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HomeMy WebLinkAbout2014_04_08 Board MinutesIII D A Ilh....10 FALLSCL US...I... III C...I NO 1 BOARD OF TRUSTEES -- BUSINESS MEETING DISTRICT OFFICE BOARD ROOM -- 7:00 P.M. 690 JOHN ADAMS PARKWAY TUESDAY, APRIL 8, 2014 Chairman Lisa Burtenshaw called the meeting to order at 6:35 PM. Trustee Lent made a motion to go into Executive Session pursuant to Idaho Code, Section 67-2345 (1) (b) regarding a student hearing. Trustee Haws provided the second. A roll call vote was taken: Lisa Burtenshaw —yes Dave Lent —yes Deidre Warden — yes Larry Haws —yes Bryan Zollinger — excused EXECUTIVE SESSION Superintendent George Boland, Assistant Superintendent Trina Caudle and the Board of Trustees met in Executive Session regarding a student hearing as per Idaho Code §67-2345 (1) (b). Trustee Haws made a motion to return to Open Session at 7:20 PM. Trustee Warden provided the second. Motion carried 4 ayes, 0 nays. Present from the Board of Trustees: Lisa Burtenshaw, Chair Dave Lent, Vice Chair Deidre Warden, Treasurer Larry Haws, Clerk Bryan Zollinger, Excused Present from the Administration: George Boland, Superintendent Lisa Sherick, Assistant Superintendent Trina Caudle, Assistant Superintendent Carrie Smith, Director of HR & Finance Camille Wood, Director of Technology Services Margaret Wimborne, Communications & Community Engagement Coordinator Debbie Wilkie, Recording Clerk Chairman Burtenshaw called the meeting to order at 7:25 PM., The Pledge of Allegiance was led by Jennifer Walker, Dora Erickson 5t" grade teacher. SPECIAL ORDERS OF THE DAY a. Emissary of Excellence Principal Kelly Coughenour introduced Instructional Coach Jenna Briggs as the Emissary of Excellence. Mr. Coughenour stated he was building principal when Jenna was in the classroom teaching and she had one of the most efficient classrooms he had ever observed. Jenna's students were always engaged in learning and she always got the most growth out of her students. Mr. Coughenour shared that Jenna is a firm believer in high expectations and that students will rise to that level of expectation. Jenna's co-workers stated she is hardworking, inspiring to everyone around her and very deserving of this award. A video clip, made by Jenna's 04/08/2014 D91 Board Minutes Page 1 of 6 co-workers, was shown in her honor. Trustee Burtenshaw presented Jenna with a token of appreciation and thanked her for helping to build a culture that empowers through high expectations and excellence. b. Volunteer of the Month Superintendent Boland introduced patron and parent Mr. Suketu Gandhi as the Volunteer of the Month. Superintendent Boland shared that Mr. Gandhi has been instrumental in providing assistance to the Math Curriculum Adoption Committee reviewing multiple resources and providing feedback. Superintendent Boland thanked Mr. Gandhi on behalf of the District for his time and expertise and presented him with a certificate and token of appreciation. Mr. Gandhi expressed his gratitude and stated this was something that he wanted to do and it needed to be done. c. Erickson Student Presentation — Dustin Heath, Teacher Mr. Heath introduced students, Jayden Wellard, Edgar Guerrero and Omar Arias, representing his 61h grade anti - bullying committee. The students provided information about bullying and asked the school board for permission to install no -bullying zone signs at Dora Erickson. A discussion was held regarding specific locations and the number of signs that would be needed to complete the project. Chairman Burtenshaw asked the students to figure out the logistics, with the help of their teacher, and invited them to report back at the next meeting scheduled on May 131h ADOPT AGENDA Trustee Warden made a motion to amend the agenda to add to Section V. Action Items, item d. Student 2013-2014E. Trustee Lent provided the second. Motion carried 4 ayes, 0 nays. Trustee Lent made a motion to adopt the amended agenda as presented. Trustee Haws provided the second. Motion carried 4 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 — Aubrey Holt ii. Skyline High School — Rose Rammell iii. CompassAcademy— AndrewJohnson iv. Emerson High School — Lesley Rodriquez b. Superintendent's Report - a written copy is attached. c. Patron Input — Patron Ivy Stewart shared comments regarding her desire to see a Dual Language Immersion Program in District 91. Patron Ray Reitzel shared comments about the possibility of creating an afterschool program to teach students love and respect. Patron and parent Suketu Gandhi asked if he could give his comments, regarding the math curriculum adoption, when it is discussed later on the agenda. d. IFEA Report - Lynn MacAusland reported. A written report is attached. 04/08/2014 D91 Board Minutes Page 2 of 6 e. Education Foundation Report Ed Foundation Program Director Tonya Bunnell reported: • The Education Foundation Board has been working on a long-term strategic plan and re-evaluating the direction of the organization. • Idaho Gives Day on May 1" — a day set aside for Idahoans to donate to their favorite non-profit organization like the Education Foundation. The money raised this year through the foundation will be used to help fund field trips next year. • Teton Toyota Truck Raffle — sales are down compared to last year at this time, not sure why clubs are not pushing this more to raise money for their organizations • A discussion was held regarding Teacher Appreciation Night sponsored by the Ed Foundation in February. Teachers are still talking about it. f. First Reading of Board Policy 1003.11 Revisions Superintendent Boland reviewed Board Policy 1003.11— Extracurricular Non-academic Activities, a policy that emerged from the dual enrollment statute. The current policy is old enough that is does not have the date of adoption on it and also refers to the Iowa Test of Basic Skills and The Test of Academic Proficiency which are no longer used by the State. Since then statute has changed and also the Idaho High School Activities Association, of which we are a member, has adopted specific rules. The Superintendent provided statute and IHSAA Rule documentation and stated the policy could be easily restructured by using the recommended language presented tonight. The Superintendent recommended the Board waive the second reading since the changes are clear and will reference statute and rules. A discussion was held about including a hyperlink in policy to state statute and IHSAA Rule after revisions are adopted. g. Other Items — no other items were presented. CONSENT AGENDA Trustee Warden made a motion to adopt the Consent Agenda as presented. Trustee Haws provided the second. No further discussion. Motion carried 4 ayes, 0 nays. Items approved included: a. Approval of Minutes March 11, 2014 Business Meeting March 18, 2014 Work Session b. Payment of Claims March 2014 Payment of Claims - $4,092,522.70 c. Staff Actions 04/08/2014 D91 Board Minutes Page 3 of 6 Employee / Action Position Location Comments Leave Requests: Rebecca Stillman Spectrum 1-3 Sunnyside Elementary 14-15 SY Jeffrey Crouch PE/Health Eagle Rock Middle School Remainder of 13-14 SY Resignations: Ann Wicher leave during 13-14 SY A. H. Bush Marie Murdoch leave during 13-14 SY Hawthorne Retirements: Laurie Lewis 2"d Grade Ethel Boyes Elementary 2014-2015 New Hires: Pauline R. Alessi Principal Ethel Boyes Elementary Jennifer Ann Hesse Principal Temple View Robert F. Devine Principal Idaho Falls High School d. Matching Funds Dora Erickson Elementary Playground Equipment $14,961.10 Dora Erickson Elementary Technology $15,000.00 e. Student Travel Skyline High School Debate National Debate Tournament Overland Park, Kansas June 14-21, 2014 Idaho Falls High School DECA National Competition/Leadership Training Atlanta, GA May 3-7,2014 Idaho Falls High School Scholastic Team National Science Bowl Competition Chevy Chase, Maryland April 24-28, 2014 f. Other Items - none PROPOSALS a. Math Curriculum Recommendation Assistant Superintendent Trina Caudle shared a handout and reviewed the process used by the Math Adoption Committee, led by Curriculum Coordinator Todd Brown, to bring forth the recommendation to adopt Math In Focus for the K-6 math curriculum resource. Mr. Suketu Gandhi, who provided assistance in reviewing all of the resources considered, shared his comments and provided a written copy to be included with the minutes of this meeting. Mrs. Caudle reviewed the math curriculum implementation timeline, professional development and 04/08/2014 D91 Board Minutes Page 4 of 6 training for teachers and parent education opportunities. A discussion was held. The Math In Focus materials will be available for review at the district office until May 13th at which time the board will take action. b. Athletic Training Agreement Proposal Superintendent Boland stated that over time the district has had difficulty employing and retaining Athletic Trainers, the pool of qualified candidates is very small. Recently, Bingham Memorial Hospital, doing business as Orthopedic Institute, approached Superintendent Boland with a proposal to provide athletic training services at no cost to the district in exchange for advertising. Superintendent Boland stated he was a bit uncomfortable with the original contract and asked the district's legal counsel to review it. After meeting with the Chief Operations Officer with Bingham Memorial and all parties are now comfortable with the contract being presented tonight. A discussion was held. This item will move forward as an action item at the May 13th board meeting. ACTION ITEMS a. Approve/Reject Date Change for Board of Trustees Annual Meeting from July 8th to July, 22, 2014 Superintendent Boland stated there are some scheduling conflicts with the Board's Annual Meeting on July 8th and proposed that the meeting be moved to Tuesday, July 22, 2014 at 7:00 PM. Trustee Warden made a motion to move the Annual Meeting of the Board from July 8th to July 22, 2014 as presented. Trustee Haws provided the second. A brief discussion was held. Motion carried 4 ayes, 0 nays. b. Approve/Reject Extension for Copy Machines Contract with Yost's Carrie Smith, Director of HR & Finance, reviewed that the district has had a five year lease contract with Yost's for most of the copy machines in the district which is up this year. Yost's came to the district and offered a one year contract extension proposal in exchange for a lower rate. The copiers are still in good working condition and after contacting building principals they were in favor of the cost savings opportunity. Trustee Warden made a motion to approve the extension of the copy machine contract with Yost's for one year. Haws provided the second. No further discussion. Motion carried 4 ayes, 0 nays. c. Approve/Reject Music Building Appraisal Superintendent Boland stated that an appraisal of the Music Building, located on the corner of Holmes and 7th Street, was conducted and by statute needs to be entered into the minutes of the meeting. Trustee Haws made a motion to accept the Music Building appraisal as presented. Superintendent Boland noted that the Facilities Committee will be meeting to discuss selling some of the unused properties retained by the district. Trustee Lent provided the second. Motion carried 4 ayes, 0 nays. Chairman Burtenshaw called for a motion to return to Executive Session at 9:18 PM. Trustee Warden made the motion to reconvene in Executive Session per Idaho Code §67-2345 (1) (b) regarding the student hearing. Trustee Haws provided the second. A roll call vote was taken: Lisa Burtenshaw —yes Dave Lent —yes Deidre Warden — yes Larry Haws —yes Bryan Zollinger — excused 04/08/2014 D91 Board Minutes Page 5 of 6 Trustee Haws made a motion to return to Open Session at 9:36 PM. Trustee Warden provided the second. Motion carried 4 ayes, 0 nays. d. Student 2013-2014E Trustee Warden made a motion to expel Student 2013-2014E for the remainder of this school year and following the administration's plan the student may petition the board in August to be re -admitted for the 2014-15 school year. Trustee Haws provided the second. Motion carried 4 ayes, 0 nays. Trustee Warden made a motion to adjourn. Trustee Lent provided the second. Meeting adjourned at 9:38 PM. 04/08/2014 D91 Board Minutes Page 6 of 6 Notes 4/8/14 • Kiss Me Date • Registration • PLAN Testing • Green Screen Room 9lgly aMVa kt� - LL U lj-SKY 1,1 trWlgV,f (Sk wail to Koss c-aA ms's Pcn�,f k"qQv4.d MA ��,��.nt5 (r'\Joi,\jpd 3'Gtea C,ua(!((ecce II+�J lNa) cAJ S camp,oj` �,t( -tints OSrC prj-j-.r VvLr,d �,ts ed') WilI � S-�1�urSoA '=ver► kX -- tQ t S-5 �6z(CL S IFEA report 4/8/14 Lynn MacAusland 1. The Idaho Education Law Training that a number of district employees attended on February 22, 2014 requires that those enrolled for credit attend a school board meeting when either a new policy is being adopted or an existing policy is being revised. Additionally, we are to conduct a short training at a building, staff or local association meeting on what was learned and what are the most important professional responsibilities of an educator in Idaho. We have a binder full of law that includes our master agreement and board policy, as well as the Idaho Code of Ethics. That Code is to be updated in the spring of 2014,so the training for our colleagues will hopefully include that information. 2. Legislative Debriefing: April 22/OE Bell/4:30-6 pm/Robin Nettinga, Executive Director of the IEA and Matt Compton, Director of Public Policy will give a rundown of newly passed education law and have a Q & A. 3. Retirement Banquet: May 22/Hilton Garden Inn/6 pm social/7 pm dinner Superintendent's Report: April 8, 2014 SBAC Update • As of Tuesday, 13 of 18 schools have started SBAC administration • Also administering ISAT science in grades 5, 7, & 11 • SAT and ACT Plan will be administered next Wednesday, April 16 (grades 10 & 11) • IELA testing concluded just prior to spring break • IRI spring testing began April 1 and will run until May 2. • SBAC field test purpose: o Ensure validity, reliability and fairness ■ Accuracy of test questions ■ Effectiveness of test questions o Set preliminary standards ■ Establish scoring and reporting scales o Provide students a practice opportunity BEFORE it is high-stakes o Test the online system o Test administration logistics o Work out the bugs BEFORE it is high-stakes • Thanks to those who have labored behind the scenes to make testing happen: Brandi Moreno, Linda Brock, Camille and the entire tech team, school coordinators and principals, school secretaries, and teachers. • Site organization: o Terry, Natalie, Sarah —first to test, provided information helpful to other schools • Learning a lot about how to manage administration — complex online assessment. A lot of human resources needed in first few sessions due to high likelihood of need for troubleshooting an unanticipated glitch. • Some schools are running the administration with teachers as the test administrators and some are funding proctors. Teachers can learn a lot by doing the test administration, but some are complaining. The initial information that we received about who could administer the test specified CERTIFICATED EDUCATORS. By the time we received different information in late February, we had made financial decisions based on our understanding that teachers would be the test administrators. • Will need to review administration procedures and practices for next year. One recommendation to date is to provide paid proctors at the elementary level to provide for increased test sec and administration consistency as well as decreasing the disruption to instruction and overall school functionality during third trimester of the school year. • Data collected through Monday shows a significant number of students will require additional time to complete the tests next spring (refer to spreadsheet). • Testing will continue to the end of the window, May 9th. IDAHO FALLS SCHOOL DISTRICT #91 PUBLIC INPUT SHEET Guidelines for Patron Involvement in School Board Meetings School Board meetings are meetings of the elected Board of Trustees held in public for the purpose of conducting the business of the Board. Patron input is invited during board meetings on the following basis: To request to speak to the Board of Trustees: In order to be recognized, the patron must sign and complete the Public Input portion below prior to the beginning of the meeting. The Public Input Sheet should be located on a table at the back of the boardroom. Patrons will be recognized by the Chairman of the Board. Public input should not exceed three minutes. The Board will listen to public input without comment except to ask germane questions. Expressions must be appropriate to the public setting. Discussion of personnel matters or personal attacks are not appropriate. Board Policy 506.0 item 5 states that complaints against a particular teacher or District employee shall be in writing. The contract between District 91 and the teacher's association, as well as traditional concepts of the due process of law, require that the affected employee be notified of a written complaint. The Chair has the authority to control the meeting whenever necessary. PUBLIC INPUT SHEET Name: lyo - Date: � 0) �y Address: ,(�S '��ra��� �, Phone: Qpl- 3(p(23169 E -Mail Address: t l - CcJ�i'► Do you have children attending School District #91 schools? pt if so, which schools do your students attend: Topic: 511612008 4 IDAHO FALLS SCHOOL DISTRICT #91 PUBLIC INPUT SHEET Guidelines for Patron involvement in School Board Meetings School Board meetings are meetings of the elected Board of Trustees held in public for the purpose of conducting the business of the Board. Patron input is invited during board meetings on the following basis: To request to speak to the Board of Trustees: In order to be recognized, the patron must sign and complete the Public Input portion below prior to the beginning of the meeting. The Public Input Sheet should be located on a table at the back of the boardroom. Patrons will be recognized by the Chairman of the Board. Public input should not exceed three minutes. The Board will listen to public input without comment except to ask germane questions. Expressions must be appropriate to the public setting. Discussion of personnel matters or personal attacks are not appropriate. Board Policy 506.0 item 5 states that complaints against a particular teacher or District employee shall be in writing. The contract between District 91 and the teacher's association, as well as traditional concepts of the due process of law, require that the affected employee be notified of a written complaint. The Chair has the authority to control the meeting whenever necessary. PUBLIC INPUT SHEET Name: A W P Date: qla /9.0 U Address: �- � ' t e Phone: - 974 E -Mail Address: Do you have children attending School District #91 schools? ` n'V If so, which schools do your students attend: Topic: r',/y eLk+L r\ \ a 'F,` eJ l j f lle G A n eC -11 � �- • 2 511612008 1 �, M \ y� V `:A S C9 �h �t V 0 n k Ck V- ?,S -cry �'C1�� X\- P S' Z s IDAHO FALLS SCHOOL DISTRICT #91 PUBLIC INPUT SHEET Guidelines for Patron Involvement in School Board Meetings School Board meetings are meetings of the elected Board of Trustees held in public for the purpose of conducting the business of the Board. Patron input is invited during board meetings on the following basis: To request to speak to the Board of Trustees: In order to be recognized, the patron must sign and complete the Public Input portion below prior to the beginning of the meeting. The Public Input Sheet should be located on a table at the back of the boardroom. Patrons will be recognized by the Chairman of the Board. Public input should not exceed three minutes. The Board will listen to public input without comment except to ask germane questions. Expressions must be appropriate to the public setting. Discussion of personnel matters or personal attacks are not appropriate. Board Policy 506.0 item 5 states that complaints against a particular teacher or District employee shall be in writing. The contract between District 91 and the teacher's association, as well as traditional concepts of the due process of law, require that the affected employee be notified of a written complaint. The Chair has the authority to control the meeting whenever necessary. PUBLIC INPUT SHEET N c a p Name: �`��K r iG ! Date:. �d/ 2—0/1-j Address: Il mwm Phone: E -Mail Address: 6r' n A i k Do you have children attending School District #91 schools? If so, which schools do your students attend: Topic: LAA f Loo4 S�eC aA P-e�yl—ex,, 511612008 Section 1000 - Students 1003.11 - Extracurricular Non-academic Activities A nonpublic student mawpartici ate in extracurricular activities as prescribed in Idaho Code 33- 203 (4)(5)(6) and Idaho High School Activities Association Rule 8-16-1. Adopted: 4/8/2014 — First Reading 5/13/2014— Second Reading 6/10/2014—Third Reading Revised: Reviewed: WP Pq MM. _ PWM P_ Adopted: 4/8/2014 — First Reading 5/13/2014— Second Reading 6/10/2014—Third Reading Revised: Reviewed: Statutes TITLE 33 EDUCATION CHAPTER 2 ATTENDANCE AT SCHOOLS rage 2 of 3 33-203. DUAL ENROLLMENT. (1) The parent or guardian of a child of school age who is enrolled in a nonpublic school or a public charter school shall be allowed to enroll the student in a public school for dual enrollment purposes. The board of trustees of the school district shall adopt procedures governing enrollment pursuant to this section. If enrollment in a specific program reaches the maximum for the program, priority for enrollment shall be given to a student who is enrolled full time in the public noncharter school. (2) Any student participating in dual enrollment may enter into any program in the public school available to other students subject to compliance with the eligibility requirements herein and the same responsibilities and standards of behavior and performance that apply to any student's participation in the activity, except that the academic eligibility requirements for participation in nonacademic activities are as provided for herein. (3) Any school district shall be allowed to include dual -enrolled nonpublic school and public charter school students for the purposes of state funding only to the extent of the student's participation in the public school programs. (4) Oversight of academic standards relating to participation in nonacademic public school activities shall be the responsibility of the primary educational provider for that student. In order for any nonpublic school student or public charter school student to participate in nonacademic public school activities for which public school students must demonstrate academic proficiency or eligibility, the nonpublic school or public charter school student shall demonstrate composite grade -level academic proficiency on any state board of education recognized achievement test, portfolio, or other mechanism as provided for in state board of education rules. Additionally, a student shall be eligible if he achieves a minimum composite, core or survey test score within the average or higher than average range as established by the test service utilized on any national ly-normed test. Demonstrated proficiency shall be used to determine eligibility for the current and next following school years. School districts shall provide to nonpublic students who wish to participate in dual enrollment activities the opportunity to take state tests or other standardized tests given to all regularly enrolled public school students. (5) A public school student who has been unable to maintain academic eligibility is ineligible to participate in nonacademic public school activities as a nonpublic school or public charter school student for the duration of the school year in which the student becomes academically ineligible and for the following academic year. (6) A nonpublic school or public charter school student participating in nonacademic public school activities must reside within the attendance boundaries of the school for which the student participates. (7) Dual enrollment shall include the option of joint enrollment in a regular public school and an alternative public school program. The state board of education shall establish rules that provide funding to school districts for each student who participates in both a regular public school program and an alternative public school program. htip://www.legislature.idaho.gov/idstat/Title33/T33CH2SECT33-203PrinterFriendly.htm 4/3/2014 Waiver of Transfer Rule — This form is to be used for each student who transfers to a member or associate member school under conditions that do not meet the transfer standards set forth in Rule 8- 14-11. Eligibility Regulation Waiver — This form is to be used for each student who: a. Transfers without a corresponding move by his/her parents and desires varsity eligibility in sports he/she played in the previous 12 months. b. Does not meet criteria for eligibility as outlined in the Rules and Regulations. 8-15 ALTERNATIVE HIGH SCHOOL ELIGIBILITY Students enrolled in and attending an alternative school program, who compete in IHSAA sponsored athletic programs, must comply with the IHSAA Individual Eligibility Rule. General guidelines for students attending altemative programs: (1) The student must comply with the eligibility requirements of the member school along with the eligibility requirements of the IHSAA. (2) A student attending a cooperative alternative program of which his/her home school is a member would be eligible to participate in the school of his/her home (attendance) district. (3) A student wishing to compete for another member school of the cooperative alternative program must request a waiver of the transfer rule. 8-16 NON TRADITIONAL STUDENT 8-16-1 To be in compliance with the section of Idaho Code 33-203 that provides for dual enrollment, the following interpretation will be used: Students who are enrolled in a nonpublic school shall be allowed to enroll in a public school for dual enrollment purposes. To be eligible for athletics or specific activities in the public school, the dual enrolled student must meet the following criteria: I. The student must reside with a parent or guardian in the attendance area of the public school for which the student will participate. 2. The student must comply with the same rules and requirements that apply to any student's participation in the same activity with the exception of Rule 8-1. — Academic and Full Time Enrollment. 3. In order for any nonpublic school student or public charter school student to participate in nonacademic public school activities for which public schools students must demonstrate academic proficiency or eligibility, the nonpublic school or public charter school student shall demonstrate composite grade -level academic proficiency on any state board of education recognized achievement test, portfolio, or other mechanism as provided for in state board of education rules. Additionally, a student shall be eligible if he achieves a minimum composite, core or survey test score within the average or 82 higher than average range as established by the test service utilized on any nationally-normed test. Demonstrated proficiency shall be used to determine eligibility for the current and next following school year. School districts shall provide to nonpublic students who wish to take state tests or other standardized tests given to all regularly enrolled public school students. Definition of Portfolio: A collection of materials that documents and demonstrates a student's academic and work -based learning. Although there is no standard format for a portfolio, it typically includes many forms of information that exhibit the student's knowledge, skills, and interests. By building a portfolio, students can recognize their own growth and learn to take increased responsibility for their education. Teachers, mentors, and employers can use portfolios for assessment purposes and to record educational outcomes. An example of a portfolio evaluation instrument, is on the IHSAA website, idhsaa.ore 4. It shall be the responsibility of the student to make all arrangements to take the required test and provide the principal of the school with the results of the test prior to being granted athletic eligibility at the public high school. 8-16-2 Public Charter Schools that participate in approved IHSAA activities shall be allowed to enroll non traditional students for dual enrollment. The following interpretation will be used: 1. Public charter schools must establish an attendance zone in the public school district in which it resides. For activity purposes, the public charter school attendance zone cannot extend outside the school district in which it resides. 2. If a school district has a public school and a public charter school, non traditional students may dual enroll in either the public school or public charter school. 3. If a school district has two public schools and one public charter school, the public charter school will establish its attendance zone in conjunction with the nearest public school with both schools having the same attendance zone. Example: Public School A and Public School B. If school A's attendance zone is used then non traditional students who reside in that attendance zone may dual enroll in either public school A or the public charter school. If a non traditional student resides in public school B's attendance zone, he/she could only attend public school B for dual enrollment. 4. For establishing attendance zones and dual enrollment in school districts that have multiple public schools and multiple public charter schools interpretation No. 3 under Rule 8-16-2 will be used. K-6 Math Curriculum Committee Program Adoption Recommendation Tuesday, April 8, 2014 Informational Sheet Committee Review of Pro ams • Instructional Materials Evaluation Tool (IMET) for CCSS Alignment in Mathematics Grades K-8 developed by Student Achievement Partners was used to evaluate 7 programs: Math in Focus, Investigations, Everday Math, Envision Math, Go Math, Math Expressions, My Math, Stepping Stones, EngageNY, and Singapore Math. • The Elementary Curriculum Coordinator solicited the assistance of a community member with interest in the elementary math program and with extensive math experience (Mr. Suketu Gandhi) to analyze each program for coherence and sequence of topic presentation and problem difficulty. • The initial review narrowed the list to 4 programs the committee felt were the most appropriate for further consideration: Math in Focus, Investigations, EngageNY and Go Math. • Publisher presentations were solicited for each program except EngageNY. Elementary PTO presidents were invited to attend the presentations. • After each publisher presentation, the committee revised and completed their review of the program using the IMET. • District elementary teachers and principals were invited to a week of open -houses in which they could review each of the 4 programs under consideration and provide feedback. Similar open -houses were held for the general public and feedback was solicited. Reasons for recommendation • The committee felt that MIF provides a more coherent approach to developing student conceptual understanding. • The program has a very rich number sense development component which the committee feels is vital to later math conceptual development. • Meets the Idaho Core Standards for math that expects equal rigor in conceptual understanding, procedural skill and fluency, and application. • Provides instruction that not only meets, but exceeds the expectations of the Idaho Core Math Standards. • The program provides sound instructional support for English Language Learners. • This program and pedagogy has demonstrated solid student achievement results. • The publisher provides numerous professional development opportunities. Implementation o The Elementary Curriculum Coordinator and the Assistant Superintendent (Curriculum) will develop a 3 year professional development plan for elementary mathematics. ■ This spring/summer an overview of program components and pedagogy will be provided via a webinar. ■ Full day training regarding program instructional strategies is being planned for August 27`h with follow-up training, including demonstration lessons by program consultants to take place in October. ■ Monthly webinars will be available to teachers throughout next year. ■ A presentation for parents will also take place in conjunction with October staff training. o Materials will be ordered so that teachers will be able to view them over the summer. o The Elementary Curriculum Coordinator will monitor program implementation and student achievement and make recommendations for curriculum revision throughout the life of the program adoption particularly in regards to instructional intervention What We Believe Good Math Instruction Should Look Like: 1. Should include real-world, messy problem solving. 2. Math is demonstrated to be of use and value outside of school (students see its applicability). 3. Students demonstrate that they can transfer their skills and understanding to new situations. 4. Program should engage students. 5. Students enjoy math. 6. Students are involved in math conversations (discussing, defending, critiquing, collaborating, etc.). 7. Students think and act like mathematicians. 8. The Practice Standards are clearly woven through instruction. 9. The math work is rigorous (challenging). 10. Students are allowed to engage in "productive struggle." 11. Students build stamina for solving problems and engaging in math learning. 12. The focus is on sense -making (conceptual understanding), so while the answer is important, so too is the process of developing understanding. 13. Students develop fluency in skills (efficiency) and facts. 14. Students feel successful (i.e., a safe environment in which students are expected to try different strategies and feel safe in sharing them; students have multiple strategies and tools at their disposal and are encouraged to use them). 15. Students frequently write about math. 16. There is a connection to literature. 17. Addresses all student needs (provides differentiated instruction where necessary, students learn the skills/concepts that they need, the math is made accessible to them—support for ELL and struggling students, provides opportunities for advancement). Suketu Gandhi's Comments on the Overview of Math Textbooks Review April 8, 2014 The math committee has made a recommendation on grades KG -6 curricular materials. In these regards, both the Board and the public needs to be informed on a public member's views in the textbook evaluation. Math in Focus is not the ideal textbook. The preference from your truly still remains for the Singapore Math's Primary Mathematics, US Edition for grades 1-3, and Standards Edition for grades 4-6. Both Math in Focus and Primary Mathematics textbooks provide clarity in the exposition for the most part. The contents of both of these books are higher than the Common Core Mathematics Standards. Math in Focus uses the same teaching approach as used in Singapore schools. The major differences between these books occur in the exercises. In a few areas, a smaller difference persists in both the sequences of topics and clarity in the expositions. The Primary Mathematics has better exercises than Math in Focus. Success of students learning mathematics requires effective classroom instructions and completing their assignments. Entire teaching approach and the classroom engagements are different from the past, and the professional development of the elementary grade teachers is needed. The publisher of Math in Focus provides this, but the publisher of Primary Mathematics has no provision. When effective instructions are delivered in the classrooms, students learning mathematics at a higher level work only for those who do their homework. If the students don't make attempts to do their homework (e.g., due to lack of parental support, medical conditions), they will not reap the benefit from the curriculum. To get the maximum benefits, one has to go beyond the homework exercises. Students learn more by going in depth with a fewer topics. They learn how to solve complex problems systematically. This requires integration of multiple topics. When a student gives a presentation on a reasonably complex problem, any confusion would be for everyone to see, and a possible new explanation or clarifications may be forthcoming. It means that the students would learn how to identify the missing information, or a trick. When the time comes to learn a new topic, the students would grasp it fast. To attain the needed mathematical maturity, teachers will need to teach certain topics neglected by the textbooks, and provide additional exercises from the supplementary books. Textbooks & workbooks provide limited benefits. However, supplementary books magnify these benefits. The supplementary books' exercises benefits those who need extra help and who want challenges. One may formulate challenging problems, or search for them on the internet, which is a time consuming task. To save time, it is necessary to have books full of challenging problems. Internal professional development is needed so that every teacher is in a position to teach certain lessons missing from both the common core and the textbooks. They would know that they have an access to problems to challenges the students to the fullest extent. This way, every student would have an opportunity to solve the problem, regardless of the school or the teacher. When students learn to solve complex problems on regular basis, the learning goal is met. For these reasons, Math in Focus has been accepted in view of the prevailing circumstances. The missing exercises would come from the supplementary books. Suketu Gandhi's Comments on the Overview of Math Textbooks Review April 8, 2014 Background and the Motivation: The public is keenly aware of the problems with the present day education, but knows that the needed credible solutions have not been forthcoming. The news media gives attentions to celebrities or those with a high visibility. When they speak on the education improvements, media superficially glorifies their views, but restrains from providing the defects. This creates an impression of legitimacy of the proposed solutions. The gullible members of the public are lead to believe that the proposed solutions are the key to the education problems. The past examples of these solutions include online education as a substitute for the regular classroom instructions, the teachers' evaluation be based on the students performance on the standardized tests. The proponents of the educational reforms want the public to know their solutions, but they refrain from answering relevant questions (e.g., missing elements in the online class that are present in regular classroom, or using flawed tests to evaluate student's performance, etc.). In other words, they are selective in choosing the questions that they answer. This does not inspire any confidence in their solutions. It is evident that the public confidence in the Idaho's public school system has steadily eroded in general, and in School District 91 in particular. During 2008-09 school year, there was a significant opposition to the changes in the instructions delivery model to remove a significant defect. This resistance resulted in the delay of 1 year in students taking full year courses. The displeasure with the District 91 became evident by taking three attempts to pass the school construction bonds. The reduction in the school funding has resulted in the removal of the Gifted and Talented Program for the grades KG -2 (RAD), reduction of physical education & music instructions in the elementary schools, and limited the number of sections offered for college preparatory courses in high schools. In other words, the high school students are unable to take the needed college preparatory course due to scheduling conflicts with other courses. The impact on the teachers has been to use their money to purchase the needed school supplies. The State of Idaho has exacerbated the problem before implementing the Common Core Standards, and imposing series of education laws (under "Students Comes First"). In 2010, State Department of Education solicited public views on the Common Core Standards, and I provided substantive comments. These credible suggestions were neither refuted, nor the standards were revised to incorporate them. They were summarily ignored. When the Students Comes First legislation was passed in 2011, examination of the laws indicated that it would not benefit the students as advertised. Despite the predictability that the laws would not lead to the needed improvement in the student's education, the state decision makers continued to champion them until they were defeated through the referendum in 2012. The public confidence in the education decision makers was further eroded. When the decision makers were provided an opportunity to deliver quality of education through implementation of proper policies, they failed to do it. For example, Idaho evaluated mathematics textbooks in 2009. They invited the publishers who were "well connected", but ignored Singapore Math (from Oregon City, OR), who are not part of this nexus. Idaho made no efforts to have subject matter experts to examine the quality of the potential textbooks. The problems of Idaho education are not unique. Specific methods to improve the quality of education are properly documented, and this knowledge is readily available in the public domain. The motivated public has gained access to the information on various issues (on the internet) and knows in detail how similar problems were handled elsewhere. With regards to the 2 Suketu Gandhi's Comments on the Overview of Math Textbooks Review April 8, 2014 successful mathematics education, the essential elements are as follows: Concrete —> Visuals —> Abstract. In this regards, the graphical approach in learning methods, the curricular materials, and the ways to engage students play a significant role. The public sought to participate to ensure that right curricular materials will be used in District 91 classrooms. When right instructions is provided in early grades, a large pool of students would be eligible to take AP Calculus BC in 11 t' grade. Idaho Falls School District 91 sought a knowledgeable member of the public to evaluate potential mathematics textbooks for use in the elementary grades. It is appropriate for the Board to get an overview of the review. This way a judgment can be rendered whether a very detailed review provided the needed benefits, and the same quality of review would have been possible without the public participation. When the public knows the underlying reasoning for the views, they will learn that there are no hidden variables or that a secret agenda played a role. It is hoped that their confidence in the public school system would increase. Review Process In the evaluation of the textbooks/workbooks, attention was given to the coherent sequences of topics, clarity in the exposition, accuracy in the mathematical derivation of equations & procedures, arrangements of the exercises based on the level of difficulty and the different types of problems provided. Several things were kept in mind: 1) Do the students have adequate preparations to grasp or master new topics? 2) Has the Common Core standards omitted certain topics that the students must master? 3) Is the number of exercises adequate to master the concept taught in a lesson? 4) Is the sequence ofproblems based on the difficulty levels? 5) Do the exercises integrate previously learned materials? 6) Does the topic go sufficiently in depth? 7) Would the students be prepared to undertake challenging courses in the grades 7-12? To identify the books that live up to the high expectations requires a detailed review. The review examined individual pages of the textbooks and workbooks. Unsuccessful attempt was made to examine teacher's edition of Investigations. It was very difficult to understand it. In the other books, no attempt was made to examine the teacher's edition. The exposition of the text and the workbooks allow me to make judgment on the contents for each book reviewed. In the case of Math in Focus, copies were available online. A printed version would have made it faster to review it, but it was not possible at the time of the review. Having the first hand knowledge on a select Singapore Math Primary Mathematics, US and Standards Edition, it was easy to compare different approaches used for the students to learn mathematics. Furthermore, having access to variety of supplementary books made it easy to form the expectations on the contents of grade appropriate challenging problems. The advanced knowledge in the mathematics is necessary to determine the rigor in the exposition of topics, and to identify topics must be learned early so that its knowledge would be utilized for the subsequent topics or grades (e.g., role of factors to master equivalent fractions). This combined background positions us to make credible evaluation. Review of the Curricular Materials 3 Suketu Gandhi's Comments on the Overview of Math Textbooks Review April 8, 2014 One of the common problems encountered with the books have been on the exposition for addition and subtractions. Proper sequence of the topics leading to addition is as follows: The numbers system -> counting -> addition (putting two numbers together). Many books did not follow this sequence. When students learn how to count, the proper approach requires using concrete objects (e.g., crayons, pencils, etc.) and gradually transition to fingers. As students become proficient in counting, they should learn how to count on the finger marks. This would be used to add numbers through counting. One hands gives them counting through 12 or 16, depending on the approach (rectangles or the border lines). Counting on finger marks is efficient, but it is neglected in all of the curricular materials. It is well known that addition is putting numbers together, and subtraction is separation of numbers. One book gave poor exposition of subtraction. As students learn addition, they must have opportunity to practice the lesson. Students add numbers using horizontal lines (number sentence), vertical lines, matching numbers on the left with the sum/numbers right column, number bonds, coloring, decomposition of whole numbers, identifying a missing number, multiple addends. Certain books had provided limited ways to add numbers. Prerequisite for learning multiplication is mastery of addition with carrying. This was missing in one book. Multiplication learning proceed in stages: Repeated addition single digit number x single digit number (first with horizontal lines, then with vertical lines) mastery of times tables -> two -digit number x single -digit number procedure -+ factors -> multiplications of multi -digit x 2 & 3 digit numbers. The prerequisite for learning division procedure is subtractions of numbers with borrowing and multiplication facts. The sequence of topics leading to the mastery of division is as follows: A large number of objects broken down into equal group of objects -* equal grouping of numbers -> the derivation of the long division procedure based on equal grouping. In the derivation of the long division, students should learn that this is the efficient approach. The long division procedure is presented in the textbook (with one exception), but the derivation is missing in all of the books. (The long division will be used in Algebra when adding numbers in a geometric series.) Once the division procedure is introduced, the teaching should occur in the following sequences: Division of a single and two -digit number (dividend) having a single digit divisor -+ division of a dividend (a number) resulting in a remainder -> division of a multi -digit dividend by a two -digit divisor, both with and without a remainder. One book teaches division as repeated subtraction as a fundamental, instead of as a consequence of equal grouping. When teaching division through equal grouping, it is easier to derive the division procedure. When the fundamental definition of the division of a number is repeated subtraction, it causes problems in the determination of the number for the divisor. Furthermore, this approach does not give any consideration for handling problems when there is a remainder. When it comes to learning about the distributive property in multiplication, no textbook provided very clear exposition. Specifically, the words are more complicated than the concept. The concept essentially states that in repeated addition, one can place parentheses at different locations. The product will remain the same. For example: 2+2+2+2+2+2+2 = (2+2+2+2) + (2+2+2) _ (2x4) + (2x3) = 2x7. 4 Suketu Gandhi's Comments on the Overview of Math Textbooks Review April 8, 2014 The mastery of fractions are the most difficult topic in the elementary grades. The proven sequence of topics that allows students to grasp it without difficulty is as follows: Expression of fraction in terms of an area (grade 2) -+ addition/subtraction of a fractional area with an identical denominator (grade 3) using realistic examples (e.g., pizza/cake). This way students gain comfort with fractions, and sets students to think fraction as an expression of area (which is easy to grasp) to a number (which is difficult to grasp) between whole numbers (0, 1, 2, etc.). To develop this concept, the fraction should be taught on a rectangular bar graph (grade 4), which would be a very thick number line. This way, students think of fraction as a number (on a regular number line), equivalent fraction and addition & subtraction of fraction with different denominator (grade 4). Multiplication of a fraction with both a whole number (4t' grade) and a fraction (5h grade) are taught —> division of a whole number by a fraction —> division of a fraction by a fraction (grade 5). Teaching division of fraction by a fraction starts with fundamental definition of division (equal grouping), and then deriving the procedure for the division of a number by a fraction. Cramping multiple fraction topics in a single year prevents students from grasping and retaining it. As with the fractions, similar topics are taught with respect to the decimals. However, money is introduced in 1' grade. The connection between fraction and decimal should occur in 0' grade -+ percentage (5t" grade) —> ratio & proportion. Rate/velocity are extension of ratio, and they should occur at the latest by 6t' grade. These pre -Algebra prepare students to learn equation of a line. Topics in geometry should to follow specific sequences: Expression of shapes -+ symmetry of shapes (for fractions) -* mirror & rotational symmetry. (The rotational symmetry is covered only in one book, but it is not part of the common core. We note that the rotational symmetry is needed to learn Pythagoras theorem.) Topics on perimeter, area and volume are covered at appropriate time. The area is taught in the following sequences: Expression of area in terms of unit square objects -+ lengthxwidth for rectangles/squares area of triangle (through symmetry in a rectangle/square) --> area of triangles (lengthxwidth) area of quadrilaterals —> perimeter of a circle -+ area of a circle. For angles, students learn how to measure it (41' grade) -+ angles in a parallelogram (41h grade) -+ sum of internal angles of triangle (5h grade), and extend this to learn the sum of internal angles of polygons. Students should learn to decompose polygon into triangles to derive the sum of internal angles of a polygon. (When they revisit this topic in the geometry class, it can be completed very fast.) Measurements topics include length/height -+ weight -+ time —> temperature -+ volume. Most of the books omit weight in 2nd grade. When the review went as far as 3`d and 40' grade, the temperature was not in many of the textbooks. Time is taught on both regular analog (i.e., having hour/minute hands) and digital clocks. The analog clock is circular. One book gave incorrect exposition for the time. It converted the circular graph into linear bargraphs. This is incorrect way to express time. Expression of time has to be periodic. Expression of hour/minute/second on a circle sows the seed in the subconscious mind that time is periodic. This is consistent with the fact that sun rises every day, and the earth orbits the sun. This is a periodic function. Expression of the duration of the time is properly shown on the linear scale. Duration can go to arbitrarily large time (in any units). Topics not included in the textbooks: i) The connection between multiplications of whole number and fractions, ii) mental math for addition/subtraction multiplications and divisions, iii) 5 Suketu Gandhi's Comments on the Overview of Math Textbooks Review April 8, 2014 the x 11-20 times (multiplication) table, iv) rotational symmetry (with one exception), v) mental math tricks, vi) determination whether a number is divisible by a whole number without having remainder through inspection of the digits. (For example, 132 is divisible by 3 since the sum of the digits 1+3+2=6, which is divisible by 3. It is possible to derive this.) Knowing the derivation of this is essential for mastering division and gain mathematical maturity with fractions. One can easily discern this through patterns for the even numbers, and the numbers divisible by 5. It is difficult to know why the addition of digits works for 3, 6 and 9. Through derivation, one can inspect digits for divisibility for 4, 7, 8, 11, etc. None of the textbooks provide the needed challenging problems. High quality supplementary books would be needed. District 91 has certain supplementary books that would meet the needs. The review for many books was terminated before completion of grade 6. The committee made a decision that the book under review could not meet the learning goals. Based on the limited review, the termination from further evaluation was the correct decision. Two books that made it into the final round were Math in Focus, and Investigations. There were profound differences in teaching approach between these two textbooks. Investigations failed to provide proper exposition of topics, meaningful exercises, or go from simple cases to complex situation in timely manner. For example, students do not know how to do vertical line of addition. Investigations' student reference books implied that students should use a calculator in 2nd grade. Between the two books, Math in Focus was significantly superior, including when compared with the books that were terminated earlier. However, Math in Focus has several deficiencies, and they were duly documented in the review. The advanced knowledge in mathematics was needed to identify the topics neglected in the textbooks that students must learn. A number of slide show presentation (Power Point) have been given to provide clear exposition of these topics. This knowledge made it possible to identify variation of certain problems that require original thinking. Among them include the best approach for students to learn addition facts: Provide different types of exercises that involve addition. One missing exercise is systematic decomposition (or partitioning) of numbers: 2-7. Decomposing 2 is easy. Decomposing 7 is tedious, but not difficult. This provokes the student to think. When fractions are taught, the systematic approach in learning requires expression of very simple to more complex geometry to express it. A complex ; geometry would incorporate symmetry. An example on the right is a complex ---; -- problem. Determination of the fraction of the shaded area takes time. Students must ' think as they determine the fraction of the square that is shaded. When students solve this problem, they have to use symmetry argument to bring the fraction into a familiar form. The symmetry used involves both reflection and rotational. This integrates multiple topics. We also conveyed how the learning goals are realized upon solving difficult problems. Once a problem has been identified, its variation should be done to generate a pattern starting with a simple to more complex case. When this is done, one integrates multiple topics. This way, students have to use discretion on how to use different topics to solve formidable problems. The goal is for student to gain mathematical maturity. This is the underlying reason for the supplementary books and the internal professional development for teachers. 0 Suketu Gandhi's Comments on the Overview of Math Textbooks Review April 8, 2014 In addition to the above, I was interested in knowing whether the common errors found in mathematics textbooks have been rectified. EngageNY was readily available, and review was made on both exponents (8h grade), and multiplications of signed (positive/negative) numbers (7'' grade) in EngageNY. For the exponents, the text states that the notations for x3 as xxx (repeated multiplication). The exponential notation for 1/x (for x :A 0) is x-1. When student seeks to know the number for x°, initial guess would be 0. However, EngageNY states that x° is defined as 1, which is incorrect! Value for x° is derived to be 1. Consider this, when x3 1x3 = 1 = x(3"3) = x°. This is valid even when x is zero. [This comes from the fact when x—>0, the ratio: (x/x) = 1.] This derivation negates the statement that x° is defined quantity.] (We note that P grade mathematics for EngageNY was not part of the review, but we examined it ascertain whether common conceptual errors still persist in the new curricular materials.) With regards to the signed numbers, the discussion was rigorous. It showed that (-1)x(-1) =+1. The derivation was mathematically correct. With this, one can easily determine quotients of signed numbers. 7