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HomeMy WebLinkAbout2013_11_19 Board MinutesBOARD OF TRUSTEES -- BUSINESS MEETING DISTRICT OFFICE BOARD ROOM -- 7:00 P.M. 690 JOHN ADAMS PARKWAY NOVEMBER 19, 2013 Present from the Board of Trustees: Lisa Burtenshaw, Chair Dave Lent, Vice Chair Deidre Warden, Treasurer Larry Haws, Clerk Bryan Zollinger, Trustee Present from the Administration: George Boland, Superintendent Lisa Sherick, Assistant Superintendent Trina Caudle, Assistant Superintendent Carrie Smith, Director of HR & Finance Margaret Wimborne, Coordinator of Communications & Community Engagement Debbie Wilkie, Recording Clerk Board Chair Lisa Burtenshaw called the meeting to order at 7:00 p.m. and welcomed Scout Troop 436. Brandon Fogg, Troop 436, led the Pledge of Allegiance. SPECIAL RECOGNITIONS a. Emissary of Excellence Assistant Superintendent Lisa Sherick introduced Debby Marshall, Special Education Consulting Teacher, as the Emissary of Excellence. Mrs. Sherick shared that Debby has dedicated her life to being an advocate for special education students in our district and across the state. Debby started with the district in 1991 as a special education teacher at Theresa Bunker and is now a consulting teacher for the program. Debby has supervised and designed many of the special programs for students with disabilities as well as supervising the summer school program for those students. As a consulting teacher, Debby works countless hours to insure that the staff is trained and supported in order to meet our students' needs. Her expertise is valued by parents, staff and other districts around the state. Debby has touched hundreds of lives over the years and is the epitome of what we look for in an Emissary of Excellence. Debby introduced her family members here tonight and thanked everyone for the recognition and kind words. Chairman Burtenshaw thanked Debby, on behalf of the Board and the District, and presented her with a certificate and token of appreciation. b. Volunteer of the Month Skyline Principal Jeff Sanders introduced Mr. Darren Judd as the District's Volunteer of the Month. Mr. Sanders shared that Darren has been a volunteer at Skyline in the auto class for the last three years and also as a junior varsity wrestling coach for the past four years. This fall, when a teacher was forced to take a medical leave of absence it was Darren who volunteered his knowledge and time to assist the various substitutes helping to provide consistency as well as safety for the students enrolled in the class. Darren has four children that have graduate from Skyline, two currently attending and two others on their way up. Mr. Sanders stated the Darren knows what it means to be a Grizz , he is definitely Grizz strong. Darren stated he loves coaching and helping the kids and thanked everyone for the award. 11/19/2013 D91 Board Minutes Pagel of 5 Chairman Burtenshaw thanked Mr. Judd for all of his help and presented him with a certificate and token of appreciation. c. Business Partner of the Month On behalf of the District and the Board, Trustee Lent recognized Mario Hernandez and Teton Toyota as the District's Business Partner of the Month. Mario and his wife moved to Idaho Falls in 2005 to start their business and have been helping schools in the area ever since. Trustee Lent stated we can't thank Mario enough for all he has done to support our schools. Mrs. Hernandez accepted the award on Mario's behalf. Mrs. Hernandez thanked the District and the Board and said their family loves to give and help in any way they can. ADOPT AGENDA Trustee Haws made a motion to amend the agenda to include a discussion regarding the ISBA Convention. Trustee Lent provided the second. Motion carried 5 ayes, 0 nays. Trustee Zollinger 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 — Student Representatives provided information about activities and events taking place at their respective schools. Written reports, if provided, are attached. i. Idaho Falls High School —Dace Packer ii. Skyline High School - Garrett Caudle iii. Compass Academy — No report iv. Emerson Alternative High School - Makaylah Mantooth a. Superintendent's Report - a written report is attached. Superintendent Boland acknowledged Margaret Wimborne for her efforts of putting together the Erickson Open House that was held last night. The superintendent also commended the Erickson staff and students' for the wonderful job they did facilitating the building tours. The superintendent stated as uplifting as the opening of the new school was last night it was dampened after reading the morning newspaper and an editorial written by Representative Janet Trujillo. The editorial, an article regarding protest of a Common Core reading list, has caused him great concern today. Unfortunately, Rep. Trujillo had not verified any of her information prior to publishing. Had she contacted any of our board members, Supt. Boland, our principals or teachers she would have found out the information she was given was blatantly false he stated. Superintendent Boland will be responding publically in the newspaper in the near future. A discussion was held. PLC and Star Enterprise samples will be reviewed at the December meeting. b. Patron Input — written reports, if provided, are attached. Suketu Gandhi shared comments regarding math curriculum. Chairman Burtenshaw and Superintendent Boland had to remind Mr. Gandhi that this is a meeting of the Board held in public and he would need to follow the rules outlined for providing input. The Superintendent discussed the option of meeting with Mr. Gandhi at a more appropriate time and place and asked him to call Mrs. Wilkie to schedule an appointment with him. Jim D'AnRelis shared comments and concerns about school bus crowding and safety. 11/19/2013 D91 Board Minutes Page 2 of 5 Tim UrlinR shared comments about the Common Core. Rep. Janet Truiillo shared comments regarding the editorial she had written for the local newspaper. A brief discussion was held. c. IFEA Report — Danny Stapp, IFEA Vice President, reported. A written copy is attached. d. Education Foundation Report Program Director Tonya Bunnell reported that the Ed. Foundation has again received another truck from Teton Toyota as a fundraiser for schools and clubs. Tonya stated the Foundation had received $100,000 from the Odd Fellows Organization for scholarships. Marge Foster, Ed. Foundation Chairman, and Don Johnson, Executive Board Member, provided additional information regarding the Odd Fellow Organization itself and plans for awarding the scholarships. e. Other Items i. Review Upcoming Board Calendar Items Chairman Burtenshaw, in the interest of time, asked Board members to review the calendar of events provided in the board packet. ii. ISBA Convention Discussion Superintendent Boland and the Board of Trustees recently attended the Annual Idaho School Board Association meeting in Coeur d'Alene. A discussion was held regarding the individual workshops they each attended and the resolutions that were voted on going into this legislative session. Supt. Boland reviewed the State Board of Education's recent action on the proposed PE requirement changes and if it were to pass in the legislature what affect it could have on school districts. A discussion was held. CONSENT AGENDA Trustee Warden made a motion to approve the consent agenda as presented. Trustee Haws provided the second. Motion carried 5 ayes 0 nays. Items approved include: Meeting Minutes: October 8, 2013 Business Meeting October 22, 2013 Work Session October 31, 2013 Special Board Meeting Staff Actions: Emergency Hire: A hiring emergency exists, as declared by the Board of Trustees, for the following positions due to late resignations. Shelley Dolinar— Provisional Authorization Counselor Hawthorne Elementary 11/19/2013 D91 Board Minutes Page 3 of 5 New Hires: Shelley Dolinar Counselor Hawthorne Elementary Matching Funds: Edgemont Elementary Playground Equipment Eagle Rock Middle School Technology Total Matching Funds requested PROPOSALS Deborah L. McElroy .5 FTE Resource Room Longfellow $15,000.00 $12,463.72 $27,463.72 a. Second Reading - 2014-2015 School Calendar Superintendent Boland reviewed that this calendar proposal does align with District 93 this year, as far as an after Labor Day start date, Thanksgiving, Christmas and Spring breaks. The number one request from the feedback we received was to align the calendars between the two districts. The superintendent also shared that if we were to consider restoring any instructional days the cost is $224,391.00 per day for salaries with the current staff. The calendar proposal will be on the December agenda as an action item. ACTION ITEMS a. Erickson Modular Appraisal Supt Boland stated that the district has a number of modular classrooms that are no longer needed. By statute an appraisal was obtained on the trailer at Dora Erickson, which is a priority at this time. The appraisal for the Erickson trailer came back at $48,416.00. The district also has trailers at Bunker, Bush, Sunnyside, Eagle Rock, Taylorview and Linden Park that are not currently being used for classrooms. We have two trailers at Edgemont that will not be needed in 2014 and two others at Longfellow, one that will probably be kept for the Day Treatment Program. A request for bids was put out for sale of the surplus trailers, no bids have been received to date. There has been some interest from other districts and a resale company. The Administration is asking for authorization to negotiate the sale of the trailers as other districts or organizations approach the district in order to dispose of them. Trustee Lent made a motion authorizing the District to move forward with sale of the modular units and enter into negotiations with potential buyers with final sale being authorized by the Board. No discussion. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays. b. Award Building Demolition Bid for Ethel Boyes Elementary Superintendent Boland stated it is the recommendation of the administration to award the bid to TMC Contractors, of Idaho Falls, in the amount of $113,983.00. The superintendent noted that is $186,017.00 below the estimated budget so it is a considerable savings. 11/19/2013 D91 Board Minutes Page 4 of 5 Trustee Haws made a motion to award the building demolition bid for Ethel Boyes to TMC Contractors of Idaho Falls, ID in the amount of $113,983.00 as presented. Trustee Zollinger provided the second. No discussion. Motion carried 5 ayes, 0 nays. c. Ratify Telephone Poll Conducted on November 11, 2013 Regarding Approval for the October Payment of Claims Superintendent Boland explained that after the regular meeting was moved to tonight a poll was conducted to get approval to pay the monthly claims on time. Trustee Zollinger made a motion to ratify the telephone poll conducted on November 11, 2013 regarding the approval for the October Payment of Claims as presented. Trustee Haws provided the second. Motion 5 ayes, 0 nays. Trustee Lent made a motion to adjourn. Trustee Warden provided the second. Meeting adjourned at 8:46 PM. 11/19/2013 D91 Board Minutes Page 5 of 5 11-19-2013 Superintendents Report • Response to Representative Janet Trujillo's 11-19-13 Editorial o Disturbing due to absence of accuracy & patently false information. o Concludes with the question, "Where is the protest of the Common Core Standard reading list from our parents and school officials?" ■ Perhaps the absence of protest is because a Common Core reading list does not exist. ■ Text samples from the referenced novels are included as exemplars of text complexity in Appendix B: Text Exemplars and Sample Performance Tasks ■ That same document also states, "They expressly do not represent a partial or complete reading list." o Editorial states that (non-existent) reading lists are used in the district and that 11th grade students are required to read "The Bluest Eye" by Toni Morrison. Had Representative Trujillo taken the time to verify "what she was told by parents" she would have learned that the entire secondary ELA curriculum is posted on our website and nowhere is there a reference to "The Bluest Eye" or "Dreaming in Cuban". o What she would have found is ELA secondary adopted resources (protected book list by grade) and suggested resources for each unit of study. o Had she contacted board members, myself, or building principals she would have been informed that the information she received was inaccurate. o Representative Trujillo also states in the editorial, "After parents brought their concerns to the Idaho Falls School district, nothing changed. The parents of an Idaho Falls High School junior have even removed their student from the classroom due to the required reading." ■ One parent, prior to the September 24th board work session, expressed a concern that "The Bluest Eye" was required reading in an IFHS 111h grade English course. ■ In response to that concern I investigated and found the parent had emailed the teacher September 7th regarding use of the novel and the teacher replied the same day that the book was not used in the course and wanted to know where that information had come. ■ 1 personally verified that the novel had not, was not, and would not be used by any of our teachers in any of our schools. ■ That information was communicated to the parent on October 8th as well as members of the board. To my knowledge no other parents have presented concerns about objectionable required reading or a reading list to the board or myself, so I'm anxious to know who these "parents" are that she refers to in her editorial. Nothing changed with regard to required reading because there was nothing to change. o Gathering, analyzing and appropriately utilizing information are among the 21" century skills our teachers are working to develop in our students. It is unfortunate that an elected official has demonstrated such an absence of those skills. Suketu Gandhi's Comment Need for Mathematics Textbooks & Response November 19, 2013 to the Board This is a continuation of the story of Learners and Earners that the Board heard on October 8, 2013. Afterwards, I will respond to the questions that were discerned through the tone and the rapid speed of the heated exchange that ensued. The only way out of this unfortunate situation requires the District to take a suo motu action to assess the suitability of the textbooks and workbooks in the classrooms, but it is not realistic. The inherent conflict between the financial power and the knowledge prevents the timely evaluation. The Public knows very well, if a person offers the District a large sum of money as a gift, the decision makers will be eager to become the donor's audience, and will even grant about 20-30 minutes of the time through a public meeting. In contrast, when a person offers the knowledge on specific ways to improve the quality of mathematics education, free of charge, they will ensure that the person does not talk beyond 3 minutes so that the essential details remain hidden. In other words, out of sight, out of mind mentality prevails. Accountability by this Board to its patrons, in the spirit practiced regularly by the British Prime Minister to the Parliament, remains absent. This leads the Public to wonder: Who benefits through the actions undertaken by the District's decision makers? The Learners, or the Earners? Public sees that the Learners' interests have been neglected, but Earners interests have been protected. I) Why mathematics education gets repeated on a regular basis? If one sees each representation with a bird's eye view, everything is the same. If one evaluates this with eyes of a hawk and ears of a bat, the topic is mathematics, but each representation differs through the issues discussed. The problems do not disappear by ignoring them. However, they can be eradicated by confronting them. The problems with mathematics education have not been solved, but the solutions are available. 2) Why talk about the problem when the Board already knows about the problems? The missing element is the action. Where does the public go when there is a system wide failure? We all know that the Board came to the public on repeated basis to pass the bond for schools. Similarly, we ask: How the Board had responded to system wide problems that impacted its patrons? The public has vivid memory of how the Board has been derelict in its duties when a large number of students were failing a course in the years before the administration pressed for the change in 2008. In January 2009, the Board stalled the change by giving ostensible reason to seek further clarifications. Yours truly did not accept this reasoning. Furthermore, the Board has refrained from discussing the merits of 60 minutes vs. 40-50 minute class period to match the attention time, as proposed by a patron. When the issue of bullying came up in 2009, the Board heard compelling reasons to modify the policy to cover the acts between a student's home and the school for walkers and bicyclers. Board was muted in the discussions, and ignored this modification. In January, 2010, Phoebe Prince, a high school student in South Hadley, MA committed suicide in response to bullying as she walked from her school and home. Thus, patron input provides certainty that the decision makers are conscious of major problems in details. 3) Why go over the allotted 3 minutes? Thoughtful comments require detailed discussions. This means that they would be enlightened in knowing the intricate details on the elements that improve the quality of the mathematics education, how similar problems have been handled elsewhere that enables one to take action. The words are chosen and the tone is set to captivate the decision makers' consciousness. Public interests are served upon thoroughly discussing relevant issues. At times, this may exceed 3 minutes. Suketu Gandhi's Comments on Board Minutes & Patron Input April 12, 2011 • Patrons have consistently provided vital input that has enlightened the decision makers and the public through the spoken words. The Minutes of the Board Meeting serves to inform the public and other interested parties at different points in time on what has been discussed, and whether those issues that has came to the attention of the Board and the decision makers has been addressed. Until recently, the minutes of the Board Meeting used to provide summary of the patron input. However, beginning December 2010, it stopped providing such summary. No explanations have been provided for this sudden change. The only information it provides is the names of those who have spoken to the Board, which is not at all useful. There are very limited circumstances, such as privacy concerns, when it is prudent to refrain from providing summary of patron input. However, a significant amount of patron input concerns the delivery of the quality of education, policies and safety among many other topics. It is these types of input that must be part of the Minutes of the Board Meeting. • We all know that the patrons of the District remain powerless. The high quality education escapes us. The State Department of Education snubs us. Non -challenging mathematics textbooks dominate us. Thus, for the public, the having access to the vital information is the only possible way to have our concerns from being ignored. Under these circumstances, bringing out vital information in the open daylight where it can be readily examined is in the interest of the patron. Information plays a vital role to enhance the delivery of quality education in our schools. Thus, the Board is urged to incorporate patron input into the Minutes of the Board Meeting. Summary of the patron input, as done before December 2010, helps serves the public in very important way. • We are keenly aware of the fact that the patrons have been deprived of quality education both in the good and bad financial times, but do not deprive us of the vital information. I hope that we are in an agreement that the Minutes of the Board Meeting are vital, and patron input is essential part of the Minutes. Suketu Gandhi's Comment Need for Public Release of Test Scores November 19, 2013 We received a letter from Superintendent Boland on new standardized test. The letter essentially states that students will take SBAC (higher level than the previous ISAT), but their parents will not get the information on the scores. While SBAC has been advertised to be at a higher level than ISAT, the results from those states that have administered equivalent standardized test found that students' scores significantly lower on the newer than on the older standardized test. To hide this fact, the scores will not be reported to the parents. I strongly object to not reporting the score. When parents look at the scores on the standardized tests, it reveals significant information, even when the standards are low. For example, I have determined that ISAT Math is a joke. ISAT have too easy questions, and did not provide a correct answer (on a multiple choice question) to a reasonable question. The information revealed on the number of students who score at the Below Basic, Basic, Proficient levels. The test scores provide a confirmation to parents on a gap between what students should know and what they actually know. It is easy to attribute poor performance to lack of parental involvement. However, there are many other elements that have contributed to the poor quality in the delivery of education. For example, problems with mathematics education result from inferior curriculum, incoherent sequences of topics, poor teaching methods, lack of proper classroom engagements, and deficiency in quality exercises. The standardized test results reveal the information on the availability of the needed resources for the teachers to deliver quality of education. If a very large number of students whose parents are engaged do very well, then all of the elements are in place to deliver quality education. If poor performance of the students occurs when their parents are actively engaged, then the problem lies with the schools: Teaching methods, textbooks/workbooks, classroom engagement, prior year's preparation, etc. Based on the demographics, it is easy to discern which schools have actively engaged parents. Scoring high on the standardized test is not the objective, but consequences of outstanding teaching qualities. Surest way to score high (at the advanced level) without examination preparation results from the students attaining the needed subject matter maturity. Subject matter maturity means that students have developed fluency to solve complex problems systematically, read passages with ease as they know the vocabularies, identify implicit information contained in the text, or recognize incorrect English grammar. Right type of teaching in the classrooms and homework assignments provide the needed practice that reinforces the lessons learned. When this is put into practice, the confidence builds and the learning goals are achieved. How would the parents use the results of the test at different grades to push for structural change? I express my views and illustrate my actions. (I do express for others, or describe their actions.) I use the results from both ISAT & SAT to determine the magnitude of the problem, and act to remove the structural problems. For example, the SAT Math results from grade I I have revealed significant problems with mathematics education. I have made representation to allow the knowledgeable public be given a right to participate as a member of the textbooks selection committee. This way, the issues are discussed at the textbook selection deliberation. I have discussed with teachers at my child's school on the contents and source of quality problems and classroom engagement. In addition, I have lectured the Board on the specific strategies to improve education. This ensures that every decision makers (e.g., the Board, the superintendent Suketu Gandhi's Comment Need for Public Release of Test Scores November 19, 2013 & other administration officials, principals/teachers in the audiences) along with the interested parents at the Board meeting hear the problems, and learn about the credible solutions. On many of the issues, proper research (e.g., reading relevant articles, reports and books by the subject matter authorities) was conducted to understand policy's impact and to seek answers to specific questions. When I cannot find thoughtful answers to legitimate questions, or address to legitimate issues, my views get strengthened. These views and opinions have been incorporated into my comments at the Board meeting, e-mail letters/documents and at other forums on education. A few example of these research include i) inherent bias in SAT English, ii) unpredictability of SAT scores for the college success, iii) need for teacher's union as means to prevent abuses unleashed by administration and various local school boards in a different region, iv) impact of online learning, v) pay for performance, vi) master teacher model, etc. Furthermore, I have examined legitimate issues raised on made on the deficiencies contained in the Common Core English Language Arts & Literacy in History/Social Studies, Science and Technical Subject, etc. (I form my own views on the Common Core Standards for Mathematics.) Thus, having access to the results from SBAC is needed to form views on where improvements are needed. This way, serious representation could be made if the results show gross problems. To give you a concrete example on accessibility to the raw information is illustrated through the objections to the Common Core standards. One of the plausible, but incorrect objection (raised by the opponent of the Common Core) is that English teachers will have to teach major Supreme Court's decisions, and reduce the classical literature reading. Those who rely on others for interpretations would think that this is a legitimate argument. However, careful examination of the Core Standards title is that it would be in the domain of the Social Studies teachers. It could be at the level of outside reading (the curriculum) in the ways Advanced Reading tests is done (at Westside Elementary School). Those who objects to the Common Core Standards are many, and their voice is loud & clear. However, those who understand the Common Core are very few, and their views are hard to find. For this reason, providing the raw data to the public is very important. This will allow the interested public to understand their child's school performance in select subjects. Through these results, both for the individual child's score and combined data separated by schools correlated by demographics reveal the strengths & weakness in the teaching and the parental involvement. We all know that successful learning by those students who don't have proper preparations and parental involvement has always been a challenge to the schools. However, it has not been the case when the students fit the profile of successful learners. The sample questions on SBAC showed that there is an admixture of complex and simple problems. The types of questions asked reveal that SBAC is serious. Thus, the results from these tests would be very informative to the parents, the partners in their child's education. In view of this, I urge the Board not to accede to the Superintendent's plan to hide the SBAC test results from either individual parent or the public viewing of the data separated by schools & demographics. I have already provided the comments to the State Department of Education through the solicitation of the public comments. The letter from Superintendent Boland prompts me to write to your directly to point out the parental expectations. 2 Suketu Gandhi's Comment Need for Public Release of Test Scores November 19, 2013 Reference on the Raw Materials on Common Core English Standards Objections: [I ] Literature or Technical Manuals: Who Should Be Teaching What, Where, and Why?, S Stosky, Conference paper at Educational Policy Conference (St. Louis, MO) (January, 2013). Available online: http://nonpartisaneducation.orgaeview/Essays/v9nl.litm. [2] Minutes of the Regular Meeting of the Massachusetts Board of Elementary and Secondary Education, March 23, 2010, pp. 20-28. Available online: http:/,'w-ww.doe.mass.edu/boe/iiiiiiutes/10/0323reg.pdf [3] "Revise or Reject: The Common Core's Serious Flaws", S. Stosky, National Association of Scholars, July 3, 2013. Available online: http://uww.nas.org/articies/reject_or_revise the common cores serious flaws. IFEA Board Report November 2013 Thanks, first of all, to Danny Stapp for giving the November board report on behalf of the IFEA President and organization. We have just completed several building visits among our members and potential members from IEA and NEA Member Benefits on many savings members can access because they are Association members. Members have become excited about savings, some of which are new to them! We completed an all-member presentation just before the Erickson Open House Monday night. Our Region 6 Director, John Whetzel, has recently moved to Boulder, Colorado for employment which has left us in the middle of a process of rehiring. We hope and plan to have a new Region Director around the first of the year. There have been some extremely qualified applicants. Currently, Peggy Park is serving as a temporary Region Director in John's place. Our Social Committee has planned an event in December for not only a social event for members but a fundraiser for the Children's Fund. Our local collects all year long to donate into this fund which is heavily utilized in our area to provide glasses, school supplies, coats, shoes and other necessities to our most in need students. Having this resource for our members to access to directly help our students is a priceless resource! We would like to ask the board or some of the members of the board to attend our next Exec Meeting to discuss the Legislative proposals that you, the Idaho Falls School Board, are putting forth through ISBA including your past discussions you have had among board members at public board meetings. Our Exec Committee would like the opportunity to listen to and discuss your explanation in your proposals and sharing of discussions you have had. As in the past, your visits and collaborative discussions cement the support between the board and the local Association members. We look forward to working collaboratively with the board to gain further support for public education. Thanks, Angela Gillman IFEA President Presenting on behalf: Danny Stapp IFEA VP