Tredyffrin/Easttown School District BOARD EDUCATION COMMITTEE April 16, 2020 7:00 pm Virtual Agenda I. Approval of March 11, 2020 Minutes II. Special Education Update III. PEG Update IV. Other V. Public Comment Board Education Committee Goals 1. Review the recommended administrative changes to the academic program that have impact on curriculum or budget and communicate recommendations to the full Board. 2. Review all enrollment and staffing numbers and projections for the year to determine the extent to which educational needs are addressed. 3. Review student assessment results. 4. Recommend informational education presentations to include in the monthly Board meetings as priority discussions. 5. Receive administrative recommendation for school calendar and make recommendation to the full Board. 6. Review current programming to determine alignment with federal and state mandates including Keystone Exams content and implementation. 7. Make recommendations to Board committees to communicate appropriate educational positions to legislators. 8. Review current programming at the middle school level. Future Meeting Date: May 14, 2020
DRAFT PENDING COMMITTEE APPROVAL BOARD EDUCATION COMMITTEE MEETING MINUTES March 11, 2020 Tredyffrin/Easttown Administrative Offices 7:00 p.m. Attending all or part of the meeting: Board Committee Members: Tina Whitlow (chair), Kyle Boyer, Scott Dorsey, Stacy Stone Other Board Members: Michele Burger, Mary Garrett Itin, Roberta Hotinski, Todd Kantorczyk, Sue Tiede TE School District Representatives: Wendy Towle (Administrative Liaison), Richard Gusick, Horace Rooney, Chris Groppe Community Members: Jeremy Hampton, Ali Brazunas, Nancy Coradi, Michael Coradi, Ghada Bistanji, Wendy Brooks, Jill Semmer, Arlene Talley, Heather McConnell, Sophia Pan, Jian Zhou, Haixiao Chieu, Yeng Zhan, Deana Wang, Jamie Lynch, Nicole Scherer, Bo Zhang, Liliane Man, Bob Desipio, Talath Nasreen, Kate Murphy, Beth Guistwhite, Ellen Turk, Amy Alvarez, Kristen Duffy The meeting was called to order at 7:00 p.m. Public Comment: Haixiao Chieu commented on the DRAFT TESD Pandemic Plan. Kate Murphy commented on the DRAFT TESD Pandemic Plan. Jill Semmer commented on the DRAFT TESD Pandemic Plan. Yeng Zhan commented on the DRAFT TESD Pandemic Plan. Heather McConnell commented on the DRAFT TESD Pandemic Plan. Wendy Brooks commented on the DRAFT TESD Pandemic Plan. Deana Wang commented on the DRAFT TESD Pandemic Plan. Sophia Pan commented on the DRAFT TESD Pandemic Plan. Jamie Lynch commented on the Proposed Change to Kindergarten Specials Schedule. Wendy Brooks commented on the Proposed Change to Kindergarten Specials Schedule. Approval of Minutes: The February 13, 2020 minutes were approved. Committee Discussion and Recommendations: The Committee discussed the DRAFT TESD Pandemic Plan. Dr. Gusick began the meeting with a report regarding the Pandemic Plan to address COVID-19. He stated the authorities that were contacted to provide essential information towards the formulation of the plan and discussed further details explaining the process as well as the individuals involved in developing the plan. He emphasized that the Chester County Health Department had, at that time, not recommended that T/E schools close, and had communicated 1
that stance with a statement on their website. He also outlined different aspects of the plan that included what to do in the event that a student visits a “level 3” country. Later, Dr. Gusick described the concept of deep cleaning and how the District was implementing that task to effect. Next, Dr. Gusick discussed th e current “level” of the District as it pertained to the Pandemic Plan. At this time, he explained that the District was in the “Limiting and Postponing” phase. He also explored various scenarios that would be flexibly addressed, including sports, District travel, and career week. He noted that decisions would be made based on the level of risk a given event would present. The Committee inquired if the cleaning/custodial staff had been provided with the necessary resources to effectively clean and maintain the facilities. Additionally, they inquired about the District’s ability to deep clean various buildings as well as implement statewide assessments. Moreover, they discussed the District’s communication processes and how information will be displayed on the web page. Members suggested that information be placed on each individual school’s home page and/or be clearly displayed on the main District web page. They also lauded the efforts of teachers and administrators in dealing with this issue and inquired about the input of PIAA officials. Dr. Gusick discussed various ideas including holding sports events that would not include attendance by the public to decrease health risks. Afterwards, Dr. Gusick shared information regarding school closings. His report included scenarios to prepare for one or more school closing days. He also discussed Act 80 days that could count as school days. Dr. Gusick explained a framework of how Distance Learning would be implemented on a day-to-day basis, including the timeframe for learning activities, as well as the means to take attendance. Lastly, other topics were considered such as addressing the needs of students with IEPs, parent access to technology, differentiation of assignments, Spring Break days, the dispensation of food to families in need, transportation, community outreach, student absenteeism, and overcoming barriers. At the completion of the discussion, the Committee recommended that an emergency inservice day be installed on Monday, March 16 to implement the training sessions and develop the strategies associated with Distance Learning. The Committee discussed the Proposed Change to Kindergarten Specials Schedule. Dr. Towle reported on the need to change aspects of the Kindergarten specials area program. These factors included increased enrollment and increased demand for space within classrooms. She specified concerns associated with the schedules of the media specialists, as well as the fact that there are four art teachers in five buildings, which limits flexibility. Given that there will be a need to increase the elementary special area staffing by one FTE to accommodate the increased enrollment, she proposed hiring an additional art teacher, increasing the number of kindergarten art classes to 2 per cycle and decreasing the number of kindergarten library classes to 1 per cycle. These adjustments would allow for greater flexibility in the overall scheduling of special classes and would simultaneously negate the need for certain media specialists to leave their buildings and teach classes in other schools, giving them increased access to the students in their own schools. Dr. Towle shared that this proposed change was discussed with the Elementary Principals, Art Teachers and Media Specialists, all of whom supported the plan. When concerns were shared regarding the decrease in the students’ exposure to literature, Dr. Towle noted that various aspects of art classes included opportunities for literacy connections. At the conclusion of the report the Committee recommended that the proposed change be implemented. The meeting was adjourned at 10:00 p.m. Future Meeting Dates: April 16, 2020; May 14, 2020 2
Education Committee April 16, 2020 T/E Student Services We serve students Pre‐referral Interventions Individualized Special Education (K‐21) ‐‐ Student Services Health & Medical Services Homebound, Home Schooling Mental Health Specialists 3
Collaboration with regular education staff Student Intervention Teams (SIT) in the elementary schools. Services provided by reading specialists, math specialists, guidance counselors, and behavior specialists. Pre‐referral interventions Multi‐tiered intervention teachers at the secondary level CARE team/Student Assistance Program at secondary level to provide supports to students regarding mental health, drug & alcohol use Students receiving MIT support Referred to MIT Continuing in MIT Exited from MIT IEP qualified 17‐18 18‐19 19‐20 17‐18 18‐19 19‐20 17‐18 18‐19 19‐20 17‐18 18‐19 19‐20 Middle 107 126 100 45 71 66 32 32 22 22 23 12 School High 160 129 119 66 64 53 51 41 40 38 24 16 School 4
Identifying a Need: Formal assessment The IEP is NOREP provided to Annual IEP review, developed with the family to obtain Re‐Evaluations, family consent to the Progress proposed IEP Monitoring Team or parent Multidisciplinary Individualized identify a concern or evaluation to Education Program Meet with the IEP team Cannot begin share a diagnosis at least once annually to determine special services without Strengths, Needs, review progress and Pre‐referral education eligibility signed consent. Goals, Specially update the IEP interventions Designed If the IEP is You can also request an Permission for IEP meeting at any time Instruction, declined, the assessment through throughout the school Placement previous IEP stays in year if you feel there is an the PWN (Prior effect until the issue that must be Written Notice) resolved by the IEP team. conflict is resolved. Re‐Evaluations occur every three (3) years,; every two (2) years for a student with an If pre‐referral intervention is not sufficient Intellectual Disability 5
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