HomeMy WebLinkAbout2005-02-08-Hastings-minSchool Council Agenda
February 8, 2005
I. Lunch Initiative Update
• Create new lunch signs
• Progress on creating two lunch lines
• Next Steps?
II. Bullying Initiative Update
• Brochure/Website
• Publicizing PTA event
• Next steps?
III. Improving Communication Goal
• List Serve Project
IV. Questions from Parents
VI. Next Meeting
• Topic:
• March 10 7:45 am
Page 1 of 3
11ane
From: "j.f.lane" <j.f.lane @mindspring.com>
To: "Tammy Mulligan" <TMulligan @rcn.com >; "Susan Campbell'
< scampbell @sch.ci.lexington.ma.us >; "Maria Moxon" <maria @moxonsonline.com >; "Lynne
Stinson" < Istinson @sch.ci.lexington.ma.us >; "Reem Yared" <reem @growthwise.com >; "Diana
Partyka" <dave.diana @rcn.com >; "Ms. Zichittella" <mzichittella @sch.ci.lexington.ma.us >; "Janet
Lane" <j.f.lane @mindspring.com >; "Beth Somers Stutzman" <bethsomersl @cs.com >; "June
Hsiao" <jyhsiao @rcn.com >; "Jessie Steigerwald" <jess @shininghours.com>
Sent: Monday, February 14, 2005 11:18 AM
Subject: Minutes of February 8, 2005 School Council
Minutes of February 8, 2005 School Council Meeting
Present:
Sue Campbell, Janet Lane, Maria Moxon, Tammy Mulligan, Diana Partika, Lynne
Stinson, Jessie Steigerwald, Beth Somers Sutzman, Reem Yared
LUNCH INITIATIVES UPDATE:
- Recess /Lunch switch. The staff were never notified about the idea of
introducing recess before lunch (rather than after). They felt it was not
workable. It would give kids less time to play because children eat at
different speeds and instead of going outside after eating, many would be
hanging around the cafeteria fidgeting. The switch was also unworkable due
to scheduling specialists.
- Two lunch lines. Reem has been trying to work on modifications in the
lunch room to allow for two lines - one for hot food, one for cold, and to
simplify serving lines. We looked at the cafeteria to see if there were
possible simple modifications. One idea was to move the cashier to a
central place and move the icecream cooler to create two sides, one for hot
food, one self serve. Another suggestion was to have an aide help children
trade cash for lunch tickets outside the serving area, to speed flow. Tammy
Mulligan, Lynne Stinson and Reem Yared will meet with Cathleen Higgins of
Chartwell, to brainstorm solutions on a Tuesday or Friday. Lynne will
invite Dana Ham, facilities manager, to join the meeting.
- 5th Grade Students. The boycott, petition, list of questions and
suggestions all culminated in a meeting with Chartwell (Cathleen Higgins)
to go over lunch menu choices. It was a good lesson in the democratic
process, and several menu ideas have been incorportated into the February
menu.
SCHOOL COUNCIL NEWSLETTER:
Jessie S. offered to make a School Council newsletter to help inform parents
about initiatives in the school. We all welcomed the idea. Key information
from our meetings (such as a reminder to buy lunch tickets to help the lunch
room flow better), can be given to parents this way.
BULLYING INITIATIVES:
3/19/2005
Page 2 of 3
-5th Grade:
The boys met with Frank Stevenson to talk about bullying and special issues
affecting boys.
The girls met with Celeste Freeman and their teachers to hold a discussion
following a video to discuss subtle messages girls give each other that
result in emotional bullying. Pressure for popularity, body image, fat,
clothing, status were discussed.
- Bullying Mangement and Prevention Brochure/Website:
Celeste and Reem are working on bullying information to be put up on the
Hastings Website for parents. A draft brochure: "The Hastings School's
Approach to Bullying Management and Prevention" was given out for comment
and review.
- Bullying books:
We expressed a desire to have parents be able to see what books are useful
on the topic of bullying, without taking from our small library's resources
intended for teachers and students. Lynne agreed to write a PTA minigrant
to get a bullying books collection ( a book bag perhaps) for parent's use.
- Consistent Language regarding Conflict and Bullying
While there is a desire for kids to hear conflict resolution and anti
bullying strategies described more than once, or to carry over the same
framework/language grade to grade, it was felt that each child, each grade
level, and each class room is distinct and no "one size fits all" wording
will work. Hopefully the bullying information for parents will allow parents
to use some of the same language found in school at home.
-Bully proof curriculum school wide
Lynne observed that our school has a culture or tone that tries to be
non - competitive and focused on individual growth. Academic success leads to
less bullying and in that way the whole curriculum supports anti - bullying.
New bullying curriculum is being discussed district wide and will eventually
result in new training for all the staff.
COMMUNICATION- LIST SERVE
Diana Partyka reported her findings on setting up a list serve and
encourages us to move forward with it.
She contacted Mary Ann McKenna at the school department who would get us
started once we have a list of names to begin it and once we decide to do
it.
We need to Authorize the project with the PTA, decide what to call it,
Collect email addresses into the database, and teach individual parents how
to subscribe and unsubscribe themeselves. We will need a List Serve
Administrator to undertake this and find guidelines on who and how to
regulate the content of the listserve information posted. Tammy Mulligan
agreed to talk with the PTA presidents to see how to proceed. Jessie
Steigerwald suggested the School Council newsletter have a tear off sheet
for parents to submit their email if they want to participate.
3/19/2005
Page 3 of 3
COMMUNICATION- SPECIAL EDUCATION SERVICES BROCHURE
Sue Cambell has completed her first draft and Janet will do a first edit
before sharing a draft with school council in March.
OTHER:
-Pizza and Babysitting with evening meetings:
Tammy Suggested that when the "Silent Majority" meeting is held on March
31st, that it be made a 6:15 meeting with pizza and babysitting to make it
easier for families to participate and create a fun event for children,
while their parents meet. She will talk with the PTA leadership about this
idea. Parents would have to register so we have enough food and child care
providers.
-PTA Funds:
Bowman is using PTA funds for improvements on their gym. First a study was
conducted of other schools to be sure the improvements wouldn't upset
parity - equal resources between the town schools. Hastings could do a
parity study of other schools software sil PTA money could be used to
upgrade our software which is very old and limited.
- Parking at Methodist Weekday school
Lynn clarified in her weekly memo and in this meeting that as long as we do
not park right next to the school lot (handicapped and staff parking),
Hastings parents are welcome to use this parking lot except when notified
otherwise by the street sign. They need parking available at 9:00 and 11:45
when preschool parents are arriving and departing.
NEXT MEETING TOPIC;
We discussed possible issues and decided to hold a general discussion on
creating a more inclusive atmosphere at the school, in particular increasing
awareness on how to make Hastings more welcoming for students with Special
needs and for METCO Students. We realized this is a broad topic and will
lead to many possible subtopics and other meetings.. Janet will ask METCO
(aide to attend.
Next Meeting: Lynne's office
March 10th, 7:45 am
3/19/2005
The Hastings School's Approach to Bullying Management &
Prevention
Principles:
Prevention
(Re)Action
If physical or emotional bullying of any kind occurs, then the responsible child(ren) is
automatically sent to the Principal's office, where a report is issued, must be filled by the
child(ren), and signed by the parents. Such reports are kept by the Principal in a
"Behavior Log ". Hasting's log is the shortest of the elementary schools'. It has very few
incidents that require disciplinary action.
Kids can -& do- go to their teacher, their counselor –often dropping a note in her
mailbox —or to the Principal with any issues or concern.
Bullying Prevention Programs
Celeste Freeman, the Grades 1 -5 Counselor, has put together a program drawing on
several sources.
In the classroom: Grade level education & training
• Twice per year, per classroom, Grades 1 to 5:
Counselors provide lessons on friendships, bullying, and teasing.
• Everyday in the classroom:
Teachers take an active lead in teaching students how to resolve conflicts peacefully and
foster an environment in which children can talk about feeling unsafe, when applicable.
Teacher training
• Teachers consult with counselors.
• Some Lexington schools follow the "Open circle" program of teacher training,
although there is no town -wide adoption a curriculum.
• Entire Hastings staff followed "Responsive Classroom" training last year ( ?).
Teaches active listening. ( ? ? ?)
• Celeste and JoAnn also integrate anti - bullying strategies foie the Quit program
The Principal actively leads the school in bullying sensitivity.
E.g. talks to entire school about the effects of teasing.
Recess Aides
• Counselors meet w /them.
• Focus on children's safety, physical & emotional ( "Proactively watch children in
play to make sure they are physically & emotionally safe.")
• Look out for kids who are targeted or isolated
• Connect with the excluded kids
Content taught
Friendship -
Discussions about: "What makes a good friend "?
Talk about compassion
Civil rights & segregation in 2 grade curriculum: importance of friendships, having the
courage to defend someone being bullied
Treat your friends like you want to be treated
Kindergarten:
JoAnne ---'covers bullying, friendship, impulse control, anger management, empathy
training, apd 2nd Step curriculum.
Grades 1 -5: Second Step , I -
Celeste Freeman teaches a program from `Second step', a Social Emotional curriculum,
The 2 steps form a method for handling conflicts.
Step 1: Calm your body dovlm. Take a deep breath, cool off, so you can
Step 2: THINK about what to do next. Consider your options. Ask yourself
-Is it safe?
• Is it fair?
• How does the other person feel about it?
• Will this strategy work?
This is also a good series of questions to ask yourself after you have been involved in a
conflict. Think about what happened. Apply these questions and think about how you
would handle the situation differently if it happens again.
The Apger Rules
It's OK tp feel angry, BUT:
.!!.Don't hurt others
r Don't hurt yourself
r Don't hurt property
1h DO talk about it:
Grade 5: Additional material
Internet use, safety, Sexual harassment
Spreading rumors & gossip & their possible consequences, including legal implications
Physical and social/emotional bullying:
Social /emotional bullying is just as bad as physical bullying. It involves:
• exclusion
• teasing
• spreading rumors
Promoting kindness:
This year, 5 th grade Peace wall, to be announced
1 St grade Ms Liu - Constant: daily sticky notes on wall serve*to recognize acts of kindness
Talk with children about saying "Sorry" and "Hello' and walking into school with
someone (instead of running ahead)
Adult modeling
Curriculum is important for introducing skills, opening up discussions, and sending a
message that this is an important topic. However, it can not be overemphasized that
children need adults at home and school to model pro- social behavior throughout their
childhoods. They also need environments at home and school that foster discussions of
issues and feelings.
Resources
Books for parents to read w/kids
Celeste will provide
Films/Videos
Celeste will provide
Websites for parents
William Pollock
Families First ??
Copley Fairlawn MiddleSchool Guidance rEsources: "Are you being bullied ?"
"Parent Information center" Concord, NH www.bhsce.org/sdprn
www .bullybeware.com/moreinfo.html
The Hastings School's Approach to Bullying
Management & Prevention
February 2005
Principles
Prevention
(Re)Action
If physical or emotional bullying of any kind occurs, then the responsible child(ren) is
automatically sent to the Principal's office, where a report is issued, must be filled by the
child(ren), and signed by the parents. Such reports are kept by the Principal in a
"Behavior Log ". Hasting's log is the shortest of the elementary schools'. It has very few
incidents that require disciplinary action.
Kids can -& do- go to their teacher, their counselor –often dropping a note in her
mailbox —or to the Principal with any issues or concern.
Content taught
Kindergarten:
JoAnne Kline, psychologist, focuses on Kindergartners. She covers bullying, friendship,
impulse control, anger management, empathy training, and the 2 nd Step curriculum.
Grades 1 -5: Second Step
Celeste Freeman teaches a program from `Second step', a Social Emotional curriculum.
The 2 steps form a method for handling conflicts.
Step 1: Calm your body down. Take a deep breath, cool off, so you can
Step'2: THINK about what to do next. Consider your options. Ask yourself
- Is it safe?
- Is it fair?
- How does the other person feel about it?
- Will this strategy work?
This is also a good series of questions to ask yourself after you have been involved in a
conflict. Think about what happened. Apply these questions and think about how you
would handle the situation differently if it happens again.
Grade 5: Additional material
Internet use, safety, Sexual harassment
Spreading rumors & gossip & their possible consequences, including legal implications
Friendship
Discussions about: "What makes a good friend "?
Talk about compassion
Civil rights & segregation in 2 nd grade curriculum: importance of friendships, having the
courage to defend someone being bullied
Treat your friends like you want to be treated
You can't say: "You can't play ".
Tattling vs. telling
Tattling involves reporting another student with the purpose of getting him/her in trouble.
Telling involves reporting another student because someone's safety (physical or
emotional) is at issue. [Is this right, Celeste ? ? ?]
Physical and social/emotional bullying:
Social /emotional bullying is just as bad as physical bullying. It involves:
• exclusion
• teasing
• spreading rumors
The Anger Rules
It's OK to feel angry, BUT:
• Don't hurt others
• Don't hurt yourself
• Don't hurt property
DO talk about it.
Promoting kindness:
Talk with children about saying "Sorry" and "Hello"; and walking into school with
someone (instead of running ahead)
Individual teachers have their own methods. E.g. in Ms Liu - Constant's 1" grade
classroom, sticky notes on the wall serve to recognize acts of kindness
This year, a 5 1h grade Peace wall, will be announced
Adult modeling
Curriculum is important for introducing skills, opening up discussions, and sending a
message that this is an important topic. However, it can not be overemphasized that
children need adults at home and school to model pro - social behavior throughout their
childhoods. They also need environments at home and school that foster discussions of
issues and feelings.
Programs
Celeste Freeman, the Grades 1 -5 Counselor, has put together a program drawing on
several sources.
In the classroom: Grade level education & training
• Twice per year, per classroom, Grades 1 to 5:
Counselors provide lessons on friendships, bullying, and teasing.
• Everyday in the classroom:
Teachers take an active lead in teaching students how to resolve conflicts peacefully and
foster an environment in which children can talk about feeling unsafe, when applicable.
Teacher training
• Teachers consult with counselors.
• Some Lexington schools follow the "Open Circle" program of teacher training. This
program may be adopted district -wide next year. In such a case, Hastings staff
would receive "Open Circle" training, funded by LEF grants. Open Circle promotes
? ??
• Entire Hastings staff followed "Responsive Classroom" training last year ( ?).
Teaches active listening. ( ? ? ?)
• Celeste and JoAnn also integrate anti - bullying strategies form the "Quit It" program
The Principal actively leads the school in bullying sensitivity.
E.g. talks to entire school about the effects of teasing.
Recess Aides
• Counselors meet w /them.
• Focus on children's safety, physical & emotional ( "Proactively watch children in
play to make sure they are physically & emotionally safe. ")
• Look out for kids who are targeted or isolated
• Connect with the excluded kids
Frank Stevenson
Frank Stevenson is the Lexington K -12 Behavioral Specialist. He led the 5` grade boys
bullying reduction program this year. He comes to Hastings on a weekly ( ? ? ?) basis, to
provide guidance counseling. ( ? ? ?)
Special programs
In 2002 and 2003, on the anniversary of 9/11, a program called CAPS, featuring Sammy
Snell, a puppet, was brought to school. It uses songs and hand motions to help teach
children cooperative, tension - reducing behavior. ( ? ? ?)
Resources
Books for parents to read w /kids
Celeste will provide a list
The PTA will fund these books and make them available to Hastings parents. (Many of
them are already in the library, but can only be checked out by Hastings staff.)
On raising boys: books by William Pollack, Real Boys and Real Boys' Voices See
www.williampollack.com [Do you recommend these, Celeste ? ? ?]
Films/Videos
Celeste will provide a list
Websites for parents
• www .bullybeware.com/moreinfo.html This is a website on bullying. They provide
some tips on the site, also sell books and videos [Do you recommend these products,
Celeste???]
• William Pollock
• Families First: www.families- first.org (make sure you include the hyphen, or you
will get an Atlanta program) provides public workshops, site presentations, and
individual counseling on the many issues involved in raising — happy- children
• Copley Fairlawn MiddleSchool Guidance rEsources: "Are you being bullied ?"
• "Parent Information center" Concord, NH www.bhscc.org/sdprn [DIDN'T WORK]
Page 1 of 3
.f.lane
From: 'Tf.lane" 1.f.lane @mindspring.com>
To: "Reem Yared" <reem @growthwise.com>
Cc: "Tammy Mulligan" <TMulligan @rcn.com >; "Susan Campbell"
< scampbell @sch.ci.lexington. ma. us >; "Maria Moxon" <maria @moxonsonline.com >; "Lynne
Stinson" < Istinson @sch.ci.lexington.ma.us >; "Reem Yared" <reem @growthwise.com >; "Diana
Partyka" <dave.diana @rcn.com >; "Ms. Zichittella" < mzichittella @sch.ci.lexington.ma.us >; "Janet
Lane" <j.f.lane @mindspring.com>
Sent: Monday, February 21, 2005 2:55 PM
Subject: Feedback about the Bullying proofing brochure
Hi Reem:
I don't know if you can follow these comments as I read your Bully Busting
brochure:
Because it is an outline, I'm not sure what actual text you propose for the
website. I think parents will need to have complete sentences or it will be
hard to follow. You may have already assumed this. I think formatting will
be key (indenting, varying size of headlines depending on what section of
the outline it's in - etc to help the eye organize the information. Maybe I
can help with that when it is ready, although if June Hsiao is willing I'm
sure she is more capable in that front. I put my suggestions in CAPITOLS
Principles::
Prevention
WHAT ABOUT GROUND RULES: Are they articulated. ? - what do the kids know about
behavior that is not tolerated, how do they learn the ground rules? How do
adults separate out antisocial physical agression vs. horsing around.?
(Re)Action -
I'M NOT SURE WHY YOU CHOSE THIS WORD INSTEAD OF " ADULT RESPONSE"
WHEN YOU SAY KIDS FILL OUT THE REPORT IT WOULD BE HELPFUL TO KNOW THE
KIDS
WRITE ABOUT. IS THERE TEACHING IN THIS EXERCISE OR IS IT STRICTLY
PUNATIVE?
Bullying Prevention Programs:
CAN YOU MENTION JOANNE KLIEN HERE? NOW IT SAYS GR. 1 -5, BUT NOT K.
Teacher training:
IS THERE A REASON TO MENTION TRAINING PROGRAMS BY NAME? IT WILL DATE
THE
INFORMATION AND CONFUSE PARENTS WHO DON "T KNOW WHAT THESE WORDS
MEAN.YOU
COULD SAY "OUR COUNSELORS SELECT AND MODIFY EXISTING CURRICULUM AND
THEY
HAVE DRAWN FROM SUCH PROGRAMS AS: OPEN CIRCLE, RESPONSIVE... etc."
The Principal actively leads the school in bullying sensitivity HOW? WHERE
(MENTION ALL SCHOOL MEETING, SPECIFY OTHER TIMES OR WAYS - SOME GOOD
P.R.
2/21/2005
Page 2 of 3
FOR THE PRINCIPAL)
Kindergarten:
Joanne covers bullying. WHAT DOES COVERS MEAN? DOES SHE WORK WITH
TEACHERS
OR IN THE CLASSROOMS WITH STUDENTS. CAN WE BE MORE CLEAR HERE?
Gr. 1 -5
This is a good series of questions to ask yourself
ARE WE PITCHING THIS TO KIDS OR TO PARENTS. SHOULD WE SAY: "This is good
series of questions to ask your children..."
Grade 5:
DO YOU WANT TO EDUCATE PARENTS ON BASIC PRINICPLES OF INTERNET USE AND
SAFETY HERE, JUST LIKE YOU TAUGHT US THE SECOND STEP PLAN AND THE
ANGER
RULES? I'D BE INTERESTED AND IT IS GOOD SAFETY EDUCATION TO REWARD
PARENTS
WHO TOOK THE TIME TO READ THIS..
LIKEWISE IS SEXUAL HARRASMENT ARTICULATED IN A WAY WE CAN SHARE?
Promoting Kindness:
I LIKE THE IDEA OF THIS SECTION BUT I DON'T UNDERSTAND WHAT YOU'VE
WRITTEN
YET. FOR EXAMPLE, I DON "T KNOW ANYTHING ABOUT THE PEACE WALL AND HOW IT
RELATES TO BULLYING, PLEASE SAY MORE.
I'D GENERALIZE RATHER THAN CITING MS. LIU CONSTANT, "MANY TEACHERS USE
PUBLIC VISUAL DISPLAYS TO ACKNOWLEDGE ACTS OF KINDNESS, AND MODEL KIND
BEHAVIOR SUCH AS SHAKING HANDS IN GREETING OR LEAVING. CLASSROOM
TEACHERS
TEACH POLITENESS AND GENERAL SOCIAL SKILLS IN THE CLASSROOM TO TEACH
CHILDREN TO WORK COOPERATIVELY IN GROUPS AND BUILD TEAM IDENTITY" (or
something like that).
Adult Modeling:
YOU MAY WANT TO ADD SOMETHING SPECIFIC TO GIVE PARENTS A SITUATION TO
THINK
ABOUT SUCH AS: "BE ESPECIALLY AWARE THAT YOUR CHILDREN ARE WATCHING
YOU AS
YOU CONDUCT YOURSELVES IN STRESSFUL SITUATIONS SUCH AS AT A CROWDED
SCHOOL
PICK UP TIMES, OR WHEN YOU LEARN ABOUT A CONFLICT OR SEEMINGLY UNFAIR
SITUATION THAT OCCURED AT SCHOOL ".
I look forward to the next draft.
Thank you for your work.
Janet
2/21/2005