Present: Chris
Tormey, Tim Gochey, Gemma Yamamoto, Mike Celley, Roman Kokodyniak, Regina
Quinn, George Burlison, David Larcombe, Lee Penniman, Michael Crocker
1. Meeting
was called to order by Chris Tormey, Chair at 6:02 p.m.
2. Approval of
Minutes
a. The
minutes of October 15, 2007 were approved (with a minor correction on page 3)
on a motion by Tim Gochey, second by Chris Tormey. So voted.
3. Public
Comment
There was no public comment
this evening.
4. Student
Report:
There
are no student representatives at this time.
5. Principal's
Report: Regina Quinn
a. TLC
Program - Lee Penniman and Michael
Crocker came to the Board to update them on the TLC Program. Lee distributed a report to the Board
that showed they had 181 different students who participated in the program
during the year. During that time,
130 students attended fewer than 30 days and 51 attended 30 days or more. Of those, there were in the following
grades: K = 5, 1st = 6, 2nd = 22,
3rd = 11, 4th = 10, 5th = 13, 6th = 9, 7th = 11, 8th = 16, 9th = 17, 10th = 28,
11th = 14, 12th = 20, and unknown = 11.
Some
of the activities that have been done during the summer and school year were
Academic Enrichment Learning Programs such as:
Summer
Music (Grades 7-12)
Summer
Music consisted of 2 programs. The
first week was Jazz School. The
students explored and learned the music of Jazz giants Miles Davis, Ella
Fitzgerald, Duke Ellington, and Charles Mingus. The second week was Camp of Rock. The students learned a variety of rock styles from Mimi
Hendrix to Green Day.
Summer
Art Camp (Grades 1-6)
The
Summer Art Program consisted of two weeks. Week I Clay - The program had two electric pottery
wheels. The students spend the
week practicing on the wheel and modeling hand pieces, as well. Week II Painting was used to develop
the students' portrait skills.
Several days were spent exploring 2-D and 3-D approaches to
portraiture. The last two days the
attendees stretched their own canvas to create a large self-portrait with
acrylic paints.
Peer
Tutoring (Grades 1-12)
Individual
peer tutoring sessions designed to meet student/teacher/parent predetermined
goals.
Academic
Assistance (Grades 1-12)
Small
group instruction/support/assistance in focused academic areas. Areas of academic assistance were
determined by student need.
Literacy
and Math Club (Grades 1-3)
Individual
and small group Literacy and Math activities designed to promote retention of
Reading, Writing, Language and Math skills.
Math
Club (Grades 4-12)
Individual
and small group tutorials in Math.
Grades
1-5 Homework Club (Grades 1-5)
After
school program designed to allow students time to do their homework
assignments.
Grades
6-12 Homework Club (Grades 6-12)
After
school program designed to allow students time to do their homework
assignments.
Art
Enrichment (Grades 1-12)
An
after school program that allows a more open free choice art experience that is
not readily available during regularly daily scheduled classes. TLCabot Art classes are longer, smaller
in number, and therefore offering more Art experience.
Before
School Study Hall (Grades 9-12)
A
before school program designed to allow students time to prepare for their
school day and to do their homework in a small class setting.
Chess
Club (Grades 1-12)
After
school program designed to allow students to learn the intricacies of
Chess. Improves their cognitive,
mathematical reasoning and cooperation.
Computer
Club/LEGO Robotics (Grades 1-12)
After
school program designed to allow students to learn Science, Math, and
Technology while using small motor skill sand cooperation.
Destination
Imagination (Grades K-12)
A
non-profit international program of creative team problem solving for all
ages. Teams of up to seven
students work together to use creativity, critical thinking, and their own
unique talents to solve challenges that incorporate the arts and technical
innovation. This creative teamwork
culminates in regional, state, and global tournaments, with non-competitive
presentations for Primary students.
Extended
Library (Grades 6-12)
After
school program designed to allow students time to do their homework, research,
internet/computer access, and checkout library books.
Fiber
Arts (Grades 1-5)
An
after school program designed to show introductory techniques in weaving,
crochet, sewing and rug hooking allowing students a creative experience in
fiber arts.
Stretching
and Gentle Movement (Grades 1-5)
An
after school program introducing gentle movement, stretching and breathing
techniques allowing students opportunities to learn new ways of exercising and
relaxing.
Summer
LEGO Robotics (Grades 1-12)
The
attendees used LEGO Robotics kits and software to create and program robots,
vehicles, and invent mechanical machines and thingamajigs. Students gained a greater understanding
of simple machines, gears, pulleys; belt drives as well as problem solving
skills.
Walking
Club (Grades 1-12)
An
after school program designed to get the students exercising while learning
about nature or while playing games.
Writing
Portfolio Clinic (Grades 7-12)
Individual
and small group tutorial assistant in writing portfolios.
Lee
and Michael discussed with the Board other aspects of the program. They also presented their budget for
the year. The Board thanked them
for their report.
b. FY2009
Budget Planning - Regina has asked
the faculty/staff to help with the budget planning. She provided the Board with the following memo she sent to
the staff explaining this yearŐs budget planning process.
During
our recent School Board meeting, Board members expressed strong support for
Cabot faculty, staff and programs. They appreciate the fact that the staff
experienced the great difficulty of enduring significant budget cuts and loss
of personnel last year. Their goal
this year is to support the vitality and integrity of what Cabot School offers
students. They have looked at what
increases will be necessary – just to maintain where we currently are.
With anticipated increases in
personnel costs – increased health care premiums, salary increases, steps
on the ladder, etc – we can anticipate at least an $80,000 increase in
expenses – without adding anything or anyone new. We also know that other
costs for services and products will increase. Given those realities, I am requesting that you budget for
next year with the utmost conservatism.
Typically,
you have built a budget based on the previous yearŐs allocation – with or
without a percentage increase.
This year, I am asking you to start from $0. Carefully consider what you
need to maintain the integrity of your program next year. With that question in
mind, please prepare a baseline budget with specific rationales for each line
item.
Once
you have done that, please review it and consider ways in which you could
economize on costs by collaborating with colleagues. For example, are there
budget items that you could jointly order with another staff member? Are there
programs, materials, supplies or equipment that you could share –
particularly items that are only used occasionally?
I
encourage you to then think about program enhancements or major upcoming
expenses (such as replacement of antiquated equipment, purchases of new
curriculum materials, etc.). Think about a general timeframe – is it an
investment that you think we should make next year or over the next few years?
All
budget materials are due to me by 5:00 PM on Friday, November 9th. This year,
you will prepare budgets using an Excel spreadsheet. Next Monday (October 29th)
I will review this process with Team Leaders. They, in turn, will present this
information at October 30th TAT meetings.
If you are not associated with a TAT, please schedule a time to meet
with me to review this process.
Materials to submit by November 9th:
á
Your Excel budget
spreadsheet (emailed to rquinn@cabotschool.org)
á
A printout of that
spreadsheet
á
An optional Program
Enhancement budget
á
Any supporting
documents you would like me to review before our meeting.
These
print materials should be placed in a 2009 budget folder that will be above
Linda SavocaŐs desk.
Budget
worksheets and electronic files will be distributed on Monday, October
29th. I will also post a budget
discussion sign-up sheet on my door that day.
On
November 13th and 14th, I will schedule brief, individual meetings with each of
you to review and discuss your budgets.
I will then combine them on the 15th and submit them to the central
office on November 16th.
I
know that this is such a busy time of year – report cards, conferences,
and budget planning, on top of your regular workload. If you anticipate that you will need some additional time
during a school day, please email me no later than Monday, October 29th at 5
p.m. We will hire a Ňfloating subÓ
on November 8th and I will attempt to arrange coverage if you need that extra
time and assistance to complete your budget.
c. Cabot
Newsletter - Regina wrote a letter
for the Cabot Newsletter. The
letter is as follows:
Many,
many thanks to students, staff, parents, and community members for welcoming me
back. Cabot School provides
a respectful, relevant, and stimulating learning environment in which all
students feel welcomed and challenged to do their best – academically and
personally.
Throughout
this year, I will take time to get to know each studentŐs unique strengths and
aspirations so that the faculty and I can work together to shape opportunities
for students to realize their dreams.
TodayŐs
children are growing up in a world that differs significantly from the world in
which we - their parents and teachers - grew up. There are many new and daunting social, political, health,
and environmental issues – yet there are many new career opportunities,
avenues of communication, and uses of technology that will enable young people
to address those issues. As a
small community school with a talented and dedicated staff, we have the ability
and responsibility to prepare all students in our care with the knowledge,
skills, and work habits they will need to continue their learning, to pursue
their interests, and to become caring and responsible adults. This will require us to continually
examine, critique, and modify what we do and how we do it, to make sure that we
prepare all Cabot graduates for a successful future.
In
early November, we will convene a student leadership group to address ways in
which the culture of the school can be even more welcoming than it currently is
to all students – free from any form of bullying or harassment - as well
as ways in which students can contribute to school and community
leadership. This work will
continue through and beyond this school year. Our first faculty inservice day will include staff training
and planning on the topic of how we ensure a positive school culture from the
earliest grades up through high school.
In
collaboration with the Cabot Steering Committee, we will begin an ongoing
review and enhancement of our curricula and our assessment systems. Guided by a
focus on what is most essential for students to understand in each area of
study, we will look at how we structure their learning, how we gauge studentsŐ
understanding at the outset of a course or unit of study, how we monitor their
progress during daily instruction, and how we change our instruction based on
evidence of student understanding.
We
have many excellent models of this kind of work already in place. One example is that elementary teachers
have received training based on current research on how students develop their
understanding of fractions and where they commonly have misconceptions that get
in the way of their learning. Such
as - students often believe that 1/5 is greater than 1/4 because 5 is greater
than 4. This is a case of students
misapplying what they know about whole numbers to what they believe about
fractions. When teachers can
diagnose this specific kind of misunderstanding, they see student errors not
just
as wrong answers, but rather, as windows into their studentsŐ thinking. They can
then
adjust their instruction accordingly and address the underlying
misconception. When these issues
are not diagnosed, basic misunderstandings may persist throughout a childŐs
education, making it very difficult to learn more advanced topics in future
years.
We
will work together as a faculty, now and in the future, to infuse our work with
current research on teaching, learning, and assessment and to refine what we do
so that all Cabot students continue to receive an excellent education.
c. RIF
Protocols - Regina and George went
over the RIF Protocols with the Board.
They discussed the items to be considered when reduction in force is
required. Protocols as presented by
George are:
1. Divisional
enrollments and related equalized cost/pupil expense (elementary, middle
school, secondary.
2. Student
subscription of course offerings (middle and high school).
3. Staff
and faculty attrition.
4. Core
curricula and program balance (# of teacher and support staff FTE's assigned to
course/service and program offerings).
5. State
standards and/or program requirements.
6. School
Action Plan mandates or requirements.
7. Required
student minimums for course/class or program to be scheduled or run.
8. General
constriction of # of support staff.
9. Instructional
positions receiving priority over support services (teaching positions having
priority over initiatives that support instruction .ie guidance, administrative
positions, etc.).
10. Review
of Co-Curricular programs and related personnel positions.
6. Superintendent's
Report: George Burlison
a. Woodchip
Project Update - David Larcombe gave
an update on the woodchip project.
The Board reviewed the most recent minutes from the latest committee
meeting that explained what had been done since the last meeting. The Board discussed a fire alarm system
at length. The Board decided that
we do need a fire alarm system added to this project (see Board Action).
b. Retirement
Incentive - George explained the
Retirement Incentive to the Board as it is described in the teachers' and
support staffs' negotiated agreements.
The Board decided to offer the incentive to both groups and will act on
it during Board action.
c. FY2008 Financial Update (1st Quarter) - David updated the Board on our financial status for the first quarter of FY2008. Tim Gochey did have a question about transportation for Special Education students being costly. George assured him that Carlene always researches all the available possibilities (considering availability, student schedules, liability insurance, etc.) before she chooses the appropriate transportation for a particular student. The Board continued to discuss the budget. At this point, we are where we should be at this time of the year. David said it was a good first quarter.
d. Act 82 - George spoke about Act 82. The Vermont School Boards Association has joined the group of state education professionals calling for the repeal of a new state law that will require some school districts to hold two votes on their new budget.
Members of about 50 School Boards across Vermont voted unanimously on Nov. 1st in support of a resolution calling for the repeal of Act 82, a new law passed in the final hours of the Vermont Legislature's session earlier this year.
John Nelson, the Executive Director of the School Boards Association, said local elected education officials across the state are worried that the law — which requires two local votes on school budgets that are above the state average — will be confusing and misleading for local voters.
A last-minute compromise between the Vermont Legislature and Gov. James Douglas' administration, Act 82 is aimed at controlling the rate of increase of local school spending.
When it takes effect in 2009, the law will require school districts that spend more than the state per pupil average and are presenting a budget increase more than inflation plus one percent to give two budgets to voters — one that includes the current year's budget plus that allowed increase and a second one that includes the proposed increase above that.
Nelson said that might be confusing to voters because it creates the impression that the supplemental budget is extra spending, as opposed to what he and other education officials see as necessary spending.
He did say Act 82 could result in some reined-in education spending on the local level, but it could mean vital programs or staffing are slashed.
He believes that some school districts may see their new budget defeated because of this, and that would come at a large cost.
The School Boards Association is not the first to call for a quick repeal of Act 82 before it takes effect.
7. Board
Discussion
a. FY2009 Budget Program & Fiscal Objectives - George spoke briefly on the RIF Protocols that were presented earlier.
8. Board
Action
a. On
a motion by Tim Gochey, second by Roman Kokodyniak the Board approved adding a
fire alarm system to the wood chip construction project. So voted.
b. On
a motion by Chris Tormey, second by Tim Gochey the Board approved a price
increase in the Food Service meals, as follows:
Breakfast will increase from $1.25 to $1.50
K-7 grade student lunches will increase from $1.50
to $1.75
8th-12th grade student lunches will increase from
$1.75 to $2.00
Faculty & staff lunches will increase from
$2.75 to $3.00
So voted.
c. On
a motion by Roman Kokodyniak, second by Tim Gochey the Board accepted an
anonymous donation of $400 given to Ruth Kaldor's Art Class in memory of Chris
Kaldor. So voted.
d. On
a motion by Chris Tormey, second by Roman Kokodyniak the Board approved
offering the Retirement Incentive to the teachers and support staff for FY2008
per negotiated agreements. So
voted.
Executive Session
The Board entered
Executive Session on a motion by Chris Tormey, second by Tim Gochey at 8:33
p.m. to discuss student matter.
The Board returned to open session on a motion by Chris Tormey, second
by Tim Gochey at 9:02 p.m. So
voted.
9. Adjournment
On a
motion by Chris Tormey, second by Tim Gochey the Board adjourned the meeting at
9:07 p.m. So voted.
Respectfully Submitted,
Joanna Brickey
Transcriber