Minutes of Harbor Hill/East Hills Education Meeting
Monday, December 17, 2007
Meeting called to order by Amy Katz and Carrie Gordon, co-chairs of Education for Harbor Hill. Introduced Elise Benatar and Nancy Bushell, co-chairs of Education for East Hills. Explained that this was an open forum to present questions to Dr. Richman and Dr. Brenner regarding elementary school educational issues, and that Dr. Brenner would first address questions that had previously been submitted to him by parents in anticipation of this meeting.
First Dr. Richman began by outlining his philosophy, which is that there must be continuity of teaching across the board. He will be examining what actions must be taken and what expenditures must be made to improve instruction in this district.
Dr. Brenner then addressed the following questions:
With respect to the 2006/7 ELA and Math Assessments, what are the differences between HH and EH, and what is being done to evaluate these differences?
The following is a summary:
2006 / 2007 NYS Assessment Snapshot
East Hills in Blue, listed first
Harbor Hill in Red, listed second
1 2 3 4
Grade 3 ELA 1% 10% 60% 29%
Grade 3 ELA 1% 12% 70% 17%
Grade 4 ELA 2% 13% 60% 26%
Grade 4 ELA 1% 4% 76% 20%
Grade 5 ELA 3% 14% 69% 14%
Grade 5 ELA 1% 14% 69% 16%
Grade 3 Math 0% 1% 32% 67%
Grade 3 Math 0% 4% 52% 43%
Grade 4 Math 0% 5% 42% 52%
Grade 4 Math 1% 2% 41% 57%
Grade 5 Math 1% 12% 49% 38%
Grade 5 Math 1% 2% 41% 57%
Dr. Brenner believes it is important to analyze this data – however he is less concerned about how we measure up with neighboring districts and more concerned about what we are doing for our own kids.
For the first time this year, the administration has taken each of the individual teacher’s results and has had the teachers look at them and evaluate them. Each teacher has met with their principal and assistant principal and evaluated their performance. In the past, the administration has never been able to give teachers data of their current students.
As far as discrepancies between the two schools, with the exception of grade 3 Math, the scores were pretty close. In the past, very little time had been spent coordinating between EH and HH. Now the administration is focusing on it.
Dr. Brenner has been meeting with a literacy expert from Columbia University to develop a relationship and bring a structured program to our district.
In addition, even though we have a new Math series for both buildings, it is not currently being used in the same way at both schools. Dr. Brenner has now signed off on a new curriculum writing for 3rd grade math so it will be taught the same way in both buildings.
With respect to the kids that are being pulled out into Reading Lab/Math Lab (current 6th graders), does this add to the test taking anxiety of the children?
The district is mandated by the State to give AIS support to all children who received a 1 or a 2 on the prior years’ tests. If a parent feels that this is causing their child anxiety, they should let the administration know.
What are class sizes this year? How much of an increase has there been from last year to this? What is the allowable range?
Grade HH EH
1 22 n/a
2 20 18-19
3 23 23
4 23-24 22-24
5 21 21-23
Range of allowable class sizes according to Superintendent guidelines is as follows:
K 18-22
1-3 19-23
4-5 25-26
With respect to Differentiated Learning – there was a lot of talk about programs and consultants coming to teach our staff and implement a differentiated learning program - what is the status of that?
We have attacked this on multiple levels: we have initiated a relationship with Harvard who will be sending a consultant here in February. We have done in house workshops with our entire elementary school staff; we have offered and will continue to offer classes through the teacher’s center that teachers get credit for taking; we have sent many teachers to conferences this year on differentiation, including teachers at grade level who are returning as turn key participants; Dr. Brenner just recently reached out to Judy Dodge, a noted national authority on differentiation, who is currently running a class several of our teachers are taking, to possibly come and consult at Roslyn.
What is the correct definition of Differentiated Learning or Instruction?
Differentiation is predominantly an instructional design model with is primary goal of ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals.
If the solution to dealing with various degrees of intelligence is by "Differentiated" teaching in the elementary school level, why is this not occurring on a regular and equal basis from class to class? Are the both elementary schools on the same page with this concept? Is there any monitoring of this process?
Monitoring of the process is occurring through an observation process and both schools are on the same page. Dr. Brenner has been running team leadership meetings every other week. At the elementary school level, the principals, assistant principals, and the director and assistant director of Special Education attend these meetings. A middle school assistant principal attends as well, to bridge the gap. This is a new structure which didn’t exist before and is necessary if we are to have a K-12 continuum, there needs to be smooth transition. Dr. Richman added that eventually he wants to have teachers on the team as well, but for now they are focusing on not making unilateral decisions at each school.
Dr. Richman also added that they are looking at the extent of volunteerism among the staff. They just entered into a new custodial/maintenance staff contract, and a new “philosophy” is underway. In addition, a one year food services contract, the paraprofessionals contract and the principals and chairperson contract have all been implemented. The issue of working over the summer has been incorporated into the later contract. Harvard is teaching a leadership course here to administrators – this is the first time in 20 years that such an opportunity has been offered.
Beginning in January, they will begin negotiating the teacher contract, which expires in June.
If funds are available for the 2-3 students in grade 4 from both elementary schools to have special education enrichment each year who are at IQ 140, and this year no children are identified, where are these funds now being appropriated?
The enrichment teacher has been able to do more push in sessions this year, adding sessions for third graders.
Will consideration of lowering this cut off to have some sort of high-level program exist at grade level 4 be addressed?
No – it is not the philosophy of the district at this time.
What percentage of children declined to use the recess time seminars in favor of playing outside?
It varied from workshop to workshop. It is not always a function of lunchtime; sometimes it is a function of students not being interested in the workshop they were invited into. Overall, 70% of students who were invited attended.
How do you measure the success of workshops?
Through observations done by administrators, both in the building and central office, and looking at the connections between the enrichment programs and the curriculum. A new curriculum that is being introduced through enrichment to all 5th graders this year is Commerce Plaza. This started out as a pilot program last year for a few classes, and after proving overwhelmingly successful, it has been extended to all classes.
Can enrichment workshops be offered before or after school (like chorus or intramurals?)
It is an idea that is currently being explored. Dr. Richman indicated that they are first looking into the hours of the actual school day, and how that time is being used, as well as the length of the school day. In addition, consistency of school hours among the elementary schools is being addressed.
What is the cost of running the enrichment program?
The cost of one teacher.
Have the Art and Science programs at our schools been evaluated?
Dr. Richman responded that these have not been evaluated, nor have computer or library services which all fall under the category of “enrichment” at the elementary school level. He doesn’t think that these programs have served us well at this point. For example, the middle school science teachers want to link what is going on at the middle school to here – that is currently not in place. Dr. Brenner agreed that this is the way to go.
What is the current status of parental input into the Tenure procedure? Can there be some type of formal parent input during the tenure process or at the end of each school year?
Dr. Richman responded that one of the things that he is working on is a communication protocol. He is creating a system where as issues come up, they are addressed. He does not believe in the idea of any formal evaluation or input by parents, and believes that addressing issues as they come up is the way to go. If parents fear retaliation, they should let the administration know. He strongly believes that if a teacher is not doing well, it doesn’t matter if they have been here for 20 years – action will still be taken.
What is being done to improve communication between parents and teachers (i.e. email?)
Dr. Richman has put together an integrated technological plan – a new phone system will be installed giving each teacher their own voice mail, and every teacher will have computer access in their classroom.
What is being done to alleviate the problem of addressing individual children’s needs? For example, in elementary schools, children are used to getting good report cards, and then it has come as a shock when a child receives a 2 on the ELA and needs remedial help-
We are now trying to integrate the schools more – with the new data available, we should be able to address individual needs more.
Dr. Richman ended the meeting by summarizing his goals for the district:
Short-term goals
K-12 articulation
transitioning between schools
differentiated learning
literacy
leveling at the HS level
maximize instruction
Long-term goals
Buildings need to be waterproofed
Cultural changes
Move the buses out of the HS