BOARD CURRICULUM COMMITTEE
MINUTES
Monday, May 6, 2002
Members of the Board Curriculum Committee met on Monday, March 6, 2002, at 7:20 p.m. in the SuperintendentÕs Conference Room at the Education Center. Present were school board members Joseph Craig, Craig Haytmanek, William Heske, Charlene Koch, Loretta Leeson, Julie Venanzi, and Margaret Williams. Also present were Thomas Doluisio, Superintendent of Schools, Michele Kostem, Assistant Superintendent, Monty Perfetti, Director of Secondary Education, William Nelson, Director of Elementary Education, and Richard Agretto, Director of Special Education.
Open Forum
Mrs. Leeson indicated that she had been receiving email communication from parents concerned about the districtÕs recent discussions pertaining to grades and honors course weighting. Mr. Doluisio responded that the administration will be presenting follow-up discussion on this topic at the June Curriculum Committee Meeting.
Mrs. Williams offered a suggestion that, if possible, student activities, such as proms, athletic events, etc., not be scheduled the same weekend as SAT testing dates. The administration has, in the past, tried to be sensitive to this issue, but will continue to take this into consideration when scheduling school events. It was mentioned that the SATÕs are offered every month during the school year, and if taken earlier, the June events would not conflict with this testing.
Ms. Karen Dolan, Liberty High School teacher and instructor for the IllickÕs Mill Project, provided the committee with an update on the ventures and success of the program during the 2001-2002 school year.
The IllickÕs Mill Project is an alternative educational program delivered to 25 Liberty High School seniors. It is a half-day program whereby students receive academic credit in English and social studies. The other half of the day is spent in regular academic programming.
The IllickÕs Mill Project is a non-profit corporation and the students run it as such. Participation in fund-raising activities to finance the restoration of the Mill is assisted by students. The district absorbs the cost of the teacher and classroom supplies as part of their in-kind partnership with the IllickÕs Mill Project.
Through study skills and techniques required in English and social studies classrooms, students research information and develop literature to promote the restoration of the IllickÕs Mill. They have written, and successfully received grant monies to be used to continue their efforts. Skills including but not limited to, writing, knowledge of government and governmental agencies, digital reproduction, interviewing, are incorporated into the program. Literature relevant to the program is studied, as opposed to the traditional authors studied in a regular academic English class. Due to previously mentioned fund-raising efforts, architectural plans have been completed for this restoration.
Mr. Perfetti continued with the presentation by reviewing the CA/MP implementation history. Prior to the development of a formalized in-school suspension program, alternative education programs in the Bethlehem Area School District included the ALPHA program for high school students at an approximate cost of $250,00 to service 72 students, the middle school alternative education program at an approximate cost of $150,000 to service 36 students and homebound instruction for expelled students at an approximate cost of $4,500 per student, per year. Budgetary funding used to provide these programs was reallocated to fund the CA/MP program, therefore no additional tax dollars were required to implement the program that has provided services, this year, to over 700 students.
Mr. Mark Caccavo, CA/MP Coordinator, presented information on alternative education programs offered by surrounding districts and other districts located within the IU20. He was able to report that other programs, servicing fewer students, are significantly more expensive that the in-school suspension program at CA/MP. It was also noted that as a result of his survey, other districts are interested in visiting CA/MP to determine if a similar program would be beneficial to them.
Mr. Caccavo continued by reviewing the student orientation to CA/MP that occurs the first day of each suspension. He distributed a notebook that contains guidelines, policy and procedures, and curriculum for CA/MP. The goal of CA/MP is to provide services to maintain academic program while working on skills to change behavior that resulted in the suspension. Outside services are also recommended to families when necessary.
With respect to academic maintenance, all work is provided by the home school for each student and the work must be finished or the student may not be reinstated to school. Medical services are provided for each student requiring medication to be delivered during the school day. There is constant contact with the home school nurse and CA/MP staff. Documentation is maintained at CA/MP and communicated to the home school. Medication is transported from the home school with appropriate safeguards in place. Special education students suspended to CA/MP continue to have services provided as outlined in the studentÕs IEP.
Students are ŌtrackedÕ through different suspensions and interventions are put into place as needed. Potential Habitual Offenders are monitored in an effort to change behavior prior to reaching expulsion status. Classroom management plans have also been established for CA/MP classrooms and daily procedures and consequences are clearly identified.
Mr. Stu Sisle, class leader, described how academic instruction was delivered at CA/MP. On a studentÕs first day of suspension, the student completes a learning suspension packet. It gives the student an opportunity to explain what they did that got them suspended, why they did it, and to set goals not to repeat the behavior. The Student Code of Conduct is revisited, Character Education addressing values and student likes is discussed, career interests are determined, and family, behavior, and learning assessments are completed. Students complete a suspension contract explaining how they can avoid future suspensions. An exit assessment is completed on the last day that provides an evaluation on student performance and behavior as well as documentation on work, assigned by the home school, completed by the student at CA/MP.
Mr. Greg Zebrowski, behavior analyst, conducts a personal interview and observes students in the classroom setting. Through this process, an evaluation is completed which addresses decision-making skills of the student and ways to improve negative responses are suggested. Mr. Zebrowski also reviews special education students behavior modification plans to ensure current issues are being addressed. For subsequent suspensions, reassessments are made to determine the effectiveness prescribed strategies.
Ms. Rose Gerlach, family case manager indicated that a majority of students that she sees are referred to outside counseling agencies. Ms. Gerlach works with families to see if there are issues outside school which may be affecting academic achievement or causing negative behavior with the student. Ms. Gerlach helps families obtain medical assistance if there is no private insurance to cover the costs of counseling services. She also works with students in crisis by making referrals to Northampton County Children and Youth or agencies designed to assist with drug and alcohol related problems.
Ms. Marci Litak, learning analyst, focuses on academic interventions, which may include test-taking skills, different learning styles, or other factors which may impede academic success. She reviews academic records, consults with home-school staff, and works cooperatively with the behavior analyst and family case manager. When necessary, Ms. Litak administers tests of basic intelligence to determine academic ability, and attends meetings pertaining to special education students to assist with creating successful learning strategies. For students suspended on district-wide testing dates, Ms. Litak proctors completion of standardized tests by CA/MP.
Mr. Michael LaPorta, Mr. Jose Rosado, and Mr. Roger Washburn were present to address the benefits that CA/MP has had on improving school climate in providing a safer environment for all students, as well as supporting a positive approach toward implementing the Student Code of Conduct. Ms. Jean Kipp, Ms. Amy Watson, and Dr. William Feigley represented secondary counselors and discussed the positive impact that CA/MP has had on the counseling staff in that they are able to focus on more students in the school than just those with discipline and/or family crisis issues. They work cooperatively with CA/MP staff who complete much of the direct interaction with family services and social agencies.
Ms Wendy Rowe, family therapist, Valley Youth House, and Dave Etheridge, probation office, also spoke to the benefits of the CA/MP program and interventions that are put in place as safety-nets for students. Assistance and involvement of CA/MP staff has also alleviated the anger among parents and students towards district personnel and has helped to refocus families on the real issues affecting their children.
Mr. Perfetti concluded the presentation by reviewing statistical information comparing suspensions from the 1999-2000 school year to the 2000-2001 school year. During the 1999-2000 school year, there were 105 students who were issued 3 or more suspensions. Through the efforts of CA/MP staff continuing with interventions for Potential Habitual Offenders, of these 105 students, 81 (77%) have fewer than 3 suspensions and 54 (51%) have had no suspensions this year. Only 14 students (13%) have more than 3 suspensions this year.
The expulsion frequency indicates that, during the 2001-2002 school year, 12 students have been expelled. This translates into a 48% decrease from the 2000-2001 school year, and a 77% decrease from the 1999-2000 school year.
Meeting was adjourned at 9:25 p.m.
Minutes Prepared by:
Gayle Justice, Confidential Secretary