|Madison Metropolitan School District
Art Rainwater, Superintendent
|BOARD OF EDUCATION
Minutes for Performance and Achievement
October 14, 2002
|Doyle Administration Building
545 West Dayton Street, Room 103
The Performance and Achievement Committee meeting was called to order by Chair Bill Clingan at 5:38 p.m.
MEMBERS PRESENT: Bill Clingan, Ruth Robarts, Shwaw Vang
MEMBERS ABSENT: None
OTHER BOARD MEMBERS PRESENT: Ray Allen, Carol Carstensen, Bill Keys
STAFF PRESENT: Rita Applebaum, Jane Belmore, Valencia Douglas, Mary Gulbrandsen, Steve Hartley, Roger Price, Joe Quick, Art Rainwater, Mary Ramberg, Barbara Lehman - Recording Secretary
- Approval of Minutes
It was moved by Ruth Robarts and seconded by Shwaw Vang to approve the minutes of the Performance and Achievement Committee dated September 30, 2002 as distributed. Motion unanimously carried.
- Public Appearances
Patrick Cooper, Lapham/Marquette parent, distributed written comments made by the Lapham/Marquette Parent Group on the June 2002 Evaluation Report of the TEP program and serving the homeless (a copy is attached to the original of these minutes). They were positively impressed and offered suggestions for improvement that were responsive to the concerns raised in the study. The Board was urged to take action to ensure that the administration implements needed changes.
An e-mail message from Pat Mooney in support of the proposed policy was also referenced (a copy is attached to the original of these minutes).
There were no announcements.
- Transition Education Program
(Packets included a summary of recommendations for 2002-03; a case example; draft policy and procedures. Copies are attached to the original of these minutes).
Mr. Hartley reviewed the packet items. Evaluation consultants Alice Udvari-Solner and Julie Causton-Theoharis were introduced. An outline was distributed of the review of the TEP Evaluation Report and Findings (a copy is attached to the original of these minutes). Each of the 15 themes that represented issues of strengths and concerns were reviewed in detail.
Discussion: Number of ins and outs down due to one-site model. Transitions topped out at 8 with an average of 4 to 6. Gathered data from 80 people over 6 to 9 months. Legislative control over new housing areas; no particular requirements for low-income or higher-density housing. One-bedroom apartments requiring a job paying minimally at $13/hour. Time limits on Section 8 vouchers. Ethnic discriminatory behaviors. Huge community and political factors. School district's lack of political influence in the housing arena with the County, City and developers. District currently is advised about zoning but has no input. Asking the district legislative liaison to monitor the housing authorities and report back. Getting involved with the coalition that focuses on inclusionary zoning and is looking for ways to implement. The power of individual advocacy. Making information accessible to all schools. General intake process having to change to make strong connection between child, parent, and teacher. Perception of TEP and what TEP teachers are doing. Legal and legislative guidelines. Realities of homelessness. Home visits at the shelters. Forums during staff development.
More multiple environments for TEP teacher vs. spreading kids through the school by classroom. Ownership at the classroom level through the policy and procedures. Principals and schools making decisions about placement. Balancing by district vs. at the schools. Regular connections with the principals through Mr. Hartley. Some classes not having particular special education or homeless students. Providing cross-categorical services by cluster. Understanding from a delivery point of view but suggested parents may be able to arrange classrooms that do not include certain kinds of kids.
Ongoing nature of some of the strengths and concerns and paying attention to membership. Documentation of instructional strategies being practiced across grade levels and across schools. Big kicker - roles and responsibilities. Taking the time to speak and negotiate rules. Social worker as a critical position - keeping connection with all the schools. Classroom teacher central relationship with the child. Decreasing the number of transitions and keeping children at the initial site of intake-great impact on transportation. Moving to new schools at natural breaking points. Having equal access to resources and activities. Use of first language. Allowing kids access to library books. Visible separation aspect of after-school programming; trying to find ways to integrate programs and commingle funds. Trying to find willing staff to organize combined after-school activities between the agencies. Under-utilization of resources. Need for establishing common behavioral guidelines. Continuing efforts to deal with transportation issues.
A chart was distributed showing how engaged time was analyzed (a copy is attached to the original of these minutes). The process for gathering the information was described. Children's own behavior and interactions with friends were only sources of distraction.
Mr. Hartley closed by stating that the book provides a blueprint for where the program needs to be going. His goals were to continue to break down barriers and provide equal access.
It was moved by Ruth Robarts and seconded by Shwaw Vang to approve the policy and procedures as presented dated September 26, 2002.
Discussion: Contains strong language about keeping children in the same school. Also requires providing costly direct transportation.
Motion unanimously carried.
FOLLOW UP: Provide further information on the number of transitions for reasons other than homelessness. Conducting a Board information session on service delivery models. Updating the Board of Education in spring 2003.
- Other Business
It was moved by Shwaw Vang and seconded by Ruth Robarts to adjourn the meeting at 7:05 p.m. Motion unanimously carried.