Minutes
Quincy School Committee
Special Education Subcommittee Meeting
Wednesday, March 26, 2014
A meeting of the Special Education Subcommittee was held on Wednesday, March 26, 2014 at 6:00
pm at Quincy High School. Present were Mr. Noel DiBona, Mr. David McCarthy, and Mrs. Anne
Mahoney, Chair. Also attending were Superintendent DeCristofaro, Deputy Superintendent Kevin
Mulvey, Mrs. Diane Babcock, Mrs. Catherine Carey, Ms. Denise Carloni, Mrs. Donna Cunningham,
Mrs. Lauren Ryan Guerro, Mr. Richard Kelly, Ms. Emily Markarian, Ms. Laura McCarthy, Mrs. Kerri
Olore, Mrs. Maura Papile, Ms. Katie Pinch, Ms. Madeline Roy, Ms. Laura Thom, Ms. Judy Todd; Quincy
Parent Advisory Council to Special Education Board Members Ms. Beck, Ms. Campbell, and Ms. Hurld;
and Ms. Laura Owens, Clerk.
The Language Development Program staff from Snug Harbor and Atherton Hough provided an
overview of their program, noting that one in seven students have a learning disability and 85% of
those students have a range of difficulties related to the understanding and use of expressive and
receptive language. This hinders their ability to access the general curriculum and specialized
instruction and/or interventions are essential for progress. The Language Development Program
utilizes multisensory methodology across the curriculum. All LDC staff have received Orton
Gillingham training and extensive professional development.
Snug Harbor hosts the Kindergarten LDC classes, while at Atherton Hough, there are grade-level
classes for grades 1-2, 3, 4, 5. Inclusion opportunities are more numerous with single -grade classes,
the LDC teachers collaborate with the grade level teams. At the middle school level, the students are
at Broad Meadows, staying with their elementary school friends. At the high school level, Quincy
High School provides the structure of the PACE program.
There are three different curricula options in the LDC program, each used with constant progress
monitoring. The Read Well program is a reading program incorporating oral language, phonemic
awareness, phonics, fluency, vocabulary, and text comprehension. Pacing is dependent on the
student and there are options for customization. All genres are represented and complimentary
materials are easily integrated. Mrs. Babcock noted that student academic success often alleviates
behavioral issues and sees students who were previously two and three grade levels below who are
now working at close to on-grade capacity.
Another curriculum option is Language!, a comprehensive literacy program with phonemic
awareness and phonics, word recognition and spelling, vocabulary and morphology, grammar and
usage, listening and reading comprehension, speaking and writing.
The Orton Gillingham method is language-based and success-oriented. The student is directly taught
reading, handwriting, and written expression as one logical body of knowledge. Learners move step
by step from simple to more complex materials. Teachers’ ability to instruct has been greatly
improved by the training, even those who don't do the pullout teaching. This is an approach that is
diagnostic and prescriptive (100% individualized to the student and their ability); direct and explicit
instruction in a prescribed sequence. Students learn the rules of the English language and the
exceptions to the rules. Instruction is multi-sensory, reading, speaking, writing; spiral review is critical
and mastered skills are built upon in subsequent lessons.
Assessments are constant through the Comprehensive Test of Phonological Processing (CTOPP),
Developmental Reading Assessment (DRA), and Orton Gillingham Informal Inventory. The CTOPP is a
normed test by age (5-6 year olds; 7 and up) and assesses phonological awareness, phonological
memory, and rapid naming. Phonological awareness refers to an individual's awareness of and
access to the sounds structure of oral language. The Developmental Reading Assessment (DRA) is
administered from K-3/4 and teachers use it to analyze strengths and weaknesses in terms of
accuracy, comprehension, and fluency. DRA allows LDC teachers to instruct students at their precise
independent reading level.
Progress comes through practice, collaboration, progress monitoring, assessment, communication,
appropriate instruction to build skill areas, nurture student strengths and self-esteem, develop
positive school experience, and work as a team between school and home. The goal of the LDC
program is to provide skills and strategies that allow students to transition into the general education
population: student success is teacher success. Mrs. Babcock concluded the presentation by thanking
Ms. Todd and the School Committee for the opportunity to share the program overview with them
and for providing the staff, curriculum, and professional development.
Mr. McCarthy thanked the presenters for their enthusiasm, about the interactions and supports and
great progress. School Committee knows of and appreciates their hard work. Mr. DiBona
appreciates the teachers’ passion for their work and their collaboration. Mrs. Mahoney asked for
data on how many students: approximately 60 at the elementary level; 50 at middle school (in three
classes). Mrs. Babcock said that within LDC program, there are Student Support Team meetings and
students who are not progressing will have their interventions adjusted, including moving into other
programs. Mrs. Mahoney complimented the Orton Gillingham program implementation. Ms. Carloni
said that Quincy Public Schools is one of the few school systems with programs for all of the different
Special Education strands. Ms. Todd said that the LDC staff are an incredible team. Mrs. Babcock and
Ms. Olore emphasized the value of the paraprofessionals to their classes and requested professional
development for those staff members. Ms. Olore emphasized the LDC team bond and Ms. Todd is a
key support, the Special Education department is always there. Ms. Olore said that besides these
three main interventions, there are dozens of other interventions. Mrs. Mahoney said that parents
need to know that there are opportunities in QPS to support the struggling student.
Dr. DeCristofaro was very impressed by the team presentation; these teachers have a positive impact
on children and families; it can be very difficult for parents to decide for students to move to a
citywide program, and the teachers care for and nurture the students. He loves to visit these
classrooms where the happy students speak volumes about their work.
After a brief recess, Dr. DeCristofaro reviewed the Budget Development Process, distributing the
model for determining priorities: beginning with Academic Classroom Teachers and Academic
Programs (Special Education, ELL, Literacy), followed by Academic Support (Student Support Services,
Health Services, Psychologists, Paraprofessionals), and Non-Academic Support. Once the Mayor
provides the budget bottom line, there is a series of Budget & Finance Subcommittee meetings,
where the Superintendent’s Leadership Team presents recommendations and School Committee
assesses and requests additional information. All items are discussed, including academic and nonacademic expenses. Ms. Todd noted that Special Education is a mandated service and that support is
clearly delineated. Programs and school-based supports are tracked all year long, for the new
budget, staff placements are analyzed with the shifting student populations. Principals and team
administrators are advocates for their buildings; staffing has consistently increased over the last five
years. Special Education is funded through the QPS budget and several grants. Ms. Campbell asked
about push-in services in classrooms. Ms. Todd said that this is not a budget issue, but a
programmatic choice. Mr. McCarthy wondered whether the Resource Room provides more
individual attention. Dr. DeCristofaro said Special Education issues are unique to each student and
inclusion is done wherever appropriate. Ms. Todd will discuss the issue with the Principal Team.
Mrs. Mahoney stressed that IEPs are individualized and that these issues are not limited to a
particular school, parents are trying to figure out the balance of assisting their student. She
recommended that parents work with the team to make the appropriate decision for their child. Mr.
McCarthy asked about instructional time conflict, can specialist time be used for Resource Room. Ms.
Beck asked if students are given makeup time if they miss instruction. Ms. Todd said that teachers
are very conscious of this and work with students to assist in getting them up to speed. Dr.
DeCristofaro said in the last few years, elementary student schedules have been better addressed.
Ms. Todd said that in terms of Progress Monitoring, the elementary Resource Room teachers are
utilizing DIBELS most months, in partnership with the Literacy Teachers. Every teacher will be
administering two DDMs beginning next year, some will be program-based assessments.
Ms. Beck then presented a QPAC Update, noting that there would be a Parent Support Meeting on
March 27 at 7:00 pm at Quincy High School. The QPAC Resource Fair will be held on Saturday, March
29 from 10:00 am to 2:00 pm at Quincy High School. Over 30 organizations are confirmed to be
attending the event and QPAC is very pleased with the mix of agencies represented to assist students
and families. Mr. McCarthy asked whether the Resource Fair was being advertised on the Quincy
High School electronic sign. Ms. Beck will contact Ms. Todd about sending out an Instant Alert.
QPAC Goals are continuing to be focused on recruiting new board members, and they are looking to
replace Outreach Coordinator who is stepping down. Ms. Perry and Ms. Dumas are also leaving at
the end of the year as their children are graduating.
For Parent Concerns, on a global level, Ms. Beck noted no concerns. Most QPAC assistance has been
on individual issues, assisting parents who are new to the process. Ms. Campbell asked about steps
for requesting mediation and Ms. Beck will follow up with that information. Ms. Beck said that the
Special Education Team Administrators have been wonderful in advocating and working with families.
Mrs. Nabstedt is concerned that there are no inclusion classes in Grades 11 and 12. Ms. Todd said
that is a programmatic decision and resources are focused on Grades 9 and 10 to support students in
transitioning. Mrs. Nabstedt will follow up with Dr. DeCristofaro about a letter from the English
Department about the program of study.
Mr. McCarthy made a motion to adjourn the Special Education Subcommittee meeting at 7:45 pm.
Mr. DiBona seconded the motion and on a voice vote, the ayes have it.