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HomeMy WebLinkAbout1979-04-03-SC-min Page 35 April 3, 1979 A meeting of the Lexington School Committee was held on April 3, 1979, at 8:00 p.m. , William Diamond Junior High School. Those in at- tendance were: Brown, Swanson, Michelman, Gaudet, Shaw, and student representative Mende. Also present were: Lawson, Pierson, Monderer, Maclnnes, DiGiammarino, and Barnes. It was MINUTES 3/6/79 VOTED: to accept the minutes of March 6, 1979, as corrected. Upon the recommendation of the Superintendent of Schools, it was SCHEDULE OF PAYMENTS VOTED: to accept the following schedule of payments: (Michelman, Swanson, Unanimous) (See attached sheet.) Dr. Lawson began the presentation with a review of the Instruc- INSTRUCTIONAL tional Grouping study. He noted that the Lexington Public Schools GROUPING are committed to providing the best possible education for all stu- dents. He also stated that presently the system was not responsive to many students' needs. He said he advocated more heterogeneous groupings and requested parents give the recommendations a chance to prove themselves. Dr. Pierson continued the presentation and stated that the re- sults were due to two years of analysis and discussion. Mr. Sullivan, principal of William Diamond Junior High School, presented one type of implementation plan for consideration. Exten- sive concern for this plan was voiced by parents. Following the presentation, School Committee and parents con- ducted dialogue concerning the recommendations. Dr. Lawson, in his summary, said that he would request a vote on the final recommendations at the next School Committee meeting. He said that during the 1978-79 academic year a study of Instruc- tional Grouping practices at the junior high was conducted. The study: 1. Reviewed existing research on instructional grouping prac- tice. 2. Described the pupil grouping practices currently in use in each of the schools, including the methods by which students are placed in phases and the procedures for review and ad- justment of placement. 3. Described the sorts of class groups that result from the operation of the phasing policy. 4. Described the differences in curriculum and teaching tech- niques that exist among the various phases. 5. Described the perceptions of junior high school staff members, students, and parents with regard to die impact of the phasing system on students' academic and social development. Page 36 April 3, 1979 6. Concluded from the available data the effects of instructional grouping practices at the junior high school. Committees at each junior high were formed to develop reconuuenda- tions in response to the conclusions. Recommendations were passed on to a Town-wide committee composed of parents and teacher representatives for each junior high, junior high principals, secondary department heads and the Assistant Superintendent for Instruction. He said members of the Town-wide committee attempted to synthesize the conclusions of the Report with recommendations developed at the school level. Among the most important findings of the Report were: Effectiveness of Phasing System in Grouping Students According to "Ability" The available evidence indicated that the phasing system was relatively ineffective in dividing students into ability groups. Though the range of abilities within each phase was quite a bit narrower than the range of abilities within the junior high school as a whole, individual phases were far from homogeneous. There was a substantial degree of overlap in ability from one phase to the next. Parental Preferences A majority of parents favored, with exception of mathematics, some grouping to avoid extreme differences in abilities, as opposed to grouping in three or more levels based on abilities. Faculty Preference Among junior high school staff, opinion was divided among those who favored no change (28%) , those who favored minor or major change in the direction of greater heterogeneity (387) , and those who favored minor or major change in the direction of homogeneity (34%) . Research Research reviewed did not consistently support any particular grouping practice. Adjustment of Phase Placement Though some changes occurred at the end of 7th and 8th grades, it appeared that the flexibility of the phasing process was inhibi- ted by extraneous factors such as class size and the need for mul- tiple course changes to accommodate one phase change. Phasing and Achievement Both opinions of parents and teachers and students' grades sug- gested that phasing was more effective at promoting higher levels of achievement, as measured by grades, at the higher ability levels than it was at lower ability levels. Phasing and Social/Emotional Development Though parents and teachers felt that phasing promoted positive social and emotional development among higher phased students, there was evidence that phasing contributed to stereotyping, that phasing controlled friendship patterns for many students, and that a student' s phase placement influenced his assessment of himself as a student. Page 37 April 3, 1979 In addition, both parents and teachers felt less confident about the impact of phasing on average and low phase students. Communications with Parents Information which parents received concerning phasing varies according to its source, though most parents receive their initial orientation from staff not directly involved with the junior high schools. The inevitable inconsistencies in such a system were com- municated to parents, a sizable minority of whom do not feel ade- quately informed. Dr. Pierson then stated the recouuuendations: Recoumiendation A That students be placed in an instructional group in one sub- ject independently of their placement in an instructional group in another subject. Recommendation B That in grade 7, formation of instructional groups differ ac- cording to the nature of the disciplines and the needs and inter- ests of students. 1. That the following pre-deteLmined year-long instruction- al groups be formed: Mathematics Pre-algebra Grade 7 mathematics Mathematics skills Foreign Language Intensive Regular (Basic French could be formed if needed and able to be scheduled) 2. That in grade 7 science, social studies, and English*, in-' structional groups be formed within classes or among them to respond to differing instructional needs and interests, the size and duration of these groups to be recommended by the teachers of a team or grade level in consultation with counselors and administrators. *An English/Reading Skills course will be formed for stu- dents whose skills will not permit functioning inthe regular program. 3. That, during the 1979-80 academic year, the needs of stu- dents capable of accelerated work in English, social stud- ies, or science also be met through placement in a phase V, grade 8 class. Page 38 April 3, 1979 4. That planning begin this year for a grade 8 - grade 9 program which offers courses within each discipline available to stu- dents from both grade levels, depending upon their skills and interests, for implementation in the 1980-81 academic year. 5. That the feasibility of a junior high - senior high schedule, coordinated to allow ninth graders access to high school courses be studied, for implementation in the 1980-81 academic year. Recommendation C That a number of steps should be taken to improve the placement of students and the evaluation of that placement: 1. Increased visiting of grade six and seven classroom teachers. 2. Improved written communication between junior high and parents of current sixth graders, prior to the April conference. 3. More coherent articulation between sixth and seventh grade curricula. 4. Re-assessment of placement by junior high teachers at any time during the year. 5. Continuation of placement recommendations from sixth grade teachers. It was moved to adjourn to executive session at 10:11 p.m. to dis- EXECUTIVE cuss a matter of potential litigation. (Michelman, yes; Shaw, yes; Swanson, SESSION yes; Gaudet, yes; Brown, yes) It was VOTED: to return to public session at 11:50 p.m. (Michelman, Swanson, Unanimous) Upon the recommendation of the Superintendent of Schools, it was PERSONNEL VOTED: to accept the following personnel changes (professional) : (Swan- CHANGES - son, Michelman, Unanimous) (See attached sheet.) PROFESSIONAI Upon the recommendation of the Superintendent of Schools, it was VOTED: to accept the following personnel changes (professional) : (Michel- man, Shaw, Unanimous) (See attached sheet.) Upon the recommendation of the Superintendent of Schools, it was PERSONNEL CHANGES - VOTED: to accept the following personnel changes (classified) : (Michel- CLASSIFIED man, Swanson, Unanimous) (See attached sheet.) Upon the recommendation of the Superintendent of Schools, it was PERSONNEL CHANGES - VOTED: to accept the personnel changes (classified and professional) CLASSIFIED that follow: (Michelman, Swanson, Unanimous) (See attached sheet.) PROFESSIONAA Page 39 April 3, 1979 Upon the recommendation of the Superintendent of Schools, it was VOTED: to set the salaries for the following personnel at the level, SETTING OF step, and salary indicated for the '79-'80 school year: (Michel- SALARIES - man, Gaudet, Unanimous) (See attached sheet.) TENURED STAFF Upon the recommendation of the Superintendent of Schools, it was FOURTH ELECTI( VOTED: to accept the tenure election of the following staff for the TENURE school year, '79-'80, at the step and level indicated: (Gaudet, Michelman, Unanimous) (See attached sheet.) Upon the recommendation of the Superintendent of Schools, it was FOURTH ELECTI( VOTED: to accept the early tenure election of the following staff for EARLY TENURE the school year, '79-'80, at the step and level indicated: (Gaudet, Michelman, Unanimous) (See attached sheet.) Upon the recommendation of the Superintendent of Schools, it was SECOND ELECTI( VOTED: that the following staff members not be re-elected for the school NOT RECO END] year, '79-'80, because of unsatisfactory perfouuance: (Swanson, Gaudet, Unanimous) (See attached sheet.) Upon the recommendation of the Superintendent of Schools, it was TENURE STAFF VOTED: that the following staff not be voted increases for the '79-'80 NOT PECOt €ND'. school year because of unsatisfactory performance: (Swanson, FOR INCREASE Shaw, Unanimous) (See attached sheet.) Upon the recommendation of the Superintendent of Schools, it was NON-TENURE VOTED: that the following personnel be placed on "hold" until positions STAFF PLACED become available: (Michelman, Swanson, Unanimous) (See attached ON HOLD sheet.) Upon the recommendation of the Superintendent of Schools, it was SABBATICALS VOTED: to grant sabbaticals for the period indicated during the school. year, '79-'80, to the following individuals: (Michelman, Shaw, Unanimous) (See attached sheet.) Upon the recommendation of the Superintendent of Schools, it was ABOLISHMENT 0 VOTED: to abolish the position of senior teacher at the Estabrook School, SENIOR TEACHE effective September 1, 1979. (Michelman, Swanson, Unanimous) A copy of the Transition Program was presented to the School Com- TRANSITION mittee. It was agreed that the Transition Program would be discussed REPORT at the next School Committee meeting. Mrs. Swanson disseminated a preliminary report regarding energy ENERGY COM- conservation to the School Couuuittee. She suggested a discussion be MITTEE REPORT Page 40 April 3, 1979 held at a future School Cu.mnittee meeting. It was VOTED: to adjourn at 12:31 p.m. (Michelman, Gaudet, Unanimous) Respectfully submitt d, j L2 CC Recording Se• etary /c SCHEDULE OF PAYMENTS _--_____...__. • -The following schedules of payments were available for scrutiny and approval prior to this meeting: SCHOOL DEPARTMENT BUDGETS Personal Services March 16, 1979 Classified Payroll #200 $72,000.48 March 23, 1979 Professional Payroll #19 444,169.92 Expenses March 23, 1979 Bill Schedules #202 2,808.62 March 23, 1979 #203 3,190.54 March 23, 1979 #204 23,396.94 March 23, 1979 #205 300.00 March 23, 1979 #206 29,477.05 March 30, 1979 #207 1,855.09 March 30, 1979 #208 3,951.84 March 30, 1979 #209 1,508.57 March 30, 1979 #210 456.61 March 30, 1979 #211 32,461.79 Out-Of State Travel March 23, 1979 Bill Schedules #11 340.00 March 30, 1979 #12 225 .00 SPECIAL PROGRAMS - Non-Lexington Funds Adult Education March 23, 1979 Professional Payroll 1,274.06 March 23, 1979 Bill Schedule #9 234.10 Driver Education March 23, 1979 Professional Payroll 1,088.28 March 23, 1979 Bill Schedule #8 . 219.12 Metco Program March 16, 1979 Classified Payroll #140 1,495.41 M::rch 23, 1979 Professional Payroll 5,523.95 March 23, 1979 Bill Schedule #10 13,931.70 ESEA Library March 23, 1979 Bill Schedule .#7 217.26 PL-94-142 Transition to Employment March 16, 1979 Classified Payroll #140 89 .20 March 23, 1979 Professional Payroll 1,078.65 March 23, 1979 Bill Schedule #11 184.63 (Over) P. L. 94-142 Project Discover March 23, 1979 Professional Payroll $ 456.92 PL89-313 Special Education March 23, 1979 Professional Payroll 657.76 Pupil School Matrial Recovery March 23, 1979 Bill Schedule #7 75.04 Grants March 23, 1979 89-313 Spec. Education #1 902.00 PERSONNEL CHANGES - PROFESSIONAL RETIREMENTS YRS. IN LEX1NGIUN EFFECTIVE (Over) • PERSONNEL CHANGES - PROFESS TONAL (Continued) RETIREMENTS (Continued) YRS. IN LEXINGTON EFFECTIVE PERSONNEL CHANGES - PROFES°ZONAL (Continued) --- ---- RESIGNATIONS YRS. IN LEXINGTON EFFECTIVE REASON ) LEAVES OF ABSENCE CHANGE EFFECTIVE DATE OF MATERNITY LEAVE OF A'aS1:NCF (Over) PERSONNEL CHANGES - CLASSIFIED RETIREMENT YRS. iN LEXINGTuN EFFECTIVE RESIGNATION YRS. IN LEXINGTON EFFECTIVE REASON FOOD SERVICES NEW PERSONNEL PERSONNEL CHANGES - PROFESSIONAL RESIGNATIONS YRS. IN LEXINGTON EFFECTIVE REASON RETIREMENT CHANGE IN EFFECTIVE DATE OF RETIREMENT AND SALARY FOR 1979-1980 PERSONNEL CHANGES - CLASSIFIED RESIGNATION YRS. IN LEXINGTON EFFECTIVE REASON SENIOR HIGH SCHOOL Name Step/Level Sa1ary Stipend (Over) SENIOR HIGH SCHOOL (Continued) Name Step/Level Salary Stipend SENIOR BICH SCHOOL (Continued) Name Step/Level , Salary Stipend .22 • (Over) CLARKE JUNIOR illGll SCII001. Name Step/Level Salaci Stipend DIAMOND JUNIOR HIGH SCHOOL Name Step/Level Slaty Stipend (Over) • MUZZEY JUNIOR 1i1G11 SCHOOL — Name Step/Level. SalLI, Stipend MULTI SCHOOL ASSIGNMENTS Name Stcp/Levi_! Saar Stipend SPEECH AND HEARING - MULTI SCHOOL PSYCHOLOGISTS . : CORE EVALUATION TEAM _.,.. (Over) Q • ADAMS SCHOOL — Name Step/Level Saint, Stipend BOWMAN SCHOOL _. t • BRIDGE SCHOOL Name St(212/Levr1 Salm Stipend ' 51ABROUK 8021000 (Over) r FISKE SCHOOL Name Step/Level Salary Stipend FRANKLIN SCHOOL • HARRINGTON SCHOOL Name Step/Level Salary Stiprnd HASTINGS SCHOOL (Over) TO BE PLACED Name Step/Level Salary Stipend ___ SPECIAL- NEEDS SENIOR HIGH SCHOOL Name Step/Level Salary Stipend • • DIAMOND JUNIOR HIGH SCHOOL MUZZEY JUNIOR HIGH SCHOOL BOWMAN SCHOOL BRIDGE SCHOOL • • (Over) SPECIAL NEEDS (Continued) ESTABROOK SCHOOL Name Step/Level Salary Stipend FISKE SCHOOL HARRINGTON SCHOOL HASTINGS SCHOOL TO BE PLACED LIBRARIANS SENIOR HIGH SCHOOL Name Step/Level Salary Stipend CLARKE JUNIOR HIGH SCHOOL DIAMOND JUNIOR HIGH SCHOOL MUZZEY JUNIOR HIGH SCHOOL ADAMS SCHOOL BOWMAN SCHOOL • (Over) LIBRARIANS (Continued) BRIDGE SCHOOL Name Step/Level Salary Stipend ESTABROOK SCHOOL FISKE SCHOOL FRANKLIN SCHOOL HARRINGTON SCHOOL HASTINGS SCHOOL CURRICULUM RESOURCE CENTER TO BE PLACED GUIDANCE SENIOR HIGH SCHOOL Name Step/Level. SnInry Stipend • CLARKE JUNIOR HIGH SCHOOL DIAMOND JUNIOR HIGH SCHOOL MUZZEY JUNIOR HIGH SCHOOL ADAMS SCHOOL • • (Over) GUIDANCE (Cantirnied) BOWMAN SCHOOL Name Step/Level Salary Stipend BRIDGE SCHOOL ESTABROOK SCHOOL FISKE SCHOOL FRANKLIN SCHOOL HARRINGTON SCHOOL HASTINGS SCHOOL $ • HEALTH NURSES Name Step/Level Salary Stipend • DOCTORS SPECIAL PROGRAMS METCO* lbje t to Funding 'FOURTH ELECTION (TENURE) (See hack-up sheets following) These people have previously received three contracts and are recommended for tenure election at the level end step lndlc.tted. LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT SALARY COMMENTS • (Over) FOURTH ELECTION (EARLY TENURE) (See hack-up sheets following) These people have previously received three contracts and are recommended for tenure election at the level and step indicated. LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT SALARY CONMIENTS OURTH ELECTION (TENURE) Elementary back-up sheets GRADE/ SCHOOL NAME SUBJECT COMMENTS FOURTH ELECTION (EARLY TENURE) Elementary hack-up sheets (Over) SECOND ELECTION - Not Recommended (Performance) LEVEL RADE/ SCHOOL NAME & STEP SUBJECT COMMENTS THIRD ELECTION - Not Recommended (Performance) • :ENURE STAFF - Not Recommended for Increase LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT SALARY COMMENTS NON-TENURE STAFF PLACED ON HOLD SECOND ELECTION (If positions become available, these people will be eligible for a second contract.) LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT COMMENTS (Over) NON-TENURE STAFF PLACED ON HOLD - Continued THIRD ELECTION (If positions become available, these people will be eligible for a third contract.) LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT COMMENTS NON-TENURE STAFF PLACED ON HOLD - Continued SECOND ELECTION - Continued SPECIAL PROGRAMS LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT COMMENTS Not achieving tenure: NON-TENURE STAFF PLACED ON HOLD - Continued THIRD ELECTION - Continued SPECIAL PROGRAMS LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT COMMENTS SPECIAL NEEDS PLACEMENT PROGRAM NON-TENURE STAFF PLACED ON HOLD - Continued FOURTH. ELECTION (If positions become a •ailaable, these people will be eligible for a fourth contract.) _. LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT COMMENTS NON-TENURE STAFF PLACED ON HOLD - Continued FOURTH ELECTION (If positions become available, these people will be eligible for a fourth contract.) LEVEL GRADE/ SCHOOL NAME & STEP SUBJECT COMMENTS SABBATICALS - 1979- 1980 The Lexington Education Association/School Committee Contract provides for sabbatical leaves for staff under certain provisions and conditions. Applications were received until February 1, 1979. At that time a process began which involved the following: 1. Each application and proposal was read and reacted to by a committee consisting of the Superintendent, Geoff Pierson, Frank DiGiammarino, and Dick Barnes. 2. Conferences were scheduled and held with each candidate. Their Principals and Department Heads were invited to attend the conference. 3. Department Heads and Principals were asked for their opinions as to proposals at a large group meeting held with the Superintendent and the three administrators on the committee. 4. Each committee member reviewed the ratings of the Principals and Depart- ment Heads. 5. Each committee member 's ratings were considered and final agreement reached. Criteria used followed that stipulated in the Contract with major emphasis on advantages to the School System and the impact on the instructional program. 4 There were 21 proposals considered. The Contract allows for a maximum of one and one-half (11) percent of the full-time professional staff to be eligible during a single year as follows: One per cent of such staff to take one-half year at full pay, or full year at half pay. One half per cent to take full year at full pay. This means: 3 for a full year/full pay 5 for half year/full pay or full year/half pay. The committee selected the following: FULL YEAR/FULL PAY Name School Subject/Grade Yrs. in Lexington Proposal: Computer Assisted Language Arts Instruction • This proposal has five objectives: 1. Background research in the area of computer assisted instruction (CAI) . 2. Writing computer software to be used in language skill instruction and testing by two Lexington teachers. SABBATICALS - 1979-1980 (Continued) Objectives (Continued) 3. Design a ,pilot program in language skills. 4. Secure funding through grants 5. Design an inservice course that focuses on the nonmathematical uses of the computer. enroll in courses, research, literature, visit programs in operation, analyze and synthesize information regarding computer assisted instruction. Name School Subject/Grade Yrs. in Lexington Proposal: Education of the Gifted This proposal has four objectives: 1. Study in the Education of the Gifted program, taking the courses Psychology of the Gifted, Teaching the Gifted, Psychology and Education of Creative People, and Special Projects. 2. Research primary sources for inclusion in the United States History curriculum. Areas of concentration would be: A. Jonas Clarke, spokesman for the Revolution, B. life in Lexington in the nineteenth century, C. Daniel Webster as representative of the nineteenth century, and D. diaries and letters of nineteenth century women at the Schlesinger Library and the Lexington Historical Society. 3, Travel to various historic sites to deepen my understanding of the events which occurred there and to take slides for use by students in my classes. 4. Give a course for other Lexington teachers in social studies teaching techniques. will study at Boston College. Name School Subject/Grade Yrs. in Lexington Proposal: Curriculum and Instruction in Mathematics This proposal has two objectives: • 1. To improve her own teaching of mathematics SABBATICALS - 1979- 1980 (Continued) Objectives (Continued) 2. To improve the quality of mathematics instruction in the Lexington Public Schools will enroll full time at Lesley College in order to earn credit toward a CAGS in Curriculum and Instruction in Mathematics. She will focus on the stages of cognitive development and their relevance to teaching mathematics to elementary school children, measurement and evaluation. • HALF YEAR/FULL PAY Name School Subject/Grade Yrs. in Lexington Proposal: Ecology and Outdoor Education The proposal addresses the need for curriculum for high school students in ecology and outdoor education. The proposal is submitted by a team of teachers who instruct several sections of ecology and outdoor education courses. The goals, which will be attained through study and travel, seek to improve their effectiveness as teachers and develop specific courses in outdoor learning, which will include Nature Photography, the Rocky Shore, Whales , Bird Habitats of City, •Fields, Woods and Harbors, Natural History in Winter and Canoe trips and trails which will focus on Survival Science. Messrs. will enroll in workshops at Bemidji State University, Minnesota, University of Maine, as well as travel to other sites. Name School Subject/Grade Yrs. in Lexington Proposal: Integrated Arts will enroll at Lesley College and Joy of Movement Center in courses in Integrated Arts which will focus on the teaching of music through movement. The course of study will focus on techniques central to artistic creation, the use of an artistic expressive approach to enhance a student 's emotional, social, and intellectual development. Specific courses will include: Creative Movement and Dance Therapy, Intermodal Expressive Therapies , Eurythmics. She will also offer workshops for Lexington staff during her Sabbatical Leave. Name School Subject/Grade Yrs. in Lexin• ton Proposal: Law Education and Criminal Justice SABBATICALS - 1979- 1990_ (Continued) (Continued) will enroll in courses at Northeastern College of Criminal Justice. He will also focus on developing his own understanding of law education in order to become specialized in the field. He will develop in-depth field work and resources with local police, the county and federal courts, Attorney General 's Office, Concord Reformatory, etc. Evaluation instruments will be developed to produce data from students as to their knowledge and comparative values in law- related topics, and from teachers on objectives and activities now being offered in Lexington Schools (Diamond, Muzzey, Senior High School) . will also survey law programs in nearby communities and prepare a proposal for the coordi- nator of law-related offerings in Lexington 's Secondary Schools. Name School Subject/Grade Yrs. in Lexington Proposal: Education Leadership will enroll in a new program at Boston University entitled Educa- tional Leadership which will eventaally lead to a CAGS. This unique program is a collaborative effort of several college departments to provide educators with leadership learning opportunities. The focus will be on school leadership, administration, models of instruction and curriculum leadership. The applications are available for review by the School Committee. Each proposal will be more fully developed and all the requirements of the Contract adhered to.