Board of Education Regular Meeting
November 13, 2012, 7:00 PM
Middletown Common Council Chambers
I. CALL TO ORDER
Board Members Present: Sheila Daniels, Ava Hart, Ryan Kennedy, Cheryl McClellan, Ed
McKeon, Gene Nocera, Ted Raczka, and Mitchell Wynn
Board Members Absent: Franca Biales
Others Present: Superintendent of Schools Dr. Patricia Charles, Associate Superintendent Enza
Macri, Director of Fine Arts and Operations Marco Gaylord (arrived 7:18 PM), Director of
Facilities and Transportation Ken Jackson, Director of Grant Services Elizabeth Nocera, Manager
of Financial Operations Lynda MacPherson, Manager of Human Resources Michele DiMauro,
Middletown High School Principal Colleen Weiner, Spencer School Principal Amy Clarke, Snow
School Principal Jim Gaudreau, Student Representative Michael Durso, Assistant to the
Superintendent/Board Secretary Marcy Poppel, Hartford Courant Reporter Shawn Beals,
Middletown Press Reporter Jim Salemi, and twenty-seven (27) visitors.
Chair Nocera called the meeting to order at 7:00 PM.
II. SALUTE TO THE FLAG
Student Rep Michael Durso led in the Pledge of Allegiance.
Dr. Nocera noted we are currently experiencing technical problems in broadcasting this evening’s
Board meeting.
III. ADOPTION OF AGENDA
MOTION: Adoption of the Agenda passed with a motion by Ms. Daniels and a second by Mr.
McKeon – unanimous vote.
IV. DISTRICT HIGHLIGHTS – SPENCER SCHOOL PRESENTATION
Dr. Nocera introduced Spencer School Principal Amy Clarke who presented highlights of Spencer
Elementary School. Spencer School originally opened in 1951, was renovated in 1989, has an
approximate enrollment of 350, and is a Title I school (50% of their students qualify for free or
reduced lunch). She shared that culture and climate are the cornerstones and foundation of their
school’s success and their knowledgeable and dedicated staff. JoAnn O’Leary, a teacher at Spencer
for over 20 years, spoke of the excellence in teaching practice, communication, and collaboration.
Spencer School, as do the 7 other elementary schools in the district, follow Positive Behavior
Supports. At Spencer it is CARES – Cooperate, Appreciate others’ differences, Respect, Enjoy
learning, and Share kindness. Spencer holds monthly CARES assemblies to discuss core values
and recognize/ celebrate students to exemplify or improve CARES values.
Ms. Clarke said last year Spencer was selected as the second Middletown elementary school
recipient of an iCare grant. iCare stands for Identifying Children and Responding Early. iCare
provides early intervention to address social, emotional, and behavioral concerns early to prevent
later school and life failures. TLC. The Learning Center is a space where children can work with
interventionists to solve problems and includes involvement by a member of the faith community,
and a service coordinator who acts as a bridge between the school, the family, and the community.
An outcome of the iCare grant was the development of a Spencer School Climate Committee. It is
a subcommittee of the School Data Team. A recent topic the committee worked on was meeting
the needs of students from military families. Amanda Amtmanis, PE teacher said that Spencer
School is a quietly excellent community.
Principal Clarke said Spencer has seen a strong, positive climate supporting student achievement.
They have had four consecutive years of continuous growth, as well as closing the achievement gap
for students who qualify for free and reduced lunch. She shared examples of student scores in the
areas of Math, Writing, and Reading. She spoke of successful practice – a strong climate and
culture that supports achievement, commitment of staff and parents to improvement, the
willingness to learn and take risks, prioritizing time on instruction, high expectations, collaborativepractice, innovation of teacher leaders, differentiation based on student need, and quality of
targeted intervention. Ginny Grasso, who has worked in the Middletown Public School System for
39 years, spoke on behalf of Francie Goodwin and herself, both interventionists at Spencer School,
and addressed the powerful effect intervention has on student academic growth.
A major focus has been the Common Core State Standards (CCSS), which, although they offer
some amazing opportunities, do present some significant challenges, Ms. Clarke noted. The new
standards require teachers to approach their work in new ways and ask students to engage in
learning at a much deeper level, she added. She said if the new standards are implemented well,
children will be much more active in their own learning which has huge implications for the way
instruction is planned. Ms. Clarke spoke of obstacles which include change for teachers, time,
outdated equipment, materials and resources, building curriculum while teaching new standards,
what will happen as we move to the new standards while taking the old assessment, and
technology.