HomeMy WebLinkAbout2014_08_13 Board Minutes� DA 0III L LS S C 0 0 L D � S IIU.... III � C IIU.... III
BOARD OF TRUSTEES -- BUSINESS MEETING
DISTRICT OFFICE BOARD ROOM -- 7:00 P.M.
690 JOHN ADAMS PARKWAY
WEDNESDAY, AUGUST 13, 2014
Chairman Lisa Burtenshaw called for a motion to go into Executive Session at 6:17 PM. Trustee Haws made a motion to
go into Executive Session per IDAHO CODE §67-2345 (1) (b) Personnel, Student. Trustee Zollinger provided the second. A
roll call vote was taken:
Lisa Burtenshaw —yes
Deidre Warden — yes
Larry Haws - yes
Bryan Zollinger — yes
Dave Lent - Excused
EXECUTIVE SESSION
Superintendent Boland and the Board of Trustees met in Executive Session pursuant to Idaho Code §67-2345 (1) (b)
regarding personnel matters and a student hearing.
Trustee Warden made a motion to return to Open Session at 6:46 PM. Trustee Haws provided the second. Motion
carried 4 ayes, 0 nays.
Trustee Warden then made a motion to amend the agenda to include Student 2013-2014G as Action Item a. and move
the remaining action items down sequentially. Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
Trustee Warden made a motion to allow Student 2013-2014G re -admission in District 91 at Emerson High School subject
to guidelines set by the Emerson High School administration. Trustee Haws provided the second. Motion carried. 4 ayes,
0 nays.
Present from the Board of Trustees:
Lisa Burtenshaw, Chair
Deidre Warden, Treasurer
Larry Haws, Clerk
Bryan Zollinger, Trustee
Trustee Lent, excused
Present from the Administration:
George Boland, Superintendent
Kelly Coughenour, Director of Elementary Education
Randy Hurley, Director of Secondary Education
Carrie Smith, Director of HR & Finance
Margaret Wimborne, Communications & Community
Engagement Coordinator
Ralph Frost, Director of Transportation
Debbie Wilkie, Recording Clerk
Chairman Burtenshaw called the business meeting to order at 7:00 PM. The Pledge of Allegiance was led by patron
Terry Layland.
SPECIAL ORDERS OF THE DAY
No presentations.
8/13/2014 D91 Board Minutes Page 1 of 6
ADOPT AGENDA
Trustee Zollinger then made a motion to approve the agenda as amended. Trustee Haws provided the second. Motion
carried 4 ayes, 0 nays. Chairman Burtenshaw explained that the agenda was amended so that a timely answer could be
given to Student 2013-2014G.
REPORTS/I N PUT/I N FORMATION
a. Superintendent's Report —The Superintendent's written report is attached.
A brief discussion was held regarding tiered licensure for teacher certificates.
b. Patron Input —Written comments, if provided, are attached.
Mr. Suketu Gandhi shared comments regarding confidence in the public school system.
c. IFEA Report — President Elect Mary Robinson reported, a written report is attached.
d. Education Foundation Report —Program Director Tonya Bunnell reported on the following items:
• Education Foundation Restructure —The Ed Foundation is moving from a pass-through entity to a
granting entity. School level donations will be taken at individual schools so the Education
Foundation can focus on larger district -wide projects.
• "Your TOYOTA Ride" Raffle update — hope to beef up ticket sales over the next two months. the
drawing will be held during half-time at the Emotion Bowl on October 25th
• Maeke Foundation Grants — encourage all recipients to spend the funds awarded as soon as
possible so the Maekes' can see that requested items are being purchased.
e. Other Items
Westside Athletic Club Updates
Terry Layland, on behalf of the Westside Athletic Club, reported that the athletic complex at
Skyline High School is now complete with the additions of the restrooms, two sheds and a
concessions stand this past year. Mr. Layland thanked everyone who helped with the project or
provided donations to see it through to completion. Terry stated this project is a great addition
not only for Skyline High School but also for the community. Terry thanked the District
Administration and the Board of Trustees for allowing the Westside Athletic Club to build it. Board
members thanked everyone for their contributions and especially Terry for organizing it.
ii. Girl Scout Gold Award
Sarah Novak, IFHS 2014 graduate, received the Girl Scouts Gold Award for organizing and hosting
the First Annual Scramble for School Books this summer. Sarah raised $1800 to purchase
textbooks for District 91 high school libraries. Sarah stated she decided to do this after finding out
that some classes only carried a classroom set of textbooks and it was hard for students to take
them home when they needed to. Chairman Burtenshaw will correspond with Sarah to identify
which books are needed and then pass the information on to Jennifer Jackson, D91 Curriculum
Director, to get the correct ISBN numbers for ordering them. Board members thanked Sarah for
her efforts and wished her well as she heads off to college at Montana State tomorrow.
8/13/2014 D91 Board Minutes Page 2 of 6
CONSENT AGENDA
Trustee Haws made a motion to adopt the Consent Agenda as presented. Trustee Warden provided the second. Motion
carried 5 ayes, 0 nays.
Items approved included:
a. Approval of Minutes
July 22, 2014—Annual Meeting
b. Payment of Claims — July 2014 $4,460,893.26
c. Staff Actions— August 13, 2014
Retirement:
Employee
Position
Location
Kimberly Allemeier
2nd Grade
Edgemont Elementary
2014-2015 New Hires:
Employee
Position
Location
Emily Z Cannon
3rd Grade
Longfellow Elementary
Suzanne E Gierke
Art
Eagle Rock Middle School
Kathryn Lounsbury
2nd Grade
Fox Hollow Elementary
Cindy Youngstrom
Counselor
Eagle Rock Middle School
Amanda R Byrd
English
Eagle Rock Middle School
Greer Gurganus
Science
Skyline High School
Justin B Webster
Special Ed
Idaho Falls High School
Melissa A Hiltbrand
6t" Grade
Sunnyside Elementary
Robert D Peck
Math
Skyline High School
Russell W Braiden
Assistant Principal
Taylorview Middle School
Rita L Rose
.50 FTE Kindergarten
Sunnyside Elementary
Matthew B Dixon
Science
Skyline High School
Pamela Lee
6t" Grade
Dora Erickson Elementary
2014-2015 In -district
Transfers:
Employee
From:
To:
Holly Curtis
Dora Erickson
Special Programs - Eagle Rock Middle School
Kristi Howard
Fox Hollow
Special Assignment — District Office
Kirsta Mayes
Skyline
Art — Idaho Falls High School
Terra Marjonen
A H Bush
PE — Eagle Rock Middle School
Michael Peila
Westside
PE/Health — Eagle Rock Middle School
d. Early Graduation
i. Student 2014-2015A
e. Other Items (as needed)
No other items were discussed.
8/13/2014 D91 Board Minutes Page 3 of 6
PROPOSALS
a. Second Reading — Child Nutrition Charging Policy
Superintendent Boland reviewed that the purpose of this policy is to accomplish two things, one to
maintain consistency across the district when we deal with students that have a negative balance or don't
have funds to pay for lunches and also to address requirements that come from the Department of
Agriculture regulations that govern the National School Lunch Program. After discussion at the last meeting
Superintendent Boland took the opportunity to revise the existing policy to add a financial management
section regarding these issues. The expectation is that students will be provided a lunch as they go
through the line. No charges can be allowed in the Ala Carte line. The district is required to reimburse the
food services department for any negative balances which would become a general fund expenditure. A
discussion was held. This item will be brought forward to the August 27, 2014 meeting as an action item.
b. Strategic Plan
Superintendent Boland reviewed this is the third time this has been brought before the board in order to
meet the September Vt statutory requirement of posting a District Strategic Plan. The superintendent
stated that principals worked diligently over the summer to get this put together. It is the intent of the
administration to bring this in its final form at the August 27th meeting for board approval. A discussion was
held regarding development of the targets and rubrics. The superintendent stated based on other plans
that have been posted so far the quality of this plan is commendable.
ACTION ITEMS
a. Student 2013-2014G — voted on earlier in the meeting
b. Safety Bussing Zone Recommendations
Superintendent Boland stated this is an annual requirement to review and approve the safety bussing
zones that fall outside the standard parameters of reimbursable transportation expenses. Ralph Frost,
Director of Transportation, provided a handout with a list of the areas identified. A brief discussion
was held.
Trustee Zollinger made a motion to approve the list of Safety Bussing Zone recommendations as
presented. Trustee Warden provided the second. No discussion. Motion carried 4 ayes, 0 nays.
c. National School Board Association 2014-2015 Membership Renewal
Superintendent Boland reviewed the question at hand is whether the Board would like to renew the
Affiliate Membership of the National School Board Association (NSBA). The board has regular
membership with the NSBA through their membership with the Idaho School Board Association (ISBA)
but the Affiliate Membership does provide some extended services if the board wishes to take
advantage of them. A discussion was held.
Trustee Warden made a motion to discontinue the Affiliate Membership with the National School
Board Association (NSBA). Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
8/13/2014 D91 Board Minutes Page 4 of 6
d. Authorization of Student Teacher/University Relations Contract
Superintendent Boland reviewed this is an annual motion in regards to the authorization of student
teacher contracts. This motion would give the superintendent authorization to sign contracts as they
come in throughout the year. A discussion was held.
Trustee Haws made a motion to authorize the Student Teacher/University Relations Contract as
presented. Trustee Warden provided the second. Motion carried 4 ayes, no nays.
e. Leadership Premiums
Superintendent Boland provided and reviewed the list of Leadership Premiums (Stipends) identified by
a committee made up of district and building administrators as well as teacher representatives from
each level. A brief discussion was held.
Trustee Warden made a motion to accept the Leadership Premium proposal as presented. Trustee
Haws provided the second. No discussion. Motion carried 4 ayes, 0
f. American Heritage Charter School 2014-15 Transportation Contract
Superintendent Boland reviewed that with the opening of American Heritage Charter School last year
they approached the district to provide transportation services under a contract basis and it seemed to
work well. There are two revisions to the contract this year dealing with the financials, the per mile
cost and to and from percentage. It is the recommendation of the administration that the District
continue this contact, it good for District 91 and it helps American Heritage so it is a win-win situation.
Trustee Zollinger made a motion to approve the American Heritage Charter School 2014-2015
Transportation Contract as presented. Trustee Haws provided the second. No further discussion.
Motion carried 4 ayes 0 nays.
g. Suspend Board Policy 603.1.3 Regarding Odyssey Charter School Transfers
Superintendent Boland reviewed that Odyssey Charter School is in jeopardy of losing their charter
authorization. Regardless of the outcome, they did not receive accreditation for the 2013-2014 school
year. Students living within our boundary area are transferring back to District 91 and need to have a
plan in place regarding their credits earned. In Board Policy 603.1.3 - Transfer Students, it states that in
order to receive a diploma from District 91 all credits applied toward graduation must have been
earned from an accredited institution. It is also states in Board Policy 108.11 that the Board can
suspend a policy with a majority vote. It is the recommendation of the administration that the Board
suspend BP 108.11 and allow those students transferring from Odyssey Charter this fall, and passing a
course with a B or higher, be able to apply the credits earned from Odyssey as an elective credit
toward their graduation requirements.
Trustee Warden made a motion to suspend Board Policy 603.1.3 for transfer student this fall who
attended Odyssey Charter School as described by the superintendent. Trustee Haws provided the
second. A brief discussion was held. Motion carried 4 ayes, 0 nays.
h. Employee 2014-2015B
Trustee Haws made a motion to release Employee 2014-2015B as requested contingent upon finding a
suitable replacement. Trustee Warden provided the second. No discussion. Motion carried 4 ayes, 0
nays.
8/13/2014 D91 Board Minutes Page 5 of 6
Chairman Burtenshaw shared that she would not be in attendance at the work session on August 27, 2014.
Trustee Haws stated that he recently attended the student athletic meeting for parents at Taylorview and the
place was packed. Trustee Haws commended Kerry Martin, Athletic Director, for a job well done and said the
presentation was great.
Chairman Burtenshaw called for a motion to adjourn. Trustee Zollinger made a motion to adjourn. Trustee
Haws provided the second. Motion carried 4 ayes, 0 nays. Meeting adjourned at 8:30 PM.
8/13/2014 D91 Board Minutes Page 6 of 6
Superintendents Report —August 13, 2014:
• Staffing:
o Secondary:
■ Taylorview Science; Russ Braiden AP
■ Skyline .5 English; Math
p Elementary: potential .5 K at Temple View
• Meetings:
o Principals Monday & Tuesday
■ DO reorganization & schools — working together
■ School Based Professional Development (tied to 1% PD stipend)
■ Strategic Planning
■ Department updates
■ Teacher Evaluation
o State Superintendents' Meeting
■ Accountability & Assessment
• No Star Ratings
• ISAT 2.0; 11th grade optional; phased in grad requirement beginning with class of 2017
(current 1011 grade) through class of 2020
■ Tiered Licensure
• Residency, Professional, Master
• OSBE meeting August 14
o New Teacher meetings:
■ New Teacher Induction August 21 & 22
■ New Teacher Breakfast August 25 (All teachers begin August 26)
o All Staff: PD August 27
■ Elementary @ Taylorview — Math In Focus
• Secondary @ ER — LDC/MDC
• Registration: Posted on web page — beginning Aug. 14 with new students @ high schools, elementary 181h &
19th
• Facilities:
o Summer work
o Construction
■ Skyline well underway (mid-October)
■ E. Boyes
■ Edgemont
■ Longfellow
• Registration moved to Taylorview
• August 19 determine if delayed start (Sept. 8) 10 minutes per day; 8:05 vs 8:20 start
and/or 2:35 vs 2:25 dismissal or some combination based on transportation. Longfellow
serves as a significant transfer hub.
• Advanced Opportunities:
o Fast Forward
0 8 in 6 Program
o Dual Credit for Early Completers
o Mastery Advancement Program
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 bock
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: �t yAke"t Qci yd(4+ Date:
Address: ��� 7 V k S� Phone:
E-MailAddress: Gc 'Ai Q� OL" Co M
Do you have children attending School District 1191 schools?pp�
if so, which schools do your students attend: U7 S-iaP
Topic: C u.lnli'd C C0 ' c& 4* in
5126/2008
Suketu Gcsi fu Is Co»mzer& on the Pubhc's CogJWk ce m School System Augumtl3, 2014
In the past several years, District 91 has undergone drastic changes in a number of areas.
Support to make additional changes to have a high standards of education will occur when there
is a public confidence in the school system Common Core Standards have been adopted to reach
this goat. Recently, Common Core Standards have been criticized, and one argument forwarded
that it will not meet the expectations. It is appropriate to understand time arguments, their
reasoning, and mediate the valid criticisms. This way, the Board can take necessary actions to
instill the public confidence. The gaining confidence is not same gaining popularity. It is about
addressing legitimate criticism, or removing deficiencies that may exist to achieve the stated
goal.
In summary, the Common Core Standards are better than those it replaced in Idaho.
However, they are not high enough. In mathematics, they and at Algebra 2. Thus, they cannot be
deemed as college ready for STEM curriculum, as advertised. The issue is how to bring about
stronger education. The choices: i) Keep the Common Core Standards, and adopt textbooks that
adhere to it; a) keep the Common Core Standards, but adopt textbooks that exceed them, and
ensure that student are positioned to take AP Calculus BC in 11s' grade; M) drop the Common
Core Standards, and rewrite the standards only by those in Idaho. Both the Board and the patrons
have to determine which approach leads to a higher level of education for the students. For this
to happen, it is important to understand each criticism and determine their merits.
Do thorough discussions persuade people to change their position on the Common Core
Standards? The personal experience in the local area is that those people who are committed to
having a first rate education, are amenable to change their positions when they understand how
their concerns are addressed using different approach that certainly differs from their strategy.
One example has been to have a subject matter expert play a role in the textbook evaluation
process, which may not happen in each school district. In a span of one year, one of the major
locxal opponents of the Common Core Standards a clearly satisfied with the process that lead to
adopting mathematics instructional materials for KG -6 by Idaho Falls School District 91. This
instills the needed confidence when subject matter experts are involved. This also means that
they find that there are more common views between the Common Core opponents and with
yours tnily. The difference do persists, but they are. small, but will be eliminated when these
concerns are addressed
N the Board agrees with the cotes provided, hopefiilly, every member will work to
involve subject matter experts (professors of mathematic, science and engineering departments)
to review the educational contents & standards, the professional development, and teachers
training on specific subject. The professors of education lack the expert knowledge that is needed
to handle various subjects of mathematics and sciences in intricate details, even at the elementary
grades. Professors of Mathematics Education are not the same as professors of mathematics,
science and engineering. When the knowledgeable people evaluate, their comments and
recommendations have credibility, and the public gains the confidence.
Recently passed law, under Idaho Statue Title 33/Chapter 134 makes the connection
between the local Board of Education and the committee to evaluate the contents of the
standardized tests. The public has a direct contact with the local Board. Hopefully, the Board will
seek to understand the public's comments thoroughly in details before undertaking actions in the
evaluation of the SBAC.
Suketu cad 's Comments on the Public's Confidence in School system August13, 2014
There is a significant difference in the perception on the Common Core between the
supporters and opponents. To understand the views of the Common Core opponents, their
spoken words must be deciphered for the true meaning (translation of their statements). The
difference between the spoken worlds and their intended meaning is discerned through detailed
discussions. Idaho Falls School District 91 has done a lot to address these issues, but more needs
to be done. However, we focus our attention on the mathematics side, but provide limited
comments on the English side.
Spoken Oftisnu The Common Core Standards have been imposed on the schools at the behest
of the corporate interests; through the sponsorship of the Federal Govermnent The textbook
publishers are pushing these standards to sell more book& Upon adopting the standards, the
publishers will claim dud afigns their standar& The soukrdiaed tests have been written it will
be dffkult to make changes Sped)7ca1tK the local sentiments will not be reflected when
compelling changes needed to be made to the sAwdards By bkndly accepting the standards, it
will be difficult to change in the coming years Natural question that must be answered- Are the
Standards developed for my child to learn at the highest ieve4 or for o struggling child to learn
at the min n um level?
Translation of the above statement: There are many grade specific topics and exercises have
been neglected. The standards writers have not considered all the topics, despite having access to
various comments. Without the subject matter expertise, it is difficult to identify and metre the
deficiencies. The public schools want parents to believe that they are learning at the highest
level. But in reality this has not been the case. The public fines of the Common Core defenders
m Idaho are those without any knowledge. They lack the capability to discuss matters in details
that commands confidence, or they would make the needed correction to the deficiencies.
In general, textbook publishers will not incorporate the needed changes. Their goal is to sell
books, not challenge stridents They are not concerned about incorporating topics in their
textbooks that were neglected by the Common Core Standards. They are powerful. In the past,
they have coerced the local school officials into accepting their books that had many
deficiencies,. The local school board had played a ceremonial role in accepting them. They spoke
positively about the books, without examining each page to determine the mathematical
accuracies in the derivation of relationships, clarity of exposition, coherence in the sequences of
topics, or difficulties in the exercises. Thus, the procedures used by the local officials relied on
the publishers' assurances, instead of verification of the contents through subject matter experts.
Thus, how will the problems be mediated at the local level?
Comments: Many topics have been neglected in textbooks. Consider neglected math topics such
as divisibility of a number through inspection of the digits, mentalmultiplications, or a
derivation of an equation that leads to computation of a square root of an arbitrary positive
number (without use of a calculator, but prior to Calculus).
What are the available mechanisms to incorporate these topics in standards so that the students
would learn them? Only when a person with strong inclination exists, the needed topics get
incorporated. All the evidence indicates that "professionals writers" of the standards do inferior
job than an individual who has the passion, and genuinely committed to writing the standards at
the highest level. Evaluation of the standards, their deficiencies can be discerned only when the
evaluators has the needed expertise.
2
Suketu Gandhi's Comments on the Public's Code»ce in School SyMm, Augustl3, 2014
Idaho State Department of Education relies on a professor of education to guide the mathematics
education. It is well known that the subject matter expertise of those on the mathematics side is
at a higher level than professors of mathematics education. Idaho does not seek expert
knowledge from professors of mathematics, sciences or enghwerft disciplines. Professors
Matheics, Sciences and Engineering know the derivation of mathematical relationship, or
complex math problems. Their knowledge is relevant at both the elementary and secondary
grades. They know grade appropriate complex problems. The public gains confidence when
professors of mathematics, sciences or engineering are involved in the standards formulation,
curriculum evaluation, and the teachers' training, which includes professional development.
Examination of select videos (available on the State Department of Education) on professional
development of teachers by professors of education contains serious mathematical errors. One
such topics of interest have been derivation of division procedure. In textbooks, one example of
common error has been on the multiplication of the signed mmbers [e g., (-1)x( 1) =1].
Furthermore, the public has high expectation that when relevant reports from think-tank are
made available, they would be rad thoroughly. In the past, the reports have ranged from —50 to
—600 pages. These reports are freely available online. Examples of think tanks are National
Academy of Sciences/National Research Council (Washington, DC), American Institute of
Research (Washington, DC), and those studies that have been commissioned by US Department
of Education. (Keep in mind that one will have to read an entire report to extract useful
information that may be scattered throught.) Additional reports are regularly published at the
imernational level are TWSS, PISA It is not clear whether the official defenders of the
Common Core standards have read these reports to understand the contents and practices of
quality education.
Neither the local schools nor the state officials know the significance of taking multiple AP
courses in high school that prepares them for the STEM curriculum in colleges. The underlying
reasons are that students need to take more courses than a similar curriculum 25 years ago. This
has come about due to the rapid development of various disciplines. The focus must be on
today's reality, instead of yesterday's needs. The schools need to setup so that students have
realistic opportunity to take multiple AP courses for the STEM subjects.
Is Suketu R. Gandhi a supporter or an opponent of the Common Core? If it is black & white
issue between the existing standards that are not amenable to change, then the issue is wbich
state? In California, Suketu Gandhi would be an opponent of the Math Standards. A member of
standards were higher in CA than the Common Core. In Idaho, Suketu Gandhi would be a
supporter of it. If the Common Core is amenable to change when the curriculum is selected, then
I am a supporter of the Common Core as long as students will be learning at a higher level, or
learn advanced topics in timely manner.
Is the Common Core Standards college ready? If these standards are for grades KG -12, then they
are not college ready. If the mathematics standards are for grades KG -9, then the standards are
incomplete to be college ready. There must be additional standards for pre -calculus (e.g.,
trigonometry, analytic geometry, combinatorial, etc.) that prepares students to take AP Calculus
BC in 116 grade. Unless Common Core covers the topica covered in pre- Calculus, it should not
be called College Ready.
Spoken CWddmn: Standardized Tests are developmentally inappropriate. For example, students
should not be asked questions on topics they know nothing about.
3
Suketu Gan&n's Comawo on the Public's Confidence in School System August13, 2014
Translation of the above statement: There are many topics that students will learn, and they
should be tested only on those topics. For example, in 3 grade, students should not be asking
multiplication of fiaction by a whole number, which is a Oh grade topic. Students may be asked
question that was not covered in their curriculum.
Comments: A higher level material may not be known to the students, but they are in the SBAC
tests to identify the degree of students' knowledge at an advanced level. For example, asking 3d
grade students on a topic in 0 grade will fiustrate an average student. However, it will be
difficult to ascertain how advanced students are without asking questions at a higher level.
When students are asked to solve problems not taught, their in--- aticsrl maturity allows them
to handle complex problems of varying level of difficulties based on the fimdamentals that they
have learned There are exempla of a member of interesting problems that may not be
encountered in their classrooms, but have the capability to solve them. Answers to complex
problems determine students' maturity.
The opponents of the SBAC (or the standardized teat) believe that students should be tested only
on the topics covered in classrooms. When questions are limited to the classroom topics, the
student's level of the subject matter maturity is not probed.
Spoken Criticism: Students are asked questions that probe their private views on certain topics.
For emonple, do the skid mis agree dud the global warming is real, and what must be done
about it? There is no solid evidence the the global warming rs man made. Thus, studer& should
be spared from making commerce
Translation of the above statement: Students must not be asked to write essay on questions
when they are not properly taught on a subject matter.
Comments: When students are asked to write on firmffiar topics, it is an easy matter, regardless of
person's views. Writing ph or essays is about English structure, not about the personal
views. High profile topics are likely to be known to students, and they might have formed an
opinion on it. In other words, it is easy to write essays on specific topics when there is a conflict
of ideas or solution, instead of conformity of opinion.
With regards to global warming, it is inappropriate in schools. The reasons are more to do with
their command of technical knowledge. From the scientific side, the global warming results from
molecular collistonal energy transfer from vibration to translation. This has been shown in
scientific laboratory many times on variety of atomic & molecular system. Models have been
developed to describe the outcome of collisional deactivation of energy. Scientists use these
models to study impact of CO2 (and other green house gases) when they collide with nitrogen,
oxygen and other constituents in the atmosphere. There have been both direct and indirect
evidence (m scientific literature), and it is an accepted fact. (Suketu Gandhi knows about this.
The science is relevant to his PhD work in physical chemistry. Professors Flynn and Bernstein
showed direct evidence for the vibrational to translational energy traasfer between atom and
molecule and molecule and molecule. It should be noted that Prof. Bernstein was Suketu
Gandhi's research director for his PhD work)
The molecular foundation of the science behind the global warming is at an advanced level, and
appropriate for college, but not for high school. ITigh school students know about molecules, but
they don't know anything about their internal structures (rotation, vibrational energy levels).
G1
Suketu Gandhi's Commenft on the Public's Conftderrce in School System Augustl3, 2014
Thus, it is difficult to provide convincing argument to those without adequate scientific
background, as is the case for high school and the lower level grades.
However, writing essay on high profile topics is needed so that students can demonstrate their
writing skills. It should be kept in mind that students normally write several drafts of essays
before reaching the perfect version. Any essay topics should be easy to write. For this to happen,
the topics must be well known to them. In general, high profile topics are well known, than
obscure ones. On familiar topics, students have the command to choose the right words.
,Spoken : The Midna' data will be tracked from KC -12, and they will lose privacy. In
addition, str &W's personal information (e g., parental income, religio); personal views that
needs to be kept private) will become accessible to those who have no business of kwwft them.
It will haunt them rest of their fife This also means that book publishers will Aww how to utilize
this information to market products to the schools
Translation of the above statement: What are the merits in tracking students from KG -12, the
information that will be accessible to researchers, and the researcher's profile that will have
access to the information.
Comments: There is a sign fic ant difference between computer programs that have multiple
parameters, and the data that the schools will enter. In US, there are traditional public schools,
private schools, charter schools and religious schools. However, computer programs are written
in general terms, and they are sold to the concerned organization. Only way to market programs
at competitive prides is to make it versatile. This means that the relevant data for public school
students will not necessarily be used in secular private schools, or religious schools (that may
track student's religion). For secular private schools, they may want to track parental income to
better market their schools to targeted consumers.
Consider a case where researcher would utilize data to determine impact of Singqpwe Math.
Right now, there is ample evidence to suggest that one curriculum works in certain region, but
not another region. In the case of SYnggwe Math, it has been suc cesdbI in North Middlesex
Regional School District (Massachus). The same curriculum has been failure in both
Maryland and New Jersey school districts. Anecdotal evidence shows that it has been successful
in an inner city Los Angeles public school.
To make a strong case for Singapore Math, one needs to identify the underlying reasons for their
success and failure. The research done on a Massachusetts school district show that the
professional development of teachers and grade wise rolling out of the program contributed to
their success. However, the failure in Maryland and New Jersey is attributed to lack of
professional development, and frequent migration of students. On the other hand, only limited
data are available for Los Angles school district.
When all of the needed data are available to make meamnSU comparisons, then deeper
questions are easily answered whether the income or the quality of teachinghextbooks play a
significant role in students learning. The standardized test would allow mem comparison
on the level of subject matter maturity attained with specific textbook.
At the local level the necessary information for students' success is well known. However, the
needed information would remain unknown to researchers far away from the local area unless
they have access to reliable data
5
Suketu Gan&d's Comments on the P'ublic's Confidence m School System Augustl3, 2014
Is new research necessary, given the Past research? At the gross level, it is easy to discern
profile of successful students: Studer' families who have adequate finances, which sets
students to live in the school districts that offer high level of education. However, at a deeper
level, the impact of money is seen through proper operation of schools, adequate compensation
for both teachers and administrators, and suffiicient involvement of parents in their children's
education. This creates the divide between the have and the have not.
If the money is the only issue that impacts the quality of education, then there is no possibility to
provide quality education to all. This means that Idaho students should continue to receive
inferior education when compared to the students in affluent neighborhood schools in urban
areas. When comparing the quality education in US with other parts of the world, it a evident
that there are many other parameters that play a significant role in the children's education.
When various data are made available to the researchers, like those in universities and think
tanks, they are in position to discern the credible reasons for the success in the quality education
that are outside of the finances. When students' outcome results from a number of variables, it is
possible to answer many questions. For these reasons, there is a compelling reason to track
students with a number of variables. However, knowing their names is unnecessary when
maldng statistical analysis.
Among the important variables that play a role in learning is the birth date with academic
success. In specific grade, do the students born in the band of September 2 -December 31 of the
school year do better than those who were born on June 1 -August 31 band? This information
allows one to understand the role of age in learning, and how it propagates throughout the school
years. Another variable is the role of teacher's preparation time and their impact on the student's
learning. In mathematics, the issue is what is needed for students to gain subject matter maturity.
The standardized exams play a significant role only when they are properly written. It reveals
information on what students know, and the level of their advancement. The struggling students
need to be probed at the highest level that they can handle. A computerized exam is a best way to
get the needed iformation.
The issue that needs to be decided is the best way to determine the level of the skills attained by
students. Ideally, this is handled through oral examination. Typical oral examination questions
are asked based on the response to previous questions. At the school level, it is an impossible
task to remove any bias inherent in oral examination. However, a well written examination
having variable questions (or the questions are formed in response to certain answer) is a close
substitute without any bias.
spoken CS dad: High Stare Testing are harmful to both stridents and teachers. The MAC test
results will be abused to remove teachers, reduce funding for schools They wlll result in
teaching to the Tests
Translation of the above Statement: SBAC will be used as high stake testing that determines
the fate of a student, despite having a bad day for either domestic or health reasons. Teachers
will be evaluated based on the students' performance on a single test. The mentality of teaching
to the test is harmful to learning process.
Comments: It is up to the local school Administrators to ensure that teachers are not teaching
their students to the test and how to evaluate teachers. The standardized test snores depends on a
multiple factors that are beyond the teacher's control. The ultimate goal must be to teach students
6
Suketu Gandhi's Comments an the Public's Confidence in School System AuSw113, 2014
to attain subject matter maturity. When students attain subject matter maturity, they are in a
position to handle any questions in a reasonable amount of time. This practice would be in place
when teachers' evaluations are based on standardized test scores. However, the standardized test
ensures that there is a feedback given to the parents on how well their children are performing in
schools m select subject, and hopefully they know how well their child is doing. The real
questions that the parents need to is there an internal consistency between the standardized test
scores, the classroom performance, and their view of their child's level of proficiency.
School's performance will be based on the standardized tests. The star rating system in Idaho
serves as a Public Relation of the schools with each student's parents. It has no impact on the
instructions. The Star Rating provides a feed back to parents. The parents cava make a decision
whether they want to send their children to another school, or keep them m their original school.
However, the students who fail to complete SBAC im their high school, they would not be
eligible to receive their high school diploma. Those students who are already high performers m
select subjects will not have difficulty in passing the SBAC. For the borderline students, it
provides fedback on their capability. When students master the necessary skills by the time they
graduate, they will have earned their high school diploma that certifies that the students have
mastered academic skills at the minimum level. If the students receive the diplomas without
passing the SBAC, their Diploma are certdic ate of attendance, which has no meaning.
The question that the parents and the Board must answer. What is the best way to measure
academic skills in high school in both English and Mathematics? What are the barriers to
implem - C7 the best approach?
Spoken CWfichm: The SBACEx minafion has a very long duration. It is intimidating to students
to sit in exam for an extended period of time.
Translation of the above statement: Is it necessary to have a long duration of SBAC? ff so,
what are the underlying reasons for the duration? This was not the case in the case of ISAT.
Comments: When ISAT was give% it was evident that the standards were very low in
mathematics. Questions asked in 7s' grade mathematics are at the level of 0 grade Singapore
Math. The questions were very easy so that everyone would pass. It did not provide any
challenging problems. In 0 grade ISAT Math, for one question there was no correct answer m
the multiple choice format. To parents, the test results failed to provide meaningful results to the
parents on the mathematics proficiency level of their child.
with new c uriculum m mathematics, standardized test questions have to be rewritten. For the
test to have credibility, it must ask several questions (e.g., 4-5) per each topic at the same level of
difficulty. The questions must not be simple multiple choice. It must have "essay" questions
where one can probe the reasoning. This was missing element in ISAT. There must be word
problems, where students have to identify the information given, and the problem to be solved.
The world problem gaups credibility when multi -steps are required to answer them.
For the w aimination to be credible, the problems must have varying level of difficulties for each
topic. It should also have multi -steps so that students fo ubde their strategy to reach answer.
When huimans evaluate the test, it will be prone to bias.
To ensure that students can handle easy questions, several problems are given. If students
consistently get correct answer, they have mastered the topic. However, this is not known at the
7
Suketu Gouft's Comnwntr on the Public's Confidence in School System Augustl3, 2014
outset" As long as there is a need to provide accurate information on each students' proficiency
level, it will take time.
When the curriculum is taught at a higher level than the Common Core Standards, the students
are expected to do very well. The SBAC is based on the Common Core Standards, not on the
curriculum used at the local level.
Unspoken hmer Do the common core sAvidards actually lead to the critical thinking skills?
(Critical thinking skills should be synonymous with essential thinking.) This will only happen
when proper curricular nwterials are selected, and credible tests are administered Success of
the e&xational objective requires expertise knowledge and in depth undersw ding of each
issues so dud every elements are there to Adfiff their role.
Rather than blindly support or criticize the Common Core Standards, it is appropriate to
assess whether they fulfill the expectations. When this assessment is made, it is easy to make
improvements so that the curriculum, and the textbooks would have the needed contents. Once
this is done, it is necessary to identify the best approach to reach the needed outcome:
t) Keep the Common Core Standards, and adopt textbooks that adhere to it, but refrain
from considering those textbooks that exceed the standards.
it) Keep the Common Core Standards, but adopt textbooks that exceed them, and
ensure that student are positioned to take AP Calculus BC in l ls' grade.
iii Drop the Common Core Standards, but rewrite the standards only by those in Idaho.
Through the discussion offered in this document, it is hoped that the Board gains
different perception of the Common Core. It is easy matter to drop the Common Core Standards
to appease the restive opponents. However, it is more difficult to raise the educational standards
to the highest level without the needed expert knowledge. Personal experiences teach us that
development of highest level of education occurs in evolutionary form. When starting at a very
low level means that it will take a long time to reach at the highest level. However, when starting
at a higher level, it is faster to reach the highest level. The arguments made here have resulted
from the knowledge accumulated over a number of years.
Unfortunately, the public relation (PR) has not address the legitimate concerns raised
by the Common Core Opponents. The personal experiences have been that the one of the local
opponents have been able to hear the explanations from different side, but still shares the same
goals. The impact has been that they gain confidence. Their arguments against the Common Core
have been curtailed, and now their focus is on standardized tests, and student tracking.
After understanding various issues on the Common Core, the Board should take
necessary action that gains the confidence of the public that seeks highest level of education.
When the issue of SBAC comes to the Board, as per Idaho Statue Title 33, Chapter 134, it will
take into consideration on the benefits of having expert level knowledge in the evaluation
Process.
8
IFEA Report August 13, 2014
1. Several district employees attended IFEA leadership summit in Boise Aug. 6-9. Opportunities to
attend classes and earn up to 4 credits from NNU. Classes in Education law, organizing
membership, elections, etc. 40 workshop options total.
2. New teacher Breakfast will be held August 251i at Hilton Garden Inn. Check in is at 6:30 AM and
the event starts at 7 AM. Who is attending from the board?
3. Executive Board and Rep Council will meet Aug. 25 in the afternoon.
4. IFEA and BEA cosponsor Pizza night for new teachers. Informational booths will be set up. Hope
to do it at Dora Erickson cafeteria sometime before first payday in Sept.
S. Emotion Bowl tailgate. Food available to general public for a donation to the children's fund;
free meal to members and their families. Board members -are welcome.
6. IFEA and BEA are collaborating to put together a public candidate's forum for state
superintendent and governor. Info to come.
"Your TOYOTA Ride" Raffle 2014
Chart Title
uW0
I
8000
6000 — —
t
2000
0 .._� __ i
I
Compass IFHS SHS Professional Taylorview Non Program j
Technical __ _...........�t
Total Raised from 10-1-13 through 8-11-14:$22,496
Compass BPA
$1,242
Compass Non Program
$18
FP NL Non Program
$2,267
IFHS Band
$432
IFHS Boys Basketball
$1,854
IFHS Cheerleaders
$711
IFHS Debate
$90
IFHS FCCLA
$243
IFHS Football Boosters
$414
IFHS Girls Basketball
$918
IFHS Orchestra
$2,169
IFHS Tech Student Assoc
$126
IFHS Tennis
$945
IFHS Track
$684
IFHS Wrestling
$1,377
Prof Tech Education
$123
Skyline Cheerleaders
$3,969
Skyline Debate
$288
Skyline Girls Basketball
$315
Skyline Golf
$1,359
Skyline Instrumental Music
$369
Skyline National Honor Society
$243
Skyline Outdoor Club
$45
Skyline Tennis
$342
Skyline Wrestling
$540
Skyline yearbook
$819
Taylorview Track
$594
HOME $22,496
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All of You!
O
1St Annual Scramble for
School Books
Thank you for participating is our sc=blel
This scramble was started to raise money in
order to purchase text books for the high
schools in district 91.
Scramble Rules
This is not a shot gun start. It will have Tee times.
In a scramble, each player tees off on each hole. The best of the
tee shots is selected and all players play their second shots from
that spot. The best of the second shots Is determined, then all play
their third shots from that spot, and so on until the ball is holed.
Rules taken from aboutcom/golf/scramble
There will be a silent auction after the tournament The items have
been donated by both individuals and business.
There will also be some small games to be around the holes that you
can play during the tournament Prizes will be awarded to the winners
of the games.
Reasons Why this is my Girl Scout Gold Award.
Idaho is ranked 40& in the nation in education. One of the reasons for
our low ranking could be because of out lack of test books in some of
the classes. I have had a homble experience with one of my required
classes because I could not have a test book to take home for the night
I almost failed my class because it takes hours to shift through the
information on the internet and the book had the information I needed
I have friends who have had tine same problem with being unable to use
a text book they needed It's a problem within the high schools. Our
school needs text books for the required classes. Books most needed
are in classes like History and Chemistry.
I hope to raise enough money to purchase at least two books for the
Idaho Falls high schools on subjects that are needed. Your proceeds
from the scramble, silent auction and games will go directly to purchasing
these books. You will have the opportunity to sign a sticker that will be
placed in the books.
A Gid Scouts' Gold award is the absolute highest award she can receive.
It is very similar to the Boy Scouts Eagle Project The Gold award is an
award not often given out because of how much work is required to do
it It is required to be sustainable long after the girl has Left It also
requires the Gold Award Council to approve the project If they do not
like the project it doesn't happen.
I thank you all for participating and making this possible.