To: JJ7achnsett Regional Sc/zoo! District Conunittee Lance ... · Julianne Kelley Charles Witkes Deidre Kosky ... Chair Harris thanked Ms. Dominguez for her services ... WRSD teacher

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August 7, 2014

To: JJ7achnsett Regional Sc/zoo! District ConunitteeLance Harris, Chair Sarah LaMountainRobert Imber, Vice-chair Robert McCarthyScott Brown Kenneth MillsThomas Curran Steve PorterMichael Dennis Robert RemillardMatthew Ehrenworth Barbara RenzoniTimothy Ethier Brian RuttleSusan Hitchcock Erik ScheinfeldtStacey Jackson Christina SmithJulianne Kelley Charles WitkesDeidre Kosky

From: Darryll McCall, Ed.D., Superintendent of Schools /fJ%SUBJECT: Superintendent’s Report

Member Resignation

On August 1,2014 we received notice of Bill Clute’s resignation from the School Committee(attachment 1). I wish to thank Bill for his five plus years of service representing the Town ofPaxton.

Photo Op

Before the start of the School Committee meeting on Monday evening, a photographer from TheLandmark will assemble the members to take a group photo of the Committee for inclusion in thenewspaper’s back-to-school issue. Please try to be at the Media Center by 6:50 PM so the photocan be taken and the meeting can be called to order at 7:00 PM.

Postina. Roster. Subcommittee Assianments

Attached is the updated posting of School Committee and subcommittee meetings for August andSeptember (attachment 2). Also attached is a copy of the updated School Committee roster and acopy of the listing of subcommittee assignments (attachments 3 & 4).

,Jefferson School1745 Main Street. Jefferson, MA 01522

Telephone: (508) 829-1670 Facsimile: (508) 829-1680www.wrsd.net

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Audit Advisory Board

Sterling resident Donna Dominguez served on the Audit Advisory Board the eight years since theBoard was established. Ms. Dominguez’s term expired on June 30th and she will not becontinuing on the AAB. Chair Harris thanked Ms. Dominguez for her services (attachment 5).He has also thanked Paxton resident Eugene Fradellos for agreeing to continue as a member ofthe Audit Advisory Board (attachment 6). Currently there are two vacant seats on the AAB(Holden and Sterling). Chair Harris has reached out to the Holden and Sterling townadministrators asking for recommendations to fill the vacancies (attachment 7). Also, in the July315t edition of The Landmark, an article seeking volunteers to serve on the AAB was published(attachment 8).

WRI-IS Life Skills Students iziving back to the community

On July 23N1 I had the honor of attending the 2M annual Helping Hands breakfast sponsored bythe students who attend the WRI-IS Life Skills program. WRSD teacher Cathy Steiner has usedher time working in the summer to help students better understand the importance of communityinvolvement. I. along with senior guests, high school staff, and family members, were treated toa wonderifil breakfast where students shared their thoughts about the summer program and whatit means to help others. Cathy told me that this year’s “Helping Hands” students were inspiredby “The Starfish Story” and wanted to continue to make a difference. The students collected wishlist items from guests who attended this year’s breakfast to donate to the Why Me Sherry’sHouse and Sweet Pea’s Animal Shelter. Soon the students will deliver the wish list items andalso make cookies for the Why Me families.

Cathy noted that this community breakfast is special because it is a successful learningexperience for all of the students, and a way for students to feel that they are “Making ADifference.” She says, “Not only did the activity offer the opportunity for the students tosocialize with members of the community. but students also planned a balanced meal, created ashopping list, went grocery shopping and purchased the items on the list, followed every recipeand presented the breakfast on beautifully decorated tables with each guest leaving with amemorable favor.” What a great opportunity for our students and the community!

Visit by Secretary of Education Matthew Malone

On Thursday, July 31 SI Education Secretary Malone visited the District for the third time in 2014(attachment 9). This time, Secretary Malone stopped at Naquag Elementary School in Rutland tovisit some of the summer programs being held in our district. Principal Dixie Herbst, ECCPrincipal Pat Ottaviano. Administrator of Special Education Kim Merrick and I toured withSecretary Malone, enjoying our time with the students and staff We were especially impressedwith the learning that continues to occur in the summer months through technology. The use of aSmartboard for an interactive lesson engaged students and gave them the opportunity to beinvolved in the leaming by manipulating symbols on the board in reference to math conceptsthey have been studying.

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Budget Update - FY15

Following the July School Committee meeting, District Treasurer James Dunbar sent amendedFYI 5 Assessment Letters to the Member Towns (attachment 10).

School Lease Agreements

It has been twenty years since WRSD and the five Member Towns entered into School LeaseAgreements, which expired on June 30thi of this year. I have sent notice of the need to take actionto extend these Agreements to the five towns (attachment 11). To date, I’ve not heard back fromthe towns, but I will be following up on this in the next week or two.

School Safety Meeting

On Monday, August 18th, Director Carlson, Director Scanlon and I will be meeting with MemberTown Police and Fire Chiefs to discuss student safety and building security. In advance of themeeting, I have provided the Chiefs with a link to a recently released state-generated report -

School Safety and Security (http://www.rnass.uov/edu/docs/eoe/school—safetv—seeurilv/schoolsafëty-report.pdfl. I am looking forward to sitting around the table with our town public safetyofficials and I will keep the Committee posted about our discussions.

Lynch. Malloy. Marini. LLP

Director of Business and Finance Scanlon has notified Lynch, Malloy, Marini, LLP of theCommittee’s vote to award the firm the contract to perform audit services beginning with theFY14 audit (attachment 12).

Principal Meetings with the Superintendent

This week, I began my meetings with building principals to review preliminary MCAS scores,discuss their plans for the coming school year, and have open dialogue around how our Districtwill move forward. Thus far, I have met with nine principals and the Administrator of SpecialEducation and will complete my meetings by the middle of next week. Principals are excitedabout the upcoming school year and are looking forward to working collaboratively with staffand families to increase student learning in their buildings.

School Improvement Plans

At Monday’s meeting, the Committee will be asked to vote to accept all School ImprovementPlans. For your review between now and the August 11”’ meeting, all School Improvement Planscan be found in a separate folder with my Report.

Mountview Building Committee

The Mountview project continues with a great deal of work having been completed over the pastseveral weeks. Principal Githmark has shared several pictures of the building project with me

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and is documenting the progress for staff and families. You will note that the foundations forseveral sections of the building have been poured and the footprint of the new building is startingto take shape.

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Chair Harris has appointed Member McCarthy to serve on the Mountview Building Committeerepresenting the School Committee (attachment 13). Also, we have received notification ofMSBA’s approval that Gary Kaczmarek continue in his role as the Owner’s Project Manager(attachment 14).

The Mountview Building Committee will meet again at 7:00pm on August 12th

Notification of Costs for Transportation

Notification of the cost of transportation for school choice students has been mailed toparents/guardians of these students, explaining that a $100 fee (per family) vill be charged forthose students who wish to dde a District bus (attachment 15). It is clearly spelled out in thenotice that bus transportation for these students remains dependent on seat availability, and thatparents are responsible for transporting their child(ren) to an established bus stop within Districtboundaries.

Appointment of Administrator of Assessment and Accountability

I am pleased to announce that Nancy Fournier has been hired as the first Administrator ofAssessment and Accountability for the District. This position will be responsible for theoversight and management of the Title 1 grant and programming, the data analysis associatedwith mandated assessments, and focus on issues associated with cultural competence. Nancy’sbackground as a teacher, building administrator, and lawyer will suit her well in this position.

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ELE (English Learner Education)

This month, I want to address English Learner Education, focusing on where the District stands,what I envision moving forward in order to move into compliance. The following informationwas shared with me by Lisa Kowaleski. the current Instructional Coach for ELL:

There are currently 127 English Learner Education (ELE) students in the Wachusett RegionalSchool District, an increase from the 114 students who were identified in November 2013. Thisrepresents a 76% total increase from last academic year when there were 72 ELE student as ofJune 2013.

Chapter 71A of the Massachusetts General Laws (G.L. c. 71A) requires that students classifiedas ELE be educated in a Sheltered English Immersion (SEI) program. unless a program waiver issought for another program model, such as Transitional Bilingual Education (TBE). Thisrequirement applies to all districts that enroll ELL students. regardless of the number. SEIprograms in grades K-12 shall consist of two components:

Sheltered Content Instruction. Sheltered content instruction (also called ShelteredEnglish Immersion or SEI) includes approaches, strategies and methodology to make thecontent of lessons more comprehensible and to promote the development of academiclanguage needed to successfully master content standards. Sheltered content instructionmust be taught by qualified content area teachers.’ [SET endorsement] It must be based ondistrict-level content area curriculum that is aligned to the Massachusetts CurriculumFrameworks and that integrates components of the WIDA ELD standards frameworks.

English as a Second Language (ESL) instruction. ESL instruction provides explicit,direct, and systematic instruction to learn the English language [It] is intended topromote second language acquisition and English language proficiency. Tt includeslearning outcomes in the four language domains: speaking. listening, reading, andwriting. ESL instruction must be tailored to the students’ English language proficiencylevels. In order to prioritize language needs, districts may group students of different agesand native language groups within the same ESL classroom (G.L. c. 7lA § 4). . . .ESLinstruction should be based on district-level ESL curriculum that is aligned to theMassachusetts Curriculum Frameworks and integrates components of the WIDA ELDstandards frameworks. (Transitional Guidance on Identification, Assessment, Placement,and Reclass ification ofEnglish Language Learners, 2013 p. 12-1 3)

The WRSD has trained approximately 30 teachers and 11 administrators in the SEI courses. Thegoal for the 2014-2015 school year is to train 60 teachers in SEI courses in the WachusettRegional School District. The District will host five courses (a ffill course and an administratorcourse in the fall, and two full courses and a long bridge course in the spring) during the year.Although there are currently 55 courses in the state of Massachusetts that are unstaffed, thecourses in the District are staffed and will run as scheduled during 2014-2015. The Wachusett

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District has also already met the registration quota (determined by DESE) within 2-3 days of theregistration opening.

The current model of direct instruction that the WRSD has had in place has been to providedirect tutoring in English language development a prescribed number of times per week, andonly for students at proficiency levels 1, 2, and 3. The maximum tutoring that any level Istudent has received has been 3 forty-five minute sessions per week (3x45). Students who are atproficiency levels 4 and 5 have not received any direct support in any specific area (listening,speaking, reading, or writing). Retired educators with elementary licenses have provided thedirect instruction in the role of tutors. None of the tutors are certified or trained in ESL or SEI,although some completed category trainings that were past requirements to work with ELEstudents.

In order to provide the proper oversight and support for ELE student learning, I must modify ourcurrent instructional model to better meet the needs of these students. Currently. the District hasan ELE Coach, two new ELE teachers, and many ELE tutors. The Coach position is fundedthrough a grant but in order to remain in compliance with the grant we need to have a dedicatedperson focused on the oversight of the entire program. In order to remain eligible for the grant, Iam creating a .5 Administrator of ELE position that will be paid for partially through the grantand also with salary saved by not hiring as many ELE tutors. The two teachers and ELE Coachwill continue to provide direct services to students, and the Coach will also support teaching staffaround working with ELE students. This is a great opportunity for the District to show that itsupports a comprehensive ELE program that is approved and supported by the DESE.

Opt Out

The annual “opt out” notice to high school parents will be available on the parent portal ofPowerSchool which all grade levels have access to (attachment 16). This year the notice willalso he placed on WRI-IS wchsite. When a new student enrolls. the opt form” is part of theregistration packet.

Holden Days

The past few years, members of the School Committee have supported a table at the annualHolden Days event, scheduled this year on Saturday, August 23”’. Holden Town ManagerJacquie Kelly sent along a reminder about the upcoming event (attachment 17). Perhaps we cantalk about this at Monday’s meeting and if there are members interested in working this event,we can let Jacquie Kelly and Holden Days organizers know.

Also taking place the weekend of Holden Days, is a 50Ih anniversary celebration of the OrioLHealthcare group. As the Committee was informed about this past winter, Oriol Healthcareapproached the District asking authority to use the high school site for a fireworks display theevening of Friday, August 22I. Since the spring, representatives from Oriol Healthcare,Holden’s fire and police departments, and the District have been meeting to organize andcoordinate this celebration. Congratulations to Oriol on this annh’ersary - what a milestone!

Wacfzuaett Sleqionat &fw4 Si&hiaRevision to WRSDC By-Laws

At the July 14, 2014 meeting of the Management Subcommittee revisions to the SchoolCommittee By-Laws were proposed. The proposed amendment addresses agendas of the regularSchool Committee meetings (Article 3, Section 5). On July 17, 2014 all School Committeemembers were provided with notice of this proposed amendment and a draft copy of the ByLaws showing the proposed amendment. As stated in Article VII, Section 1 of the By-Laws,“These By-Lan’s may be amended by a vote ofthe majority of the Committee at any regular orspecial meeting, provided the text ofsuch amendment has been given to each member at least 14days in advance. I have enclosed a copy of the By-Laws which include the proposedamendment (noted by strikethroughs and bold type) (attachment 18). The Committee will beasked to on this matter Monday evening.

Guidelines for Public Hearing

For your infomrntion I have attached a copy of the Guidelines for Public Hearing, amended bythe School Committee on June 23” (attachment 19). These revised guidelines (which will nowbe printed on blue paper) will be available at our meetings.

2014 MASC/MASS Joint Conference

Member Kelley will be attending this year’s MASC/MASS Joint Conference. School Committeeapproval to cover the costs of Member Kelley attending this annual event is on the agenda forMonday’s meeting.

Charting the Course

Since there are now 8 “new” members who need to receive new member orientation (Chartingthe Course training offered by MASC), Glenn Koocher (Executive Director of the MassachusettsAssociation of School Committees) is willing to come to Jefferson to provide this one timetraining to new members who have yet to be trained (veteran members are also welcome toparticipate if they are interested). Mr. Koocher will be coming to Jefferson on Monday, Augustl8, at 4:30 PM to provide this training. The training will take approximately two hours (+/-)and will be held in the Curriculum Center at the District Central Office. It is important to knowthat new member orientation is a requirement and any member who has not yet received thisorientation should plan to attend the day-long Charting the Course orientation program if theyare not available on August 1 8th. Charting the Course is offered throughout the year, but notalways in the most convenient locations for those living in Central Massachusetts.

Policy

Attached you will find recently amended School Committee Policy 6531.1 Social Media(attachment 20). This policy can also be found on the District website. The policy has been sentelectronically to the Member Towns, school principals, and District administration.

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Why do Americans Stink at Math?

Chair Harris shared an interesting New York Times magazine article about math curriculum andI attach a copy for you as well (attachment 21).

Executive Staff Reports

Director of Business and Finance Joseph Scanlon’s Report to the Superintendent, dated August 7,2014 (attachment A).

Director of Human Resources Jeff Carlson’s Report to the Superintendent, dated August 7,2014(attachment B).

Subcommittee Minutes

Minutes of subcommittee and ad hoc committee meetings, which have been approved by thosecommittees, are included with this report.

• Minutes of the April 28, 2014 meeting of the Management Subcommittee (SubcommitteeMinutes attachment 1)

• Minutes of the June 19, 2014 meeting of the Audit Advisory Board (SubcommitteeMinutes attachment 2)

• Minutes of the July 7, 2014 meeting of the Business/Finance Subcommittee(Subcommittee Minutes attachment 3)

Should you have any questions, please contact me at your convenience.

cc: Executive StaffDS1:rlp

WACHUSEfl REGIONAL SCHOOL DISTRICT

HOLDEN• PAXTON • PRINCETON + RUTLAND + STERLING

Agenda

Regular Meeting #1258

Monday, August II, 20147:00 PM

Media CenterWachusett Regional High School, Holden

Public Hearing

II. Evaluation of the Superintendent of Schools

III. Secretary’s Report

A. Approval of 1257th Regular Meeting Minutes of the WachusettRegional School District Committee held on July 14, 2014— enclosed

B. Approval of the Executive Session Minutes of the Wachusett RegionalSchool Committee held on May 6, 2014- copies of minutes to bedistributed cit the August 11, 2014 School Committee meeting

C. Approval of Executive Session 1 Minutes of the Wachusett RegionalSchool District Committee held on July 14, 2014- copies of ninutes tobe distributed cit the August 11, 2014 School Committee meeting

D. Approval of Executive Session 11 Minutes of the Wachusett RegionalSchool District Committee held on July 14, 2014 - copies of minutes tobe distributed cit the AilgiLt 11, 2014 School Committee meeting

IV. Treasurer’s Report/Financial Statements

V. Committee Reports

A. Chair’s Opening Remarks

B. Student Representatives (Linnea Budd, Liam Fritsche)

C. Management Subcommittee (L. Harris, Chair, R. Imber, Vice-chair,K. Mills, B. Renzoni, E. Scheinfeldt)

D. Education Subcommittee (R. Imber, Chair, T. Ethier, R. Remillard, C.Smith)

E. Business/Finance Subcommittee (B. Renzoni, Chair, M. Dennis, S.Jackson, B. Ruttle, C. Wilkes)

Wachusett Regional School District CommitteeAugust 11,2011 AgendaPage 2

F. Legal Affairs Subcommittee (K. Mills, Chair, S. Brown, Vice-chair,M. Ehrenworth, J. Kelley)

1. Amended Policy —5241.12 Policy Relating to PersonnelManagement Criminal Record Check (CORIt) BackgroundOh ecks — first reading

G. Facilities and Security Subcommittee (E. Scheinfeldt, Chair, T.Curran, S. LaMountain, R. McCarthy, S. Porter)

H. Audit Advisory Board (J. Kelley, Chair)

I. Ad-Hoc Subcommittees

I. Ad Hoc Subcommittee to Review Evaluation and Hiring Policy (K.Mills, Chair, R. Remillard, Vice-chair, S. Brown, M. Ehrenworth,C. Smith)

a. Draft Policy — 5222 Policy Relating to PersonnelManagement Evaluation of Principals — first reading

b. Amended Policy —5100 Policy Relating to PersonnelManagement Personnel Policy Pslieies Goals — first reading

J. Building Committees

I. Mountview Building Committee

2. Green Repair School Building Committee

K. School Council Reports:

Central Tree Middle School, Chocksett Middle School, Davis HillElementary School, Dawson Elementary School, GlenwoodElementary School, Houghton Elementary School, Mayo ElementarySchool, Mountview Middle School, Naquag Elementary School,Paxton Center School, Thomas Prince School. Wachusett RegionalHigh School, Special Education Parent Advisory Council, EarlyChildhood Center

V. Superintendent’s Report

A. Discussion of Report

B. Recommendations Requiring Action by the School Committee

1. To approve Proposed Amendment to Wachusett RegionalDistrict School Committee By-Laws

2. Motion: To increase the contract to Rockwell Roofing (Early

Wachuseu Regional School District CommitteeAugust 11,2014 AgendaPage 3

Childhood Center roof project) for Change Oider 00! toinciLIde charges of $11,940.00 for asbestos abatement plus acredit deduct of(S4.500.00) for excess snow guards for total of$10,440.00, plus Change Order 002 to include charges of$3,500.00 to replace rotted faeia and deck sections and53.7 13.00 for down time related to the bomb scare For a total of57.213.00. fora total contract increase of Sl7,653.00.

3. To approve registration costs for School Committee MemberJulianne Kelley’s attendance at November 2014 MASC/MASSJoint Conference in Hyannis, Massachusetts

VI. Public Hearing

VII. Unfinished Business

Motion: To accept the 2014-2015 Wachusett Regional School DistrictSchool Improvement Plans

Motion: To amend motion to accept School Improvement Plans by addingthe words “with the exception of Davis Hill ELementary School”

VIII. New Business

EX. Adjournment

If you cannot attend the August I th Wachusdu Regional school District Contntittee meeting, please contact Rebecca Petersen at(50%) 829-1670 EI. 230,

AP5241 .1 2A

POLICY RELATING TO PERSONNEL MANAGEMENT

CRIMINAL RECORD CHECK (CORI*)

BACKGROUND CHECKS

1. Purpose

This policy brings together the policy on requirements regarding CORI (CORI)checks and a statutory requirement that people who have direct and unmonitoredcontact with students, whether they be employees, volunteers or under contract,shall not work with students unless the Superintendent or his/her designee has madea determination as to their suitability to work in the District’s schools on the basis ofa state and national fingerprint background check (FBC).

2. Scope

The requirement that background checks be made as part of the process for hiringemployees, contracting for services (including transport services) or acceptingvolunteer service shall apply to all District employees including, but not be limitedto, any apprentice, intern, or student teacher or individuals in similar positions, whomay have direct and unmonitored contact with children.

Direct and unmonitored contact with children is defined in Department ofElementary and Secondary Education (DESE) regulations as contact with a studentwhen no other employee who has received a suitability determination by the schoolor District is present. “Contact” refers to any contact with a student that providesthe individual with opportunity for physical touch or personal communication.

3. CORI Requirements

The District shall obtain all available CORI from the criminal history systems boardof prospective employee(s) or volunteer(s) of the school district, including anyindividual who regularly provides school related transportation to students, whomay have direct and unmonitored contact with students prior to hiring theemployee(s) or to accepting any person as a volunteer. CORI data shall also beobtained for employees of contracted taxicab companies that provide transportationto students.

The Superintendent or his/her designee shall periodically, but not less than everythree years, obtain all available CORI from the criminal history systems board onall employees, individuals who regularly provide school related transportation tostudents, including taxicab company employees, and volunteers who may have

AP5241 .12B

POLICY RELA TING TO PERSONNEL MANA GEMENT

CRIMINAL RECORD CHECK (CORI)

BACKGROUND CHECKS

direct and unmonitored contact with students during their term of employment orvolunteer service.

The Superintendent or his/her designee may also have access to COW for anysubcontractor or laborer who performs work on school grounds and who may havedirect and unmonitored contact with students, and shall notify them of thisrequirement and comply with the appropriate provisions of this policy.

“Direct and unmonitored contact with children” means contact with a child whenno other COW cleared employee of the school or District is present. A personhaving only the potential for incidental unsupervised contact with children incommonly used areas of the school grounds, such as hallways, shall not beconsidered to have the potential for direct and unmonitored contact with children.These excluded areas do not include bathrooms and other isolated areas (notcommonly utilized and separated by sight or sound from other staff) that areaccessible to students.

All current and prospective employees, volunteers, and persons regularly providingschool related transportation to students of the District shall sign a form authorizingreceipt by the District of all available CORI data from the criminal history systemboard. In the event that a current employee has questions concerning the signing ofthe request form, he/she may meet with the Superintendent or his/her designee.However, failure to sign the CORI request form may result in referral to localcounsel for appropriate action. Completed acknowledgement forms must be kept insecure files. The School Committee (in the case of the Superintendent), orSuperintendent or his/her designee certified to obtain information under the policy,shall prohibit the dissemination of school information for any purpose other than tofurther the protection of students.

CORI is not subject to the public records law and must be kept in a secure location,separate from personnel files and may be retained for not more than three years.CORI may be shared with the individual to whom it pertains, upon his or herrequest, and in the event of an inaccurate report the individual should contact thecriminal history systems board.

AP5241.12C

POLICYRELA TING TO PERSONNEL MANAGEMENT


BACKGROUND CHECKS

Access to CON material must be restricted to those individuals certified!authorized to receive such information. In the case of prospective employees orvolunteers,

CORI material should be obtained only where the Superintendent or his/herdesignee has determined that the applicant is qualified and may forthwith berecommended for employment or volunteer duties.

The hiring authority, subject to applicable law, reserves the e,clusive rightconcerning any employment decision. In making an employment decision thefollowing factors may be considered when reviewing CON: the type and nature ofthe offense as well as the date of the offense and whether the individual has beensubsequently arrested, as well as any other factors the employer deems relevant.

The Superintendent shall ensure that on the application for employment anWorvolunteer form there is a statement that as a condition of employment or volunteerservice the District is required by law to obtain CORI for any employee, individualwho regularly provides school related transportation, or volunteer who may havedirect and unmonitored contact with students. Current employees, personsregularly providing school related transportation, and volunteers also shall beinformed in writing by the Superintendent prior to the periodic obtaining of theirCON.

Employment applications shall include questions concerning criminal records thatthe Massachusetts Commission Against Discrimination has determined may belegally asked of prospective employees. Any employment application that seeksinformation concerning prior arrests or convictions of the applicant shall includethe following statement: An applicant for employment with a sealed record on filewith the commissioner of probation may answer ‘no record’ to an inquiry hereinrelative to prior arrests or criminal court appearances or convictions. In addition,any applicant for employment may answer ‘no record’ with respect to any inquiryrelative to prior arrests, court appearances and adjudications in all cases ofdelinquency or as a child in need of service, which did not result in a complainttransferred to the superior court for criminal prosecution.

AP5241 .1 2D



BACKGROUND CHECKS

Records sealed pursuant to law shall not operate to disqualify a person in anexamination, appointment or application for public service on behalf of theCommonwealth or any political subdivision thereof.

The Superintendent shall ensure that contracts with special education schools andother providers require a signed statement that the provider has met all the legalrequirements of the state where it is located relative to criminal background checksfor employees and others having direct and unmonitored contact with students.

4. State and National Fingerprint Background Checks (FBCs)

Requirement

A state and national FBC shall be obtained to determine the suitability of full orpart time current and prospective school employees, who may have direct andunmonitored contact with children. School employees shall include, but not belimited to, any apprentice, intern, or student teacher or individuals in similarpositions who may have direct and unmonitored contact with children.

Responsibility

The school committee shall obtain a FBC for current and prospective employees forwhom the school committee has direct hiring authority. In the case of an individualdirectly hired by the school committee, the chair of the school committee shallreview the results of the national criminal history check.

The Superintendent shall obtain a state and national FBC for all other groups ofemployees and contracted services employees and any individual who regularlyprovides school related transportation to children. The Superintendent or designee

obtain a state and national fingerprint criminal background check for anyvolunteer, or a subcontractor or laborer commissioned by the school committee,school or employed by a town to perform work on school grounds, who may havedirect and unmonitored contact with children.

AP5241 .1 2E

POLICY RELATING To PERSONNEL MANAGEMENT

CRIMINAL RECORD CHECK (CO HP)

BACKGROUND CHECKS

Fingerprinting fees

Fees charged by the provider for national FBCs are the responsibility of theprospective employee, contractor or volunteer. For volunteers, the fee may be paidby the District at the discretion of the superintendent in cases of significant financialhardship.

Implementation

FBCs shall only be conducted as authorized by state and federal law, in accordancewith all applicable state and federal rules and regulations. If an applicant oremployee is required to submit to a fingerprint-based state and national criminalhistory record check, h&she shall be informed of this requirement and instructed onhow to comply with the

law. Such instruction will include information on the procedure for submittingfingerprints. In addition, the applicant or employee shall be provided with allinformation needed to successfully register for a fingerprinting appointment.

Access to FBC reports

All reports are subject to strict state and federal rules and regulations in addition toMassachusetts CORI laws and regulations. The reports cannot be shared with anyunauthorized entity for any purpose, including subsequent hiring determinations.All receiving entities are subject to audit by the Massachusetts Department ofCriminal Justice Information Services (DCJIS) and the FBI, and failure to complywith such rules and regulations could lead to sanctions. Federal law and regulationsprovide that the exchange of records and information is subject to cancellation ifdissemination is made outside of the receiving entity or related entities.Furthermore, an entity can be charged criminally for the unauthorized disclosure ofFBCs.

Storage of FBC Reports

Reports shall only be stored for extended periods of time when needed for theintegrity and/or utility of an individual’s personnel file. Administrative, technical,and physical safeguards, which are in compliance with the most recent DCJIS

AP5241 .12F



BACKGROUND CHECKS

security policy shall be implemented to ensure the security and confidentiality ofreports. Each individual involved in the handling of reports shall familiarizehimself/herself with these safeguards. Each individual involved in the handling ofFBC reports shall strictly adhere to the policy on the storage, retention anddestruction of such reports.

Retention and Destruction of FBC Reports

Federal law prohibits the repurposing or dissemination of a FBC report beyond itsinitial requested purpose. Once an individual’s background check report is received,it shall be securely retained in internal agency documents for the following purposesonly:

Historical reference andJor comparison with future criminal history recordinformation (CHRI) requests,Dispute of the accuracy of the recordEvidence for any subsequent proceedings based on information contained inthe FBC report(s).

FBC reports shall be kept for the above purposes in a secure location in the office ofthe Superintendent. When no longer needed, reports and any summary ofbackground check report data must be destroyed by shredding paper copies and/orby deleting all electronic copies from the electronic storage location, including anybackup copies or files. The shredding of paper copies of FBC reports by an outsidevendor must be supervised by an employee of the District

Training

An informed review of a criminal record requires training. Accordingly, allpersonnel authorized to receive and/or review FBC reports at the District shallreview and become familiar with the educational and relevant training materialsregarding relevant laws and regulations made available by the appropriate agencies,including the DCJIS.

AP5241 .12G


CRIMINAL RECORD CHECK (COW’)

BACKGROUND CHECKS

Determining Suitability

In determining an individual’s suitability, the factors considered may include, butnot necessarily be limited to: the nature and gravity of the crime and the underlyingconduct, the time that has passed since the offense, conviction and/or completion ofthe sentence, nature of the position held or sought, age of the individual at the timeof the offense, number of offenses, any relevant evidence of rehabilitation or lackthereof and any other factors deemed relevant by the District.

A record of the suitability determination shall be retained. The followinginformation shall be included in the determination:

a) the name and date of birth of the employee or applicant;b) the date on which the school employer received the national criminal

history check results; and,c) the suitability determination (either “suitable” or “unsuitable”).

A copy of an individual’s suitability determination documentation must be providedto another school(s)/school district employer, or to the individual, upon request ofthe individual for whom the school employer conducted a suitability determination.

Relying on Previous Suitability Determination

The District shall not rely upon the determination of suitability made by otherdistricts due to the potential liability issues that may arise from such a reliance.

Adverse Decisions Based on a FBC

If inclined to make an adverse decision based on an individual’s CHRI, the Districtshall take the following steps prior to making a final adverse determination:

a) provide the individual with a copy of his/her FBC used in making theadverse decision;

b) provide the individual with a copy of this policy;c) provide the individual the opportunity to complete or challenge the

accuracy of his/her FEC; and

AP5241 .1 2H


CRIMINAL RECORD CHECK (COR1t)

BACKGROUND CHECKS

d) provide the individual with information on the process for updating,changing, or correcting FBC.

A final adverse decision based on an individual’s FBC will not be made until theindividual has been afforded a reasonable time depending on the particularcircumstances not to exceed thirty days to correct or complete the FBC.

Secondary Dissemination of FBC

If an individual’s FBC is released to another authorized entity, a record of thatdissemination must be made in the secondary dissemination log. The secondary

dissemination log is subject to audit by the DCJIS and the FBI. The followinginformation shall be recorded in the log:

Subject Name;Subject Date of Birth;Date and Time of the dissemination;Name of the individual to whom the information was provided;Name of the agency for which the requestor works;Contact information for the requestor; andThe specific reason for the request.

Reporting to Commissioner of Elementary and Secondary Education

Pursuant to state law and regulation, if the District dismisses, declines to renew theemployment of, obtains the resignation of, or declines to hire a licensed educator oran applicant for a Massachusetts educator license because of information discoveredthrough a state or national criminal record check, the District shall report suchdecision or action to the Commissioner of Elementary and Secondary Education inwriting within 30 days of the employer action or educator resignation. The reportshall be in a form requested by the Department and shall include the reason for theaction or resignation as well as a copy ofthe criminal record checks results. The Superintendent shall notify the employee orapplicant that it has made a report pursuant to the regulations to the Commissioner.

AP5241 .121


CRIMINAL RECORD CHECK (CORV)

BACKGROUND CHECKS

Pursuant to state law and regulation, if the District discovers information from astate or national criminal record check about a licensed educator or an applicant fora Massachusetts educator license that implicates grounds for license action pursuantto regulations, the Superintendent shall report to the Commissioner in writingwithin 30 days of the discovery, regardless of whether the District retains or hiresthe educator as an employee. The report must include a copy of the criminal recordcheck results. The Superintendent shall notify the employee or applicant thathe(s)he has made a report pursuant to regulations to the Commissioner and shallalso send a copy of the criminal record check results to the employee or applicant.

LEGAL REFS.: M.G.L.6:167-178; 1SD:7-8; 71:38R, 1SIB, 276:100A; Chapter385 of the Acts of 2002

603 CMR 51.00803 CMR 2.00803 CMR 3.05 (Chapter 149 of the Acts of 2094)804 CMR 3.02 (Reference Chart Regarding Permissible Inquiries)DESE Advisory on C.O.R.I. Law (Revised May 7, 2007)MASC 2014 Policies on Background Checks and DCJIS Model CORIPolicy

FBI Criminal Justice Information Services Security Policywww.mass.gov/eopss/docs/chsb/cori-process-correcting-criminal-record-2012.pdf

The Wachusett Regional School District shall obtain from the Executive Office of PublicSafety, Criminal History Systems Board criminal record checks of any and all candidateswho arc offered employment, procpcctivc volunteers or prospective student teachinginterns in the District and any individual who regularly provides school relatedtransportation to children who may have direct and unmonitored contact with children.The District shall obtain criminal record checks every three years on all such employeesand volunteers during their term of employment or volunteer service who may have directand unmonitored contact with children. The District shall also have access to all CORI ofany subcontractor or laborer commissioned by the District to perform work on schoolgrounds and who may have direct and unmonitored contact with children.

Only employees of the District approved by the Criminal History Systems Board mayaccess and review such information.

AP5241.12J



BACKGROUND CHECKS

Any and all information obtained by the District on persons under this policy shall beconfidential and shall not be released or disseminated.

if requested by an individual, the District shall furnish a copy of any information obtainedfrom the Criminal History Systems Board relative to their individual cHnd record.

*CORJReferences: MCL c.71, 8R

MGLe.6,l67 168

First Reading: 04/10/95Second Reading: 05/09/95

Amendment First Reading: 12/16/02Amendment Second Reading: 01/13/03

Re-Amendment First Reading: 03/10/03Re-Amendment Second Reading: 03/25/03

Re-Amendment First Reading:Re-Amendment Second Reading:

WRSDC Amended Policy 5241.12

DP5222


Evaluation of Principals

Principals shall be employed by Wachusett Regional School District under individualcontracts of employment. Said contracts shall include the annual evaluation processdescribed below and shall be submitted to the School Committee for their approval of allterms concerning compensation/benefits, prior to the presentation of a contract ofemployment to the principal.

Initial contracts issued to principals may be up to three years in length. and may bereissued by the Superintendent at levels of compensation/benefits determined by theSchool Committee, provided that the Superintendent may employ a principal under theterms and conditions of the previous contract of employment.

The length of second and subsequent contracis of employment for principals shall be inaccordance with state law. The Superintendent shall perform an annual evaluation ofprincipals following the guidelines set for by 603 CMR 35.00. This includes a late springor early summer self-assessment with the evaluation cycle ending before March 30. TheDepartment of Elementary and Secondary Education school level administration rubricshall be used to evaluate principals. The principals shall be evaluated based on 603 CMR35.04, the Standards and Indications of Effective Administrative Leadership Practice.Evaluations shall include recommendations for professional development, and decisionsto renew, terminate, or decline renewal of principal contracts must be informed by saidevaluations. The School Committee shall be informed immediately after any principal isnotified of an adverse personnel decision.

As a condition of employment, each principal must maintain current certification, adhereto the policies and goals of the School Committee and the directives of theSuperintendent, and annually must submit, with the school council, the educational goalsand school improvement plan for the school building(s) under his/her direction.

LEGAL REF: MGL 71:41; 71 :59B603 CMR 35.00, 35.04

First Reading:Second Reading:

WRSDC Draft Policy 5222

AP5100


PERSONNEL POLICY POLICIES GOALS

District personnel constitute the most important resource for effectively conducting aquality learning program. The District program shall function best when it employshighly qualified personnel, conducts appropriate staff development activities, andestablishes policies and working conditions that which are conducive to high morale andthat which enable each staff member to make the fullest contribution to District programsand services.

The goals of the District’s personnel program shall include the following:

1. To develop and implement those strategies and procedures for personnelrecruitment, screening, and selection that which will result in employing the bestavailable candidates, i.e., those with high capabilities, strong commitment toquality education, and great probability of effectively implementing the District’slearning program

2. To develop a climate in which there is optimal staff performance, morale, andsatisfaction are encouraged

3. To provide or promote positive programs of employee development designed tocontribute both to improvement of the learning program and to each staffmember’s career development aspiration.

4. To provide for a team approach to education, including staff involvement inplanning, decision making, and evaluation

5. To provide competitive compensation and benefits as well as other provisions forstaff welfare

6. To develop and use positive processes for personnel evaluation that whichcontribute to the improvement of staff capabilities, educational programs, andservices to the school district

These goals shall be assessed on a biennial basis by the superintendent or her/hisdesignee, with a report to the School Committee.


Amendment First Reading:Amendment Second Reading:

WRSDC Amended Policy 5100

Attachment IAugust 7.2014

William W. Clute

496 West Street

Paxton, MA 01612

August 1, 2014

Mrs. Carol Riches

Town Administrator

Town Of Paxton

697 Pleasant Street

Paxton, MA 01612

Dear Mrs. Riches:

Even though I have found my tenure on the Wachusett Regional School District Committee as bothrewarding and productive, due to personal circumstances beyond my control, I am officially resigningmy position as the Paxton representative on this board effective August f, 2014. If you need assistancein finding a replacement, please feel free to contact me at 508-755-1973 as I have suggestions you mightfind helpful. Please let me know if you have any questions.

Sincerely,

William W. Clute

Cc: Darryll McCall, Superintendent, Wachusett Regional School District, via e-mailLance Harris, Chair, Wachusett Regional School District Committee, via e-mailTown of Paxton Board of Selectman

Attachment 2

PLEASE POST August 7, 2014 8/7/2014Page 1 of 2

Vachusett Regional School District Committee

Monday, August 11,20147:00 p.m.

Media CenterWachusett Regional High School

1401 Main Street, Holden

AGENDA:Public HearingEvaluation of the Superintendent of SchoolsSecretas Report

Approval of l257 Regular Meeting Minutes of (lie WRSI)C held On 7/11/2013Approval of Executive Session Minutes of (lie WRSDC held on 5/6/2014Approval of Executive Session I Minutes tif (lie WRSDC held on 7/14/2013Approval olExecutive Session II Minutes of the WRSDC held on 7/14/2014

Treasurer’s Report/Financial StatementsConrndttee Reports• Chair’s Opening Remarks• Student Representatives• Management Subcommittee• Education Suhcommittee• Busine&Finanee Subcommittee• Legal Affairs Subcommittee

1. Amended Policy —5241.12 Policy Relatine to Penonnel Manaee,nent GdnthtabReen—cheek—GORDBackground Checks — first reading

Facilities and Security Suhcommittee• Audi! Advisor, Board• Ad-I be Subcommittees

Ad Hoc Suhcomniittee in Review Evalualion and luring PolicyI. Draft Policy —5222 Pa/icy Re/acme to Personnel Manaec,ncnt Evaluation of Pnncipai — lint

reading2. Anwnded Policy —5100 Polk,s Relatinu Hi Personnel Nlanaeenwnt Personnel Policy Policies

Goals — first reading• Building Consmittees

1. Iountvicw B uildi zig Committee2. Green Repair School Building Conunittee

• School Council ReporiSuperintendent’s Report• Discussion of Report• Recommendations Requiring Action by (lie Schotil Conunittee

I. Motion: (I) approve proposed amendments to VRSDC By—Laws2. Motion: To increase (lie ciioiracl Iii Rocksscll koohng (Early Childhood (‘enier root project) [or

(‘(tinge 4 )rde r 00 t to include charges of $ 14.940(14) for ashe, ti is au atense nt plus a credit deduct of(545011.1Mb for ecess soon guards for tolal of$l0,440.(M). plus Ubauge Order 1)412 It) include chargesof $3.50 ).(H) to replace roited faeia and deck SLeliOlls and 53.713(H) for down time rehiled lo the(wails scare for a total if $7.2 13.111), for a total eoiilract increase of $1 7.653.1)4).

3. TI) approve registration costs for School Committee Member .lulianne Kelley’s attendance atNovember 2014 MASC/MASS Joint Conference in Hyannis, Massachusetts

Public HearingUnfinished BusinessNew Business

Molion: To accept the 2014-2015 VRSD School Improvement PlansMotion: To amend motion to accept School Improvement Plans by adding the words “with the exceptionof Davis Hill Elementary School”

AdjournmentThe ahore agenda items are those reasonably anticipated by the Chair which may he discussed at the meeting. Notall items listed may in fact be discussed and other items not listed nay also be brought up for discussion to theextent permitted by law.

PLEASE POST 8/7/2014Page 2 of 2

Legal Affairs Sulwotnmittee

Wednesday, August 13, 20147:4)0 p.m.

Superintendent’s Conference RoomDistrict Central Office

1745 Main Street, JefThrsfinAGENDA:I Call to OrderII. Executive Session to discuss strategy for contract negotiations wills union personnel (AFSCNIE Council

93 Local 28115 - Custodial Employees, and the Wuehusett Regional Educational Association. Toe.).not to reconvetle in pub lie session.

III. AdjournmentTist’ above agenda items are those reasonably anticipated by the Chair wldclt may be discussed at (lie niceti,ig\‘ot all items listed may in fact he discussed and oilier items not listed mat also he brought up for discussion to theextent penn itted by law

Facilities & Security Subcommittee

Thursday, August 14, 20147:111) p.m.


1745 Main Street, JeffersonAGENDA:I Call to OrderII. Approval of MinutesIV. Proposed Meeting ScheduleV. Town/District Shared Inspection of SchoolsVI. Parking Lot MaintenanceVII. Building Exterior & Roof InspectionsVIII. ECC UpdateIX. Suit,ter Projects (wrap up)X. Classroom ChecklistXI. Fire Marshall InspectionsXII. Capital Budget Timeline UpdateXIII. Policies to he reviewed this yearXIV. July 20t4 Massachusetts Task Force Report on School Safety and SecurityXV. Mountview UpddateXVI. Report front Director of Business and FinanceXVII. Unfinished IlusitsessXVIII. New BusinessXIX. AdjournmentThe above agenda items are those reasonably anticipated by the Chair which mat he dtccussed at the meeung.Sot all items listed may in fact be discussed and other items not listed ‘nay also he brought up for discussion to theextent permitted by law

BusinesFittance Subcommittee

Monday, Septemlcr 8,20146:04) p.m.


1745 Main Street, Jefferson

Wachusett Regional Selsi)o I l)ist net Ci,nnni ttee

Monday, September IS, 20147:1)0 p.m.

Media CenlerWachusett Regional High School

1401 Main Street, Holden

Regularly Scheduled, Monthly School Committee Meeting

Attachment 3WACHUSEEr REGIONAL DISTRICT SCHOOL COMMInEE August 7,2014

May 2014— May 2015

Name Term Expires Home Address & Phone

Scott Brown 2017 26 Orchard RoadI lolden 0152050%) 769-07! I

Scott [email protected]

Thomas Ctirran 2016 681 MaIden Street[lolden 01520(50$) 829-8810774 232-3800

thomas [email protected]

Michael Dennis 2017 15 Cypress CircleHolden 01520(97$) 853-1276michael dennis€twrsd.net

Matthew Ehrenwonh 2016 10 Carly CircleRutland 01 543(508) 886-2574matthew [email protected]

Timothy Ethier 2015 309 Flagler DriveHolden 01520(50%) 873-6603timothy [email protected]

Lance Harris 2016 93 Redsione Hill RoadSterling 01564(978) 852-7282lance [email protected]

Susan Hitchcock 2015 6 Squareshire RoadSterling 01564(97$) 870-0786Susan [email protected]

Robert Imber 20)5 I Clearings WayPrinceion 01531(976) 464-2343robert [email protected]

Stacey Jackson 20)7 182 Flagler Dri’eHolden 01520(50$) 829-8061stacey [email protected]

Julianne Kelley 2015 5 Marjorie LaneRutland, MA 01543julianne [email protected]

Deidre Kosky 2015 $20 Salisbury StreetHolden 01520(506) 829-2527deidre [email protected]

Sarah LaMountain 2015 30 Kilhum RoadSterling 01564(978) 422-6707sarah lamountain @wrsd.net

rIp 8i3/20I

WACHUSEn REGIONAL DISTRICT SCHOOL COMMITTEEMay 2014— May 2015

Name Term Expires Home Address & Phone

Robert McCarthy 2017 28 Quinapoxet StreetP0 Box 163Jeikrson 01522(508) 353-8485robert [email protected]

Kenneth Mills 2016 22 Flagler DriveHolden 01520(774) 2304712kenneth [email protected]

Sie’e Porter 2017 32 Lake Shore Drive,Sterling 01564(978) 365-6780steve [email protected]

Robert Remillard 2015 18 Jackson AvenueRutland 01513(508) 886-7983robert [email protected]

Barbara Renzoni 2017 26 Lincoln CirclePaxton 01612(508) 799-5227barbara renzoni @wrsd.nei

Hrian Ruttle 2017 19 Allen Hill RoadPrinceton 01511(978) 464-5640hrian.mttle @ Ipi .com

Erik Scheinieldi 2015 69 Sherwood DriveHolden 01520(508) 494-5009erik [email protected]

Cbriiina Smith 201(1 362 Serliug RoadJeftrson 01522(50%) 468-7929christina smithSC@wrsdnet

Charles Witkes 2016 19 Jackson AvenueRutland 01543(508) 886-0075(508) 898-5602(508) 948-5463charles [email protected]

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Attachment 5August 7,2014

WA CHUSETT REGIONAL SCHOOL DISTRICT COMMITTEELance Harris, C’hair

1745 Main StreetJefferson, MA 01522

July 15, 2014

Ms. Donna Dominguez8 Pikes Hill RoadSterling, MA 01564

Dear Ms. Dominguez:

On behalf of the Wachuseti Regional School District Committee and Districtadministration, I thank you very much for the eight years you served on the AuditAdvisory Board, representing the Town of Sterling. Your input and contributions wereinvaluable. Thank you for your services.

Sincerely,

Lance Harris, Chair,Wachusett Regional School District Committee

cc: Wachusett Regional School District CommitteeJulianne Kelley, Chair, Audit Advisory BoardDarryll McCall, Superintendent of SchoolsJeffrey Ritter, Sterling Town Administrator

LH rip

Attachment 6August?, 2014

WACHUSE7T REGIONAL SCHOOL DISTRICT COMMITTEELance Harris, Chair


July 15, 2014

Mr. Eugene FradellosI Mountview DrivePaxton,MA 01612

Dear Mr. Fradellos:

I am pleased to reappoint you to the District’s Audit Advisory Board for a threeyear term which will expire June 30, 2017. Thank you very much for yourwillingness to continue serving on the Board.

Sincerely,

Lance Harris, ChairWachusett Regional School District Committee

cc: Wachusett Regional School District CommitteeJulianne Kelley, Chair, Audit Advisory BoardDarryll McCall, Superintendent of Schools

LH rip

Attachnient 7August 7.2014

WA CHUSE7T REGIONAL SCHOOL DISTRICT COMMITTEELance Harris, (‘hair


July 15, 2014

Ms. Jacquelyn KellyHolden Town Manager1196 Main StreetHolden, MA 01520

Dear Ms. Kelly:

The Audit Advisory Board of the Wachusett Regional School District Committee is aseven member board, consisting of representatives from the five Member Towns and twoSchool Committee members. Appointments to the Audit Advisory Board are for threeyears, on a rotating basis. The Town of Holden has not been represented on the AuditAdvisory Board since the June 30, 2013 expiration of Richard Carr’s term on the Board.

In order to bring the Audit Advisory Board to full membership, we are in need of aHolden resident to serve on the Board. I am hoping that you, your Selectboard, or theFinance Committee might be able to recommend a candidate to represent your town onthe Audit Advisory Board. Your assistance with this request will be much appreciated.

I can be reached at lance [email protected] or by phone at (978) 852-7282 should you, ora possible candidate, have questions or wish to discuss this appointment. I have encloseda copy of WRSDC Policy 4713.1 Audit Advisory Board for your information.

Thank you very much for your attention to this request.

Sincerely,

Lance Harris, Chair

cc: Wachusett Regional School District CommitteeJulianne Kelley, Chair, Audit Advisory BoardAnthony Renzoni, Chair. Holden SelectboardJoseph Dolak, Chair, Holden Finance CommitteeDaryll McCall, Superintendent of Schools

LH:rlp

WACHUSETT REGIONAL SCHOOL DISTRICT COMMITTEELance Harris, Chair


July 15, 2014

Mr. Jeffrey RiflerSterling Town AdministratorOne Park StreetSterling, MA 01564

Dear Mr. RiDer:

The Audit Advisory Board of the Wachusett Regional School District Committee is aseven member hoard, consisting of representatives from the five Member Towns and twoSchool Committee members. Appointments to the Audit Advisory Board are for threeyears, on a rotating basis. Sterling resident Donna Dominguez served on this board sinceit was first established in 2006, with her final term expiring June 30fh of this year.

In order to bring the Audit Advisory Board to full membership, we are in need of aSterling resident to serve on the Board. I am hoping that you, your Selectboard, or theFinance Committee might be able to recommend a candidate to represent your town onthe Audit Advisory Board. Your assistance with this request will be much appreciated.

I can be reached at hmce lhu’isKL’ ‘srJmci or by phone at (978) 852-7282 should you, ora possible candidate, have questions or wish to discuss this appointment. I have encloseda copy of WRSDC Policy 4713.1 Audit Advisory Board for your information.

Thank you very much for your attention to this request.

Sincerely,

Lance Harris, Chair

cc: Wachusett Regional School District CommitteeJulianne Kelley, Chair, Audit Advisory BoardBrian J Patacchiola, Chair, Sterling SelectboardRobert Brown. Chair, Sterling Finance CommitteeDarryll McCall, Superintendent of Schools

LB rip

P4713.1A

POLICY RELATING To BUDGET/FINANCE

AUDIT ADVISORY BOARD

The ALIdit Advisory Board consists of seven (7) voting members: one (I) from eachMember Town and two (2) members appointed by the School Committee Chair frommembers of the School Committee. who shall serve as Chair and Vice-chair. Eachmember shall serve for [bite (3) years. All appointees, including Member Townappointees, shall he subject to the sole determination and approval of the sitting SchoolCommittee Chair. The District’s Director of Business and Finance will act as staff tothe Audit Advisory Board.

Each member must he independent of the financial management and reporting systemof the District and shou]d possess a reasonable level of financial literacy. The SchoolCommittee Chair will ensure that the Audit Advisory Board has at least one memberwho is qualified in accounting or financial management.

Acceptable membership qualifications shall be at the sole determination of the SchoolCommittee Chair, Members should possess skills or experience in one or move of thefollowing:

I. Business management experience in the public or private sector.

2. An understanding of generally accepted accounting principles and financialstatements.

3. The ability to assess the general application of such principles in connection withthe accounting for estimates, accruals and reserves.

1. Experience preparing, auditing, anaiyiing or evaluating financial statementscomparable to those encountered within the Wachusett Regional School District.

5. An understanding of internal controls and procedures for linancia reporting.

6. An understanding of the Audit Advisory Board responsibilities and functions.

The Audit Advisory Board’s major responsibility shall he to review the District’sfinancial reporting process and annual audit(s), both financial and compliance.

P4713.18

POLICY RELATING TO BUDGET/FINANCE

AUDIT ADVISORY BOARD (continued)

The Board, through majority’ vote, will:

I. Establish an understanding of the District’s financial reporting system throughreview of Business/Finance Subcommittee meeting minutes and meeting withthe District’s Treasurer, Superintendent and Director of Business and Finance.

2. Have the authority to request financial reports from the Treasurer, Superintendentor Director of Business and Finance, documenting detailed financial transactions,such as actual expenditures against budgets. summaries of Grants, Revolving andSpecial Revenue accounts, liabilities incurred or anticipated, and balances of bankaccounts, and/or hank statements if deemed necessary.

3. Recommend to the School Committee the selection of an independentprofessional auditing firm to audit the financial affairs of the District, the amountof the contract required for auditing activities, and the terms of the contract.

4. Receive timely information about the timeline for the annual audit and determinewhen to meet with the auditor and District administration.

5. Prior to ihe commencement of the annual audit, meet with the District’sindependent professional audit firm to plan and define the scope of the annualaudit, to include recommendations of the Business/Finance Subcommittee.

6. Participate in the exit interviews with the audit firm and District administration toprovide input prior to the development of the draft Management Letter.

7. Meet with the District’s independent pi’olessional audit firm to review and discussdrafts of the Annual Audit Report. Receive final written reports prepared by theDistrict’s independent professional audit firm that are provided to the District at alater date.

8. Report to the (‘till School Committee within thirty (30) day’s after receiving theAnnual Audit Report from the auditors on the adequacy of the financialmanagement and reporting system; and summarize any changes/improvements inprocedures, practices. or auditing policies deemed necessary.

9. Receive and review copies of the End-of-Year Repor Audit.

P4713.1 C

POLICY RELA TING TO BUDGET/FINANCE

AUDITADVISORY BOARD (continued)

TO. Meet with the Director oF Business and Finance at least quarterly to receiveupdates on progress towards implementing the audit recommendations (per theManagement Letter) and report the status to the School Committee.

II. Report to the Business/Finance Subcommittee at other times it may deemappropriate on the adequacy of (lie Financial management and reporting system.and recommend any changes/improvements in proceduies. practices or auditingpolicies deemed necessary.

12. Liaison with the Business/Finance Subcommittee by receiving copies of theirmonth Iv minutes via email.

First Reading: 01/24106Second Reading: 03/01/06

Amendment First Reading: 08/14/06Amendment Second Readinsi: 09/11/06

Re-Amendmeni First Reading: 03/I 1/08Re-Amendment Second Reading: 03/24/08

Re-Amendment First Reading: 11/28/IlRe-Amendment Second Reading: 12/13/Il

Re—Amendment First Reading: 11/12/13Re—Amendment Second Reading: DI / 13/14

WRSDC Policy 4713.1

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Attachmejit 9

tI WacfwwItisoJJ YEoMen, D!axton, üzce1on, Shiltand, StettUzg

July 31, 2014

Secretary of Education Matthew MaloneExecutive Office of EducationOne Ashburton Place, Room 1403Boston. MA 02108

Dear Secretary Malone:

Once again, it was a pleasure to see you and to be able to show off another of Wachusett’sschools. I am delighted that you were able to visit Naquag Elementary School and to have theopportunity to meet some of our students and staff I am proud of this district and I take pleasurewhen I have the chance to share the many great activities that take place in all of our schools.

As we look ahead to the new school year, I would like repeat extending my invitation for you toreturn to Central Massachusetts so that we can introduce you to our regional high school locatedin Holden — Wachusett Regional High School. I look forward to our next meeting.

Sincerely,

Darryll McCall, Ed.D.Superintendent of Schools

cc: Wachusett Regional School District CommitteeDixie Herbst. Principal, Naquag Elementary SchoolKimberly Merrick, Administrator of Special Education

DM rip

Jefferson School1745 Main Sirect,.Ie{Icrson. MA 01522

telephone: (50%) 82’)— 1670 Facsimile: (508) 829—I 680www.wrsd.net

Attachment 1 0August 7. 20M

Wacfzu cit 9teqioswt Scho% 1Db t’dctStoiden, Yaxiw:, .9%incetwz, Ohatand, Ste’t&ng

Office of the Treasurer

July 15, 2014

Ms. Sharon Lowder, TreasurerTown of Holden1204 Main StreetHolden, MA 01520

RE: FY15 Assessment Letter— AMENDED BUDGET 7/14/14

Dear Ms. Lowder:

Pursuant to Massachusetts General Laws Chapter 71, Section 1 6b, I hereby certify thatthe FY15 assessment for the Town of Holden’s membership to the Wachusett RegionalSchool District is amended to $21,931,966, including the amount of $1,091,215 in debtexcluded assessments. Attached are three documents: (1) the FY15 AmendedAppropriation containing all proposed operating expenditures and debt servicepayments to be paid from general revenues; (2) the FY15 Amended Assessmentsindicating how each assessment was calculated and identifying State and Districtrevenue sources; (3) the FY15 Debt Service worksheet.

In accordance with the Wachusett Regional School District Agreement, your MemberTown assessment is due and payable in two semi-annual payments, the first day ofNovember and the first day of May.

Very truly yours,

James J. Dunbar, Treasurer

cc: Lance Harris, Chairman, Wachusett Regional School CommitteeDarryll McCall, Ed.D.,Superintendent of SchoolsJoseph Scanlon, Director of Business and Finance

Jefferson School1745 Main Street, Jefferson, MA 01522

Telephone: (508) 829-1670 Facsimile: (508) 829-1680ww.wrsd. net

Wacftuoett Skqiona( Scfw4 fDiot’dctStaMen, 9axtwz, I?’dncetea, 9iuthznd, Ste’c&q

Jiy 15, 2014

Ms. Deidre Malone, TreasurerTown of Paxton697 Pleasant StreetPaxton, MA 01612

RE: FY15 Assessment Letter—AMENDED BUDGET 7/14/14

Dear Ms. Malone:

Pursuant to Massachusetts General Laws Chapter 71, Section 16b, I hereby certify thatthe FY15 assessment for the Town of Holden’s membership to the Wachusett RegionalSchool District is amended to $5,394,721, including the amount of $237,221 in debtexcluded assessments. Attached are three documents: (1) the FY15 AmendedAppropriation containing all proposed operating expenditures and debt servicepayments to be paid from general revenues; (2) the FY15 Amended Assessmentsindicating how each assessment was calculated and identifying State and Districtrevenue sources; (3) the FY15 Debt Service worksheet.


Very truly yours,




Telephone: (508) 829-1670 Facsimile: (508) 829-1680


www.wrsd . net

aWacfwoeli 9ieqionat Sciwot fZ)io t’dct

5o1 StaMen, 9ktxtan, 2’dnceton, Slicitwid, Stedüzqse


July 15, 2014

Mr. James J. Dunbar, TreasurerTown of Princeton6 Town Hall DrivePrinceton, MA 01541

RE FY15 Assessment Letter — AMENDED BUDGET 7/14/14

Dear Mr. Dunbar.

Pursuant to Massachusetts General Laws Chapter 71, Section 16b, I hereby cerufy thatthe FY15 assessment for the Town of Holden’s membership to the Wachuselt RegionalSchool District is amended to $4,383,051, including the amount of $183,694 in debtexcluded assessments. Attached are three documents: (1) the FY15 AmendedAppropriation containing all proposed operating expenditures and debt servicepayments to be paid from general revenues; (2) the FY15 Amended Assessmentsindicating how each assessment was calculated and identifying State and Districtrevenue sources, (3) the FY15 Debt Service worksheet.

In accordance with the Wachusett Regional School District Agreement, your MemberTown assessment is due and payable in two semi-annual payments, the first day ofNovember and the first day of May

Very truly yours,




Telephone: (SOB) 829-1E7O Facsimale (508) 829-1680www. wrsd . net

Wacf,uoett iReqional ScfwoC SDiot’&tStaMen, .Paxtwz, !Ninceton, OZut(and, Ste%inq

Ms. Rebecca L. Tuttle, TreasurerTown of Rutland250 Main StreetRutland, MA 01543


Dear Ms. Tuttle:

Pursuant to Massachusetts General Laws Chapter 71, Section 16b, I hereby certify thatthe FY15 assessment for the Town of Holden’s membership to the Wachusett RegionalSchool District is amended to $9,202,057, including the amount of $596,093 in debtexcluded assessments. Attached are three documents: (1) the FY15 AmendedAppropriation containing all proposed operating expenditures and debt servicepayments to be paid from general revenues; (2) the FY15 Amended Assessmentsindicating how each assessment was calculated and identifying State and Districtrevenue sources; (3) the FY15 Debt Service worksheet.


Very truly yours,




Telephone: (508) 829-1670 Facsimile: (508) 629-1680www . wrsd net


July 15, 2014

July 15, 2014

Ms. Anne M. Cervantes,Town of SterlingOne Park StreetSterhng, MA 01564

Wacf,w,ett fReqknd Scfw4 SDiot’cict2(atden, Jaxten, Ythzcetasz, SiuUand, Ste%uzq

Treasurer


Dear Ms. Cervantes:

Pursuant to Massachusetts General Laws Chapter 71, Section 1 6b, I hereby certify thatthe FY15 assessment for the Town of Holden’s membership to the Wachusett RegionalSchool District is amended to $9,951,561, including the amount of $411,182 in debtexcluded assessments. Attached are three documents: (1) the FY15 AmendedAppropriation containing all proposed operating expenditures and debt servicepayments to be paid from general revenues; (2) the FY15 Amended Assessmentsindicating how each assessment was calculated and identifying State and Districtrevenue sources; (3) the FY15 Debt Service worksheet.


Very truly yours,




Telephone: (508) 829-1670 Facsimile: (508) 529-1680www . wrsd . net


Attachment iiAugust 7,2014

Wathuo4t Skqkn% StAnt 2)ioaictSafdett, thiectan, Lflibzcetan, SLuttand, Statütg

June 30. 2011

Jacquelvn Kelly. Holden Town ManagerCarol Riches. Paxton Town AdministratorJohn Lebeaux. Princeton Town AdministratorMichael Pantos. Chair. Rutland SelectboardJeffrey R itter. Sterling Town Administrator

FROM: Darll McCall. Ed. D.. Superintendent of School&

It was been twenty years since the Wachusett Regional School District entered into School LeaseAgreements with the five Member Towns. The Agreements were twenty (20) year Agreements,commencing on July I, 1994 and ending on June 30. 2014. Section 3.! of the School Lease Agreementsreads in pan:

3.1 OPTION TO EXTEND TERM

[he l.LSSEE shall have the option to extend the term of the Lease for anadditional twenty (20) years commencing July I. 2014 and terminating June 30.2034

Section 3.1 further states that it would be the responsibility of the District (the LESSEE) to give writtennotification to the Member [owns (LESSOR) on or before June 30. 2013 (one year ago this date) of itsintention to exercise the option to extend the School I_ease Agreements. In light of the fact the terms toextend the School Lease Agreements were not followed within the stated timeframe, I wish to now bringbefore the live Member Towns the District’s desire to extend the School Lease Agreements for anadditional twenty years from July 1,2014 and to work towards updating records of the Member Towns andthe District to continue the School Lease Agreements.

Certainly taking action on this important task cannot be done without both Member Town and WachusettRegional School District Committee input and authority. I plan to bring this matter before the SchoolCommittee at the August 11,2011 regular School Committee meeting. and I respectfully request this itembe brought before your Selectboards at your earliest conenience.

Once tonn and District authorization is obtained, we will contact counsel to prepare updated School LeaseAgreements with each of the Member Towns for final execution by all panics.

I am well aware thi.s is a veR important matter that should be entered into with clear understanding andcomprehension. Thank von for your consideration.

cc: Member Town SelectboardsMember ion ti Finance Committees’Advisory Board\Sachusctt Regional School District CommitteeJoseph Scanlon. Director of Business and Finance

DM rip

Jdllerson School1745 Main Street. JetThtson, MA 01522

Telephone: t508) 829-1670 Facsitiflle: (508) 829-1680

TO:

nw w. wrsd net

Attachment 12ugust7,2Q4

Wacfiusett cR,egwna(Scfioo(QActnctJIbln, Pa4on, ‘Princeton, ut&nd Sterling

Lynch, Malloy, Marini, LLP99 Longwater Circle, Suite 200Nonvell, MA 02061Attn. Robert J. Lynch, CPA,

Dear Rob,

At the recommendation of the Audit Advisory Board, the Wachusett Regional School District is pleased to award acontract to Lynch, Malloy, Marini LLP to perform all required or advisable audit services for Annual FinancialStatements, Federal Awards Programs, End of Year Reports, and Student Activities. The Annual FinancialStatements are to include schedules for all funds (i.e. general fund, federal and state grants, revolving funds, studentactivities funds and scholarship funds). This contract is for three (3) fiscal years covering FY 2014 in the totalamount of $37,500.00, FY 2015 in the total amount of $39,000.00, and FY 2016 in the total amount of 540,500. TheDistrict retains the option to renew for two (2) additional fiscal years at the District’s discretion for FY20 17 and FY2018 at mutually agreed-upon fees and as per the guidelines represented below.

The audit is to be performed in accordance with Generally Accepted Accounting Principles (GAAP) and incompliance with all professional, state and federal regulations including the Governmental Auditing Standards issuedby the United States Comptroller General Accounting Office, the Massachusetts Inspector General’s Officedocument titled “A Local Official’s Guide to Procuring and Administering Audit Services”, and the “ComplianceSupplement for Massachusetts School Districts Agreed Upon Procedures Engagements” provided guidelines by theDepartment of Elementary and Secondary Education (DESE). The District has interpreted these guidelines, thisengagement letter, the RFP document, and the Proposal submitted by Lynch, Malloy, Marini, LLP, as establishingsufficient documentation for a binding contract that we will expect to be executed every year.

The District may terminate the services of your firm at any time during the contract for reasons, which it deemsappropriate at its sole discretion, without further liability to your firm for doing so. However, the District is lookingforward to your work on behalf of our District, and whenever we can assist you in carrying out your duties on ourbehalf, we will be pleased to do so.

Please contact me at (508) 829-1670, extension 226 with any questions.

Si erely,

I JJosepl7S Ion/Dird9{or of Business & Finance

‘J W4husett Regional School District

cc: Danyll McCall, Ed.D, Superintendent of Schools V

File


Telephone: (508) 829-1670 Facsimile: (508) 829-1680,i,,ini,,,,rvd nat

July 15, 2014


WA CHUSE7T REGIONAL SCHOOL DISTRICT COMMITTEELance Harris, Chair


August 7,2014

Mr. Robert McCarthy28 Quinapoxet StreetP. 0. Box 163Jefferson, MA 01522

Dear Mr. McCarthy:

Thank you for volunteering to serve on the Mountview Building Committee representingthe School Committee. Your appointment is effective immediately. Please makearrangements to be sworn in at the Holden Town Hall in advance of your participating onthis committee. The next meeting of the Building Committee is posted for Tuesday,August 12th, at 7:00 PM at the Holden Municipal Light Department building.

Sincerely,

Lance Harris, ChairWachusell Regional School District Committee

cc: Wachusett Regional School District CommitteeDarryll McCall, Ed.D., Superintendent of SchoolsJacquelyn Kelly, Hoiden Town ManagerPaul Challenger, Chair, Mountview Building CommitteeGary Kaczmarek, Owners Project Manager

LH:rlp

[ Attachment 14

M .

August 7, 2014assachusetts School Building AuthoritySteven Grossman John K McCanhyChairman, Stare Treasurer Executive Director

July22. 2014

Mr. Darryll McCall, Ed.D.Superintendent of SchoolsWachusett Regional School District1745 Main StreetJefferson, MA 01522

Re: Wachusett Regional School District. Owner’s Project Manager Approval. Mountview MiddleSchool, MSBA Project #200907750305

Dear Dr. Mccall:

We are writing to follow up on the Massachusetts School Building Authority (the “MSBA”) letterdated April 14, 2014 which issued a conditional interim approval of Gary Kaczrnarek to continue inhis role as the Owner’s Project Manager (the “OPM”) for the Mountview Middle School Project inthe Wachusett Regional School District (the “District”), through Monday, June 30, 2014.

We find that the conditions listed on the MSBA letter dated April 14, 2014 have been met, and weapprove Mr. Kaczmarek to continue in his role as the OPM for the Mountview Middle Schoolthrough the project construction and closeout phases.

We look forward to continuing to work with the \Vachusett Regional School District as theMountview Middle School Project progresses. If you have any questions regarding the project. pleasecontact meat (617) 720-466.

Sincerely,

Man’ PicheJDirector of Capital Planning

Cc: Legislative DelegationAnthony M. Renzoni. Chair, Holden Board of SelectmenJacquelyn Kelly, Holden Town ManagerLance Harris. Chair, Wachusett Regional School District CommitteePaul Challenger, Chair. Wachusett Regional School Building CommitteeGary Kaczmarek, Owner’s Project ManagerMichael Pagano. Designer, Lamoureux Pagano & Associates, Inc.File: 4.1 OPM Selection (Region 2)

40 Broad Street, Suite 500 • Boston, MA 02109 • Tel: 617-720-4466 • Fax:617-720-5260. www.MassSchoolBuildings.org


flI4% Wacfu&cit Sleqiosiat Scfw4 %)kt’dct

Slakien, 9’acrton, Y’thwetwz, Slut&znd, Stcttuzg

2014-2015 School ChoiceNotification of Costs for Transportation

For the 2014-2015 school year, a fee of $100.00 will be charged for each school choice familywhose children attend a school in the Wachusett Regional School District and who choose toaccess the District’s transportation. Access to bus transportation remains dependent upon seatavailability and approval by the superintendent and will most likely not be determined until justbefore the school year begins. Parents of school choice students who ride a District provided busare responsible for transporting their child(ren) to an established bus stop within Districtboundaries.

Please submit your request for District transportation by completing the form below. As soon asseat availability has been determined, you will be notified. It is expected that payment of $100.00per family will be made prior to students riding District provided bus transportation.

Please send your request to:Catherine Knowles,Supervisor of Pupil Personnel ServicesWachusett Regional School District1745 Main St.Jefferson, MA 01522

Student Name/s

School attending 2014-20 15

_________________________

Parent/ Guardian

________________________________

Address

_________________________________

Phone -

Email address:

______________________________________

Bus stop interested in accessing:


Telephone: (508J 829-1670 Facsimile: (508) 829-1680www.wrsd.net

Wàefiuo4t IReqkiwt SsAaat 9Ethdct3InMgg .93a’xfosz Jicbwefa, OZut&znd, Stettüzq

August 2014

Dear ParenUGuardian:

The Wachusen Regional School District takes all reasonable precautions to preserve the confidentiality ofa student’s records. According to federal law, the District is required to release the names, addresses andtelephone listings of students to military recruiters and institutions of higher learning for recruitment andscholarship purposes upon their request and without prior consent.

Parents and eligible students have the right to request that this information not be released without theirconsent by notiing their school building office in writing. If you wish to exercise your right to “optout,” please complete the form provided on the reverse side of this letter and return it to:

Wachusea Regional High SchoolAttention: Guidance Department1401 Main Street, Holden, MA 01520

Completing this form will exclude your childs name from listings to military recruiters and institutions ofhigher learning ONLY.

Additional questions and concerns may be directed to:

Catherine Knowles, Supervisor of Pupil Personnel ServicesWachusett Regional School District1745 Main St., Jefferson, MA 01522508-829-1670 x237cathy knowles’1wrsd.net

Thank you in advance to your prompt attention to this matter.

Sincerely,


cc: Wachusett Regional School District CommitteeWilliam Beando, Principal, Wachusett Regional High SchoolNancy Houle, Supervisor of Guidance, Wachusett Regional High SchoolCatherine Knowles, Supervisor of Pupil Personnel Services

DMrlp

.lellerson School1715 Main SLreet. JeHerson. MA 01522

Telephone: (508) 820— 1670 Facsiini Ic: (50$) $20— I 680www.wrscl.net

Wachusett Regional High SchoolAttention: Guidance Department1401 Main StreetHolden. MA 01520-1095

To Whom It May Concern:

This serves as my formal request that the Wachuseti Regional High School not release the name,address or telephone listing of my child to any of the following groups, as provided for underparagraph 2, subsection (a) of Section 9528 of PL 107-110.

D Military recruiters

D Institutions of higher learning

Thank you.

Signature of Parent/Guardian Date

Child’s Name DOB

Attachment 17Au’ust7 O14

\j\/I!3I Rebecca Petersen <[email protected]>

Holden Days - August 232 irie’ssaq&s

Jacqule Kelly <jkellyholdenma.go Tue, Aug 5, 2014 at 10:04 AMReply-To: jkellyholdenma.govTo: Danyll Mccall <danyll_mccallwrsd.net>Cc: Rebecca Petersen <[email protected]>

Danyll:

This is a reminder that Saturday, August 23, 9a.m. to 3p.m. is Holden Days. The Selectmen and Schoolcommittee ha been represented at tables in front of Miles’ Funeral Home during the event. You may want topass this reminder along to Holden School Committee reps.

Thanks,

Jacquie

Darryll McCall <darryll_mccalIwrsd.net> Tue, Aug 5, 2014 at 10:24 AMTo: Jacquie Kelly <jkellyholdenma.grn>Cc: Rebecca Petersen <[email protected]>

Thanks Jacquie.[Quoted text hidden)

Darryll Mccall, Ed.D.Superintend cutWachusett i?egional School District1745 Main St.Jefferson, MA 01522

508-829-1 670

darryll_incca11wrsd.nci

Attachment I 8August 7.2014

v4/ 1J lceuuua

Proposed Amendment to School Committee By-Laws1 message

Rebecca Petersen <rebecca_petersenwrsd.net> mu, Jul 17, 2014 at 10:04 AMTo: Susan Hitchcock <shitchcockmillburyschools.org>, Barbara Renzoni <[email protected]>, BrianRuttle <Bhan.wttlegmail.com>, Brian Ruttle <[email protected]>, Charles Witkes<[email protected]>, Christina Smith <[email protected]>, Darryll Mccall<danyll_mccallwrsd.net>, Deidre Kosky <[email protected]>, Erik Scheinfeldt<[email protected]>, Julianne Kelley <JuIianne_Kelleywrsd.net>, Kenneth Mills<Kenneth [email protected]>, Lance Harris <[email protected]>, Matthew Ehrenworth<Matthew [email protected]>, Michael J Dennis <[email protected]>, Robert Imber<[email protected]>, Robert McCarthy <Robert_McCarthy©wrsd.net>, Robert Remillard<[email protected]>, Sarah LaMountain <[email protected]>, Scott Brown<[email protected]>, Stacey Jackson <Stacey_Jacksonwrsd.net>, Steve Porter <stee_porterwrsd.net>,Susan Hitchcock <Susan [email protected]>, Thomas Curran <[email protected]>, Timothy Ethier<[email protected]>, William Clute <[email protected]>, William Clute <William [email protected]>

Good morning - As Lance Harris mentioned at Monday evening’s meeting, the ManagementSubcommittee will be recommending an amendment to the School Committee By-Laws, forfull School Committee consideration on August 11, 2014, and in accordance with the ByLaws:

Amendments

These By-Laws may be amended by a vote of the majority of theCommittee at any regular or special meeting, provided the text of suchamendment has been given to each member at least 14 days in advance. Thetext of such amendment may be amended without further notice, until suchamendment has been acted upon by the Committee.

The proposed amendment addresses agendas of regular School Committeemeetings (Article 3, Section 5).

Attached please find a DRAFT copy of amended By-Laws. The proposed amendment (withbold font and strike-throughs) can be found on pages 5 and 6 of the attachment. See page10 of the attachment for the proposed agenda order, as it will be if approved by the fullSchool Committee (it’s a little easier to read without the bold fond and strike-throughs).

Providing you with this DRAFT of proposed amended By-Laws serves as the 14 dayadvance notice to the Committee of proposed changes to the By-Laws.

Wachusett Regional School District Committee By-LawsPROPOSED AMENDMENT for consideration 8/11/2014

Article I - MEMBERSHIP

Section 1. NameThe District shall be called Wachusett Regional School District consistingof the Towns of Holden, Paxton, Princeton, Rutland, and Sterling.

Article II- ORGANIZATION

Section 1. Power and DittiesThe Wachusett Regional School District Committee hereafter referred toas the Committee shall have all the pbwers conferred, and all the dutiesimposed, by applicable Massachusetts General Laws inclusive, and anyamendments thereto; and all the powers and duties conferred and imposedupon school committees by the Massachusetts General Laws andamendments thereto, the same to be exercised for and on behalf of theWachusett Regional School District.

Section 2. Organizational MeetingThe Wachusett Regional School District Committee shall, in accordancewith Section 13 of the amended Regional Agreement, organize and elect aChair and a Vice-Chair, and if the offices are vacant a Secretary andTreasurer. The Chair and Vice-Chair shall be members of the Committee.The Committee shall elect a Chair and Vice-Chair by paper ballot from itsmembership in accordance with Chapter 71, Section 16A of theMassachusetts General Laws. The Secretary and Treasurer may or maynot be member& of the Committee, and if not may be reimbursed for thiswork. This organizational meeting shall be posted at least 14 days inadvance.

Section 3. Chair!Vice-OiairNo member may be elected as the Chair of the Committee unless saidmember has served on the Committee for at least two years prior toassuming the office of the Chair. No member may be elected as the Vice-Chair of the Committee unless said member has served on the Committeefor at least two years prior to assuming the office of the Vice-Chair. Theoffices of Chair and Vice-Chair shall be for a term of one year, and theymay not succeed themselves more than three additional times.

Should the chair be unable to complete the one-year term of office, theVice-Chair shall assume all duties and responsibilities of the Chair to thecompletion of the one-year term. Should the Vice-Chair be unable tocomplete the one-year term of office, for reasons including being elevated

Wachuscu Regional School District CommiLtee By-LawsProposed Amendment For consideration 8/11/2014Page 2

to the position of Chair, then the Committee, at its next regular meeting,shall elect a Vice-Chair.

Should the Chair and Vice-Chair vacate the positions simultaneously, theCommittee, at its next regular meeting, shall elect a Chair and Vice-Chairto serve the balance of the one-year term.

Section 4. SubcommitteesThe Chair shall appoint standing subcommittees. No member of theCommittee shall be appointed to more than three standing subcommittees.The Chair may appoint additional ad-hoc subcommittees as necessary.Should a Management Subcommittee be appointed, the Chair of theCommittee shall serve as the Chair of the Management Subcommittee.The Vice-Chair of the School Committee shall serve as the Vice-Chair ofthe Management Subcommittee. The Vice-Chair of the Committee andthe Chairs of any standing subcommittees shall be appointed members ofthe Management Subcommittee.

The Chair shall appoint a Chair to each standing or ad-hoc subcommittee.Each subcommittee shall elect its Vice-Chair.

The Committee, by a majority vote of the membership, may require theestablishment of a standing or ad-hoc subcommittee.

No more than one-half of the School Committee members may participatein any discussion at a subcommittee meeting. If there are additionalmembers present, the Chair of the subcommittee will identify themembers. The others may listen but not participate in discussions.

‘I

Although up to one-half of the members may participate in discussion at asubcommittee level, only the members appointed to the subcommittee bythe Chair of the School Committee may make a motion or vote onrecommendations to be made to the full Committee. Only appointedmembers of a standing subcommittee or ad hoc subcommittee shall attendexecutive sessions of that subcommittee except by invitation or inaccordance with M.G.L. Chapter 39. Section 23B.

Section 5. Duties of the chairThe Chair shall preside at all meetings of the Committee, shall appointmembers of all subcommittees, shall serve as ex-officio member of allsubcommittees except as otherwise directed by the Committee and shallperform such duties as required by law. The Chair shall be the officialspokesperson for the Committee. The Chair of the School Committeeshall be required to vote aye or nay on budgetary matters but may abstain(refrain from voting) on other matters except to break a tie.

Wachusett Regional School Disiriel Commiiiee By-LawsProposed Amendment for consideration 8/11/2014Page 3

Section 6. Duties of (lie Vice-ChairThe Vice-Chair shall, in the absence of the Chair, exercise the powers andperform the duties of said Chair.

Section 7. Duties of (lie Secretary/Assistant SecretaryThe Superintendent shall serve as Secretary to the Committee and shallsend out notices of all regular meetings and notices of all special meetingsof the Committee, at Least forty-eight hours before the meeting. TheSecretary shall keep the minutes of all meetings and shall be the custodianof all records. The Secretary shall also prepare such reports as may berequired by the Department of Elementary and Secondary Education andshall submit an annual report to the selectmen of the member towns. TheSecretary shall be the custodian of the treasurer’s bond.

The Chair shall appoint an Assistant Secretary to perform the routine workordinarily done by the Secretary. The Assistant Secretary need not be amember of the Committee and, if not, may be reimbursed for this work.

A sign-in sheet will be made available for those who wish to sign in at allmeetings of the full School Committee for those who wish to become partof the public record.

Section 8. Duties of (lie Treasurer/Assistant TreasurerThe Treasurer shall be annually appointed at the beginning of eachcalendar year. The Treasurer shall receive and take charge of all moneybelonging to the District, and shall pay any bill of the District which shallhave been approved by the Committee.

The Committee may appoint an Assistant Treasurer who need not be amember of the Committee, and who shaLl, in the absence of the Treasurer,perform the duties and shall have the powers and be subject to applicablerequirements and penalties. The Treasurer and Assistant Treasurer may,by vote of the School Committee, be compensated for their services;provided, however, that if the Treasurer or Assistant Treasurer is amember of the School Committee there shall be no compensation forservices.

Section 9. Committee RecordsThe Records shall be kept at the office of the Committee, which shall be atthe Superintendent’s office.

Wachusett Regional School District Commiltec By-LawsProposed Amendment for consideration 8/I 1/2014Page 4

Article Ill - MEETINGS

Section I. Regular and Special MeetingsThe School Committee shall schedule two meetings per month for themonths of October, November, January, February, March, and April. TheSchool Committee shall schedule one meeting per month for the monthsof September, December, May, June, July, and August.

The School Committee calendar shall be adopted by the Committee.Regular meetings may be rescheduled or one meeting may be eliminatedby a majority vote of the Committee in attendance.

A majority of the Committee or any subcommittee constitutes a quorum.A conference or training program is excluded from the quorum restrictionso long as members do not deliberate. The attendance of a quorum at ameeting of another public body is permitted so long as the memberscommunicate at the open meeting and do not deliberate amongthemselves. Executive sessions may be held at any time by a majority rollcall vote of the Committee.

Town meetings shall take precedent over regularly scheduled SchoolCommittee meetings in order to allow respective elected members toparticipate fully.

Meetings shall not extend beyond 10:00 PM unless two-thirds of theCommittee present vote to extend the meeting for thirty minutes.Subsequent thirty-minute extensions shall be voted by two-thirds of theCommittee present.

The vote to extend the meeting is not debatable.

Section 2. Special MeetingsSpecial Meetings may be called any time by the Chair, and the Chair orSuperintendent shall call a special meeting upon written request of no lessthan one-third of the membership made to the Chair. In the event thespecial meeting is being called to reconsider a motion, at least one of themembers calling the special meeting must have voted on the prevailingside of the motion to be reconsidered. The motion to be reconsidered mustalso be identified in the request for the special meeting.

Section 3. Emergency MeetingsAn emergency meeting of the School Committee or any of itssubcommittees may be called by the Superintendent and/or the Chair of

Wachusett Regional School District Committee By-LawsProposed Amendment for consideration 8/11/2014Page 5

the Wachusett Regional District School Committee for a sudden, generallyunexpected occurrence or set of circumstances demanding immediateattention (M.G.L. 39:23A).

Section 4. Vote of the CommitteeAction of the Committee shall require a majority vote of Committeemembers voting unless otherwise specified by law, by the SchoolCommittee’s by-laws, or by the Regional Agreement.

Section 5. AgendaThe agenda will be as follows:

I. Public HearingII. Secretary’s ReportIlL Treasurer’s ReportPinuncial StatementIV. Committee Reports

- Chair’s Opening Remarks• Student Representatives’ Reports• Standing Subcommittees• Ad Hoc Subcommittees• Building Committees• School Council Reports

V. Superintendent’s Report• Discussion of report• Recommendations

VI. Public HearingVII. Unfinished BusinessVIII. New BusinessIX. Adjournment

Section 5. AgendaThe agenda will be as follows:

I. Public HearingII. Chair’s Opening RemarksIII. Student Representatives’ ReportsIV. Superintendent’s Report

• Discussion of Report• Recommendations

V. Unfinished BusinessVI. Secretary’s ReportVII. Treasurer’s Report/Financial StatementVIII. Committee Reports

Chair’s Opening RemarksStudent Representatives’ Reports

Wachusert Regional School District Commiitce By-LawsProposed Amendment for consideration 8/11/2014Page 6

• Standing Subcommittees• Ad-Hoc Subcommittees• Building Committees• School Council ReportsSuperintendent’s Report

Discussion of rcporiRecommendations

LX. Public HearingX. Unfinished BusinessXl. New BusinessXII. Adjournment

Members of the public wishing to speak during the first Public Hearing arerequired to sign-in before the start of the first public hearing. The firstpublic hearing may be limited to twenty minutes. The chair will havediscretion to limit the time of each speaker. The school committee shallencourage the submission of written testimony.

Wachusett Regional School District Committee by-LawsProposed Amendment lbc consideration 8/11/2011Page 7

Article IV - PARLIMENTARY AUTHORITY

Section!. Rules of OrderMeetings shall be conducted under accepted rules of parliamentaryprocedure using the current edition of Robert’s Rules of Order as a guide.

Section 2. Conducting of BusinessIn order to ensure the orderly and timely conduct of business at SchoolCommittee meetings, the Wachusett Regional School District Committeeagrees to authorize the Chair or his/her Designee of the Committee toobserve the following guidelines:

For any given motion, amendment to a motion, topic ofdiscussion, or agenda item, the Chair or his/her Designee shallallow any member of the Committee two (2) opportunities tospeak and each individual will be given two (2) minutes eachtime they speak on a motion, amendment, topic of discussion,or agenda item.

• The Chair or his/her Designee will use discretion in decidingwhether or not to allow discussion to exceed twenty (20)minutes on any motion including amendments, other topics ofdiscussion, or agenda items. The Chair or his/her Designeewill be responsible for directing the discussions to the businessat hand and will limit discussion to the relevant issues andrestrict arguments, which are unnecessarily repetitive andredundant.

• The Chair or his/her Designee may extend the discussion intwo ways:

I.) by consensus of members present; or2.) by recognizing a non-debatable motion by any

Committee Member to extend the discussion past theallotted twenty (20) minutes. The motion shouldinclude extending the discussion for a specific andappropriate amount of time. The Chair or his/herDesignee will abide by the majority vote of themembership.”

• Motions to be acted upon under New Business must be sent tothe School Committee Chair, in writing with rationaleappended, for placement on the next available regular SchoolCommittee agenda. Excluded from this requirement will beroutine motions such as acceptance of gifts and otheracknowledgements.

Wachusect Regional School District Committee By-LawsProposed Amendment for consideration 8/11/2011Page 8

Article V - FINANCIAL AFFAIRS

Section I. ContractsThe Superintendent shall award and administer contracts in accordancewith applicable State and Federal laws and Committee policies.

Section 2. Bidding RequirementsThe Superintendent, or his/her designee, shall establish and administerPurchasing and Bidding procedures in accordance with applicable Stateand FederaL laws and Committee policies.

Section 3. Disbursement of FundsThe Treasurer shall pay no money from the treasury, other than courtjudgments, bonds or notes which may become due and interest thereon,regular payrolls and emergency payments verbally approved in advanceby the Chair or Vice-Chair, except upon an order or warrant in accordancewith Massachusetts General Laws and Committee Policies.

Section 4. Financial ReportingThe Committee shall in accordance with the provisions of MassachusettsGeneral Laws each year submit to the Treasurer of each member town itsbudget for operating expenses for the ensuing fiscal year, with anexplanation of same.

Section 5. Payment of BillsThe Committee shall pay all bills as they become due, and no bills shall beheld after the end of the fiscal year in which such bills were contracted,except by specific vote of the Committee.

Section 6. AnnualAuditThere shall be an annual audit of the Committee’s accounts in accordancewith Chapter 71 of the General Laws, Section I 6E. The auditor shallreport to the Committee and his/her report shall be submitted to theselectmen of the District.

Article VI- LEGAL

Section 1. Selection of CounselThe Committee shall annually appoint legal counsel to address issuesdetermined by the Committee.

Section 2. Policies

Wachusett Regional School District Committee By-LawsProposed Amendment for consideration 8/11/2011Page 9

The Committee may make policies not inconsistent with law, with theagreement, and with these By-Laws for the operation and maintenance ofthe school district.

Article VII- BY-LAW REVISIONS

Section 1. AmendmentsThese By-Laws may be amended by a vote of the majority of theCommittee at any regular or special meeting, provided the text of suchamendment has been given to each member at least 14 days in advance.The text of such amendment may be amended without further notice, untilsuch amendment has been acted upon by the Committee.

Section 2. RepealThe repeal of a By-Law shall not thereby have the effect of reviving anyBy-Law heretofore repealed.

Section 3. ValidityIf any Article or Section of any Articles of these By-Laws is declaredunconstitutional or illegal by any court, or is disapproved by any stateauthority having jurisdiction, the validity of the remaining provisions ofthese By-Laws shall not be affected thereby.

At a meeting oIthe Wachusctt Regional School Committee held on December IS, 1950, at the Town Hall inHolden, it was voted that the above By-Laws pertaining to Wachuseti Regional School Committee he andare hereby accepted. Revised March 9, 1953, April 9, 1956, April 8, 1957, September 10, 1962, October 10,1966. May II, 1970 (includes voles of October 10, 1966, March 25, 1968, and April 13, 1970), July 12,1971 (includes votes of April 12, 1971, April 26, 1971, and June 14, 1971), November 22, 976, March 28,1977. October (4, (980. October 27. 1980, June 26. 1995, July II. 1995. September 25. 1995. June 10.1996, April 14. 1997, May 6, 1998. April 26, 1999. May 16, 2001, June 11.2001. October 9.2001. February11.2002. June 10, 2002. July 8,2002. January 27. 2003. April 28, 2003. January 10, 2005. March 14.2005,January 16, 200%. April 2%. 2(X)8, October (3. 2009. November 10, 2009, April 12, 2010. August 12. 2013

Wachusett Regional School District Committee By-LawsProposed Amendment flit consideration 8/11(2014Page 10

PROPOSED AMENDED AGENDA

Section 5. AgendaThe agenda will be as Follows:

I. Public HearingII. Chair’s Opening RemarksIII. Student Representatives’ ReportsIV. Superintendent’s Report

• Discussion of Report• Recommendations

V. Unfinished BusinessVI. Secretary’s ReportVII. Treasurer’s Report/Financial StatementVIII. Committee Reports

• Standing Subcommittees• Ad-Hoc Subcommittees• Building Committees• School Council Reports

IX. Public HearingX. New BusinessXI. Adjournment

Attachment 19August 7, 2014

Guidelines for Public Hearing

The Wachusett Regional School District Commiltee sselctsines community input through a public hearing sessionscheduled at its regular meetings. Thoughtful and constructi e public cotnmentan is invaluable to the Committee asit strives better to serse its schools and their students.

Please fol Iti these guidelines:

I - Please stale your name and address, and indicate the purpose of sour remarks.

2. An indi’.idual may speak for up to three minutes. The public hearing session may he closed at the end of20 minutes as established by School Commtuee By-Las.

3. Any member of the public may address the School Committee during the second I’uhlic Hearing session.

1. The public hearing is an opporlunit) to present your concerns anti opinions to the Wuchusett RegionalSchool District L’omiiitltee. It is not a dialogue. The Chair may make a response at the conclusion of thespeaker’s cottiments or rectigni/e the Superintendent to do tlte same Members may ask clarify tngtj uest it ins I hrough the Chair.

5. Please direct your remarks to the Cotunnttee as a whole. Do not address indis idual members or approachinc tithe rs of the Committee.

lndi iduals rita’ address topics on the agenda. items specilied for public comment, or items thin thescope of responsibility of the School Committee. The Chair shall rule out of order any indisidual sho failsto honor the guidelines or who addresses a matter inappropriate for public coninient.

7, l’Lihlic Hearings are conducted in accordance s itli Robert’s Rules of C )rder.

8. l’eriitissitin to speak is granted by the Chair under the pro’ isions of M.( L L. Chapter 39. Section 23C. Inchalso estahli%hes the Chair’s authority to maintain order, If a speaker must he called to order, the Chair willissue a warning. If this ss arning goes unheeded, the speaker will he dtrected to ithdraw.

9. A group of citizens appearing at a meeting to express Ia’ or for or opposition to a particular agenda itemshould designate one member of the group as spokesperson to he heard on the topic. Other members of thegroup ma) he heard if they kel that they can contribute additional information regarding the topic.

It). You are encouraged to hand the secretary a written transcript of your retnarks. t hieh II he appended tothe minutes of this meeting and become part of the public record.

I I . Within a fes days ou s ill receis e ‘a letter front the Chair of the Committee or an official of the DiNtricitelling on hots your concerns ssill he addressed,

Speakers should ii,uler.srcnul rIiir oril and/or o’,iflen ,shhtrnletts an’ /,iti’t of t/,t’ peth/’ retard.

Thank you for your tune and participation.

The Wachusett Regional School District Committee\oKndol hs thL Stiiool ( IohiiiiikL 612/2ot4

Attachment 20August 7.2914

P6531.1A

POLICY RELATING To PUPIL SERVICES

SOCIAL MEDIA

Section I: Introduction

The Wachusett Regional School District recognizes that our students must learn to utilizemodem online tools for social and educational collaboration. These tools, include, but arenot limited to:

• Social networks (Facebook, Twitter, etc.)• Email, chat, and other messaging technologies• Message boards and forums• Blogs and collaborative websites

Section II: Goals of the Policy

The Wachusett Regional School District Committee permits the use of social mediaplatforms that support instructional opportunities and the social/emotional developmentof students. The District promotes educational uses of technology, including socialmedia tools, along with appropriate training for students and staff on safety, proper use,and management of innovative learning tools.

Social media platforms will be used in District schools to achieve the following goals:• Educate students, staff, and parents/guardians about the concerns and benefits of

social media• Access social media during and beyond the school day for educational purposes,

social/emotional development, and other acceptable school-related uses• Explore ways to integrate social media with classroom teaching and learning• Integrate student publication with authentic social media environments• Encourage the use of technology-based interventions to support student learning• Allow for ongoing interaction between students and teachers for appropriate

school-related use• Promote student interaction with peers, outside organizations, and professionals in

a global community• Offer and encourage student use of online resources to communicate and seek

support for bullying and safety concerns• Encourage parent/guardian interaction with teachers and schools through the use

of digital communications and social media environments

P6531.1B

POLICY RELATING To PUPIL SERVICES

SOCIAL MEDIA (continued)

Section III: Guidelines for Use of Social Media Platforms

Any use of social media platforms, whether in District schools or related to Districtprogramming, will adhere to the following guidelines:

• All use of social media tools must comply with District acceptable use policies• All staff and student online communication is subject to state and federal laws,

such as the Family Educational Rights and Privacy Act (FERPA), and Districtpolicies governing communication

• All staff and student online communication is subject to policies ensuring safeenvironments for students and staff free from bullying, harassment, and otherforms of unwanted communication that threaten well-being and productivity

• Staff and District administration are encouraged to collaborate in developingsocial media tools

• Staff social media accounts used to communicate with current WRSD studentswill be established using District email accounts and will remain separate fromany personal staff social media accounts

• Educational social media accounts maintained by staff members shall not containpersonal information

• District staff shall not subscribe to students’ persona] postings in social mediaplatforms not controlled or monitored by District staff


Amendment First Reading: 05/21/14Amendment Second Reading: 07/14/14

WRSDC Policy 6531.1

Attachment 21August 7, 2014

bc New joithnn http://nyti.ms/lnnhlcV

MAGAZINE I Nfl NOW

Why Do Americans Stink at Math?By ELIZABETH GREEN JULY 23, 2014

When Aldhiko Takahashi was a junior in college in 1978, he was like mostof the other students at his university in suburban Tokyo. He had a vaguesense of wanting to accomplish something but no clue what thatsomething should be. But that spring he met a man who would become hismentor, and this relationship set the course of his entire career.

Takeshi Matsuyama was an elementary-school teacher, but like asmall number of instructors in Japan, he taught not just young childrenbut also college students who wanted to become teachers. At theuniversity-affiliated elementary school where Matsuyama taught, heturned his classroom into a kind of laboratory, concocting and trying outnew teaching ideas. When Takahashi met him, Matsuyama was in themiddle of his boldest experiment yet — revolutionizing the way studentslearned math by radically changing the way teachers taught it.

Instead of having students memorize and then practice endless lists ofequations — which Takahashi remembered from his own days in school —

Matsuyama taught his college students to encourage passionatediscussions among children so they would come to uncover math’sprocedures, properties and proofs for themselves. One day, for example,the young students would derive the formula for finding the area of arectangle; the next, they would use what they learned to do the same forparallelograms. Taught this new way, math itself seemed transformed. Itwas not dull misery but challenging, stimulating and even fun.

Takahashi quickly became a convert. He discovered that these ideas

came from reformers in the United States, and he dedicated himself tolearning to teach like an American. Over the next 12 years, as the Japanese

educational system embraced this more vibrant approach to math,

Takahashi taught first through sixth grade. Teaching, and thinking about

teaching, was practically all he did. A quiet man with calm, smiling eyes,

his passion for a new kind of math instruction could take his colleagues bysurprise. “He looks very gentle and ldnd,” Kazuyuki Shirai, a fellow math

teacher, told me through a translator. “But when he starts talking about

math, everything changes.”

Takahashi was especially enthralled with an American group called

the National Council of Teachers of Mathematics, or N.C.T.M., which

published manifestoes throughout the 198os, prescribing radical changes

in the teaching of math. Spending late nights at school, Takahashi read

every one. Like many professionals in Japan, teachers often said they didtheir work in the name of their mentor. It was as if Takahashi bore two

influences: Matsuyama and the American reformers.

Takahashi, who is 58, became one of his country’s leading math

teachers, once attracting 1,000 observers to a public lesson. He

participated in a classroom equivalent of “Iron Chef,” the popular

Japanese television show. But in 1991, when he got the opportunity to take

a new job in America, teaching at a school run by the Japanese Education

Ministry for expats in Chicago, he did not hesitate. With his wife, a

graphic designer, he left his friends, family, colleagues — everything heknew — and moved to the United States, eager to be at the center of thenew math.

As soon as he arrived, he started spending his days off visiting

American schools. One of the first math classes he observed gave him such

a jolt that he assumed there must have been some kind of mistake. Theclass looked exactly like his own memories of school. “I thought, Well,

that’s only this class,” Takahashi said. But the next class looked like thefirst, and so did the next and the one after that. The Americans might have

invented the world’s best methods for teaching math to children, but it

was difficult to find anyone actually using them.

It wasn’t the first time that Americans had dreamed up a heiferway to teach math and then failed to implement it. The same patternplayed out in the 19605, when schools gripped by a post-Sputnik inferioritycomplex unveiled an ambitious “new math,” only to find, a few years later,that nothing actually changed. In fact, efforts to introduce a better way ofteaching math stretch hack to the i8oos. The story is the same every time:a big, excited push, followed by mass confusion and then a return toconventional practices.

The trouble always starts when teachers are told to put innovativeideas into practice without much guidance on how to do it. In the hands ofunprepared teachers, the reforms turn to nonsense, perplexing studentsmore than helping them. One 1965 Peanuts cartoon depicts the youngblond-haired Sally struggling to understand her new-math assignment:

“Sets. . . one to one matching. . . equivalent sets. . . sets of one. . . sets oftwo. . . renaming two... .“ After persisting for three valiant frames, shethrows back her head and bursts into tears: “All I want to know is, howmuch is two and two?”

Today the frustrating descent from good intentions to tears is playingout once again, as states across the country carry out the latest wave ofmath reforms: the Common Core. A new set of academic standardsdeveloped to replace states’ individually designed learning goals, theCommon Core math standards are like earlier math reforms, only furtherrefined and more ambitious. Whereas previous movements found teachershaphazardly, through organizations like Takahashi’s beloved N.C.T.M.math-teacher group, the Common Core has a broader reach. A group ofgovernors and education chiefs from 48 states initiated the writing of thestandards, for both math and language arts, in 2009. The same year, theObama administration encouraged the idea, making the adoption ofrigorous “common standards” a criterion for receiving a portion of themore than $4 billion in Race to the Top grants. Forty-three states haveadopted the standards.

The opportunity to change the way math is taught, as N.C.T.M.

declared in its endorsement of the Common Core standards, is

“unprecedented.” And yet, once again, the reforms have arrived without

any good system for helping teachers learn to teach them. Responding to a

recent survey by Education Week, teachers said they had typically spent

fewer than four days in Common Core training, and that included training

for the language-arts standards as well as the math.

Carefully taught, the assignments can help make math more concrete.

Students don’t just memorize their times tables and addition facts but also

understand how arithmetic works and how to apply it to real-life

situations. But in practice, most teachers are unprepared and children are

baffled, leaving parents furious. The comedian Louis C.K. parodied his

daughters’ homework in an appearance on “The Late Show With David

Letterman”: “It’s like, Bill has three goldfish. He buys two more. How

many dogs live in London?”

The inadequate implementation can make math reforms seem like the

most absurd form of policy change — one that creates a whole new

problem to solve. Why try something we’ve failed at a half-dozen timesbefore, only to watch it backfire? Just four years after the standards were

first released, this argument has gained traction on both sides of the aisle.

Since March, four Republican governors have opposed the standards. InNew York, a Republican candidate is trying to establish another ballot

line, called Stop Common Core, for the November gubernatorial election.On the left, meanwhile, teachers’ unions in Chicago and New York have

opposed the reforms.

The fact that countries like Japan have implemented a similar

approach with great success offers little consolation when the results here

seem so dreadful. Americans might have written the new math, but maybe

we simply aren’t suited to it. “By God,” wrote Erick Erickson, editor of the

website Redstate, in an anti-Common Core attack, is it such “a horrific

idea that we might teach math the way math has always been taught.”

The new math of the ‘6os, the new new math of the ‘8os and

today’s Common Core math all stem from the idea that the traditional way

of teaching math simply does not work. As a nation, we suffer from an

ailment that John Allen Paulos, a Temple University math professor and

an author, calls innumeracy — the mathematical equivalent of not being

able to read. On national tests, nearly two-thirds of fourth graders and

eighth graders are not proficient in math. More than half of fourth graders

taking the 2013 National Assessment of Educational Progress could not

accurately read the temperature on a neatly drawn thermometer. (They

did not understand that each hash mark represented two degrees rather

than one, leading many students to mistake 46 degrees for 43 degrees.) On

the same multiple-choice test, three-quarters of fourth graders could not

translate a simple word problem about a girl who sold 15 cups of lemonade

on Saturday and twice as many on Sunday into the expression “15 +

(2 x 15).” Even in Massachusetts, one of the country’s highest-performing

states, math students are more than two years behind their counterparts in

Shanghai.

Adulthood does not alleviate our quantitative deficiency. A 2012 study

comparing 16-to-65-year-olds in 20 countries found that Americans rank

in the bottom five in numeracy. On a scale of 1 to 5, 29 percent of them

scored at Level 1 or below, meaning they could do basic arithmetic but notcomputations requiring two or more steps. One study that examined

medical prescriptions gone awry found that 17 percent of errors were

caused by math mistakes on the part of doctors or pharmacists. A survey

found that three-quarters of doctors inaccurately estimated the rates of

death and major complications associated with common medical

procedures, even in their own specialty areas.

One of the most vivid arithmetic failings displayed by Americans

occurred in the early 198os, when the A&W restaurant chain released anew hamburger to rival the McDonald’s Quarter Pounder. With a third-

pound of beef, the A&W burger had more meat than the Quarter Pounder;

in taste tests, customers preferred A&W’s burger. And it was less

expensive. A lavish A&W television and radio marketing campaign cited

these benefits. Yet instead of leaping at the great value, customers snubbed

it.

Only when the company held customer focus groups did it become

clear why. The Third Pounder presented the American public with a test in

fractions. And we failed. Misunderstanding the value of one-third,

customers believed they were being overcharged. Why, they asked the

researchers, should they pay the same amount for a third of a pound of

meat as they did for a quarter-pound of meat at McDonald’s. The “4” in“1/4,” larger than the “3” in “½,” led them astray.

But our innumeracy isn’t inevitable. In the 1970s and the 19805,

cognitive scientists studied a population known as the unschooled, people

with little or no formal education. Observing workers at a Baltimore dairy

factory in the ‘8os, the psychologist Sylvia Scribner noted that even basic

tasks required an extensive amount of math. For instance, many of the

workers charged with loading quarts and gallons of milk into crates had

no more than a sixth-grade education. But they were able to do math, in

order to assemble their loads efficiently, that was “equivalent to shifting

between different base systems of numbers.” Throughout these mental

calculations, errors were “virtually nonexistent.” And yet when these

workers were out sick and the dairy’s better-educated office workers filled

in for them, productivity declined.

The unschooled may have been more capable of complex math than

people who were specifically taught it, but in the context of school, theywere stymied by math they already knew. Studies of children in Brazil,

who helped support their families by roaming the streets selling roasted

peanuts and coconuts, showed that the children routinely solved complex

problems in their heads to calculate a bill or make change. When cognitive

scientists presented the children with the very same problem, however, thistime with pen and paper, they stumbled. A 12-year-old boy who accurately

computed the price of four coconuts at 35 cruzeiros each was later given

the problem on paper. Incorrectly using the multiplication method he was

taught in school, he came up with the wrong answer. Similarly, when

Scribner gave her dairy workers tests using the language of math class,their scores averaged around 64 percent. The cognitive-science research

suggested a startling cause of Americans’ innumeracy: school.Most American math classes follow the same pattern, a ritualistic

series of steps so ingrained that one researcher termed it a cultural script.

Some teachers call the pattern “I, We, You.” After checking homework,

teachers announce the day’s topic, demonstrating a new procedure:

“Today, I’m going to show you how to divide a three-digit number by a

two-digit number” (I). Then they lead the class in trying out a sampleproblem: “Let’s try out the steps for 242 ÷ i6” (We). Finally they let

students work through similar problems on their own, usually by silently

making their way through a work sheet: “Keep your eyes on your own

paper!” (You).

By focusing only on procedures — “Draw a division house, put ‘242’

on the inside and ‘i6’ on the outside, etc.” — and not on what theprocedures mean, “I, We, You” turns school math into a sort of arbitrary

process wholly divorced from the real world of numbers. Students learn

not math but, in the words of one math educator, answer-getting. Instead

of trying to convey, say, the essence of what it means to subtract fractions,

teachers tell students to draw butterflies and multiply along the diagonal

wings, add the antennas and finally reduce and simplify as needed. Theanswer-getting strategies may serve them well for a class period of practice

problems, but after a week, they forget. And students often can’t figure outhow to apply the strategy for a particular problem to new problems.

How could you teach math in school that mirrors the way childrenlearn it in the world? That was the challenge Magdalene lampert set forherself in the ig8os, when she began teaching elementary-school math inCambridge, Mass. She grew up in Trenton, accompanying her father onhis milk deliveries around town, solving the milk-related math problems

he encountered. “Like, you know: If Mrs. Jones wants three quarts of thisand Mrs. Smith, who lives next door, wants eight quarts, how many cases

do you have to put on the truck?” Lampert, who is 67 years old, explained

to me.

She knew there must be a way to tap into what students already

understood and then build on it. In her classroom, she replaced “I, We,

You” with a structure you might call “You, Yall, We.” Rather than starting

each lesson by introducing the main idea to be learned that day, she

assigned a single “problem of the day,” designed to let students struggle

toward it — first on their own (You), then in peer groups (Yall) and finally

as a whole class (We). The result was a process that replaced answer-

getting with what Lampert called sense-making. By pushing students to

talk about math, she invited them to share the misunderstandings most

American students keep quiet until the test. In the process, she gave them

an opportunity to realize, on their own, why their answers were wrong.

Lampert, who until recently was a professor of education at the

University of Michigan in Ann Arbor, now works for the Boston Teacher

Residency, a program serving Boston public schools, and the New Visions

for Public Schools network in New York City, instructing educators on how

to train teachers. In her book, “Teaching Problems and the Problems of

Teaching,” Lampert tells the story of how one of her fifth-grade classes

learned fractions. One day, a student made a “conjecture” that reflected a

common misconception among children. The fraction 5 / 6, the student

argued, goes on the same place on the number line as 5 / 12. For the rest of

the class period, the student listened as a lineup of peers detailed all the

reasons the two numbers couldn’t possibly be equivalent, even though they

had the same numerator. A few days later, when Lampert gave a quiz on

the topic (“Prove that 3 / 12 = 1 / 4 ,“ for example), the student could

confidently declare why: “Three sections of the 12 go into each fourth.”

Over the years, observers who have studied Lampert’s classroom have

found that students learn an unusual amount of math. Rather than

forgetting algorithms, they retain and even understand them. One boy who

began fifth grade declaring math to be his worst subject ended it able tosolve multiplication, long division and fraction problems, not to mention

simple multivariable equations. It’s hard to look at Lampert’s results

without concluding that with the help of a great teacher, even Americanscan become the so-called math people we don’t think we are.

Among math reformers, Lampert’s work gained attention. Herresearch was cited in the same N.C.T.M. standards documents thatTakahashi later pored over. She was featured in Time magazine in 1989

and was retained by the producers of “Sesame Street” to help create theshow “Square One Television,” aimed at making math accessible tochildren. Yet as her ideas took off, she began to see a problem. In Japan,she was influencing teachers she had never met, byway of the N.C.T.M.standards. But where she lived, in America, teachers had few opportunitiesfor learning the methods she developed.

American institutions charged with training teachers in newapproaches to math have proved largely unable to do it. At most educationschools, the professors with the research budgets and deanships have littleinterest in the science of teaching. Indeed, when Lampert attendedHarvard’s Graduate School of Education in the 1970s, she could find onlyone listing in the entire course catalog that used the word “teaching” in itstitle. (Today only 19 out of 231 courses include it.) Methods courses,meanwhile, are usually taught by the lowest ranks of professors —

chronically underpaid, overworked and, ultimately, ineffective.Without the right training, most teachers do not understand math

well enough to teach it the way Lampert does. “Remember,” Lampert says,“American teachers are only a subset of Americans.” As graduates ofAmerican schools, they are no more likely to display numeracy than therest of us. “I’m just not a math person,” Lampert says her educationstudents would say with an apologetic shrug.

Consequently, the most powerful influence on teachers is the one mostbeyond our control. The sociologist Dan Lortie calls the phenomenon theapprenticeship of observation. Teachers learn to teach primarily byrecalling their memories of having been taught, an average of 13,000 hoursof instruction over a typical childhood. The apprenticeship of observationexacerbates what the education scholar Suzanne Wilson calls education

reform’s double bind. The very people who embody the problem —

teachers — are also the ones charged with solving it.Lampert witnessed the effects of the double bind in 1986, a year after

California announced its intention to adopt “teaching for understanding,”a style of math instruction similar to Lampert’s. A team of researchers thatincluded Lampert’s husband, David Cohen, traveled to California to seehow the teachers were doing as they began to put the reforms intopractice. But after studying three dozen classrooms over four years, theyfound the new teaching simply wasn’t happening. Some of the failurecould be explained by active resistance. One teacher deliberately replaceda new textbook’s problem-solving pages with the old worksheets he wasaccustomed to using.

Much more common, though, were teachers who wanted to change,and were willing to work hard to do it, but didn’t know how. Cohenobserved one teacher, for example, who claimed to have incited a“revolution” in her classroom. But on closer inspection, her classroom hadchanged but not in the way California reformers intended it to. Instead offocusing on mathematical ideas, she inserted new activities into thetraditional “I, We You” framework. The supposedly cooperative learninggroups she used to replace her rows of desks, for example, seemed inpractice less a tool to encourage discussion than a means to dismiss theclass for lunch (this group can line up first, now that group, etc.).

And how could she have known to do anything different? Herprincipal praised her efforts, holding them up as an example for others.Official math-reform training did not help, either. Sometimes trainersoffered patently bad information — failing to clarify, for example, thateven though teachers were to elicit wrong answers from students, they stillneeded, eventually, to get to correct ones. Textbooks, too, barely changed,despite publishers’ claims to the contrary.

With the Common Core, teachers are once more being asked tounlearn an old approach and learn an entirely new one, essentially on theirown. Training is still weak and infrequent, and principals — who are no

more skilled at math than their teachers — remain unprepared to offersupport. Textbooks, once again, have received only surface adjustments,despite the shiny Common Core labels that decorate their covers. “To havea vendor say their product is Common Core is close to meaningless,” saysPhil Daro, an author of the math standards.

Left to their own devices, teachers are once again trying to incorporatenew ideas into old scripts, often botching them in the process. Oneespecially nonsensical result stems from the Common Core’s suggestionthat students not just find answers but also “illustrate and explain thecalculation by using equations, rectangular arrays, and/or area models.”The idea of utilizing arrays of dots makes sense in the hands of a skilledteacher, who can use them to help a student understand howmultiplication actually works. For example, a teacher trying to explainmultiplication might ask a student to first draw three rows of dots withtwo dots in each row and then imagine what the picture would look likewith three or four or five dots in each row. Guiding the student through theexercise, the teacher could help her see that each march up the times table(3x2, 3x3, 3x4) just means adding another dot per row. But if a teacherdoesn’t use the dots to illustrate bigger ideas, they become just anothermeaningless exercise. Instead of memorizing familiar steps, students nowpractice even stranger rituals, like drawing dots only to count them orbreaking simple addition problems into complicated forms (62+26, forexample, must become 60÷2+20+6) without understanding why. This canmake for even poorer math students. “In the hands of unpreparedteachers,” Lampert says, “alternative algorithms are worse than justteaching them standard algorithms.”

No wonder parents and some mathematicians denigrate the reformsas “fuzzy math.” In the warped way untrained teachers interpret them,they are fuzzy.

When Akihilco Takahashi arrived in America, he was surprised tofind how rarely teachers discussed their teaching methods. A year after hegot to Chicago, he went to a one-day conference of teachers and

mathematicians and was perplexed by the fact that the gathering occurredonly twice a year. In Japan, meetings between math-education professors

and teachers happened as a mailer of course, even before the newAmerican ideas arrived. More distressing to Takahashi was that Americanteachers had almost no opportunities to watch one another teach.

In Japan, teachers had always depended onjugyokenkyu, whichtranslates literally as “lesson study,” a set of practices that Japaneseteachers use to hone their craft. A teacher first plans lessons, then teachesin front of an audience of students and other teachers along with at leastone university observer. Then the observers talk with the teacher aboutwhat has just taken place. Each public lesson poses a hypothesis, a newidea about how to help children learn. And each discussion offers a chanceto determine whether it worked. Withoutjugyokenkyu, it was no wonderthe American teachers’ work fell short of the model set by their bestthinkers. Without jugyokenyku, Takahashi never would have learned toteach at all. Neither, certainly, would the rest of Japan’s teachers.

The best discussions were the most microscopic, minute-by-minuterecollections of what had occurred, with commentary. If the students werestruggling to represent their subtractions visually, why not help them by,say, arranging tile blocks in groups of 10, a teacher would suggest. Or aftera geometry’ lesson, someone might note the inherent challenge for childrenin seeing angles as not just corners of a triangle but as quantities — a moredifficult stretch than making the same mental step for area. By the end,the teachers had learned not just how to teach the material from that daybut also about math and the shape of students’ thoughts and how to moldthem.

If teachers weren’t able to observe the methods firsthand, they couldfind textbooks, written by the leading instructors and focusing on the ideaof allowing students to work on a single problem each day. Lesson studyhelped the textbook writers home in on the most productive problems. Forexample, if you are trying to decide on the best problem to teach childrento subtract a one-digit number from a two-digit number using borrowing,

or regrouping, you have many choices: 11 minus 2, i8 minus 9, etc. Yetfrom all these options, five of the six textbook companies in Japanconverged on the same exact problem, Toshialdra Fujii, a professor ofmath education at Tokyo Gakugei University, told me. They determinedthat 13 minus 9 was the best. Other problems, it turned out, were likely tolead students to discover only one solution method. With 12 minus 3, forinstance, the natural approach for most students was to take away 2 andthen 1 (the subtraction-subtraction method). Very few would take 3 fromio and then add back 2 (the subtraction-addition method).

But Japanese teachers knew that students were best served byunderstanding both methods. They used 13 minus 9 because, faced withthat particular problem, students were equally likely to employsubtraction-subtraction (take away 3 to get 10, and then subtract theremaining 6 to get 4) as they were to use subtraction-addition (break 13

into 10 and 3, and then take 9 from 10 and add the remaining i and 3 toget 4). A teacher leading the “We” part of the lesson, when students sharedtheir strategies, could do so with full confidence that both methods wouldemerge.

By 1995, when American researchers videotaped eighth-gradeclassrooms in the United States and Japan, Japanese schools hadoverwhelmingly traded the old “I, We, You” script for “You, Yall, We.”(American schools, meanwhile didn’t look much different than they didbefore the reforms.) Japanese students had changed too. Participating inclass, they spoke more often than Americans and had more to say. In fact,when Takahashi came to Chicago initially, the first thing he noticed washow uncomfortably silent all the classrooms were. One teacher must havesaid, “Shh!” a hundred times, he said. Later, when he took Americanvisitors on tours of Japanese schools, he had to warn them about the noisefrom children talking, arguing, shrieking about the best way to solveproblems. The research showed that Japanese students initiated themethod for solving a problem in 40 percent of the lessons; Americansinitiated 9 percent of the time. Similarly, 96 percent of American students’

work fell into the category of “practice,” while Japanese students spentonly 41 percent of their time practicing. Almost half of Japanese students’time was spent doing work that the researchers termed “invent/think.”

(American students spent less than 1 percent of their time on it.) Even theequipment in classrooms reflected the focus on getting students to think.Whereas American teachers all used overhead projectors, allowing them tofocus students’ attention on the teacher’s rules and equations, rather thantheir own, in Japan, the preferred device was a blackboard, allowing

students to track the evolution of everyone’s ideas.

Japanese schools are far from perfect. Though lesson study ispervasive in elementary and middle school, it is less so in high school,where the emphasis is on cramming for college entrance exams. As is truein the United States, lower-income students in Japan have recently beenfalling behind their peers, and people there worry about stayingcompetitive on international tests. Yet while the United States regularlyhovers in the middle of the pack or below on these tests, Japan scores atthe top. Md other countries now inching ahead of Japan imitate thejugyokenkyu approach. Some, like China, do this by drawing on their ownnativejugyokenky u-style traditions (zuanyanjiaocai, or “studying

teaching materials intensively,” Chinese teachers call it). Others, includingSingapore, adopt lesson study as a deliberate matter of government policy.Finland, meanwhile, made the shift by carving out time for teachers tospend learning. There, as in Japan, teachers teach for 6oo or fewer hourseach school year, leaving them ample time to prepare, revise and learn. Bycontrast, American teachers spend nearly 1,100 hours with little feedback.

It could be tempting to dismiss Japan’s success as a culturalnovelty, an unreproducible result of an affluent, homogeneous, and math-positive society. Perhaps the Japanese are simply the “math people”Anericans aren’t. Yet when I visited Japan, every teacher I spoke to toldme a story that sounded distinctly American. “I used to hate math,” anelementary-school teacher named Shinichiro Kurita said through atranslator. “I couldn’t calculate. I was slow. I was always at the bottom of

the ladder, wondering why I had to memorize these equations.” LikeTakahashi, when he went to college and saw his instructors teaching

differently, “it was an enlightenment.”

Learning to teach the new way himself was not easy. “I had so muchtrouble,” Kurita said. “I had absolutely no idea how to do it.” He listenedcarefully for what Japanese teachers call children’s twitters — mumblednuggets of inchoate thoughts that teachers can mold into the fully formed

concept they are trying to teach. And he worked hard on bansho, the termJapanese teachers use to describe the art of blackboard writing that helpsstudents visualize the flow of ideas from problem to solution to broadermathematical principles. But for all his efforts, he said, “the children

didn’t twitter, and I couldn’t write on the blackboard.” Yet Kurita didn’t

give up — and he had resources to help him persevere. He went to study

sessions with other teachers, watched as many public lessons as he couldand spent time with his old professors. Eventually, as he learned more, hisstudents started to do the same. Today Kurita is the head of the mathdepartment at Setagaya Elementary School in Tokyo, the position onceheld by Takahashi’s mentor, Matsuyama.

Of all the lessons Japan has to offer the United States, the mostimportant might be the belief in patience and the possibility of change.Japan, after all, was able to shift a country full of teachers to a newapproach. Telling me his story, Kurita quoted what he described as an oldJapanese saying about perseverance: “Sit on a stone for three years toaccomplish anything.” Admittedly, a tenacious commitment toimprovement seems to be part of the Japanese national heritage, showingup among teachers, autoworkers, sushi chefs and tea-ceremony masters.Yet for his part, Aldhiko Takahashi extends his optimism even to a causethat can sometimes seem hopeless — the United States. After the greatdisappointment of moving here in 1991, he made a decision his colleaguesback in Japan thought was strange. He decided to stay and try to helpAmerican teachers embrace the innovative ideas that reformers likeMagdalene Lampert pioneered.

Today Takahashi lives in Chicago and holds a full-time job in theeducation department at DePaul University. (He also has a specialappointment at his alma mater in Japan, where he and his wife frequentlyvisit.) When it comes to transforming teaching in America, Takahashi seespromise in individual American schools that have decided to embracelesson study. Some do this deliberately, working with Takahashi totransform the way they teach math. Others have built versions of lessonstudy without using that name. Sometimes these efforts turn out to beduds. When carefully implemented, though, they show promise. In oneexperiment in which more than 200 American teachers took part in lessonstudy, student achievement rose, as did teachers’ math knowledge — tworare accomplishments.

Training teachers in a new way of thinking will take time, andAmerican parents will need to be patient. In Japan, the transition did nothappen overnight. When Takahashi began teaching in the new style,parents initially complained about the young instructor experimenting ontheir children. But his early explorations were confined to just a fewlessons, giving him a chance to learn what he was doing and to bring theparents along too. He began sending home a monthly newslettersummarizing what the students had done in class and why. By his thirdyear, he was sending out the newsletter every day. If they were going tosupport their children, and support Takahashi, the parents needed toknow the new math as well. And over time, they learned.

To cure our innumeracy, we will have to accept that the traditionalapproach we take to teaching math — the one that can be mind-numbing,but also comfortingly familiar — does not work. We will have to come tosee math not as a list of rules to be memorized but as a way of looking atthe world that really makes sense.

The other shift Americans will have to make extends beyond justmath. Across all school subjects, teachers receive a pale imitation of thepreparation, support and tools they need. And across all subjects, theneglect shows in students’ work. In addition to misunderstanding math,

American students also, on average, write weakly, read poorly, thinkunscientifically and grasp history only superficially. Examining nearly3,000 teachers in six school districts, the Bill & Melinda Gates Foundationrecently found that nearly two-thirds scored less than “proficient” in theareas of “intellectual challenge” and “classroom discourse.” Odds-defyingindividual teachers can be found in every state, but the overall picture is ofa profession struggling to make the best of an impossible hand.

Most policies aimed at improving teaching conceive of the job not as acraft that needs to be taught but as a natural-born talent that teacherseither decide to muster or don’t possess. Instead of acknowledging thatchanges like the new math are something teachers must learn over time,we mandate them as “standards” that teachers are expected to simply“adopt.” We shouldn’t be surprised, then, that their students don’timprove.

Here, too, the Japanese experience is telling. The teachers I met inTokyo had changed not just their ideas about math; they also changedtheir whole conception of what it means to be a teacher. “The term‘teaching’ came to mean something totally different to me,” a teachernamed Hideto Hirayama told me through a translator. It was moresophisticated, more challenging — and more rewarding. “The momentthat a child changes, the moment that he understands something, isamazing, and this transition happens right before your eyes,” he said. “Itseems like my heart stops every day.”

Elizabeth Green, the chief executive of Chalkbeat, is the author of “Building a Better Teacher,” tobe published by W. W. Norton next month, from which this article is adapted.

Editor: Ilena Silverman

A version of this article appears in print on July 27. 2014, on page MM22 of the Sunday Magazinewith the headline: (New Math) — (New Teaching) = Failure.

© 2014 The New York Times Company

From: Joseph Scanlon, Director of Business & Finance

Date: August 7,2014

Re: Business Office Update for 8/1112014

Attachment A“mst7,2014

FY 2014 Budget StatusAttached is a Year to Date Budget Summary Report from MUNIS through Period 13 (Final) for FY14 and FY13(see Attachment A). These numbers represent YTD Actuals plus Open Encumbrances that are carried over.The following is a comparison of YD spending this year compared to last year:

Appropriation FY 13 YTD FY14 YTD Diff $ Diff %Salaries & Stipends $49.1 12,211 $50,374,660 $1,262,449 2.6%Benefits & Insurance $12420572 $11,134,721 ($1,285,850) -10.4%Inst Sup-Equip & Tech $1,739,064 $1,952,085 $213,020 12.2%Operations & Maintenance $3,050,835 $3,679,293 $628,458 20.6%Pupil Services $131,027 $157,901 $26,874 20.5%Special Ed Tuitions $1,676,585 $1,569,212 ($107,373) -6.4%Other Operating Costs $1,511,560 $1,173,974 ($337,586) -22.3%Transportation $4,895,773 $5,219,994 $324,221 6.6%Debt Service $2,798,866 $2,778,955 ($19,912) -0.7%

Total General Fund YTD $77,336,492 $78,040,795 $704,303 0.9%

Based on the suggestion of the Business/Finance Subcommittee comments are only provided on appropriationsthat experienced significant changes from the prior year:

• Benefit & Insurance spending is lower as a result of the lower cost BC/BS program and increasedcharge-backs to the School Choice, Cafeteria and Kindergarten revolving funds.

• Instructional Supplies Equipment & Technology is above LY due to increased spending forinstructional materials (i.e. math programs), copiers, legal services and professional development.

• Operations & Maintenance is up as a result of increase costs for heating fuel and maintenancerepairs, and the addition of the P0 for the ECC Roof project.

• SPED Tuition spending is lower than FY13 because of reduced program costs and becauseFY13 was substantially higher than FYI I and FY12.

• Other Operating Costs are significantly lower TV as the result of reduced tuition-out charges forSchool Choice and Charter School.

• Transportation spending is higher than LY as a result of higher contract costs from new carriersfollowing the Atlantic Express bankruptcy.

FY 2014 Preliminary Financial StatementAttached is a file summarizing actual revenues and expenditures for FY 2014 compared to the Original Budgetand the Final Adjusted Budget (See Attachment B). The preliminary estimate is an ending fund balance of$1,055,081.47. This is an estimate at this point and the actual fund balance will be identified in the annual fiscalaudit and is subject to final approval by the Department of Revenue (Don).

The District experienced a number of extremes with the FY 2014 Budget. For the first half of the year there weremajor concerns about salaries, substitutes and stipends being under-budgeted, a significant loss of regionaltransportation aid, additional costs as a result of new bus contract, and increased expenses for heating andmaintenance repairs. At mid-year significant savings were identified in SPED Tuition charges and largedecreases began to be seen in tuition-out charges for School Choice and Charter School. At year-end asignificant increase was received in Medicaid Reimbursements. As the year came to a close it is apparent thatthe budget has a large surplus but that had not been the case through most of the year.

The Preliminary Financial Statement was reviewed with the Business/Finance Subcommittee and wascompared to my 7/10/14 year-end projection that was included in last month’s report.

To: Danyll McCall, Superintendent

Business Office update Page 1 of 4 8)7/2014

On the Revenue side the District received an additional $31 8,532.81 in Medicaid Reimbursements and TotalState Revenues were down by only ($209,124.00) where it had been estimated that Regional Transportation Aidwould be down as much as ($381,231.00). Total Revenues are estimated to see a net increase of $140,529.67over budget which is consistent with the 7/10/14 projection. The following comments are provided on theExpenditure Appropriations:

Salaries & Stipends is anticipated to end the year in a surplus of $305,583.05. In the year-end projection Ihad done on 7/10/14 I had over-estimated what I thought the year-end payroll accrual was going to be.Sacking out the $173,641.34 that had been transferred in from Other Operating Expenses would leave anending balance of $131,941.71 in this appropriation.

• Benefits & Insurance is anticipated to end the year in a surplus of $292,408.66 (backing out the$1,202,800 charged-back to the School Choice revolving fund). I had been conservative in my 7/10/14projection about how this appropriation would end and it ended better than expected. This large amount ofcharge-backs is consistent with what was has been budgeted into FY 2015 for this appropriation.

• Instructional Supplies, Operations & Maintenance, Pupil Services, Special Education Tuition and the DebtService appropriations are all anticipated to finish with surpluses within 1%-2% of their Final AdjustedBudgets. The ending numbers for all of these appropriations are consistent with the last projection.

• Other Operating Costs is anticipated to finish with a surplus of $141,514.66 as a result of significantlyreduced tuition-out charges for School Choice and Charter School. Adding back the $173,641.34 that hadbeen transferred to Salaries & Stipends would leave an ending balance of S273,483.37. This largereduction in tuition-out charges resulted in this appropriation being reduced in the FY 2015 Budget.

• Transportation is projected to finish with a surplus of $107,522.41 which is the result of reduced spendingin SPED Transportation which also covered an increase in Regular Ed transportation costs.

FY 2014 Revolving & Trust Fund ReportAttached is the Revolving & Trust Fund Report as of 6/30/14 (See Attachment C) and comments are providedon the following funds:

• Cafeteria fund ending balance is shown as a cash deficit of ($31,876.93) but this amount ispending a revenue payment that was received on 7/1/14 (documentation enclosed).

• Athletic Revolving is showing a surplus of $190,203.69 which is reflective of combined year-endbalances for the high school and middle school revolving funds.

• Kindergarten Revolving is showing a surplus of $392,768.72 which is fund balance needed tocover salaries for the beginning of the 201 4-2015 school year.

• Building Use Revolving is showing a surplus of $43,554.24 which is the combined totals of allBuilding Use funds at all schools.

• ECC Tuition is showing a positive balance of $102,835.79 which will be used to cover additionalexpenditures for the ECC Roof project other budgeted expenses in FY 2015.

• School Choice fund ending balance is shown as a cash deficit of ($61,281 .00) but this amountis pending a revenue payment that was received on 7/2/14 (documentation enclosed).

• Circuit Breaker fund is showing a cash deficit of ($666,562) because the last reimbursement forFY 2014 was received on 7/2/14 (documentation enclosed).

• Insurance Reimbursement is showing a positive balance of $36,621.97 which is the settlementfor the damage to the ice guards at the Glenwood Elementary School. The District is workingwith the Town of Rutland to make the necessary repairs.

• District Tuition fund ending balance is shown as a deficit of ($274.64). This fund has been indeficit for a number of years and its status will be reviewed with the auditor.

• Program Initiatives fund ending balance is shown as a deficit of ($974.47). This fund had amuch larger deficit in FY 2013 and will be completely out of deficit by the end of FY 2015.

FY 2014 Professional Development ReclassificationAttached is a Munis report showing the FY 2014 costs for teacher/instructional staff professional days (SeeAttachment D). A total of $932,340.05 was re-classed from the regular salary account lines to comply with theDESE requirement to report professional development expenditures in the End of Year Report (EOYR).

Business Office Update Page 2 of 4 8/712014

FY 2014 Audit ScheduleOn 7/15/14 the Audit Advisory Board (AAB) met with Robert Lynch and Grady Connor from the new audit firmLynch, Malloy, Marini (LMM) to discuss expectations for the audit scope of work. The FY 2014 Fiscal Year hasbeen closed in Munis and the projected tirneline for completing the FY 2014 Audit is as follows:

8/25/14 - Begin on-site field work10/9/14 - Complete field work and hold Exit Conference10/30/14 - Meet with AAB, B/F and District Administration to review draft financials11/13/14 - Issue final printed Audit Reports

FY 2015 Budget StatusSince neither the Town of Paxton nor the Town of Rutland scheduled a Special Town Meeting within the 45-dawindow, the District’s FY 2015 Amended Budget is approved as of 8/23/1 3. The District complied with the 1/12’budget for the month of July but will not be required to limit spending to $6.6 million for the balance of August.

Attached are Munis Budget Reports for FY 2015 Revenues and Expenditures (See Attachment 2). On theexpense report the Transportation appropriation is showing a deficit of ($126,123.03). This is the result ofadditional SPED Van Contracts that needed to be implemented during summer school plus additional routesthat are required for Devereux students. These added routes do not require new SPED Tuition contracts so theoverage is limited to the Transportation appropriation. All SPED Transportation in-district and out-of-districtroutes are being re-evaluated and Supervisor of SPED Kim Merrick and I will put together a plan of action.

FY 2015 Chapter 70 Aid and Net School Spending ReguirementsOn 7/11/14 the Department of Elementary and Secondary Education (DESE) released a complete Chapter 70formula spreadsheet for P1 2015 showing detailed calculations for each school district. A District Summarysheet compares numbers from FY 2014 and FY 2015. (See Attachment F). The chart below compares thosetwo years and also lists FY 2013:

FY13 FY14 FY15 Diff %Foundation Enrollment 7,167 7,136 7,064 -72 -1.0%Foundation budget $63,034,725 $63,737,669 $63,713,837 ($23,832) 0.0%Required contribution (MLC) $39,189,250 $39,961 .275 $39,643,665 ($317,610) -08%Chapter 70 aid $24,301,041 S24,731 804 $24,988,920 $257,116 1.0%Net school spending (NSS) $63,490,291 $64,693,079 $64,632,585 ($60,494) -0,1%

• Foundation Enrollment is the combined enrollment of resident students in all member towns. Pre-K andHalf-day Kindergarten students are counted as .5 FTE.

• Foundation Budget is the amount the District needs to spend to provide a fair and equitable educationfor all students. Foundation reflects expenditures directly related to instruction and doesn’t includeTransportation, Debt Service and tuition-out payments for School Choice and Charter School.

• Required Contributions are the Minimum Local Contributions (MLC) paid by the Member Towns.• Chapter 70 Aid is the state’s contribution to achieve a fair and equitable education. Chapter 70 Aid is

identified after the Required Contribution (MLC) has been determined.• Net School Spending (NSS) is the actual amount that the District is required to spend and is the total of

Required Contribution (MLC), Chapter 70 and additional aid provided by the state such as TargetReduction Aid. The submission of the End of Year Report will verify that the District has met NSS.

ECC Roof ProiectOn 7/16/14 the Facilities/Security Subcommittee was informed that two (2) Change Orders are required for theECC Roof project (See Attachment G). The work outlined in the change orders was either expected (asbestosabatement and replacing facia) or is reasonable (downtime as a result of the bomb scare). According to AttorneyJoe Bartulis these require School Committee approval. Sample wording for the resolution is as follows:

Motion: To increase the contract to Rockwell Rooting for Change Order 001 to includecharges of $14,940.00 for asbestos abatement plus a credit deduct of ($4,500.00) forexcess snow guards for total of $10,440.00, plus Change Order 002 to include charges of$3,500.00 to replace rotted facia and deck sections and $3,713.00 for down time relatedto the bomb scare for a total of $7,213.00, for a total contract increase of $17,653.00.

Business Office Update Page 3 of 4 8/7/2014

The Change Orders will be charged to the ECC Tuition Fund which will have a sufficient balance in FY 2015 tocover them plus other expenses budgeted for the coming year. Rockwell Roofing is wailing on materials tocomplete the facia under-hang and the over-all project will be wrapped-up by 8/22/14.

Facilities Inspection ToursDuring the next few weeks K-B Facilities Manager Jim Covello and I will be touring schools with eachrespective Building Principal to evaluate the effectiveness of summer cleaning programs, gauge the overallcondition of each facility, and identify major and minor repair needs. Annual inspections are part of theDistrict’s Maintenance Administration Plan (MAP). In addition under the new Capital Budget policy requestsfor FY 2016 are to be initiated by the Principals by the end of August. After any Capital Budget requests areapproved by the Superintendent a list of projects will be submitted to the Facilities Security sub-committee forreview by the end of September.

Business Office Update Page 4 of 4 8/7/2014

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ACVCTEDI—01 373 011301798 ACCOUNT NUMBER: 10087302

REMITTANCE DELIVERY SERVICESEDI SERVICES

REMITTANCE/PAYMENT ADVICEJULY 1, 2014

WACHUSETT REGIONAL DISTRICTATTN: MICHELLE WHITE1745 MAIN STREETJEFFERSON MA 01522

PAGE: 00001

PAYMENT INFORMATIONC RED IT:EFFECTIVE DATE:INPUT FORMAT:CREDIT PARTY

$32,359.1807 /0 1/2 0 14AC HC TX

DEBIT PARTY

ROUTING ID:DEMAND ACCT:

TRACE NUMBER

01130179810087302

011075152816057

ROUTING ID: 011075150DEMAND ACCT: 88880059

COMPANY ID: A046002284CO. SUPPL CODE: 011075150

ACH ASSIGNED TRACE NUMBERSETTLEMENT DATE: 07/01/2014ACVCTEDI—01 373WACHUSETT REGIONAL DISTRICT JULY 1, 2014

REMITTANCE INFORMATION:LINE TRANSACTION REF NUM INVOICE AMOUNT NET AMOUNT PAID

0001 DOENUT14O6SL0O1

0002 DOENUT14O6SLOO2

$30, 589 - 56

$1, 769. 62=========================fl===—=s==========================================

DETAILS

000001

DOENUT1406SLOO1$30,58956DOENUT14O6SLOO1

PRC D0E1NTN714920141770024475 Pleasant StreetDOENUT14O6SLOO1

DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION781—338—6579

DOENUT14 065L00 11406SE0 11 — #290794 ÷ 1406BRK + 14O6SEC 4 — #2906

LINE: 00002TRANSACTION REF NUN:AMOUNT PAID:VOUCHER:

44

DOENUT14O6SLOO2$1, 769. 62DOENUT14O6SLOO2

PRC D0E1NTN714920141770024575 Pleasant Street

011301798 ACCOUNT NUMBER: 10087302PAGE: 00002

ENTITY ASSIGNED NUN:LINE: 00001TRANSACTION REF NUN:AMOUNT PAID:VOUCHER:

VOUCHER:

VOUCHER:

ROUTING ID: 011075150

DEMAND ACCT: 88880059COMPANY ID: A046002284

CO. SUPPL CODE: 011075150TRACE NUMBER: 011075153799131

ACE ASSIGNED TRACE NUMBERSETTLEMENT DATE: 07/02/2014

REMITTANCE INFORMATION:LINE TRANSACTION REF NUN INVOICE AMOUNT NET AMOUNT PAID

ENTITY ASSIGNED NUN: 000001LINE: 00001TRANSACTION REF NUN:AMOUNT PAID:VOUCHER:

Fy14 JUNE SCHOOL CE$61, 281. 00FY14 JUNE SCHOOL CE

QAX DORINTFLQCAID14PVO2O544100 Cambridge StreetFY14 JUNE SCHOOL CE

DEPARTMENT OF REVENUE617—626—3515

FY14 JUNE SCHOOL CESchool Choice Tuition Reimbursement (Cities, Towns

011301798 ACCOUNT NUMBER: 10087302JULY 2, 2014 PAGE: 00004

and Regional Schools)—==========================

REPORT TOTALS: TOTAL TRANSACTIONS: 2CREDITS: $727,843.00

ROUTING ID: 01130179BDEMAND ACCT: 10087302

0001 FY14 JUNE SCHOOL CE $61,281.00

DETAILS:

VOUCHER:

VOUCHER:

VXVCTEDI—01 373WACEUSETT REGIONAL DISTRICT

VXVCTEDI—01 373 011301798 ACCOUNT NUMBER: 10087302PAGE: 00001

REMITTANCE DELIVERY SERVICES

EDT SERVICES

REMITTANCE/PAYMENT ADVICEJULY 2, 2014

WACHUSETT REGIONAL DISTRICTATTN: MICHELLE WHITE1745 MAIN STREETJEFFERSON MA 01522

==========================================================================

PAYMENT INFORMATION:

CREDIT: $666,56200EFFECTIVE DATE: 07/02/2014

INPUT FORMAT: ACHCTXCREDIT PARTY DEBIT PARTY

ROUTING ID: 011301798 ROUTING ID: 011075150DEMAND ACCT: 10087302 DEMAND ACCT: 88880059

COMPANY ID: A046002284CO- SUPPL CODE: 011075150

TRACE NUMBER: 011075153772794

ACE ASSIGNED TRACE NUMBERSETTLEMENT DATE: 07/02/2014VXVCTEDI—01 373 011301798 ACCOUNT NUMBER: 10087302WACHUSETT REGIONAL DISTRICT JULY 2, 2014 PAGE: 00002===================================================—===——=======

REMITTANCE INFORMATION:

LINE TRANSACTION REF NUN INVOICE AMOUNT NET AMOUNT PAID

0001 SPED FY14 CE 4TH QTR $666,56200======================================—=============================

DETAILS:

ENTITY ASSIGNED NUN: 000001LINE: 00001TRANSACTION REF NUM: SPED FY14 CE 4TH QTRAMOUNT PAID: $666,56200VOUCHER: SPED FY14 CB 4TH QTR

PRC D0EINTS528Z20141750016275 Pleasant StreetVOUCHER: SPED FY14 CE 4TH QTR

DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION781—338—6579

VOUCHER: SPED FY14 CB 4TH QTRSPED FY14 CB 4TE QTR

VXVCTEDI—01 373 011301798 ACCOUNT NUMBER: 10087302WACEUSETT REGIONAL DISTRICT JULY 2, 2014 PAGE: 00003

PAYMENT INFORMATION:

CREDIT: $61,281.00EFFECTIVE DATE 07/02/2014INPUT FORMAT: ACHCTXCREDIT PARTY D EBIT PARTY

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Attachment BAugust 7, 2014

Wachu6 eli Sicqknat Sefw4 fDiokidJ(UtdCIZ, .Paxtoii, Y’thICeIWZ, 9?LU(aUJ, Ste*t&tq

To: Darryll McCallSuperintendent of Schools

From: Jeff CarisonDirector of Human Resources

Re: July. 2014 Acthit3 Report

Date; Thursday, August 7, 2014

Pen onnel

The As s.is taut Pnncipalfor Centi a! Tree Middle School has been hired and it’d! begin work onAugust jjth A new Assistant Principalfor the High School has also been lured.

Two ELL Teachers hare been hired and the Distnct is advertising for ELL Triton also.

The Ad,nmisnator for Aases.w,ent and Accountabihtv has been hired.

Nwnerou s tecic hing and paraproJes.s ional pa sitions hat e been and ui!! €oiitinue to be filleduiztil the first dc,5’ of school

2 Collective Bargaining

The School District and the ABA/PA SEFU Local 888 I;cn efInah:ed a one year Mernotanthun ofAgreement. The terms of the Agreement are being nnplenzented

The negotiations wit/i AFSCME Council 93 Loc a! 2885, Custodial Emplo ees will re- start onAugust 19th as the Union now has ci representative.

3. Hea h/i Ins urance

The Db-ec tar has shared hecilth plan enrollment information it iii the Legal Aficurs Suix onmutteeWe will soon be arranging a meeting with our In suicuzc e broker to begin prelhnincn disc ussionsabout neAt year.

Jefferson School1715 Main Screel, Jefferson, MA 01522

Telephone (508) 829-1670 Facsimile (508) 829-1680www wrsd net

4. Fingerprbztbzg update

The Director will be speaking to Prim.ipals on August 14 di regarding plans to implementfingerprinting for coi’ered school staff that have not yet completed tins process.

With the start oft/ic school year we are anticipatmg that the fingerprinting system mayexperience delays as the volume nil! likely increase. We will be monitoring this.

5 Teacher/Athninistrator Licensure

The Director continues to work wit/i teachers (i/id other personnel whose licenses need to be eitherrenewed or advanced to the next level of licensure.

6. Business Manager meetings

HR and Business Office staff coiztmi(e to meet monthly and ivork on cross activities within ourrespective Departments. Monthly meetings are occurring to review Employee Self Service andbudgetary issues.

Should you have any questions regarding this report, do not hesitate to contact inc.

Page 2 o12

Subcommittee MinutesAttachment I

August 7 2011

WACHUSETF REGIONAL SCHOOL DISTRICT

HOLDEN+ PAXTON + PRINCETON + RUTLAND + STERLING

MINUTES

Management Subcommittee

Monday, April 28, 20145:30 PM

Media CenterWachusett Regional High School

1401 Main Street, Kolden

Lance Harris, Chair, Robert Imber, Jim Mason, StaceyJackson (5:55 PM), Erik Scheinfeldt, Margaret Watson

Absent: Kenneth Mills

Administration: Darryll McCall, Superintendent of Schools

Call to Order

Chair Harris called the meeting to order at 5:32 PM.

11. Approval of Minutes of February 6, 2014 Meetings

MoLion: To approve the minutes of the February 6,2014 meeting of theManagement Subcommittee.

(R. Imber)(E. Scheinfeldt)

The minutes were approved by consensus.

III. Review of P522 I Policy Relating to Personnel Management Promotion,Recruitment, and Selection

This policy was reviewed and discussed. Chair Harris had a questionconcerning “unusual circumstances” and how it can be better worded. ChairHarris will look at other districts and MASC to review policies that addressthe topic of promotion, recruitment and selection.

IV. Review of Proposed Amendments to P1160 Policy Relating to SchoolCommittee Operation ScIi ool Committee Member Ethics

In Attendance:

Managcnicn Suhcomnnttec

Minthes April 2K. 2013

Member Scheinfeldt explained the suggested amendments to this policy.

Motion: To forward API 160 Policy Relating to School CommitteeOperation School Committee Member Ethics to the full School Committeefor a first reading.

(E. Scheinfeldt)(S. Jackson)

Vote:In favor:

Lance HarrisRobert ImberStacey JacksonJames MasonErik ScheinfeldtMargaret Watson

Opposed:None

Motion passed unanimously.

V. Review of Proposed Amendments to P1660 Policy Relating to SchoolCommittee Operation Public Participation

The proposed amendments to this policy were reviewed and discussed, andwill be shared with legal counsel for an opinion.

VI. Review of Proposed Amendments to P 1670 Policy Relating to SchoolCommittee Operation Executive Sessions

Chair Harris explained the suggested amendments to this policy.

Motion: To forward API 670 Policy Relating to School CommitteeOperation Executive Sessions to the full School Committee for a firstreading.

(S. Jackson)(R. Imber)

Vote:hi favor:

Lance HarrisRobert ImberStacey JacksonJames MasonErik Scheinfeldt

ManagerHeni SubcocnniiltecMinuics April 28. 2014

Margaret Watson

Opposed:None


VII. New Business

Chair Harris raised the concept of reducing the size of the School Committeeand is asking the Management Subcommittee to open the Regional Agreementfor discussions in May 2014. Member Watson suggested a .5 rate for extramembers in both Paxton and Princeton. Attorney Stonberg will be asked if“half votes” are doable.

VII!. Adjournment

Motion: To adjourn.(R. Imber)(S. Jackson)

The meeting adjourned at 6:32 PM.

Respectfully submitted,


DMrlp

Subcommittee MinutesAttachment 2

August 7 2013

WACHUSETT REGIONAL SCHOOL DISTRICT

HOLDEN, PAXTON• PRINCETON• RUTLAND • STERLING

MINUTES

Audit Advisory Board

Thursday, June 19, 20147:00 PM



In Attendance: Julianne Kelley, Chair, Donna Dominguez, Phillip Mighdoll

Absent: Eugene Fradellos, Brian Quinlivan

Others: Joseph Scanlon

Call to Order

AAB Chair Kelley called the meeting to order at 7:04 PM.

11. Approval of Minutes of Meeting of April 15, 2014

Motion: To approve the minutes of the April 15, 2014 meeting of the AuditAdvisory Board.

(P. Mighdoll)(D. Dominguez)

The minutes were approved, by consensus.

III. Review of RFPs for Auditing Services

Member Mighdoll ranked Lynch, Malloy, Marini (LMM) as top scorer.Member Dominguez ranked them as highest along with Melanson Heath &Co.. Chair Kelley ranked Marcum LLP as first, followed by LMM. DirectorScanlon ranked Powers & Sullivan and Melanson Heath & Co. highest,followed by Marcurn LLP. Members Mighdoll and Dominguez rankedMai-curn LLP the lowest score. Members Mighdoll, Dominguez and ChairKelley agreed it was time to step away from Powers & Sullivan and MelansonHeath & Co.. Director Scanlon will check references of LMM, askingspecifically about adherence to schedule, timelines, meetings (schedule),deliverables, communication during audit process, communication after auditbut during the fiscal year.

Audh Advisory Board MinutesJune 19.2014

Prices for all inclusion (financial audit, End-of-Year, Student Activities) forFY14 are as follows:

Melanson Heath & Co. $3 1,500Lynch, Malloy, Marini $37,500Marcuin LLP $40,000Powers & Sullivan $40,500

After reviewing pricing, Member Dominguez expressed concern aboutMelanson Heath’s fee being based on a lesser number of hours. MemberMighdoll pointed out that Melanson Heath & Co. did not estimate hours as theREP called for.

Motion: To make a recommendation to the School Committee to award athree year award a contract to Lynch. Malloy, Marini LLP of Norwell, MA toperform all required or advisable audit services to include Annual FinancialStatements, Federal Awards Programs. End of Year Report. and StudentActivities, for three (3) fiscal years covering FY 2014 in the total amount of$37,500.00, FY 2015 in the total amount of $39,000.00, and FY 2016 in thetotal amount of $40,500.00. with an option to renew for two (2) additionalfiscal years at the District’s discretion for FY 2017 and FY 2018, at mutuallyagreed-upon fees and guidelines.

(D. Dominguez)(P. Mighdoll)

Roil call vote:In favor:

Julianne KelleyDonna DominguezPhillip Mighdoll

Opposed:None


It was agreed that once the School Committee acts on the AAB’srecommendation, a time for the Audit Advisory Board to meet withrepresentative(s) from Lynch, Malloy, Marini will be scheduled.

IV. New Business

Member Mighdoll suggested revising the evaluation form for the next RFP.Categories can be revised and automated (Excel spreadsheet).

Audit Advisory Board MinuicsJune 19, 2014

V. Old Business

There was no old business brought before the Audit Advisory Board,

VI. Adjournment

Motion: To adjourn.(P. Mighdoll)(D. Dominguez)

The motion passed unanimously.



Joseph ScanlonDirector of Business and Finance

iS: rip

Subcommittee MinutesWACH1JSETF REGIONAL SCHOOL DISTRICT Attachment 3

August 72014

HOLDEN• PAXTON• PRINCETON + RUTLAND + STERLING

MINUTES

Business/Finance Subcommittee

Monday, July 7, 20147:00 PM



In Attendance: Michael Dennis. Vice-chair, Stacey Jackson. Brian Ruttle, CharLesWitkes

Absent: Barbara Renzoni, Chair

Others: Joseph Scanlon

Call to Order

Subcommittee Vice-chair Dennis called the meeting to order at 7:01 PM.

II. Approval of Minutes of June 25, 20)4 Meeting

Motion: To approve the minutes of the June 25, 2014 meeting of theBusiness/Finance Subcommittee.

(C. Witkes)(S. Jackson)

The minutes were approved by consensus.

III. FY15 Amended Budget

Mernhers were provided with a copy of a memorandum prepared by Directorof Business and Finance Scanlon in which Director Scanlon makes hisrecommendation for the FY15 budget (attachment I). Following review anddiscussion, all agreed to recommend to the full School Committee adoption ofthe amended FY15 Appropriation.

Motion: To recommend to the full School Committee adoption of theamended FY 5 Appropriation in the amount of S8 1.179,598 and assessments,including debt service, to the Member Towns of:

Holden S2 1.931.966Paxton $ 5.394.721Princeton S 4,383.051Rutland $ 9,202,057Sterling S 9.951.561

$50,863,355(S. Jackson)

Busincss/Financc Suhcuriimitlce MinuicsJuly 7.2014

(C. WiLkes)

Roll call vote:In favor:

Michael DennisStacey JacksonCharles Wilkes

Opposed:Brian Ruttle

Motion passed 3-I.

Note was made that student enrollment numbers (SIMS v DESE Foundation)should he discussed with the Member Towns next huchzct season.

IV. FY14 Year-End Close/Charge-BacksV. FY14 Budget Reappropriation Transfers

Director Scanlon reported all charge-backs will be completed by July 15,2014. Current budget status was reviewed.

VI. FY15 Foundation Budget

There was discussion about looking at the budget v Foundation categories tosee areas of shortfall.

VII. Updates (Audit Response, Cash Flow, Munis, P0 Dates, Withholdings)

Members of the Business/Finance Subcommittee will receive monthlyreports/updates on audit responses and MASBO recommendations. Thesubcommittee will receive quarterly cash flow spreadsheets. Withholdingaccounts were reviewed and will be reviewed by the subcommittee on amonthly basis. It is expected that when the District receives the final reportfrom the State Auditors Office, there will be a recommendation to collecttown assessments on a quarterly basis. When that report is received and ifthat recommendation is incLuded in the report, the SchooL Committee willneed to begin the process of amending the Regional Agreement.

VIII. Preview of Next Report of Director of Business and Finance for theSuperintendent’s Report

Reviewed and discussed.

IX. New Business

Reference checks of new audit firm were positive.

Monthly discussion topics were reviewed. Any recommended changes shouldgo through Business/Finance Subcommittee Chair Renzoni.

I3usincsqFinancc Suhcuiiimiiice MinuicsJuly 7.2014

Consideration should be given to having Chris Powers of BDG attend aBusinessIFinance Subcommittee meeting, to which all members of the SchooLCommittee wili be invited.

A draft meeting schedule is proposed and any members who have concerns orissues with the proposed schedule should contact Business/Finance ChairRenzoni.

X. Unfinished Business

There was no unfinished business brought before the subcommittee.

Xl. Adjournment

Motion: To adjourn.(C. Witkes)(S. Jackson)

The motion passed unanimously.



Stacey Jackson, MemberBusiness/Finance Subcommittee

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Documents

To: JJ7achnsett Regional Sc/zoo! District Conunittee Lance ... · Julianne Kelley Charles Witkes Deidre Kosky ... Chair Harris thanked Ms. Dominguez for her services ... WRSD teacher