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Home My WebLink About2012_11_13 Board MinutesBOARD OF TRUSTEES -- BUSINESS MEETING DISTRICT OFFICE BOARD ROOM -- 7:00 P.M. 690 JOHN ADAMS PARKWAY NOVEMBER 13, 2012 Present from the Board of Trustees: Present from the Administration: Dave Lent, Chairman George Boland, Superintendent Lisa Burtenshaw, Vice Chair Lisa Sherick, Assistant Superintendent Deidre Warden, Treasurer Trina Caudle, Assistant Superintendent Larry Haws, Clerk Gail Rochelle, Director of Student Achievement & School Improvement Brian Hillman, Trustee Carrie Smith, Director of HR & Finance Margaret Wimborne, Communications & Community Engagement Coord. Debbie Wilkie, Recording Clerk Chairman Lent called the meeting to order at 7:00 p.m. The Pledge of Allegiance was led by Trustee Brian Hillman. SPECIAL ORDERS OF THE DAY: a. Emissary of Excellence A. H. Bush Principal Sarah Sanders introduced Zoe Jorgensen as the Emissary of Excellence this month. Zoe is one of six Idaho educators selected to be a state finalist for the Presidential Award for Excellence in Mathematics and Science Teaching. Zoe will compete for the nation's highest honor for math and science teachers in grades K-12 administered by the National Science Foundation on behalf of the White House. Principal Sanders stated that Zoe has been a dedicated teacher in District 91 for the past 30 years. Her knowledge of curriculum and technology has made her a leader among her peers and a sought after resource throughout the district. Zoe runs a model classroom exemplifying the characteristics of the district's vision of a culture that empowers, instruction that engages and technology that enables. Chairman Lent thanked Ms. Jorgensen, on behalf of the Board and the District, and presented her with a certificate and token of appreciation. b. Business Partner of the Month Trustee Deidre Warden recognized Cherry Glass, Inc. as the district's Business Partner of the Month. Trustee Warden stated that Cherry Glass is a quality local contractor who recommended options for a high performance energy efficient window providing a better product for the district at a lower cost. The high performance windows are slated to be used in all of the new elementary school projects. Cherry Glass is a great local asset and has been for a long time. Page 1 of 5 11/13/2012 D91 Board Minutes FTI 9Z9lir_Taa01970 Trustee Lisa Burtenshaw made a motion to adopt the agenda as amended. Trustee Haws provided the second. Motion carried 5 ayes, 0 nays. REPORTS/INPUT/INFORMATION a. Student Reports — i. Idaho Falls High School - Student Representative Caitlin McNamara reported: • For a culture that empowers the student leaders are planning to raise money through the Teton Toyota Car Raffle to buy game day t -shirts for all of the faculty and students at their school. • The boys and girls cross country teams both made it to the state tournament as well as the girls volleyball team. The volleyball team also brought home the sportsmanship award. The boys cross country team and girls volleyball team received the 5-A academic awards with a grade point average of 3.908 and 3.819 respectively. Boys and girls basketball and wrestling all start their seasons this week. • The school play, A Bus Stop, begins on November 15th, at 7:30 p.m., and runs through the 17th • The Annual Turkey Trot Dance is on Friday, November 16th • Next trimester two blended learning courses will be taught, Ryan Hansen will teach advanced photography and Alan McMurtrey will teach economics. • The Rachel's Challenge assembly will be held the first week of December • Teachers and students have access to the new mobile labs at IFHS which allows teachers to bring the laptops into their classrooms for students to use. ii. Skyline High School - Student Representative Paige Herrmann reported: • Both the boys and girls soccer teams both made it to the state tournament, the girls team brought home the sportsmanship award. • The school play, Love is Murder, was performed November 7 —10th with the final performance on Monday, November 12th • Girls and boys basketball and wrestling all start their seasons this week. • Diversity Week activities were held last week helping students to recognize and celebrate that everyone has differences. • Teachers are working on collaborative planning where they meet together to talk about what's working or not to help students learn better. • Students in the blended learning history class, taught by Mr. Myers, seem to really be enjoying it and are doing well in the class. • Skyline also has a new mobile lab, with 35 laptops, that teachers can schedule for students to use in their classrooms. iii. Emerson High School - Student Representative Juliana Pfannschmidt reported: • Emerson students recently attended a presentation of the play called the Laramie Project • Two new clubs have been added this year, Duelist Club, where students can trade cards and a book club. Music club is going to start after Thanksgiving Break. Overall about 40 kids are involved in clubs so far this year. • Emerson now has Student Senate panel selected, six out of ten applications submitted were accepted by Principal Busch. Student Senate allows students to voice their wants and needs so they will want to be at school Page 2 of 5 11/13/2012 D91 Board Minutes iv. Compass Academy Student Representative Andrew Guadarrama reported: • Student elections were held at Compass Academy and they now have three executive officers, a fifteen person congress, which is a representative from each advisory class, and student ambassadors to help with visitors that come to the school. • Compass recently held their first school dance, comedy night and band and choir concerts which Andrew heard were all really awesome. • In advisory class students are planning community and school service projects such as cleaning up a local park to make the area look nicer. • A 3 -on -3 basketball tournament is available for students during the lunch break b. Patron Input —written comments, if provided, are included. i. Mark Morgan, District 91 educator, commented on teacher merit pay. ii. Julie Nawrocki, District 91 educator, commented on teacher merit pay. iii. Lynn MacAusland, District 91 educator, commented on Pay for Performance. iv. Melissa Lopez, District 91 patron and parent, commented on Pay for Performance. V. Kimberly O'Neill, District 91 educator, commented on Pay for Performance. vi. Suketu Gandhi, District 91 patron and parent, commented on math education. c. IFEA Report — President Mitzi Ellingson and President -Elect Angela Gillman provided the attached copies of their reports. d. Education Foundation Report— no report. e. Superintendent's Report — Superintendent Boland provided information regarding online and blended learning trends across the country. A complete state by state report can be found at www.kpkl2.org. He stated the largest high school in the United States is now Florida Virtual Academy. The superintendent also reviewed a handout titled Defining the Dimensions of Online Learning. Superintendent Boland stated whether the online graduation requirement stays in place or not we need to acknowledge that technology is serving as a disruptive element in classrooms changing the way students learn and the way teachers teach to some extent. The laptops being used tonight, for the paperless board meeting, are the same computers currently being used at Idaho Falls and Skyline high schools in their mobile labs and the same computers that were distributed at Compass Academy. Increasingly students are using technology as a part of the way they learn. The superintendent commended the IT Dept. for developing a parallel network enabling students to bring their own devices (BYOD) allowing them to utilize those devices to personalize their education. f. Language Immersion Program Recommendation —Todd Brown, Curriculum Coordinator, provided and reviewed the attached report. g. Blended Learning Pilot Update—Jennifer Jackson, Curriculum Coordinator, provided and reviewed the attached report. h. Other Information — Trustee Burtenshaw reviewed the proposed resolution requesting an increase of professional development time for educators to be built into the calendar. The Board will present the resolution at the upcoming ISBA Annual Conference in Boise on November 14-16, 2012. A discussion was held. Page 3 of 5 11/13/2012 D91 Board Minutes Me] 0Na01r_Taa0190 Trustee Deidre Warden made a motion to adopt the Consent Agenda as presented. Trustee Brian Hillman provided the second. Motion carried 5 ayes, 0 nays. Items approved include: Meeting Minutes: October 9, 12, 19 & 23, 2012 October 2012 Payment of Claims: $3,843,282.84 Staff Actions: Emergency Hires: A hiring emergency exists, as declared by the Board of Trustees, for the following position: Michael Keyes Physical Science Emerson High School New Hires: Kristin Bull Band/Orchestra Taylorview Middle School Transfer: Jason Bull From: Band/Orchestra Teacher Taylorview Middle School To: Band Teacher/Music Coordinator Idaho Falls High School Request for Leave of Absence: Jessa Gray Special Education Teacher Eagle Rock Middle School Request for Contract Reduction: Jessa Gray Special Education Teacher Eagle Rock Middle School Matching Funds: Temple View Elementary Technology $ 15,080.00 Hawthorne Elementary Technology $ 5,592.89 Skyline High School Computer monitors, software Cheer mats $ 3,701.00 Total Matching Funds requested $ 24,373.89 11/13/2012 D91 Board Minutes Page 4 of 5 ACTION ITEMS a. Approve New Growth and Development Curriculum for Grades 4-6 Superintendent Boland stated the proposed curriculum had previously been presented to the Board and made available for public review and comments during the past month. No public input was received. It is the recommendation of the administration that the curriculum be adopted as presented. Trustee Deidre Warden made a motion to adopt the proposed Growth and Development curriculum for grades 4, 5 & 6 as presented. Trustee Lisa Burtenshaw provided the second. Motion carried 5 ayes, 0 nays. b. Approve 2013-2014 School Calendar Superintendent Boland reviewed the proposed 2013-2014 school calendar is similar to the current calendar with the exception of Spring Break which has been moved back to the last week of March. He explained the calendar is somewhat skeletal identifying only the beginning date, vacation days and the last day for students until we know more of the internal structures after the legislative session. A discussion was held. Trustee Brian Hillman made a motion to adopt the 2013-2014 school calendar as presented. Trustee Larry Haws provided the second. Motion carried 5 ayes, 0 nays. c. IDLA Idaho School Board Association Resolution (amended item) Superintendent Boland reviewed that Idaho Digital Learning Academy has asked for sponsorship of a resolution lobbying the state legislature for continued funding for their services. The Emmett School District is willing to sponsor the resolution and needs signatures from five other school boards, within three different regions, to be able to bring it from the floor. Trustee Deidre Warden made a motion to join with the Emmett School District in sponsoring the IDLA resolution to be presented from the floor. Trustee Burtenshaw provided the second. A discussion was held. Motion carried 5 ayes, 0 nays. EXECUTIVE SESSION Trustee Deidre Warden made a motion to adjourn to Executive Session. Trustee Larry Haws provided the second. A roll call vote was taken: Dave Lent —yes Lisa Burtenshaw— yes Deidre Warden —yes Larry Haws —yes Brian Hillman—yes The board met in Executive Session pursuant to Idaho Code §67-2345 (1) (a) regarding a personnel matter. Trustee Lisa Burtenshaw made a motion to return to Open Session. Trustee Deidre Warden provided the second. Motion carried 5 ayes, 0 nays. Trustee Brian Hillman moved to adjourn. Trustee Larry Haws provided the second. Meeting adjourned at 9:00 PM. Page 5 of 5 11/13/2012 D91 Board Minutes Wilkie, Debbie -D91 ?eoNN"1'M: Morgan, Mark -D91 ;nt: Wednesday, November 14, 2012 8:24 AM To: Wilkie, Debbie -D91 Subject: last nights speech 111111rilil I Thanks, Mark Mark Morgan, M.Ed. Third Grade Teacher Dora Erickson Elementary on Tuesday, November 13, 2012 rii, I'm Mark and I'm a zero, I'm one of handful (or tonight I can say "roomful") of teachers who are addicted to the idea of trying to close the achievement gap which is one of the admirable goals listed in ourdistrict's mission and vision statement. To meet my goal, I choose to work in a low-income school which means that even though I met my classroomgrowth goals (based on IRI data) my meril Z 4 . So why am I a zero? Is it because of my master's degree and the extra time I have spent in classes? I hope not becau most of the teacher's at my school have master's degrees and all of them are highly qualified. I Is it because I come in around 7 and try to leave before dinner at 6? All those extra hours spent designing lessons to meet the needs of each student must be what's keeping me from my bonus. Is it because of all the personal money I spend expanding my classroom library sothat my students 11,have books to read at appropriate levels (each year, I need more and more low level books because ""tudents come to my school less and less prepared). *r is it because of the time I spent writing a grant so that I could provide Pads for my students to use in the classroom? �� are there other reasons ... please look at the list of bonuses that were awarded. The three schools that received a bonus of "zero" are within walking distance of the district office, We could take a walk and I could show you why my students have the needs that they do and why they struggle with being prepared and ready to learn. Look at the statewide data, there is a high correlation between the high -performing, "star" schools thaI I ceived bonuses and their Socio -Economic Status (S.E.S.). .e My purpose in coming here tonight, is not to feel bad over decisions that havebeen made but to ask you to think about the precedent that this sets for the future - by identifying me and my colleagues as "zeroes", how does that encourage us to stay at Erickson or any other low-income school and continue striving to close the gap? "10-11IN "I'll Hi, KAyname isJulie Naxvrock and for those ofyou that know me, you know that | came from the " \ Engineering profession 10teach secondary mathematics 10years ago. Since that time | have taught at both Idaho Falls High School and am currently the department chair at Skyline High School. | also teach MATH 1156 at Idaho State University each semester, but chose to take this semester off knowing how hard it would be to manage my schedule and my families with all the change. This summer | logged over 2OOhours oftime inventorying books, writing curriculum, organizing Professional Learning Community Binders, and preparing for our new teachers and new students. None ofthis time iscompensated monetarily. This trimester I have not put in less than 12 hours on a school day and give up at least 10 hours on the weekends to grade my student's homework, tests, and quizzes, prepare my lessons, and compile data for our professional learning communities. | teach 5classes aday atSkyline High School, 4ofthem are different preps. College Calculus, College Algebra, College Statistics (2),and Personal Finance. Two ufthe courses are new toour district and so the curriculum had tobedeveloped bymethis summer prior toteaching it. | was chosen by the state from a nomination pool ofover 4O0 candidates in October to represent the State of Idaho's secondary mathematics teachers for the Smarter Balance Consortium. Aspart ofthis consortium vvewere tasked with writing the descriptors for the Smarter Balanced Aasesrnentthat isto be implemented in Idaho and 37 other States in 2014. During this process | worked with other secondary ^ � and post secondary mathematics teachers, deans, and instructional coaches from all over the country that are participating in the smarter balance consortium to determine what will decipher a level 1, 2, 3 & 4 student on this high stakes test. Since my return from this consortium in October | have been asked by 21 school districts in Idaho and Montana to help their instructional coaches and math departments prepare for the changes to their curriculum and to help with Professional development as they move forward towards the smarter balance curriculum. 4a|refuse tomiss any school days tVdothis |have already held video conferences with 7schoo| districts in the evening and set up for multiple Saturdays and summer meetings 1mhelp guide them. Our district has not even acknowledged myparticipation, nor sought out any advice or information. I was selected to be a member of the State of Idaho Assessment Alignment Committee in 2011 and am still currently working with them to develop assessment items that are available to all teachers in Idaho RIM=�� I was also selected to be a member of the Initial Review Team and Evaluators Oversight committee for Online mathematics and science courses for the State Department of Education of Idaho which requires me to review online curriculum for private and public education provided to students in Idaho. I am also the National Honor Society Advisor, which is an unstipened position. | arrange and supervise tutoring two mornings a week for all core subjects at Skyline High School that is open to any student in 1110"N the school. I have been asked to take State Mathematics and curriculum positions multiple times over the past three years that would take me out of the classroom, and so I have refused them. At Skyline High School I serve on the Leadership Committee, the Technology committee, I am a building representative for the IFEA, I am on 1 PLC with another teacher, and I am responsible for 3 PLC's that I am a singleton teacher for, and I serve on the Graduate Committee. In the past three years I have been honored to have been elected by the student body as The Most Motivating Teacher, Teacher of the Year, and Grand Marshall of the Homecoming Parade. Being the statistics teacher that I am I want to share a few pieces of data with you: IN Math SHS increased in every area over the three year period.....IFHS decreased in Hispanic Math, Economically disadvantaged math and overall math. All students Hispanic White Economically Reading Reading Math Math Math Disadvantaged - Graduation Rate Star Reading IFHS SHS Math SHS IFHS SHS IFHS SHS IFHS SHS IFHS SHS IFHS SHS IFHS SHS IFHS SHS 2009- 88.6% 83% 79.5% 93.9% 92% 86.1% 74.8% 2010 84.8% 85.5% 74.4% 76.1% 86.2% 88.7% 73.3% 74.8% 91.2% 89.7% 2010 91.2% 93% 80.2% 86.6% 93.7% 95.1% 82.8% 86.1% 2011 2010- 2011- 86.7% 89.4% 71.6% 81.7% 89.3% 91.6% 74.6% 83.3% 95.9% 93.5% 2011 Change -0.8% +5.4% -1.7% +10.9% +.2% +3.2% 2011- 84.3% 89.3% 69.4% 82.7% 87.3% 91.5% 70.9% 80.3% 95.3% 95.1% 4- 4- 2012 67 72 Change -0.5% +3.8% -5% +6.6% +1.1% +2.8% -2.4% +5.5% 4.1% 5.4% IN Math SHS increased in every area over the three year period.....IFHS decreased in Hispanic Math, Economically disadvantaged math and overall math. IN Reading SHS increased in every area over the three year period..... IFHS decreased in Hispanic Reading, Economically disadvantaged reading and overall reading. Skyline High School met AYP in the year 2010-2011 I do not teach for the money, If money were the issue .... I would go back to Engineering. I teach math because it is my passion, because I love my students, because their success is the ONLY thing that matters. I tutor students from my school, other schools, and other districts for no monetary compensation outside of the school day on a regular basis whenever I am asked by their parents for All students Hispanic White Economically Reading Reading Reading Disadvantaged - Reading IFHS SHS IFHS SHS IFHS SHS IFHS SHS 2009- 92.7% 88.6% 83% 79.5% 93.9% 92% 86.1% 74.8% 2010 2010- 91.2% 93% 80.2% 86.6% 93.7% 95.1% 82.8% 86.1% 2011 2011- 91.9% 94% 81.3% 90.4% 94.1% 95.2% 81.9% 89.6% 2012 Change -0.8% +5.4% -1.7% +10.9% +.2% +3.2% -4.2% +14.8% IN Reading SHS increased in every area over the three year period..... IFHS decreased in Hispanic Reading, Economically disadvantaged reading and overall reading. Skyline High School met AYP in the year 2010-2011 I do not teach for the money, If money were the issue .... I would go back to Engineering. I teach math because it is my passion, because I love my students, because their success is the ONLY thing that matters. I tutor students from my school, other schools, and other districts for no monetary compensation outside of the school day on a regular basis whenever I am asked by their parents for help. I can be seen at all of my children's sport activities, as well as most of Skyline's activities with a stack of papers to grade or working on lessons or curriculum I have watched teachers flee this district, this state, and this career because of legislation, because of lack of respect, because of the way the school boards have treated them. I have always bragged about our district, our school board, and the professional way we are treated. As I write this letter, I contemplate that I no longer feel that way. My 1/z of 1% of my salary that is a one time bonus that the district is providing to teachers instead of a raise this year doesn't cover the amount of money that I spend out of my own pocket on my students each year, in fact you would have to quadruple that just for me to break even. I teach at a socio -economically disadvantaged school and therefore often buy food, clothing, calculators, school supplies, etc. for my students. My name is Julie Nawrocki — I am a 0.25 Merit Pay Teacher My name is Lynn MacAusland I have been a teacher in this district since 1985 This I know: Teaching is one tough job. To every task, to every challenge, to every additional student, to every demand made of me by this district, I do what it takes to get the job done. Twelve-hour days. Thirteen -hour days. Weekends. Summers. The hours are crushing. 1 have aged FneFe this year than President Obama has in feuF year-,. Yet, here I am. Still at it. Still challenged and exhilarated. Proudly doing the best I can for Skyline High School. Serving this school district to the best of my ability. This we know: We love teaching but we are also employees who rely on our paychecks. Most of us need the money. I know I do. We know we are lucky to have jobs. And we care about our colleagues. To that end, for the past too many years, wehave absorbed cuts in pay, taken on increased class loads, and figured out at the dinner table how to deal flatlined salaries and skyrocketing insurance costs. And why are we still here? Because, for the most part, this district has negotiated in good faith, we had a contract we could rely on, and the painful consequences were shared by all in a fair and equitable manner. We were all in this together. And this is what we now know as of yesterday : The state of Idaho has decreed how you are supposed to reward our hard work. It has published the value it has assessed on each of your teachers' performances. The inequity comes to thousands of dollars for some of ��. us. Skyline High School's teachers are assessed 1/4 what colleagues at some of the other schools in this district are. How absolutely humiliating this is. And my colleagues at schools with challenges that would test a saint are slated to receive nothing, not one penny. How incredibly demoralizing that is. Trust me. All of us can use and every one of us deserves that additional $3,578. Never have I felt so betrayed. Never in the years I have served this district have I felt so unfairly treated. This I believe: The district does not want its teachers to feel this way. You have got to make this right with your teachers. You must not permit this financial inequity. You have got to show the state of Idaho and your teachers that this district respects the contribution that every one of us makes. We have each earned and we each deserve an identical amount for the same performance that you as a school board expect and get from each of us. Recognize our collective value and reward us each fairly and equally. We have all given up so much to move this district forward. We have served you well. Find the money so that each and every one of us gets $3578. I nel The Idaho State Website reads, "NOW, every teacher has the opportunity o make money and beyondtheir base salary—The goal s t reward them for the workthey already do.. Ir'div,510K.,„ Clearly for good reason the propostfiton waso6jected. We have received an opinon that we should follow the flawed law. Ifyoulookatthe results one argument that can clearly be made is that it is driven by demographics Is this the message and criteria we want to send to our teat ers? - . -0 I suggest that this money be returned to the teachers in the manner it was tak�en. It needs to be fair because it is obvious that people are not being fairly treated. HIM AffAdvancedM —SC -1 -- pp N ,r Advanced Ir'div,510K.,„ Clearly for good reason the propostfiton waso6jected. We have received an opinon that we should follow the flawed law. Ifyoulookatthe results one argument that can clearly be made is that it is driven by demographics Is this the message and criteria we want to send to our teat ers? - . -0 I suggest that this money be returned to the teachers in the manner it was tak�en. It needs to be fair because it is obvious that people are not being fairly treated. ,�uketu Gandhi 's Comments on Math Education November.13, 20.12 The results from the SAT tests taken by H Ah grade students on April 18, 201.2 provides information on their math proficiency, but lacks the credibility on English due to its bias. That portion of the examination is not based on well defined curriculum. In contrast, Math questions are sufficiently complex, and based on the standard Algebra & Geometry courses. This means it has credibility. Students may not have prepared for the test, thus their answers reflects the level mathematical maturity. Despite the flaws in the scoring, the results are very informative. Current calculus students should have had adequate mathematical maturity at the time of the tests. The enrollment in Calculus AB and BC classes at both high schools is 121 students. 10 students scored in the 700-800, and 76 students scored in 600-690. The low number students scoring in the range of 700-800 indicates poor quality mathematics education in the District. The decision. makers have frequently heard on proven strategies to provide rigorous mathematics education. The use of effective textbooks, workbooks and supplementary books starting in the elementary schools is the gateway. Unfortunately, the planning has not matched the intentions. One must decide whether the District students deserve rigorous mathematics education. If so, when, and identify the ways to overcome all the obstacles. When students have the mathematical maturity, they score very high on math tests. A number of questions in Math SAT are easy to answer upon mastering the contents of both 5h and 6th grade Singal)ore Mcith books. Learning from these books results in mastery of the fundamentals, reasoning and computations to solve complex problems using the knowledge that students posses. When properly engaged, students learn mathematics rigorously, solve complex problems with ease, and set them on trajectory to learn new topics quickly in the future years. The prevailing math textbooks are contaminated. Textbooks do not derive mathematical procedures, compact relationship. In other words, their contents have incoherent syllabus, inferior exposition. of topics it covers, but neglect to cover topics that it could cover, and full of very simple exercises. This prevents students fi-om learning the fundamentals. Ramcations in the textbook selection several years ago are felt through poor performance in SAT inath by overwhelming number of students. However, these flawed textbooks need not perpetuate for the eternity, and it is easy to correct, In the slight twist of President Kennedy's words, "ask not whelt you can do Jbr �axon Math, but ask what you can do,lbr the students of Math." Professional development beyond the state mandated MT1 courses may be needed. Could the District use its internal resources, such as AP Calculus or AP Physics C teachers to provide the needed professional development for the elementary school teachers'? Could the education management having Master Teacher model, as done in Singapore Schools, be implemented? If the motivation exists, the results can be delivered. Mathematics planning for the next school year needs to commence immediately. The public sees the bottom -to -top approach for mathematics education has hit the glass ceiling. Shattering the ceng brings everything down and does not help anyone. The time has come to get above the glass ceiling without shattering it. Use of top-to-bottorn approach to deliver superior math education can occur by taking decisive actions, as demonstrated in the establishment of Compass Academy. The choice is stark and clear: One can either accelerate in the delivery of high caliber math by changing to better textbooks, or retard the students learning of mathematics by maintaining the status quo. The Board is urged to use its power, which the public lacks, to get,9nga pot -e A4ath curriculum into District 91 schools. Wilkie, Debbie -D91 Gillman, Angela -D91 ,nt: Tuesday, November 13, 2012 8:16 PM To: Wilkie, Debbie -D91 Subject: IFEA report Here is a summary of my words at the board meeting last night: The Idaho Education Association has organized a Education Excellence Task Force to study and prioritize critical education issues and develop true quality education reform for Idaho public schools regarding teaching effectiveness and student outcomes. It's the latest effort from the IEA to find innovative, locally -driven reform solutions for Idaho's public schools. The IEA is the main voice for public education in Idaho and at Idaho's legislature over the years proposing teacher incentives, advocating for adequate school funding and quality curricula. EEFT has been collecting information for some time now and is now currently in the phase of preparing policy recommendations with input from parents, community members, and state leaders about quality education reform in Idaho. All are welcome to attend the eastern Idaho public forum at the OE Bell building on Wednesday, November 14th from 6:30 to 8:30. Public input will be taken on issues of • Student Achievement and Succes • Teacher Preparation and Quality • Technology and Online Learning • Teacher Recruitment and Retention • College and Career Readiness • Teacher Evaluation and/or Peer Assistance and Review input may be spoken or written. An input form is attached and a link is provided for anyone unable to attend and wishing to participate. Forms will need to be received by December 3rd and mailed to Angela Gillman 2610 W Charlotte Dr. Idaho Falls, ID 83402 As a member of this task force, I invite you to join me. See you Wednesday evening! Sent from my iPad /11,0-4A %11111', Board Notes I am sure you've seen the list that George sent out yesterday. I wonder if you were as disheartened as I was, when I saw it. I was happy for the buildings that received shares, but couldn't believe that every one of the districts did not receive full shares, or shares at all. I wonder if you believe some teachers worked harder than others? I know how Lisa Burtenshaw feels about Prop 2 and appreciate that. Teachers don't work with every other teacher in the district, but they know that everyone goes to work every day to do the best they can for the students they serve. Because the opinion of the state AG is to follow the law as it is, and soon to be "was", written I think we need to sit down to discuss how we can make this "hiccup" in the school year smoother. I have assembled the 2012-2013 Negotiations team and we are willing to sit down before the money is dispersed. Because of this distribution, I worry that teachers may not collaborate as freely as they have in the past. I also worry that students will feel the additional stress that the teachers are now feeling. No one in our profession wants to be singled out for what is deemed less work, or not making standards. With that being said, I would like to suggest all teachers receive the $3579 for the hard work they did, even if that money has to come out of the M&O fund. This may or may not be financially feasible, but there has to be a solution to the problem that Luna has left us with. Educators in the district are watching closely to see what the School Board does during this critical time. Don't let those who received less than a share fell that they are less than a teacher, don't let these bad laws continue to make us all feel bad about education in our state and city. On another note, now that the Props have failed I would like to officially ask that the Master agreement, that the School Board and Association conducted business with for over 20 years, be reinstated. Before the students come first laws were passed in 2010, we used the master negotiated agreement as an employee manual. This agreement let teachers know what was expected of them, but it also allowed administrators language to conduct everyday business. The agreement was a 30 year combination between the board and the association. Many good people over the years worked hard and logged many hours to create one of the best agreements in the state. Granted nothing has been said about whether contracts are to be reinstated, but I think it would be a great show to all educators in our district that our School Board is here for them, the students and the patrons of IF. I would think that the teachers would have restored faith in the school board by reinstating the contract because it would show that they believe in the work that the educators of this district do and agree that the master agreement, before the students come first legislation took effect, was a great document that allowed everyone to conduct themselves accordingly. 11/13/2012 D91 Board Minutes Dual Language Immersion Program . 1 R District 91 • • the implementation • a Dual -Language Immersion program modeled t language, District 91 will commit its efforts to meeting the academic needs of all of its students, including those that traditionally have had low scores on tests of achievement. For the past 5 years District 91 has not fully met Title III/LEP Annual Measurable Achievement Objectives, thus the potential benefits of a Dual -Language Immersion Program should not be totally dismissed. o lz=�= 111MIRTINE 9 Ri i�i IFT iiii�li�l iiiiiiii�� improve the achievement level of the District's LEP population. Therefore, the Curriculum Department further recommends that the District investigate the implementation of a Dual - MOVE R11111111iffiliffill 11111 1111 At this time, as District 91 is currently focusing time and resources on preparing teachers and next school year, it is not feasible to implement a new program of this magnitude. IDAHO FALLS SCHOOL DISTRICT 91 November 13, 2012 Jennifer Jackson Blended Learning Pilot November 2012 Update II LA Blended Learning Consortium: May 2012- contract with IDLA • Learning management system licenses: Brain Honey • Professional development for teachers and administrators • Level 2 tech support • Consulting services • Content clearinghouse • E -Learning objects Summer Professional Development: 0 Phase 1 and 2 teachers 0 2 days of face-to-face training 0 Online course for developing online courses Summer Course Development 0 Phase 1 teachers 0 $2000.00 stipend 0 Courses developed: Economics, US History, Senior English, and Advanced Photography Implementation 2012-13 • Skyline: US History A, B, and C; Economics 3r`' Trimester • IFHS: Economics 2"' and 3dtrimester; Advanced Photography 2"s trimester Courses under Construction • Government • Biology • Chemistry • Geometry Modeling the Model: Professional Development using the Blended Model in D91 • New Teacher Induction: Discipline in the Secondary Classroom and CHAMPS: A Proactive Approach to Discipline • Instructional Design: required for teachers participating in curriculum projects and secondary administrators ,00� The Defining Dimensions of Online Programs COMPREHENSIVENESS TYPE LOCATION DELIVERY OPERATIONAL CONTROL TYPE OF INSTRUCTION GRADE LEVEL. ITA HER- INTERACTION STUDEN.STUD ENT INTERACTION 12FIRINIMMIXT11-Iffm- M � �,'K,',K�)optng Pacc4 with K-� 2 Onhno and Blandcd Ls�arning, 2W2, kpO 2 -corn http://kpk12.com/cms/wp-content/uploads/Figure-I-Defining-dimentions-of-online-progr... 11/13/2012