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HomeMy WebLinkAbout2013_04_16 Board MinutesIDAHO FALLS SCHOOL DISTRICT NO. 91 BOARD OF TRUSTEES -- BUSINESS MEETING DISTRICT OFFICE BOARD ROOM -- 7:00 P.M. 690 JOHN ADAMS PARKWAY APRIL 16, 2013 Chairman Lent called the meeting to order at 6:35 P.M. Trustee Brian Hillman made a motion to move into 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 EXECUTIVE SESSION The Board of Trustees and Superintendent Boland, met in Executive Session pursuant to Idaho Code §67-2345 (1) (b) regarding a personnel matter. Trustee Warden made a motion to return to Open Session. Trustee Burtenshaw provided the second. Motion carried 5 ayes, 0 nays. The Board reconvened in Open Session at 7:08 pm. The Pledge of Allegiance was led by Compass Academy Student Representative Andrew Johnson. Present from the Board of Trustees: Present from the Administration: Dave Lent, Chairman George Boland, Superintendent Lisa Burtenshaw, Vice Chair Carrie Smith, Director of HR & Finance Deidre Warden, Treasurer Gail Rochelle, Director of Student Achievement & Larry Haws, Clerk School Improvement Brian Hillman, Trustee Camille Wood, Director of Technology Services Kevin Klingler, Director of Operations Margaret Wimborne, Coordinator of Communications & Community Engagement Debbie Wilkie, Recording Clerk SPECIAL ORDERS OF THE DAY a. Emissary of Excellence Diana Molino, Ethel Boyes Principal, introduced Counselor Marie Elser as the Emissary of Excellence. Marie has worked at Ethel Boyes since 2007 and has been an incredibly positive leader. Diana stated that as counselor Marie has a huge array of duties and she is continually collaborating with staff to find effective ways to help students to succeed. Marie's co-workers greatly appreciate her positive outlook on life and willingness to help. 04/16/2013 D91 Board Minutes Page 1 of 5 Diana shared that she, her staff, the students' and parents' know Marie will always perform her duties with the highest level of professionalism, integrity and outstanding character. Chairman Lent thanked Marie for her service to the students and staff at Ethel Boyes Elementary and presented her with a certificate and token of appreciation. b. Volunteer of the Month Tammi Utter, Linden Park Principal, introduced patron Dee Abercrombie as the district's Volunteer of the Month. Mrs. Utter stated Dee began volunteering at Linden Park when her youngest child started kindergarten there and even though her daughter has moved on to middle school Dee still continues to volunteer on a daily basis. Mrs. Utter shared that Dee helps the students' read and learn their math facts and is the number one substitute for the staff because they know they can count on her. Trustee Haws thanked Dee on behalf of the District and the Board and presented her with a certificate and token of appreciation. c. Business Partner of the Month Bobbi Crosser, Coordinator of the Professional Technical Program, introduced Pharmacist Spencer Dietz and recognized Heartland Pharmacy as the Business Partner of the Month. Mrs. Crosser shared that when the Pharmacy Tech Program was started for the high school students Spencer was first to respond and offer any help we needed. She stated Spencer has provided internship hours and job shadowing for the students, attends the advisory committee meetings and he has also listened to two senior project presentations. Bobbi thanked Spencer and all of his employees for their efforts. Spencer thanked the district and shared that the program is very valuable for students by empowering them to make decisions before going to college so they are focused when they get there. Trustee Burtenshaw thanked Spencer on behalf of the District and the Board for his support and presented him with a certificate of appreciation for Heartland Pharmacy. ADOPT AGENDA Trustee Burtenshaw made the motion to adopt the agenda as presented. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays. REPORTS/INPUT/INFORMATION a. Student Reports —A written report, if provided, is attached. Idaho Falls High School - Caitlyn McNamara reported and introduced Aubrey Holt as her successor. Caitlyn also shared that Ms. Emily McCoy, who teaches AP European History, Psychology and Holocaust has been accepted for a paid fellowship to attend a five-week seminar in England, Belgium and the Netherlands this summer to study the role of economics in modern European history. Ms. McCoy was also the only teacher from the Mountain West to be awarded the fellowship. ii. Skyline High School - Paige Herrmann reported and introduced Rose Rammell as her successor. iii. Compass Academy - newly elected Student Representative Andrew Johnson reported and provided data published from New Tech Network regarding student achievement. iv. Emerson High School - Kyle Thomason reported. 04/16/2013 D91 Board Minutes Page 2 of 5 b. Patron Input —Written comments, if provided, are attached. Parent Suketu Gandhi shared comments regarding Board Policy, Section 600 - Instruction. Parent Kenneth Krell shared comments regarding budget cuts. Student Elizabeth Krell shared comments regarding budget cuts. Teacher Daniel Stapp shared comments regarding allocations of district funds. Parent Kathy Tracy shared comments regarding funding for music education in schools. Student Zoe Raschke shared comments regarding funding for the Drama program. Student Tabetha Tracy shared comments regarding funding for Choir and Drama programs. Student Ircia Orihuela shared comments regarding funding for Drama and Choir programs. Parent Chris Lile shared comments regarding the importance of elective offerings. c. IFEA Report - Written comments, if provided, are attached. Mitzi Ellingson, IFEA President, shared comments and concerns about the reduction of class offerings at the secondary level. Angela Gillman, IFEA President -Elect, also reported and provided written comments. d. Education Foundation Report - no report. e. Superintendent's Report FY14 Budget Information Superintendent Boland shared that the district has been dealing with declining revenues from the state since 2008-2009. The district has been able to sustain many of the programs and services with federal funds and also being able to carry over a fund balance as a result of those funds. Unfortunately, federal monies are gone and our savings account, or fund balance, is to the point the district can no longer continue to sustain all programs and services because the current expenditures exceed the current revenues and expected revenues into the future. Since 2008 the district has gone through two rounds of budget cuts cutting over 7 million dollars and is now faced with another 3.5 to 4 million dollar shortfall. The superintendent stated the shortfall hasn't come as a surprise we knew it was on the horizon and had tried to utilize the fund balance to gain as many efficiencies as we could along the way. The issue is a state funding issue. The superintendent provided a handout regarding the current state funding formulas and stated the information will be posted on the district webpage after the meeting for review. The superintendent also stated that adding to the district's budget dilemma is the opening of two new charter schools within the district, American Heritage and Odyssey Charter Schools, which could mean a reduction in the number of support units the district will receive next year. The superintendent reviewed that there are also some significant unknowns that will have to be taken into consideration as they come to light. The superintendent reviewed a timeline of anticipated events planned for the budget setting process and stated the administration has been working with building principals to identify the minimum requirements it would take to open our doors next year. Superintendent Boland reviewed two lists, the Superintendent's List and the Public Input List, of suggested reductions that were compiled after receiving input from the administration, faculty and staff members. Public meetings will be held on April 25, 27, 29 and 301h to gather public input to help make decisions when setting the budget. The superintendent reminded the audience that no decisions have been made yet with regards to reductions. The information will be compiled and recommendations presented to the board on May 14th and then the board is scheduled to set the budget after the Budget Hearing meeting on June 11th. A discussion was held. Patrons, parents, staff and students were encouraged to join the district in the process. 04/16/2013 D91 Board Minutes Page 3 of 5 f. Other Items National School Board Association Conference Report Superintendent Boland, Chairman Lent, Trustee Haws and Trustee Hillman attended the National School Board Association's Annual Conference April 12 -15th and shared information about the sessions they attended including Implementation of the Common Core, Being a Better Board Member, Making Tough Decisions, Leadership, Blended Learning and School Safety. CONSENT AGENDA Trustee Haws made a motion to accept the Consent Agenda as presented. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays. Items approve include: Meeting Minutes: March 8, 2013 Special Work Session March 12, 2013 Special Work Session & Business Meeting March 26, 2013 Work Session March 2013 Payment of Claims: $3,556,314.86 Matching Funds: Eagle Rock Middle School Weight Room Equipment $9,999.00 Total Matching Funds: $9,999.00 Student Travel: Skyline High School — Graphics Communication Dept. Journalism National Competition and Convention San Francisco, CA April 24-28, 2013 Skyline High School — DECA International Marketing Competition and Leadership Training Anaheim, CA April 24-28, 2013 Skyline High School — BPA National BPA Conference Orlando, FL May 8-11, 2013 PROPOSALS a. Second Reading — Board Policy Revisions, Section 600 Superintendent Boland reviewed minor changes, mostly typing corrections, have been made since the first reading of the revisions. A discussion was held about adding reference to the State Board provision for math requirements as part of the district's graduation requirements. This item will be added before the third reading scheduled on May 14, 2013. 04/16/2013 D91 Board Minutes Page 4 of 5 ACTION ITEMS a. Award Construction Bid Packages for Longfellow Elementary Construction Project The Contractor Bid Summary was presented and questions were referred to Mike Clements, Chief Executive Officer, Bateman -Hall. Mike stated the total price was down $200,000.00 from the earlier projects and said they received good solid bids for all packages. A discussion was held. Trustee Warden made the motion to accept the Longfellow Elementary Contractor Bid Summary as presented. Trustee Hillman provided the second. A discussion was held. Motion carried 5 ayes, 0 nays. b. Approve Contractor for Special Inspections and Testing for Longfellow Elementary Construction Project Superintendent Boland stated it is the recommendation of the administration to utilize MTI of Idaho Falls after working with them on the other three projects. Trustee Burtenshaw made the motion to award the contract for Special Inspections and Testing for the Longfellow construction project to MTI of Idaho Falls. Trustee Haws provided the second. A discussion was held. Motion carried 5 ayes, 0 nays. c. Schedule Hearing Regarding Employee 2012-2013F Trustee Haws made the motion to schedule a Hearing for Employee 2012-2013F on Wednesday, May 1, 2013 at 5:30 p.m. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays. Trustee Warden made a motion to go into Executive Session regarding negotiations. Trustee Hillman provided the second. A roll call vote was taken: Dave Lent —yes Lisa Burtenshaw —yes Deidre Warden — yes Larry Haws —yes Brian Hillman -yes EXECUTIVE SESSION The Board of Trustees, Superintendent Boland and Carrie Smith met in Executive Session pursuant to IDAHO CODE §67-2345 (1) (c) Negotiations. Trustee Warden made the motion to return to Open Session at 9:48 pm. Trustee Burtenshaw provided the second. Motion carried 5 ayes 0 nays. Trustee Haws made the motion to adjourn. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays. Meeting adjourned at 9:50 pm. 04/16/2013 D91 Board Minutes Page 5 of 5 SN6 Wud Wvoa 411(.-1+3 � �vt�C-e � �rm�aWers j2v vv� Vv\ne m qv\ ao� VU ti's CSG �10s C1o�ss_�t��`�taY►S ��� i�� �p - oaSM- �� OJ mya Rn�►5 A �> C�C S Coffin i rn� lk \6tt \)GAkW 6 �s tti gc i k ti v r r 0� ec �O 6ast `s s c ROO 1 OC n vs c SU%4w - noyva"I n� OA\",Q, �ok on b,� vSv - �n T6wy� C�.ivs -ami AW — U"j+tv toobg VAr\D rlvv\,n costs T11AY�'t- `J0� Q1�00P4���, v M( DM4WD ,fltblI3 5"",, ?a.Loe, kr rM q New Tech Network, a national non-profit organization, engages with public school districts and charter school organizations to develop innovative schools. NTN schools are centered around a culture that empowers, teaching that engages, and technology that enables so that students graduate ready for college and career. Student achievement is the measure of our success. Re -imagining Teaching and Learning Founded on the core belief that public schools can create, operate and sustain innovation, New Tech Network (NTN) strives to ensure all students have the skills, knowledge and attributes they will need to thrive in post -secondary education, career and civic life. Professional development and coaching are the secrets to successful New Tech schools. Teachers and administrators participate in comprehensive professional development and receive on-site and virtual coaching during the first four years of implementation. Adult learning takes place during national events, including a one-week in depth training for new schools, an annual conference for all schools in the network, events designed specifically for school leaders and targeted content areas. Students and teachers utilize Echo, a learning management system designed to facilitate Project Based Learning (PBL), the heart of our instructional approach. PBL is a form of inquiry -based learning aligned with state content standards that is contextual, creative and shared. Schools •• College •Career ReadyGraduates The New Tech design is simply a blueprint, accompanied by a set of core beliefs, tools, and strategies to help schools become successful. Because each school's context is different, it is local leadership, judgment, and adaptability that lead to long-term success. NTN's first decade focused on spreading New Tech schools to communities interested in providing a more relevant learning experience. Our work today is focused on dramatically increasing student accomplishment. Our goal is to have NTN schools graduate all students college and career ready. Given the alarming statistics of students who begin — but do not graduate from college, NTN tracks and reports college persistence through the National Student Clearinghouse. NTN students demonstrate persistence rates significantly above the national average. We believe the "college and career ready" goal is attainable because of policy changes and the development of new tools and resources. Specifically, the broad acceptance of Common Core State Standards (CCSS) in literacy and math, and the development of authentic and sophisticated measures of student achievement is tied to CCSS and college -ready standards. NTN works with districts to ensure long-term viability by also focusing on formal leadership development. We help administrators and teachers incorporate the key principles of adaptive leadership and of successful learning organizations into their way of working with one another, students and families. Digital Learning @ NTN Digital Learning @ NTN (DL@NTN) is organized as an online school. Courses are designed and facilitated by exemplary NTN Teachers who bring a collaborative, tech -infused curriculum to life. DL@NTN courses are delivered through Echo, the online learning management system used by all NTN schools. The online courses are initially STEM -focused project and problem based, and grounded in relevant context. Students collaborate with students from other schools on projects that require critical thinking and communication, two key Common Core concepts. Students also engage in cross -site collaboration, which parallels the distributed work experience many companies utilize today. District Development NTN District Development leverages knowledge acquired during a decade of school development work to create a systematic and strategic process to transform K-12 teaching and learning. We work with leadership teams who have successfully implemented NTN schools and now wish to pursue district -wide change aligned with Common Core State Standards. NTN facilitates systemic, adaptive change focused on a common vision so that every student in the district graduates college and career ready. To read the complete data k'- report, please visit us at: newtechnetwork.org 1250 Main Street, Suite 100 • Napa, CA 94559 . 707-253-6951 • newtechnetwork.org • facebook.com/NewTechNetwork • Twitter: newtechnetwork m -e r,-- 1--�� ���.�,� L;�. �C�� ��-�� - �� laza ��i:��:� �l 1, LL) PILL YN\, 0 pq 13(x- �/� �� I��y l e soma s V42 P�)r Suketu Gandhi's Comments on Proposed Board Policies 600 April 16, 2013 It is easier to prevent bad decisions from coming into force than to correct bad decisions that are in force. The public has seen the impact of the Board's decisions on students. Among them were instruction delivery model that set high school students to fail and the poor quality mathematics and science textbooks that prevent students from rigorously learning mathematics and science. Poor mathematics and science education in high school prevents students from accessing mathematics, science or engineering curriculum in universities that offer rigorous education. The instructions that enable students to master topics quickly continue to remain out of reach. The decision to change the instruction delivery model was corrected. It should be kept in mind that the Board remained ignorant of the problem until the administration started the review in 2006, which happened after many years after its implementation. The public need not wait a long time before corrective steps are taken, and want to ensure that correct decisions are made in the selection of instructional materials. The way to vaccinate against bad decisions from being implemented is to reject them at the outset. When the public with the knowledge is involved in the deliberation process, the committee would be enlightened with the information on how similar problems were handled elsewhere, the textbooks that contains all the desirable contents, and the proven strategies that deliver results. Idaho allows the public to participate in a curricular material selection committee under Title 33-512A. The text is simple and the language is clear. Unfortunately, the District's policy on the curricular selection materials neither allows the public to view, nor to participate in the committee. It limits the public to view and make comments after the decision has been reached. This is just a ceremonial introduction of the curricular materials to the public, where any substantive objection becomes irrelevant. The tangible outcome from the public participation would be seen in the selection of the mathematics curricular materials. Having the right curricular materials in classrooms results in strong mathematics education for the students. This will set a precedent on the process of selection of the instruction materials for sciences. Furthermore, when Board decisions harm the students, public does not want the wrong policies to remain intact for the eternity. The first step in taking corrective action requires understanding of a problem in detail. When legitimate concerns on specific issues require lengthy discussions, and when the administration fail to address them, the public should be provided with an opportunity to comment in details. They should be allotted 15-20 minutes to make representation. This means that the Board learns relevant facts, potential solutions with the aim of implementing changes. The present 3 -imputes for public to make its case is inadequate, and the e-mail communications does not guarantee any actions. The other comments on the policy revisions concerns mathematic education for high school graduation. Specifically, students, who complete Calculus BC in 11t' grade, should not be forced to take additional mathematics course. However, newer courses would be welcomed. The newly available time slot may be used to access equally tough additional science course. Idaho Board of Education recognizes this for high achieving students, and allows exception from the mathematics course requirements. In addition, please include the review of the high school instruction delivery model in 2015. This will provide an opportunity to identify the ways to improve it. The serious concern is 60 minutes classroom instructions, which should be reduced to 40-50 minutes to match student's attention time, and to encourage them to do homework outside of their classrooms. When the review is conducted, data will be collected on the efficacy of the full year course on the students learning (or the reduction in the failure rate). Suketu Gandhi's Comments on Proposed Board Policies 600 April 16, 2013 A Sample of the Issues with Mathematics Textbooks 1) Lacks coherent introduction of topics: In mathematics, topics are built upon previously learned materials. The textbooks and workbooks that are coherent should be given serious considerations. 2) Too many factual mathematical errors. Among them include proper teaching of product of positive and negative numbers, a number with exponent 0 is a unity. 3) Quotes results, teaches procedures not the concepts: This is seen in the division of a whole numbers, and fractions, and products and quotations of signed numbers. 4) Does not close topics: Addition, subtractions, multiplications and division of whole number goes on for several years. 5) Exercises are very simple. Lacks multisteps problems. Fails to provide reasonably complex problems that require strategies and reasoning along with the computations. 6) Fails to derive relationships. One such example is seen in the addition of series of numbers (high school). 7) Fails to instill intuition through visuals. 8) Too many unnecessary description, photographs (e grade and onward). 9) Neglects to teach mental math and math tricks. 10) Topics that could be taught early are neglected altogether. 11) A method to find square root through estimation & iteration is ignored. 12) Multiplication tables from x 11 —> x20 (not part of the Common Core Math, but must be taught). 13)Use ofbargraphs to solve complex problems. 14) Lacks experimental determination of 7r. 15) Lacks coherence between science and mathematics from elementary school to high schools. 16) Fails to teach lines of symmetry based on rotational symmetry. Issues Concerning Policies: 1) Classroom period of a long duration: 60 minutes. Ideal time should be 40-50 minutes. 2) Prerequisites for AP Physics and AP Chemistry (mathematics background). 3) Algebra I taught for 2 years. 4) Providing mathematics library resources (excellent problems) for the teachers. 5) Establishing new mathematics courses: Linear & Matrix Algebra, Integration of Mathematics & computer science (e.g., numerical solutions, random number generation to solve math problems). 6) Do students master foreign language better when the language is taught in the language without English? Wilkie, Debbie -1391 From: Sent: To: Subject: April IFEA Report Gillman, Angela -D91 Tuesday, April 16, 2013 9:30 PM Wilkie, Debbie -D91 April IFEA Report Delegates have just returned from Delegate Assembly in Boise talking, debating, discussing topics and sharing information on critical education topics. A few topics included Professional Development, Membership Crisis Response Team, and Star Rating issues. Did you know NEA has donated $4 million for IEA initiatives over the past 3 years? Our region, Region 6, raised $128.06 per delegate, an average of $2,304 from our local during the fund raising efforts for the Childrens' Fund while we were there. Day at the Capitol was an event held March 21st. This day included a very early morning bus trip to get to Boise by 9:00. Local association members met with state senators and representatives about the education laws being formed. We met with one on one, sometimes 2-3 on one, with senators and representatives: Bart Davis, Janet Trujillo, Wendy Horman, and many others. I was able to personally witness the influence of the IEA leadership that spoke with legislators about the harmfulness of some of the laws being created. Senators on the education committee asked questions about impact of the laws to our IEA leaders and tabled several laws or portions of the law to be sent back into committee for better construction and language. Our IEA works on behalf of its members and the students that our members teach. Negotiation surveys have been sent out and are now closed in preparation for upcoming negotiations. We are very optimistic about being able to agree with the many non -monetary items that were in our 2009-10 master agreement. A few dates to remember: The Task Force for Improving Education(the Governor's Task Force) is holding public forums across the state. The one for our area is Monday April 22 at 6:30 at the Tingey Auditorium here in Idaho Falls. It is very important to have people bring their input. We have sent out announcements to our members already. A date for the Retirement Gala has been set and is in the works for May 16th at the Hilton. The theme is "Hats Off to Educators". We invite all to attend. Angela Thank you!!! DI 1