengthened. c. At present , there is no group formally recognized by the School Committee to help parents better u_rrstand their role in implementing Chapter 622. In our judgment , such a group could 'be very helpful tote faculty subcommittee, administration, parents, and most important, to our children. 2. Resources B I am glad Ken Hoffman asked his question about efforts to lo- cate newer, positive resources . In our opinion, there is a great deal more that our school system can do in this area: they can take greater advantage of help from knowledgeable citizens and from the Massachusetts Department of Education, regional Chapter 622 Coordina- tors. They can seek out active personnel in neighboring school systems (many of whom have won federal money to implement Chapter 622 projects) and from local college and university centers . Now, some general observations . While our Central Administra- tion has made significant initial efforts , our building and department administrators , and, in particular, our teachers , are really just be- ginning to participate in a systematic way. Therefore, we feel this is an appropriate time to establish more specific goals and criteria for a more precise evaluation of our schools , efforts . 3. • Let me suggest some of the major areas and some kinds of criteria that would be valuable for us to understand: 1. In-service training: We need to know the objective of these activities , the methods, who is leading and who is partici- pating, what progress is made and problems identified, and what follow-up measures will be taken, etc. 2. Examination of instructional materials : We need a sys- tematic procedure , with evaluation instruments, as well as measures of eliminating a/or supplementing objectionable materials in all departments at all levels. 3. Curriculum development: We need to assess needs for better representation of women and minority groups in course curricula at all levels, and to encourage appropriate modifications . In conjunc- tion, we need to encourage appropriate professional development of teachers. Regular reports in these areas describing the quantity and kinds of activities are important. 4 . Implementation and monitoring of school policies and practices : Among other things, we need to know by numbers, what annual progress are we making in such areas as hiring and assigning staff to effect a more balanced distribution of male and female role models. We need a yearly comparison of secondary school students $ enrollment in elective courses, including practical arts at the junior high level. As you mentioned, we need a clearer understanding of the guildance department ' s role with respect to Chapter 622 and Title IX, and I will add, to the Federal Vocational Education Act. As the agency legally responsible for our implementation of Chapter 622, the School Committee needs a more objective way to set goals and to evaluate our progress. As you know, the Citizens4 M1 4. Advisory Committee report provided mans recommendations and established a data baseline for you . What we are asking for is an updating and expansion of that. In addition, we are asking for a specific implementation plan; accordingly, I am providing you with a model from another public school system which may prove helpful. According to their April 25 report, our Central Administrators - expect to have more data on our progress in .Tune „ By that time , or as soon thereafter as convenient, we request that you both consider our suggestions and make a response at a future School Committee meeting. Sincerely, --Georgia S, Glick for the Education Task Force Lexington Area Chapter, NOW (21 Eliot Road, Lexington) • Lexington Public Schools ' Lexington, Massachusetts July 12, 1976 • TO: All Principfs, Asst. Principals, Coordinators, Department Heads, Central 0e Staff FROM: R. H. Ba RE: Title IOChapter 622 Requirements By law, each school shall implement specific and continuing steps to notify applicants for admission, parents of elementary and secondary school students that it does not discriminate on the basis of race, religion, sex, color or national origin in any of its educational programs, services, activities or resources. • Among the many publications that Must contain such a notice are the follow— ing: . Newsletters Bulletins Handbooks Student Publications Catalogs Course Announcements Student Handbooks • Student Recruitment Materials Applications Etc. It has been Bade perfectly clear by the State and Federal Government that the NOTICE must be included in a CONTINUOUS PROGRAM CF NOTIFICATION and must be in a PRO:in T PLACE. The following statement is a sample notification. It may also be photographically reduced, if you wish, and placed in a prominent place on your publications. • (Sample Notifitation) It is the policy of the Lexington Public Schools not to discriminate on the basis of race, sex, color, religion.-or national origin in its educational programs, services, activities or employment practices as required by Title IX of the 1972 Educational Amendments and Chapter 622 of the Acts of 1971, Massachusetts General Laws. Thanks for your cooperation. /d • Page 121 June 13, 1977 It was agreed that the School Committee members should submit their SCHOOL priorities in writing, and that the list would be discussed at the July COMMITTEE 11, meeting. PRIORITIES It was M.A.S.C. DELEGATE VOTED: to appoint Mrs. Swanson as delegate to the Massachusetts Associ- ation of School Committees, and Mrs. Gaudet as alternate delegate. (Michelman, Brown, Unanimous) It was VOTED: to adjourn at 10:47 p.m. (Brown, Michelman, Unanimous) Res ctfullly submitted, Richard H. /Barnes /k Recordigg"Secretary