January 10, 2005

The Southeast Warren Board of Education met in regular session January 10, 2005, in the technology center of the Junior/Senior High School building. Board President Ron Miller called the meeting to order at 7:00 p.m. The following board members were present: Chris Wadle, Jennifer Birchette, Chris Hardy and John Burrell. Superintendent Harold Hulleman, Secondary Principal Terry Gladfelter, Primary Principal Charlotte Weaklend, Transportation Director Joel Mosher and Board Secretary Julie Wilson were also in attendance, along with members of the community.

AGENDA: Motion by John Burrell, seconded by Chris Hardy to approve the agenda. Ayes: 5.



Transportation report submitted by Joel Mosher:
1. The month of December went without many problems.
2. I have addressed the concern of the Junior High shuttle times varying from day to day.
3. New route assignments are ready to go for January with the change of drivers.

Primary Principal’s report submitted by Charlotte Weaklend:

Reading Recovery is an intensive one-on-one reading intervention conducted with first graders who are significantly behind their peers in reading skills. The students meet with the specially trained Reading Recovery teacher thirty minutes daily for approximately a semester. Careful consideration is given each year to which students will receive Reading Recovery services, since the program is so labor and time-intensive.

Eight of the total thirty-eight SEW first graders were served with Reading Recovery during the 2002-2003 school year. That represents 22% of the entire class. The state average of percent served in each district for that year was 15%.

The attached state report lists a percent of male students receiving Reading Recovery services in the 2002-2003 school year at 61%, with 39% of those served being females. At SEW, 38% of those receiving services were male, with 62% female participation.

The statewide average text reading level in the fall was listed at 1.2. The average reading level at SEW for the same time period for Reading Recovery students was 3.1. The end-of-the first grade year reading level statewide was 19 (middle second-grade level) compared to SEW’s 18.9 for Reading Recovery Students. These numbers represent a substantial overall gain in terms of reading skills at a critical time in reading instruction.

Of the total eight served at SEW, four were discontinued. That is, at the end of their Reading Recovery period, they demonstrated sufficient progress to place them at grade level in reading skills. (You will note below that two of those students have since moved out of the district, so a follow-up of their continued reading progress is not possible.) The two remaining students are currently receiving regular Title I services as third graders. Two of the Reading Recovery students, after completing the program in first grade, were recommended for consideration for the special education program. One is currently receiving those services, while the other is receiving small group intervention with the special reading teacher. The final two Reading Recovery students did not complete their program in first grade due to limited time. Of those two students, one is currently receiving special education services and the other regular Title I services.

All SEW students earning scores to place them at need of strategic or intensive intervention on the fall ’04 DORF test of oral reading fluency who did not receive Reading Recovery intervention in 1st grade are receiving either Title I or special education services at the present time. That includes another eight students in a class that now comprises 38 students. It should be noted that while two of the original 1st grade students have moved out of the district since 1st grade, three others have since moved into the district, as of January of the class’ third grade year.

Currently, of the eleven students, representing 29% of the entire third grade class, scoring in need of strategic or intensive intervention in 3rd grade reading skills in the fall of ’04, 36% are currently receiving Title I services, 45% receive special education services, and 9% are receiving group intervention with our special reading teacher.

Intermediate Principal’s report submitted by Cindy Butler:
1. Research indicates that students enhance their understanding of a concept when they produce a representation of the concept, such as a model. Producing a model establishes an image of the knowledge, which stays with the student. Just prior to break, the sixth grade students completed models of plant and/or animal cells. The models were completed at home with a choice of materials. The cell model had to contain all the parts studied during class time and parts were labeled. I visited Mrs. Ripperger’s classroom to view the models. The students constructed models that clearly depicted the different parts of the cells. They used a variety of materials. Some students used unflavored gelatin for the main part of the cell, which made it look very realistic.

2. One of the procedures and practices learned from the E2T2 (middle school math) training is to provide students with tasks. Tasks are activities that challenge the student to use their problem solving abilities. The tasks are usually difficult, but at the same time enjoyable for the students as they use their mathematical thinking abilities to solve a problem. A task solved by the sixth graders before break was to determine how many gifts the person received in the poem “The Twelve Days of Christmas”. At first the problem seems really simple, but when you carefully listen to the poem, you discover that each gift is repeated for the number of days remaining in the twelve days. Students used calculators to determine the total number of gifts received.

3. The fifth grade students used the computer lab several times before break. They accessed the World Wide Web to learn about the American colonies during Mrs. Schneider’s social studies classes.

4. Electricity and circuits are the current topics of fifth grade science classes. Students were thoroughly engaged in their learning when Mrs. Clay asked students to construct different types of circuits using batteries, wires, clips and bulbs.

5. The December 16th early out had all elementary teachers meeting in Lacona for further training on reading comprehension strategies. Teachers practiced additional reading strategies and discussed how the strategies could be incorporated into reading instruction. Two teachers demonstrated strategies they had used successfully in their classrooms.

Secondary Principal’s report submitted by Terry Gladfelter:

ACT Testing – Mr. Tigner has compiled data on our students, participation, and scores on taking the ACT test. This shows the ranges over the past ten years.

Year Class # testing % in class testing Ave Score
1995 34 24 71 22.88
1996 41 26 63 21.39
1997 50 38 76 20.82
1998 49 27 55 20.93
1999 43 26 60 21.46
2000 39 19 49 20.58
2001 36 7 19 21.43
2002 45 29 64 19.97
2003 40 22 55 20.55
2004 40 16 40 21.75

Cumulative Average 21.18

High School Summit – On Tuesday, December 14, I had the opportunity along with three staff members to attend the first statewide high school summit. Over 1300 educators were in attendance with a waiting list of over 300 more. I have enclosed a document from the Department of Education that shows five characteristics and 19 critical elements of effective high schools. In reading the document you will see issues that we are already addressing as a district and, of course, areas that need further consideration.

Junior High Reading – This year 13 eighth grade students and 14 seventh grade students were identified as having low reading scores based on their MAP and ITED scores. These students were placed in a reading class. Since the beginning of the school year 21 of the 27 students have shown gains in grade level equivalency in the areas of vocabulary and reading comprehension. Six of the eighth grade students are now reading at or above grade level. The seventh grade class has been more of a challenge, but 8 of the students have maintained or shown improvement.

Legislative report – Chris Wadle related that the 2005 legislative session started today. Governor Vilsack will be presenting his vision for the state tomorrow. House Speaker Christopher Rants has stated that he will support a proposal to increase per-pupil spending by 4 percent for the 2006-07 school year.

Athletic Boosters – Chris Hardy reported that the Athletic Boosters are working on getting figures together for the cost to install fence at the football field. There were one hundred ninety-two participants at the Pee Wee Wrestling Tournament this year, down slightly from last year.

Fine Arts Boosters – Jennifer Birchette related that the Fine Arts Boosters would hold a Fine Arts Night on February 12th. They will not be serving a meal as in past years.

CONSENT AGENDA: The following items were on the consent agenda:
1. Approve December 6 and December 13, 2004, minutes
2. Financial reports
3. Approve second reading of Board Policy 403.5, “Early Retirement Benefits”
4. Approve second reading of Board Policy 1004.1R, “Fees for School Use”

Motion by Jennifer Birchette, seconded by Chris Wadle to approve the items on the consent agenda. Ayes: 5.

SUPERINTENDENT’S REPORT: Dr. Hulleman reported on the following items:
1. Joe Hansen, from the Area Education Agency, will be coming to the high school to let us know what we need to do with the high school restrooms to make them handicap accessible. The number of stalls in each restroom will be reduced by one to make room for a handicap accessible stall. The approximate cost for new stalls, sinks and counters in the two restrooms will be approximately $5,000.
2. A revised January schedule of days the Superintendent will be in the district was given to board members.
3. A board calendar will be given to board members each month listing dates of importance.
4. Corrected sportsmanship ratings were received for the football season: Coaches 1.31, Players 1.44 and Spectators 1.19. The 2004 state averages in each category were: Coaches 1.47, Players 1.38 and Spectators 1.39.

JUNIOR HIGH SPORTS PRACTICE: Results of the survey concerning the Junior High sports practice schedule were reviewed by the Board. Discussion was held concerning use of study hall time and the scheduling of classes. Dr. Hulleman will look at achievement scores before making a recommendation on the practice schedule. This item will be on the February agenda as an action item.

SCHOOL ATTORNEY: Dr. Hulleman related that the Board should appoint an attorney of record in the event there is a need for legal services. Dr. Hulleman related that he had contacted a law firm used by several districts in the state. Their rates vary by individual attorney and range from $140 to $185 per hour. The current attorney of record charges $185 per hour. Dr. Hulleman will make a recommendation for school attorney at the February board meeting.

PURCHASE SCHOOL BUS: Joel Mosher presented a summary of the bus bids received from Thomas Bus Sales, Hougland Bus Company, Inc., and School Bus Sales. All three bids met the specifications. Joel Mosher recommended accepting the low bid of $58,237 with no options from Thomas Bus Sales for a 2006 Freightliner with a Thomas body. Motion by John Burrell, seconded by Jennifer Birchette to approve the purchase of a bus from Thomas Bus Sales for the base price of $58,237 with no options and with delivery to be in August. Ayes: 5. The Board authorized Julie Wilson to look into financing for the purchase of the bus.

PERSONNEL: Dr. Hulleman recommended Lynnea Young be paid an additional one-eighth of her base contract due to the additional workload of her K-12 assignment for the 2004-05 school year. Motion by Chris Hardy, seconded by Jennifer Birchette to approve the contract modification as recommended by the Superintendent. Ayes: Miller, Wadle, Birchette, Hardy. Nays: Burrell. Motion passed 4:1.

Dr. Hulleman recommended the administrators receive the second half of their stipends for the work they do beyond their regular assignments since the superintendent is a part time position. Motion by Chris Hardy, seconded by Jennifer Birchette to approve the administrator stipends. (Motion did not go to a vote.) Motion by John Burrell, seconded by Chris Wadle to table this item until the February board meeting. Ayes: Miller, Birchette, Burrell, Wadle. Nays: Hardy. Motion passed 4:1. Administrators will provide information on the additional duties performed.

Dr. Hulleman recommended approving a request for unpaid leave from Jackie Beard. The request is for three days of unpaid leave and two personal days during the week of January 31st to February 4th. Motion by Jennifer Birchette, seconded by Chris Hardy to approve the request for unpaid leave. Ayes: 5.

BOARD POLICIES: The Board reviewed Board Policy Sections 200, “Statement of Guiding Principles”, 201, “General Organization”, and 202, “Specific Duties of the Board”. No revisions were made to the policies.

Terry Gladfelter related to the Board that Eric Heitz had contacted him concerning scheduling a time to conduct the needs assessment. Mr. Heitz would be available to meet on a Saturday or during the evening hours. The consensus of the Board was to schedule evening meetings for the needs assessment. Each board member is to provide two names for the community interview group.

John Burrell expressed his concern that the phones are answered by machine after 4:00 p.m. There is no way for parents to get in contact with students who may be in the building for practices or games during the evening hours. John Burrell suggested having a secretary on duty until 4:30 each day.

President Ron Miller adjourned the meeting at 9:03 p.m.

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