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| Madison Metropolitan School District Madison, Wisconsin Art Rainwater, Superintendent | ||
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| BOARD OF EDUCATION Minutes for Special Meeting - Open Session November 19, 2007 |
Doyle Administration Building 545 West Dayton Street, Auditorium Madison, Wisconsin |
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Ms. Silveira reconvened the meeting at 6:37 p.m.
MEMBERS PRESENT: Carol Carstensen, Lawrie Kobza, Lucy Mathiak, Beth Moss, Arlene Silveira
MEMBERS ABSENT: Maya Cole, Johnny Winston, Jr.
STUDENT REPRESENTATIVE
PRESENT: Joe Carlsmith
STAFF PRESENT: Sue Abplanalp, Bruce Dahmen, Joe Gothard, Alan Harris, Steve Hartley, Ed Holmes, Jack Jorgensen, Pam Nash, Art Rainwater, Sally Schultz, Marcia Standiford, Lisa Wachtel, Barbara Lehman-Recording Secretary
OPEN SESSION - WORKSHOP - Auditorium
3. Approval of Minutes
It was moved by Lucy Mathiak and seconded by Lawrie Kobza to approve the minutes of the Special meeting dated November 12, 2007 as distributed. Student Representative advisory vote was aye. Motion unanimously carried.
4. Announcements
There were no announcements.
5. High School Redesign--Comprehensive Changes to School Programs and Organization
(Packets included a PowerPoint presentation (11/07). A copy is attached to the original of these minutes.)
The Superintendent made some introductory remarks about having to make changes that are both threatening and difficult. The high schools are almost completely autonomous. They recognize the issues around students who are not being successful and taking away resources from the "high flyers" and "dumbing down" the curriculum; if things are to be done more consistently, will the high schools lose their individuality; where are the places where the district should be consistent; as the population becomes more diverse how does the district address the wide range of cultures (over 60 different home languages are spoken); how to work together and still retain the high schools as what they are. These are some of the challenges that the Design Team is aware of as flash points.
Pam Nash, Assistant Superintendent for Secondary Schools, gave the presentation. Planning Group members: Lisa Wachtel, Teaching and Learning; Jack Jorgensen, Educational Services; three individuals from UW-Madison in the areas of education leadership and one from curriculum and instruction; high school principals; Sally Schultz, Shabazz High School; and Anne Fischer, Alternative Education.
Highlights:
Ø District vision.
Ø District's approach; what topics they will try to solve.
Ø Amendment to the report—University of Indiana results of a disaggregated high school survey of 7500 students on engagement.
Ø Redesign elements to be implemented consistently—personalities will remain.
Ø Relationships—examples: freshman transition and orientation activities, targeting 8th grade parents of incoming freshman, etc.
Ø Less about choosing a career path and more about broadening horizons.
Ø Trying to create more adults around smaller group of kids. Next step would be staff development to create homerooms to create that teacher connection. One Assistant Principal all four years.
Ø Great value in teaming and collaboration.
Ø Want to go to the community now to gather information.
Ø Re-worked the timeline to be more respectful of the complexity of the work and the new Superintendent.
Ø Took out of the equation the hardest part of redesign—"I went to high school therefore I know about high school."
Ø Only missed the grant by two points. District will reapply during the window in February.
Ø Draft of an initial design to the Board in the fall of 2008.
Comments/Questions:
§ Employers looking for broad education and critical thinking skills.
§ Grade level organization—very different for counseling, small groups of students vs. whole grade.
§ Smaller Learning Communities—staff engagement is very effective, however, physical environment not effective. Can do things that associate people beyond their grade level.
§ How the "backyards" fill the social aspect.
§ Literacy and math screening before kids leave 8th grade.
§ Alternatives for expelled students whose teacher evaluations in off-campus instruction are very good.
§ Connecting students with extra-curricular and co-curricular activities.
§ Hope to see something about special education collaborative co-teaching teams in academics and fine arts and more opportunities for them to be in regular classes.
§ Caution against focusing on collaboration as a primary goal. It is a means to an end. Balance important. Should not focus on doing well on the ACT in terms of classes, etc.
§ Remember the families who are not connected to the school.
§ Funds can be reallocated. Priorities must be weighed. Can cut other services or go to referendum and sell the redesign concept. Always start with the ideal and work your way back.
§ This is less about implementing new programs and more about reorganizing what the schools do and how they do it.
Principal Alan Harris from East High School described their process and where they are currently. Central areas they saw as important to investigate with the overall goal of improving teacher/student relationships in the classroom: literacy (writing lab); student behavior intervention and academic intervention; engaging more students in advanced programming; innovation team developing subcommittees that go out and develops goals; AVID program implementation; creating a Purple and Gold Team approach to meeting all student needs. The other piece they have been working hard on for two years is special education services. There is a great deal of work going on to offer collaborative classes and reap the benefits of team teaching. Next steps are to work with department chairs and the leadership team. Staff development is a huge component before the homeroom structure can happen.
Principal Joe Gothard from La Follette High School indicated that they are working on building a solid foundation. They want to embrace all the freshman. They have a great first day orientation and want to continue to orient them. A Dean of Students has been assigned for freshman. They are working to keep classes smaller and are re-starting some initiatives—PASS program, mentoring by students, seeking community partners, creating a writing center, etc. They are working toward a consistent system and structure.
Principal Bruce Dahmen from Memorial High School reported that they are working on learning and relationships and after-school programming. They have a ninth grade core program of 80 students who are getting to know each other and their teachers very well. They are focusing on integrating curriculum, implementing 9th grade core study halls, and having 25 ninth graders connected to two teachers. The students are working on study skills, organization, homework, and how to do high school. Memorial is in its 7th year of the Smaller Learning Communities concept with four neighborhoods and 80 backyards that last all four years. The 9-12th grade students are randomly assigned with a leadership team that includes assistant principals, a secretary, two counselors, with shared services in the areas of ELL, Minority Services, nursing, psychology, and social work. Students mentor and tutor each other and build relationships. After-school programs include a study center in the LMC where there is electronic access and time with teachers. Student can work and hang out while waiting for after-school activities. One-third of the students used it last year. There are currently 40-50 students, with staff, Monday through Thursday, working in the LMC.
Principal Ed Holmes from West High School highlighted the features related to their Smaller Learning Communities concept (they received a $500,000 grant from the federal government). One of the cornerstones is the 9th and 10th grade core program with 40 students at both the 9th and 10th grade who get to know each other very well. Teachers and support staff collaborate as a small community of adults. There is a culture change happening across content areas. They have also instituted a Lunch and Learn program where all the students are released at one time and 110 clubs meet in the middle of the day providing access to all students. There is also a peer mentoring program for underclassmen where the Honor Guard acts as tutors. There is also a Freshman Advisory body with imbedded honors and extended learning opportunities. He noted that it is a challenge to continue what is started when the resources go away; it becomes a redistribution of the resources. The student population is changing dramatically and negative exposures have amplified. There are mutual support meetings, Neighborhood and Purgolder time, review of academic profiles, strengthening ties with MATC, apprenticeship programs. innovative teams, and service learning. The overall goes are character education, developing critical thinking skills, and developing civic involvement. He added that a comprehensive educational system today needs to know the children individually and come to where they are and be where they want us to be.
Pam Nash indicated they would be back at numerous times in the future as things progress. She enjoyed working with the five principals the commented on how much they care about the work they do.
Mr. Rainwater added that 14 years ago the high schools were operating as totally individual schools. The system is now groups of people working together around all MMSD students. He said we have extraordinary staff and are fortunate to be working with the University of Wisconsin. This is a tremendous step forward.
FOLLOW UP:
Analysis of student survey in Indiana. Gather information from University of Wisconsin system placement testing.
6. Other Business
There was no other business.
7. Adjournment
It was moved by Lucy Mathiak and seconded by Carol Carstensen to adjourn the meeting at 9:15 p.m. Student Representative advisory vote was aye. Motion unanimously carried by those present.
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