Present: Chris Tormey, Gemma Yamamoto, Roman Kokodyniak, Tim Gochey, Regina Quinn, George Burlison, Sue Polen, Holly Kruse, Helen Morrison, Mary Ann Tormey, Sue Pitkin, Billie Marcotte
1. The meeting was called to order by Chris Tormey, Chair at 6:10 p.m.
2. Approval of Minutes
a. The minutes of June 16, 2008 were approved on a motion by Tim Gochey, second by Roman Kokodyniak. So voted.
b. The minutes of June 30, 2008 were approved on a motion by Tim Gochey, second by Roman Kokodyniak. So voted.
c. The minutes of July 22, 2008 were approved with corrections on a motion by Tim Gochey, second by Roman Kokodyniak. So voted.
Executive Session
The Board entered Executive Session on a motion by Tim Gochey, second by Chris Tormey at 6:10 p.m. to discuss personnel. So voted. The Board returned to open session on a motion by Chris Tormey, second by Tim Gochey at
6:35 p.m. So voted.
3. Public Comment
There was no public comment this evening.
4. Student Report: Lillian Alexander & Jese Feltus
There was no student report this evening.
5. Principal's Report: Regina Quinn
a. Student Discipline Position: Presentation and Discussion – Regina discussed with the Board the Student Discipline (Behavioral Interventionist) position with the Board. What she feels this position encompasses is as follows:
Behavioral Interventionist/Support
Strong Need:
For a skilled Behavioral Interventionist who can handle most of the day to day disciplinary infractions and behavioral issues, and work closely with the Principal to address more serious issues such as those that may require suspensions, referral to law enforcement, or other significant consequences.
Background:
- Throughout the 07 – 08 school year, we worked hard to hold high expectations for all students and to carry out School Board policies and legal requirements regarding student conduct.
- Encountered many challenges: changes in expectations, repercussions of previous inconsistency in carrying discipline, reductions in staffing that previously contributed to prevention and intervention (second administrative position, home-school coordinator, reductions in elementary guidance, along with increases in some very-high
needs students); several documents that directly conflicted with one another regarding policies, rules, expectations, and consequences.
- I chose to make this a priority, because I believe that, in order to maximize student learning and growth, it is essential for our school to have consistent and equitable disciplinary systems.
- Over the course of the year, the issue remained a significant challenge – although many faculty, staff and community members expressed appreciation for our efforts to hold students more accountable for their behaviors.
- In the late fall and early winter, as we prepared the 09 budget, we needed to make cuts. One area we looked at was staffing, in particular the paraeducator line item. We agreed to cut the equivalent of one regular-ed para position with the understanding that we would work to ensure that all legal requirements were met, and that some staff reallocation would likely be necessary.
- I worked with team leaders and steering committee to discuss their thoughts about how we could most effectively maintain good student conduct, and with that input, wrote the spring/summer work of a new disciplinary committee into our revised Consolidated Federal Grants for the 07 – 08 school year.
Some items that were not in place last year that will be in place this year:
- newly revised handbook that is all-encompassing (Prek-12, academics, athletics, other extracurricular, conduct/expectation/consequence).
- In-service staff training to review new handbook; ensure that all have read and maintain copies of current policies that pertain to conduct and discipline.
- Build in review time with students – particularly at secondary level so that they have opportunities to discuss the meaning of handbook guidelines (one hot item is “bringing knives to school” – is it OK if it is a certain type or size, some parents expressed the long-standing belief that HS students could bring knives…).
- Meet with families and students before new sports seasons to review related policies – expectations.
- Collect input on handbook from students, faculty and parents and consider issues or suggestions in the next edition of the handbook.
- standing discipline committee to monitor effectiveness of practices, read current literature, and suggest improvements to documents or systems.
- reinstatement of after school detentions (as opposed to in-house detentions/suspensions) for academic and behavioral issues.
The Need:
During the 07-08 school year, we worked hard to address and attempt to prevent behavioral issues. Due to several factors – including items previously discussed, and the perception that “the rules had changed” – handling behavioral issues, and the parental fallout became a nearly all-consuming and enormously stressful aspect of my role as Principal – interfering with my ability to provide necessary leadership in curriculum, instruction, assessment, and community outreach, and to adequately keep up with all of the day-to-day items that need to be addressed in a timely manner.
Other than simple, straightforward issues, such as a student needing to take a brief “timeout” to calm down, regroup and return to class, many disciplinary matters require significant time investigating the situation, gathering evidence (often conflicting) from involved parties or witnesses, ascertaining the truth as best we can, providing for due process, ensuring that policies are correctly carried out, documenting the event, and following up with parents (who frequently become irate or defensive). Some of the most significant issues require several follow-up discussions with students and families, and may get bumped up to the superintendent or board level.
Some examples of particularly time-consuming situations:
- student overheard bullying other student; using racist terms; met with students individually; spoke to witnesses, notification of parents, threatening messages from father of student who had bullied.
- a parent called with concern that her child was being targeted/bullied by several other students in class; held several meetings with parent, teacher and student; interviewed other students to get confirmation or different perspective on particular charges, several follow ups, implemented some classroom discussions, training, meetings with individuals and small groups – some underlying issues involve animosity among some of the parents – this obviously spills over into school and impacts how parents perceive situation and disciplinary actions.
- bus incidents – very time consuming and complex – difficult because of lack of consistency in student reports and drivers’ need to focus on driving.
- issues of respectful behavior that arise in classes, day-to-day.
- throughout the year – a fairly continuous stream of issues – caused me to need to react and tend to issues rather than putting adequate time into other “non-crisis” situations.
- simmering issues – something that happened on the playground or on a trip a week ago, parent angry it wasn’t addressed, most often an issue that did not come to my attention previously – requiring backtracking, investigations, reconciliation of conflicting perspectives, etc.
Potential Models:
I believe that the ideal model is that which has been brought forward by the Discipline Committee.
With the understanding that we are close to the beginning of school and do not have specific funding set aside for this position, other options include opening the position to existing support staff who possess strong skills, ability to work closely with Principal, and willingness to continue learning about effective behavior management:
If a para – would need to upgrade position and salary, and cover costs of additional training.
Depending on reassignment – may be able to reallocate other staff, for part or all of the other position. Most likely would need at least a part-time person to pick up duties. In this situation, we would likely need to have transitional assistance, requiring some sub-coverage – we have a qualified staff member willing to do this on a very short-term transitional basis.
Closing Comments:
I strongly urge the board to consider ways in which we can add this role during the upcoming school year – even if it is a one-year pilot that we assess and revisit during the next budget cycle.
I believe that only the most serious disciplinary actions should require a significant amount of my involvement. To be inundated with all issues will cause me to be a less effective leader for our school and community.
Chris suggested having this position for the current school year and see how it goes because we cannot go
without this support for Regina. We need someone in place by the time school starts. This person will work closely with the Discipline Committee and give monthly reports to the Board.
On a motion by Chris Tormey, second by Roman Kokodyniak the Board approved hiring a Behavioral Specialist
(duties as described by Regina in her report) for one year (2008-2009), with monthly reports to the Board, to support Regina Quinn, Principal.
Vote: 2 = Yes, 1 = No.
6. Superintendent's Report: George Burlison
a. Next Board Meeting - The Board discussed when to set their next regular Board meetings. Originally, they decided to hold only one meeting in August so set it around the middle of the month. Now, they have decided to hold a regular meeting on August 25th, September 2nd, and September 15th.
7. Board Discussion
a. Superintendent Position/Governance – The first Governance Committee meeting for the Superintendent position will be held on August 26th at 7 p.m. at Twinfield Union School Library. We need to decide who will be on this committee from Cabot. It was decided that the people on this committee will be: Roman Kokodyniak, Chris Tormey (alternate), Helen Morrison, Roz Daniels and Regina Quinn. There was an extensive discussion on what the committee should do and how they will proceed. There are several options to choose for replacing the Superintendent when he retires at the end of the school year.
b. Performing Arts Center Construction Project – Chris reviewed with the Board the revenues and expenditures thus far for the Performing Arts Center Construction Project. The fundraising is coming along very well and we have reached our goal of $75,000.
c. School Board Goals – There was a brief discussion on School Board goals. The staff will meet with Regina to discuss these goals and give their input/suggestions to the Board.
8. Board Action
a. On a motion by Chris Tormey, second by Tim Gochey the Board approved the fund disbursements for permits. So voted.
9. Adjournment
On a motion by Chris Tormey, second by Tim Gochey the Board adjourned the meeting at 9:38 p.m. So voted.
Respectfully Submitted,
Joanna Brickey
Transcriber