{"id":1018,"date":"2013-03-01T06:10:58","date_gmt":"2013-03-01T13:10:58","guid":{"rendered":"http:\/\/muffinbottoms.org\/?p=1018"},"modified":"2014-12-29T10:09:20","modified_gmt":"2014-12-29T17:09:20","slug":"new-london-board-of-education-meeting-28feb13-rush-transcript","status":"publish","type":"post","link":"http:\/\/muffinbottoms.org\/?p=1018","title":{"rendered":"New London Board of Education meeting 28feb13 – rush transcript"},"content":{"rendered":"
Rush Transcript \u00e2\u20ac\u201c by Marco Frucht. Original Notetaking by Tambria Moore<\/span><\/h5>\n
<\/h5>\n
New London Board of Education meeting at STMHS – Lecture Hall 7 p.m. <\/span><\/h5>\n
Thursday Night, 28feb13.<\/span><\/h5>\n
Each meeting airs live on Channel 22 Metrocast <\/span><\/h5>\n
Marco Frucht http:\/\/www.newlondon.org\/Default.asp?PN=MeetingSchedule<\/span><\/h5>\n
Tambria Moore Board of education members include Ms. Margaret Mary (Peg) Curtin, Mrs. Delanna Muse, Mr. Jason L. Catala, Mrs. Elizabeth Garcia-Gonzalez, Mrs. Barbara Major, Mr. Bill Morse and Mrs. Sylvia Potter<\/span><\/h5>\n
<\/h5>\n
mayor called on<\/span><\/h5>\n
mayor finizio recognizes boe<\/span><\/h5>\n
proclamation of Mayor designates March BOE month in city of NL <\/span><\/h5>\n
Says he won’t be there for the SOP initiative portion of the meeting as he has another meeting conflicting with this one on the Coast Guard museum<\/span><\/h5>\n
He believes the SOP proposal is good and pledges full support<\/span><\/h5>\n

\"\"<\/a><\/p>\n

Student recognition presentations <\/span><\/h5>\n
Isaiah Gomez \u00e2\u20ac\u201c STMHS Student of the Month<\/span><\/h5>\n
Haley Brennan (STMHS) – Special Recognition for Exceptional Performance on the 2012 CAPT<\/span><\/h5>\n
Zakkiyya Griffin (STMHS) \u00e2\u20ac\u201c Special Recognition for Exceptional Performance on the 2012 CAPT<\/span><\/h5>\n
Corinna Kraemer (STMHS) \u00e2\u20ac\u201c Special Recognition for Exceptional Performance on the 2012 CAPT<\/span><\/h5>\n
<\/h5>\n
http:\/\/images.pcmac.org\/Uploads\/NewLondon\/NewLondon\/Divisions\/MeetingSchedule\/AGENDA%20-February%2028%20%202013%20(Regular%20Meeting).pdf<\/a><\/span><\/h5>\n
deviating from the agenda, michael brown re program for competing for jobs in local economy<\/span><\/h5>\n
A Strategy to Prepare New London CT Students to Compete for Jobs in a Global Economy \u00e2\u20ac\u201c Michael Brown..falls under the magnet school agenda item<\/span><\/h5>\n
talking about the foreign trade zone, and history of its formation and abandonment<\/span><\/h5>\n
leveraging of our location and access to global economy<\/span><\/h5>\n
there is an opportunity to grow nl into a center of trade<\/span><\/h5>\n
usa has about 20% of trade in global economy, how to get nl in the picture<\/span><\/h5>\n
port photo shows lumber from germany and other countries. yet not creating businesses around those products in nl<\/span><\/h5>\n
<\/h5>\n
thailand uses our port, copper comes through our port, lumber etc.<\/span><\/h5>\n
we physically lie in the center of the global economy per a slide from Pfizer<\/span><\/h5>\n
highlighting a magnet school for international commerce<\/span><\/h5>\n
would develop skill sets around foreign languages fluency<\/span><\/h5>\n
talking about exportation of gas, coal and need to prepare students for those opportunities.<\/span><\/h5>\n
wanting to see fluency in a second language by middle school<\/span><\/h5>\n
transition nl high school, now perceived as substandard, create a school of international commerce to prepare nl to lead <\/span><\/h5>\n
core curriculum required by state could be enhanced with market place course work<\/span><\/h5>\n
he urges council and boe to seriously look at and consider this as way to create jobs and opportunities<\/span><\/h5>\n
speaks of 7th regiment which resides in nl, nationally ranked 5th in the world<\/span><\/h5>\n
7th regiment mission to prepare youth to maximize their skills and reach full potential<\/span><\/h5>\n
discusses the leadership of the program as degreed and highly specialized in the areas needed around music. it is a center of excellence with leadership – would work with the arts in nl to further nl goals<\/span><\/h5>\n
end of presentation<\/span><\/h5>\n
agenda reports and communications<\/span><\/h5>\n
letter from boe president to cga thanking for use of facilities for training session. for the record<\/span><\/h5>\n
letter from nlea, concerning contract article 24, institute continuing committee<\/span><\/h5>\n
is doing so, appointing herself and ms muse with dr fischer on that committee<\/span><\/h5>\n
report of committee<\/span><\/h5>\n
mrs muse chairs finance, reports as preparing budget 13\/14 next tuesday, march 5 committee will meet re central serives 6 pm and march 6, re schools part, public hearing march 7 at this location and then discussion of budget of whole meeting in third flr conference room. budget to mayor by march 15<\/span><\/h5>\n
<\/h5>\n
jason catala meets march 21 at 6 pm discussion of magnet school and academy<\/span><\/h5>\n
parent meeting march 14th at this location<\/span><\/h5>\n
dr fischer. principal of nlhs achieve 3000 program enabled success in improving cap scores<\/span><\/h5>\n
achieve 3000 presentation William Tommy Thompson <\/span><\/h5>\n
design of summer institute<\/span><\/h5>\n
the address the summer slide, reading dips with summer<\/span><\/h5>\n
widens achievement gap<\/span><\/h5>\n
set out to keep students in school longer, strategy to increase reading levels and teacher effectiveness. 100 9th grade entry students and existing as well as 10th grade recruited<\/span><\/h5>\n
goal to achieve one year of growth<\/span><\/h5>\n
also to increase teacher effectiveness<\/span><\/h5>\n
every less was recorded by video<\/span><\/h5>\n
team leaders sat with teachers post lesson to break down the process<\/span><\/h5>\n
pre assessments and post assessment. program company was reluctant to use preassessment and may not do their product justice in twenty day<\/span><\/h5>\n
program had bilingual support 1 to 20 ration<\/span><\/h5>\n
no ac during the summer facility was hot<\/span><\/h5>\n
had a uniform, shows t shirt<\/span><\/h5>\n
work hard be nice get better motto on the back<\/span><\/h5>\n
teachers ate with the student breakfast every morning and talk with them<\/span><\/h5>\n
computer based reading tool re non fiction ap articles of high interest with comprehension questions adapted to level of reader<\/span><\/h5>\n
everyone reads the same topic, at a level adapted to their reading level<\/span><\/h5>\n
goal read 40 articles in 18 days at 70 percent success rate<\/span><\/h5>\n
goal to double lexile growth. 94 percent attendance rate attributed to follow up to pressure kids and trip to ny<\/span><\/h5>\n
bbq and blue men group in ny<\/span><\/h5>\n
robert from achieve 3000 speaks<\/span><\/h5>\n
partner with the district to do one thing and do it well…increase student achievement<\/span><\/h5>\n
condensed one semester of work into 3.5 weeks<\/span><\/h5>\n
came to grade level and a half in that time. 74 lexile points<\/span><\/h5>\n
other cities 80 points, 91, 84 using the program in a year<\/span><\/h5>\n
touches on the prior presentation and the 1300 lexile level of college readiness<\/span><\/h5>\n
lexile levels for career paths available to set a goal<\/span><\/h5>\n
worked with dr fischers team in fall river with similar results<\/span><\/h5>\n
asked principal for feedback from students. one said it changed his life. tommy says he knew as a struggling reader the importance of reading better.<\/span><\/h5>\n
peg asks if students tracked over course of year. yes per tommy<\/span><\/h5>\n
trajectory is upward and plan on doing it again this summer<\/span><\/h5>\n
catala asks about the bilingual use of the program and thinks it would benefit esl students<\/span><\/h5>\n
tommy agrees it does, and any program is only as good as the administrators of it. the summer was a pilot to measure return on investment. return was phenomenal. will continue partnership. now 500 students, including all bilingual and special need students<\/span><\/h5>\n
they can read in article in their language and read the instructions in english, scafolding them into English<\/span><\/h5>\n
catala likes the video taping and coaching of the teachers<\/span><\/h5>\n
asking the student selection process of the 100<\/span><\/h5>\n
tommy looked at map scores, id of students below grade level reading. those are the students they aggressively sought for the program<\/span><\/h5>\n
teachers would come in teach 40 minute class, go to coaching with administrator or aspiring administrator for feedback<\/span><\/h5>\n
effective teaching such as turn and talk after the reading…how to get them to do so is a science, for effective talking<\/span><\/h5>\n
gave the teachers pointers on methods to prompt etc.<\/span><\/h5>\n
bill morse asks them to explain lexile<\/span><\/h5>\n
developed twenty years ago by metametrics to measure student progress in reading.<\/span><\/h5>\n
http:\/\/www.lexile.com\/about-lexile\/glossary\/<\/span><\/h5>\n
they can benchmark their progress to take the guess work out of where they are as readers and where to adjust their skills customized to the student<\/span><\/h5>\n
connecticut is a common core state and this is the standard<\/span><\/h5>\n
they are having a student answer a poll question and vote yes or no, common score standards ask students to take a position with a text and then use critical thinking to state why, and summarize what they read<\/span><\/h5>\n
process developed around no child left behind<\/span><\/h5>\n
its about accessing information, do I agree with what I am reading, say in wikipedia.<\/span><\/h5>\n
tommy said students were accessing stuff at weird times on their own…middle of the night, after school…<\/span><\/h5>\n
from the program at home<\/span><\/h5>\n
peg asks if they take their new knowledge and assist their peers. tommy said they liked accessing information on their own, read at their level, set their own pace, etc. gaining confidence. students said they approach regular school year differently as a result<\/span><\/h5>\n
end of presentation<\/span><\/h5>\n
dr fischer no on extracurricular activity and gpa requirement of 1.7 this year and 2. next year<\/span><\/h5>\n
tommy has provided tables of data on impact re fall winter sports<\/span><\/h5>\n
dstrict policy exceeds ciac requirements<\/span><\/h5>\n
students determined ineligible, able to practice with team, received academic support, very few placed on academic probation as imposed by the school. team established an early warning system to id students in need of support, made rapid response team of coaches volunteers and teachers to change that trajectory. camels for whalers provided assistance<\/span><\/h5>\n
ct college<\/span><\/h5>\n
barbara major asks about whether money allocated to hire people was used<\/span><\/h5>\n
yes<\/span><\/h5>\n
dr fischers wife, marie gravel, etc have also helped daily<\/span><\/h5>\n
all area colleges were contacted per fischer. all helping.<\/span><\/h5>\n
businesses, etc as well<\/span><\/h5>\n
even though they offer to pay tutors, challenge to find people at that time of day<\/span><\/h5>\n
may have to move hours<\/span><\/h5>\n
concept to expand to any student below gpa, given the success of the program<\/span><\/h5>\n
students could practice as working to get above the 1.7<\/span><\/h5>\n
football had 6 below, identified during the course of the season<\/span><\/h5>\n
coaches looked at progress every five weeks<\/span><\/h5>\n
in addition to semester grades<\/span><\/h5>\n
if they were at that level and not attending class, looked at closer even<\/span><\/h5>\n
one coach required all such to attend study hall<\/span><\/h5>\n
asked if plan is written<\/span><\/h5>\n
no<\/span><\/h5>\n
they can go to their teacher to see what they need to do<\/span><\/h5>\n
team meetings would occur<\/span><\/h5>\n
catala asks about money allocated for people in place and what recruitment<\/span><\/h5>\n
positions posted, follow those guidelines<\/span><\/h5>\n
bill asks five weeks seems like a long period of time, would they consider three next year<\/span><\/h5>\n
a lot can happen in five weeks<\/span><\/h5>\n
staff at study hall in daily contact with teachers?<\/span><\/h5>\n
tommy said can look into timeline of monitoring, typically a unit exam is at four week mark<\/span><\/h5>\n
fischer says if you go in study hall volunteers walk around asking students about their work and class attendance<\/span><\/h5>\n
bill asks if staff is following up with teacher, and fischer says yes<\/span><\/h5>\n
also can check online, students missing assignments<\/span><\/h5>\n
all students are part of academic support program<\/span><\/h5>\n
bill asks if any remained benched, very few.<\/span><\/h5>\n
no student was benched throughout the sport season<\/span><\/h5>\n
sports and potentially clubs would come under this program<\/span><\/h5>\n
peg thought it had been not just for athletes. Barbara major thought it included clubs on vote. did not include band<\/span><\/h5>\n
barbara major had requested weekly progress report for her child to sign off on, would be helpful for the tutors to have that<\/span><\/h5>\n
ms major not that thrilled with it but glad to see they are getting the help they need. peg is glad she came around<\/span><\/h5>\n
catala concerned about confidentiality and volunteers<\/span><\/h5>\n
health school environment action learning<\/span><\/h5>\n
bdjms programs<\/span><\/h5>\n
ne science and sailing program and their forward thinking bussed to Stonington Borough<\/span><\/h5>\n
the grants are selective and so bdjms principal very proud<\/span><\/h5>\n
invites boe to basket bonanza<\/span><\/h5>\n
renzulli academy<\/span><\/h5>\n
one of three in the district grants is primarily about training staff<\/span><\/h5>\n
sustained funds will follow the student<\/span><\/h5>\n
will not result in school score going down, no…their score remains with their school<\/span><\/h5>\n
the school maintains the benefit of that students performance. looking at newer section of harbor<\/span><\/h5>\n
purpose to challenge gifted and talented based not just on cmt or ct mastery…also looks at non cognitive abilities, teacher recommendations<\/span><\/h5>\n
have a nl resident who put one of these schools together in hartford<\/span><\/h5>\n
second purpose is take what works and bring those activities to the students in other schools.<\/span><\/h5>\n
ms muse said idea at workshop was briefly talked about, she is shocked in reading hartford courant yesterday that it is set to be housed in harbor school. yet boe has not discussed it<\/span><\/h5>\n
extra budget expense, utilities, etc at harbor school cannot see why cant be at a particular school in separate classes like ap courses at high school<\/span><\/h5>\n
does the board vote on this, fischer says money follows the student, unclear how that occurs<\/span><\/h5>\n
audience applause<\/span><\/h5>\n
Peg thinks harbor school location up to city council<\/span><\/h5>\n
fischer says until released, it is school property<\/span><\/h5>\n
harbor school good sight to bring students from out of district<\/span><\/h5>\n
misperception legally where any school property stands<\/span><\/h5>\n
re edgerton school<\/span><\/h5>\n
glad through workshops or committees to discuss<\/span><\/h5>\n
dr adamowski<\/span><\/h5>\n
statute says technically school buildings and property are owned by municipality, under law when built as school and used as school, belongs to school for educational use. has to take specific action to turn it back to the city, formal action<\/span><\/h5>\n
point out much larger issue for nl schools. currently outsourcing 6.5 to educate special ed students. highest percentage in state<\/span><\/h5>\n
lowers per student expenditure by outsourcing<\/span><\/h5>\n
you will need every square inch you have to provide for students in your own district rather than bussing and outsourcing<\/span><\/h5>\n
has been hidden in past by the way these outsourced students were in the budget<\/span><\/h5>\n
lumps special ed, gifted and behavioral needs<\/span><\/h5>\n
major asks re annex building of harbor….fischer says can use as is<\/span><\/h5>\n
harbor school not handicapped accessible, could put special ed there, but not physically or multiply handicapped<\/span><\/h5>\n
some outsource charges include foster care, etc<\/span><\/h5>\n
number of districts have expressed great interest, increasing the dollars from them to us<\/span><\/h5>\n
major understands we outsource for special needs, can boe get idea re renzulli where every they go…couple of hours, all day… what happens<\/span><\/h5>\n
adamowski says small number of students would be all day, some shared time, some after school, some summer. it would be a gifted center<\/span><\/h5>\n
in connecticut gifted is part of special ed, would have a ppt to develop a program<\/span><\/h5>\n
potter asks if special ed would be placed in harbor school<\/span><\/h5>\n
fischer says other programs would be placed separate from renzulli, bringing them back from outsourcing.<\/span><\/h5>\n
outsourced students are all special ed<\/span><\/h5>\n
she says sounds like a plan to separate struggling students<\/span><\/h5>\n
adamowski says some, like autistic are bussed out, some distance. might have three or four class rooms for those students. might have classrooms for behavioral….basically multipurpose building<\/span><\/h5>\n
potter wants to look at this more<\/span><\/h5>\n
adamowsi says a very serious situation with number of outsourced students.<\/span><\/h5>\n
sense is it developed overtime and not managed well<\/span><\/h5>\n
skews tremendous amount of money out of district<\/span><\/h5>\n
potter understands that and believes in intermingling students of all kinds in an educational setting<\/span><\/h5>\n
adamowski says these students cannot mix with others, extreme and higher level needs<\/span><\/h5>\n
whether these students are located in district or out, in most cases they are in restrictive environments<\/span><\/h5>\n
adamowski thinks there may be some opportunities to have a restricted class in an operating school for an incremental period of time students could join a regular class<\/span><\/h5>\n
fisher says under individuals with dis act, required to take every step possible to make sure every option is looked at to have all students get prepared for success<\/span><\/h5>\n
proposes board to a workshop on special ed spectrum<\/span><\/h5>\n
some in full time residential programs, some get one hour of services<\/span><\/h5>\n
catala<\/span><\/h5>\n
suggests a field trip to a renzulli school<\/span><\/h5>\n
concerned about the 6.5 mill spent outsourcing<\/span><\/h5>\n
boe had been told in past doing a good job keeping as many students in city as possible, now hearing differently<\/span><\/h5>\n
muse asks about student starting at winthrop, then part of renzulli. asks what amount comes from winthrop. fischer says same as if student leaves the school district<\/span><\/h5>\n
as if the student moved to another town<\/span><\/h5>\n
for some this would be a percentage, for students spending a portion of the education at the renzulli school<\/span><\/h5>\n
fischer says need to talk about how this budget was developed and what it is meant to do<\/span><\/h5>\n
muse cannot understand why cannot accommodate at their particular school like the high school ap coursework<\/span><\/h5>\n
would not be eligible for this grant doing that says adamowski<\/span><\/h5>\n
a different model program is itinerant teachers who come to the school as she describes<\/span><\/h5>\n
over the last several years nl has cut that model dollars<\/span><\/h5>\n
adamowski says you could have a school based program if boe could fund by itself. cannot have magnet gifted and talented…as open to everyone by lottery<\/span><\/h5>\n
morse asks adamowski money connected with renzulli will only be forthcoming if separate program<\/span><\/h5>\n
Yes, it is for replication of the center program model<\/span><\/h5>\n
it could be within a school, yes<\/span><\/h5>\n
our classrooms<\/span><\/h5>\n
morse thinks academy for talented and gifted is a space issue, ties into curriculum k-12. does not like extractions. can look at each building, look at enrollment requirements and boe needs advised on current space use, current avail, and future next year needs<\/span><\/h5>\n
have to consider upgrade of spaces per their uses. not ready to make that decision without space use information and with the magnet vision etc<\/span><\/h5>\n
adamowski says have made decisions on Winthrop and Nathan Hale. to be made include bdjms and renovation of nlhs<\/span><\/h5>\n
adamowski asks, if you build a school, would you build it larger to accomodate.<\/span><\/h5>\n
adamowski says nl will need all space they have and perhaps more<\/span><\/h5>\n
morse says that is why they need a survey of what they are using, its condition, etc so they don’t operate 7 if you need 6. adamowski says the elementary schools are at capacity<\/span><\/h5>\n
liz asks how many are gifted and talents. fischer says envision about 50 students, cmt, noncognitive, recommendations and student work. in any population can be 1-2 percent. some students prefer not to identify as gifted and talented. some want full time some want part time<\/span><\/h5>\n
will bring recognition to district, may bring more funding. more funding can bring more programs. grant money breeds grant money. not intended to isolate kids, intention is to challenge<\/span><\/h5>\n
parents want their kids to have a greater challenge<\/span><\/h5>\n
says people are coming back to nl schools. this is about perception<\/span><\/h5>\n
there are requirements for starting a special ed program they are not necessarily cheap.<\/span><\/h5>\n
sks for submission of questions so they can respond<\/span><\/h5>\n
peg thinks some anxiety in teaching staff of changes that need to be answered<\/span><\/h5>\n
the grant is just for the training, used to train over time. train teachers who will be involved, and train trainers<\/span><\/h5>\n
miriam morales taylor suggested to come in with a workshop<\/span><\/h5>\n
muse asks if continual grants needed. no. once trained you continue to work with and train, even with teachers in other buildings<\/span><\/h5>\n
just as nl does with its math program<\/span><\/h5>\n
morse asks for space presentation prior to workshop<\/span><\/h5>\n
suspensions and expulsions<\/span><\/h5>\n
fischer directs attention to document<\/span><\/h5>\n
significant reduction of suspensions, expulsion not where they want to see it<\/span><\/h5>\n
were experiencing a lot of gang and pre gang stuff at hs<\/span><\/h5>\n
gangs in area have agreed to stop their activity in the hs, in cooperation with police, etc<\/span><\/h5>\n
intervention steps document<\/span><\/h5>\n
high school and middle school efforts to reduce suspensions in and out of school<\/span><\/h5>\n
have to have programs to reduce numbers due to issues and behaviors<\/span><\/h5>\n
trying to increase consistency in responses<\/span><\/h5>\n
consistent expectations<\/span><\/h5>\n
consistent adult presence in hallways<\/span><\/h5>\n
greeting and talking with students<\/span><\/h5>\n
increased communication<\/span><\/h5>\n
school culture to focus on problem solving rather than fighting<\/span><\/h5>\n
looking at programs with miriam morales taylor for in school programs<\/span><\/h5>\n
muse asks if boe can get breakdown of offense<\/span><\/h5>\n
adamowski recommends that be done annually<\/span><\/h5>\n
report policy not being followed per adamowski needs revisions<\/span><\/h5>\n
catala thinks list of interventions taken is a good list<\/span><\/h5>\n
fischer says the best prevention is students. they tell when problems build, they inform and ask for help.<\/span><\/h5>\n
magnet schools<\/span><\/h5>\n
letters from conl and nl harbour towers supporting magnet concept<\/span><\/h5>\n
jeff harris re third letter<\/span><\/h5>\n
opsail ct<\/span><\/h5>\n
part of the continuing presence of opsail would be educational. recommending maritime arts\/industry magnet school with nl unique port and history<\/span><\/h5>\n
all three letters received for the record<\/span><\/h5>\n
ten minute break<\/span><\/h5>\n
public comment<\/span><\/h5>\n
mirna martinez<\/span><\/h5>\n
comment about budget 1.5 increase between schools and city only fulfills contractual and still could be cuts to busing. not able to bring back any service cuts.<\/span><\/h5>\n
<\/h5>\n
setting nl up for no aspirations<\/span><\/h5>\n
renzulli – extremely concerned about setting this up in a city with already so many feelings between the haves and have nots<\/span><\/h5>\n
can do this in one setting instead of creating more disparity<\/span><\/h5>\n
the conversation of the 6.5 mill is actually special education services and gifted and talented etc confuses the topic<\/span><\/h5>\n
mongi<\/span><\/h5>\n
thanks parents for coming and teachers<\/span><\/h5>\n
gifted and talented separated into its own school is a bad idea. no business plan in place and considering funding another school<\/span><\/h5>\n
the special master and designation of the state, our priority is closing the achievement gap. we can do both, in the school<\/span><\/h5>\n
its a grant, a hook to buy into this program to establish this program funding it with resources we need to close achievement gaps<\/span><\/h5>\n
likes the achieve 3000. in school. ask the teachers what their problems are, listen to them about reading insufficiency<\/span><\/h5>\n
kathy<\/span><\/h5>\n
as parents they care for their own children, and others children<\/span><\/h5>\n
though of hanging on to harbor school without the finances to maintain them<\/span><\/h5>\n
does not like taking kids out of schools for the renzulli program. could be done inside existing schools<\/span><\/h5>\n
sees little things like the algebra class at benny dover<\/span><\/h5>\n
likes communication efforts, but recently cancelled last one<\/span><\/h5>\n
wants to be part of magnet school planning, renzulli caught parents by surprise<\/span><\/h5>\n
wants boe etc to encourage school governance the opportunity to review the budget as in the requirements<\/span><\/h5>\n
jason<\/span><\/h5>\n
appreciates boe asking questions about the renzulli charter school<\/span><\/h5>\n
says gifted and talented programs are good, but outside of the district as a charter school …a non profit private corp, with high admin overhead<\/span><\/h5>\n
not interested in taking the money out of the district<\/span><\/h5>\n
<\/h5>\n
looks forward to the workshop<\/span><\/h5>\n
as for eligibility. extracurricular activities approve students as a whole. creating a barrier because they are struggling, make it available to everyone including those in sports.<\/span><\/h5>\n
support letters parroted adamowksi and fischer without informed opinion<\/span><\/h5>\n
may be a market interest in nl harbour towers letter writer<\/span><\/h5>\n
natasha<\/span><\/h5>\n
son at ct college childrens program<\/span><\/h5>\n
leery about sending her son to nl public school as her daughter there is not challenged enough. she has no incentive to do more than the norm<\/span><\/h5>\n
considering leaving, daughter has been moved from school to school and may not get into the school she desires due to the selection system of magnet schools<\/span><\/h5>\n
does not understand how we are at capacity in schools we build to attract more students<\/span><\/h5>\n
her daugher would not want to be separated because of her achievements<\/span><\/h5>\n
Tambria Moore society is not separated by how we learn and work differently<\/span><\/h5>\n
adjin<\/span><\/h5>\n
issue with money, administration board has 100k plus salaries, cut that and put it to the kdis<\/span><\/h5>\n
pockets getting fatter while kids are in poor buildings, bussed, nothing getting done<\/span><\/h5>\n
you get a raise from progress, not as matter of practice<\/span><\/h5>\n
william<\/span><\/h5>\n
son goes to nathan after st marys closed<\/span><\/h5>\n
attends pto meetings<\/span><\/h5>\n
son has progressed in math and reading<\/span><\/h5>\n
the magnet school system he has questions<\/span><\/h5>\n
hoping the website has the answers<\/span><\/h5>\n
asking goals, sufficient funds to be competitive in hiring and maintaining best and brightest teachers, guidance counselors for mid and high school. more teachers needed to reduce class size. does it allocate funds for repairs. boe and parents obligated to provide a quality program<\/span><\/h5>\n
regina<\/span><\/h5>\n
achieve 3000 program question 100 students with 16 teachers, class sizes need to be reduced<\/span><\/h5>\n
<\/h5>\n
does not mean they need to be moved to separate school, just restructure to better serve students<\/span><\/h5>\n
comments that all have to set expectations of the students. tommy set expectations and did it.<\/span><\/h5>\n
kids in poverty can learn<\/span><\/h5>\n
set the expectation early and they will succeed<\/span><\/h5>\n
renzulli comment by fischer to train other teachers with same program within existing schools….why start with separate school.<\/span><\/h5>\n
capacity after magnet implementation or now?<\/span><\/h5>\n
gwen<\/span><\/h5>\n
community organizations with questions re magnet<\/span><\/h5>\n
when is the final decision, what magnets.<\/span><\/h5>\n
survey gone from web<\/span><\/h5>\n
who got to respond, what was the count, how long was it online<\/span><\/h5>\n
there will be a compilation and will be public information<\/span><\/h5>\n
cheryl<\/span><\/h5>\n
to morris, congrats on comment about harbor school and concerns<\/span><\/h5>\n
ill informed boe, you need to ask questions and expect answers.<\/span><\/h5>\n
job for network …is that a new position, why if so why with teacher cuts<\/span><\/h5>\n
if an old position with new description usually means more money<\/span><\/h5>\n
approval of minutes<\/span><\/h5>\n
approval of sop <\/span><\/h5>\n
morris asks if they have considered an international baccalaureate program<\/span><\/h5>\n
have to look at cost, time, resources, or make possible to go to regional existing program at fitch high school<\/span><\/h5>\n
district charter school development question<\/span><\/h5>\n
adamowski says misinformation floating around<\/span><\/h5>\n
says it is operated by the district and money stays here under reform<\/span><\/h5>\n
ufficient questions to take this strategy out and approve the rest<\/span><\/h5>\n
wonderful workshop topics to explore by the boe per adamowski<\/span><\/h5>\n
they need to commit to an improvement plan now<\/span><\/h5>\n
bill moves to strike 1.d from sop<\/span><\/h5>\n
morris<\/span><\/h5>\n
he agrees to a, b and c with three pathways to k-12<\/span><\/h5>\n
looks at redesign of curriculum and use of buildings. should and would rather have public hearings first<\/span><\/h5>\n
boe meeting cut off from cable<\/span><\/h5>\n
end of my blogging<\/span><\/h5>\n
sorry for any name spelling screw ups and of course my usual typos with my dysfunctional keyboard<\/span><\/h5>\n
Marco Frucht wow, about 45 minutes of meeting wasn’t included in the cable broadcast? After 1.d Mr Morse had lots of questions about lots of things and wanted many thing to go before the public for hearing and such. I don’t get the sense he felt very heard after they tried to get many up and down votes back to back and then adjourn the meeting anyhow. The two things I know for sure that passed were Network Administrator position getting filled and changing to a full magnet system, even though there’s no business plan and no timetable. <\/span><\/h5>\n
[ref]=[ http:\/\/www.facebook.com\/groups\/260778357373892 ] <\/span><\/h5>\n
http:\/\/www.newlondon.org<\/span><\/h5>\n

\n

\n

\n","protected":false},"excerpt":{"rendered":"

Rush Transcript \u00e2\u20ac\u201c by Marco Frucht. Original Notetaking by Tambria Moore New London Board of Education meeting at STMHS – Lecture Hall 7 p.m. Thursday Night, 28feb13. Each meeting airs live on Channel 22 Metrocast Marco Frucht http:\/\/www.newlondon.org\/Default.asp?PN=MeetingSchedule Tambria Moore Board of education members include Ms. Margaret Mary (Peg) Curtin, Mrs. Delanna Muse, Mr. Jason […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12,10,21,5],"tags":[],"class_list":["post-1018","post","type-post","status-publish","format-standard","hentry","category-academic","category-news","category-oped","category-tech"],"_links":{"self":[{"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=\/wp\/v2\/posts\/1018","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1018"}],"version-history":[{"count":10,"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=\/wp\/v2\/posts\/1018\/revisions"}],"predecessor-version":[{"id":1127,"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=\/wp\/v2\/posts\/1018\/revisions\/1127"}],"wp:attachment":[{"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1018"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1018"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/muffinbottoms.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1018"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}