HomeMy WebLinkAbout2014_12_10 Board Minutes
IDAHO FALLS SCHOOL DISTRICT NO. 91
BOARD OF TRUSTEES -- BUSINESS MEETING
DISTRICT OFFICE BOARD ROOM -- 6:15 P.M.
690 JOHN ADAMS PARKWAY
DECEMBER 10, 2014
Chairman Burtenshaw called the meeting to order at 6:15 PM. Trustee Zollinger made the motion to go into
Executive Session per Idaho Code §67-2345 (1) (b) student. 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 – yes
EXECUTIVE SESSION
Superintendent Boland, Randy Hurley Director of Secondary Education and the Board of Trustees met in Executive
Session pursuant to Idaho Code, §67-2345 (1) (b) regarding a student hearing.
Trustee Haws made a motion to return to Open Session at 7:10 PM. Trustee Zollinger provided the second.
Motion carried 5 ayes, 0 nays.
BUSINESS MEETING
Present from the Board of Trustees: Present from the Administration:
Lisa Burtenshaw, Chair George Boland, Superintendent
Dave Lent, Vice Chair Kelly Coughenour, Director of Elementary Education
Deidre Warden, Treasurer Randy Hurley, Director of Secondary Education
Larry Haws, Clerk Carrie Smith, Director of HR & Finance
Bryan Zollinger, Trustee Gail Rochelle, Director of Student Achievement
& School Improvement
Camille Wood, Director of Technology Services
Margaret Wimborne, Communications & Community
Engagement Coordinator
Debbie Wilkie, Recording Clerk
Board Chair Lisa Burtenshaw called the meeting to order at 7:12 PM. The Pledge of Allegiance was led by IFHS
Studentbody President Parker Gardner.
12/10/2014 D91 Board Minutes Page 1 of 6
SPECIAL ORDERS OF THE DAY
a.District Level IRI Data Presentation
Kelly Coughenour, Director of Elementary Education and Jennifer Jackson, Director of Curriculum and
Professional Development, provided a PowerPoint presentation regarding Idaho Reading Indicator (IRI)
Assessment data for grades K - 3 districtwide. A discussion regarding district comparisons, student
growth, curriculum adoption and next steps was held.
ADOPT AGENDA
Trustee Warden made a motion to adopt the agenda as presented. Trustee Haws provided the second. Motion
carried 5 ayes, 0 nays.
REPORTS/INPUT/INFORMATION
a.Student Reports - Student Representatives provided information about activities and events taking
place at their respective schools. Written reports, if provided, are attached.
i.Compass Academy – Amy Hill
ii.Idaho Falls High School – Shaelyn Stohl
iii.Skyline High School – Ashleigh Farrara
iv.Emerson High School – no report
b.Superintendent’s Report - a written copy is attached.
c.Patron Input – a written report, if provided, is attached.
Grantly Payne, grandparent and patron, provided comments regarding the lack of math textbooks for
students at Taylorview Middle School.
Suketu Gandhi, parent and patron, provided comments regarding the need for accelerated math.
d.IFEA Report – Angela Gillman, President, reported. A written copy is attached.
e.Education Foundation Report – Marilou Hart, Program Director, reported. A written copy is
attached.
f.Other Items –
a.Supplemental Levy Discussion
Superintendent Boland reviewed that the current supplemental levy will expire on June 30,
2015. A discussion was held. The Board would like to hold a special work session meeting on
Wednesday, January 7, 2015 to review the options available. Action for a supplemental levy
resolution will be added to the January 14, 2015 meeting agenda in order to meet the
election timeline set by the county.
b.Technology Integration
Chairman Burtenshaw reviewed that she and Vice Chairman Lent, as members of the
technology integration committee, met with student leadership classes at Idaho Falls and
12/10/2014 D91 Board Minutes Page 2 of 6
Skyline High Schools over the past few months to get input from students to see how we are
doing as a district. After hearing what the students had to say, it was suggested that it might
be a good idea to conduct a survey regarding classroom technology integration.
Superintendent Boland shared that there is a survey tool called Bright Bytes, available
through our partnership with Idaho Leads, which could be used to do this if the Board would
like to. A discussion was held regarding IT requirements, control of questions and student
perspectives regarding technology. Further discussion regarding technology integration will
th
be moved forward to the January 28 work session meeting.
CONSENT AGENDA
Trustee Haws made a motion to adopt the Consent Agenda as presented. Trustee Zollinger provided the second. A
discussion regarding the request for reading software was held. Motion carried 5 ayes, 0 nays.
Items approved included:
Approval of Minutes:
November 19, 2014 Business Meeting
Payment of Claims:
November 2014 Bill List - $2,305,441.79
Staff Actions:
2014-2015 New Hires:
Employee Position Location
Pamela Genice Waite 1 st Grade Teacher Theresa Bunker Elementary
2014-2015 Transfer:
Ericka Mann From: 1 st Grade Bunker To: Intervention Specialist
Hawthorne
2014-2015 Resignation:
Jared Loper English Idaho Falls High School
Matching Funds:
Edgemont Elementary
Playground equipment $ 10,432.35
Idaho Falls High School
Reading Software $ 10,500.00
Total Matching Funds requested $ 20,932.35
12/10/2014 D91 Board Minutes Page 3 of 6
ACTION ITEMS
a.Adopt 2015-2016 School Calendar
Superintendent Boland stated this is the third and final reading of the proposed calendar options for the
2015-2016 school year. After reviewing input from parents and staff there was clearly a preference for the
stst
August 31 start over the post Labor Day start. Calendar Option 4, with an August 31 start, one week off
rd
at Thanksgiving, two weeks off at Christmas, March 21-25 spring break and June 3 end date, is also the
recommendation from the administration. Calendar Option 4 allows students to be back in the classroom
a week prior to the start of the spring state assessment window and it also aligns spring break with
District 93’s spring break proposal. A discussion was held regarding late start Monday’s and early release
days, trends, transportation, instructional hours and holiday constraints.
Trustee Warden made a motion to adopt Option 4 for the 2015-2016 school calendar as presented.
Trustee Lent provided the second. No further discussion. Motion carried 5 ayes, 0 nays.
b.Final Reading – Board Policy 603.0 – Graduation Requirements
Superintendent Boland reviewed this reading is a significant change from what was initially proposed. This
proposal is essentially a clean-up of the graduation requirements rather than substantive changes.
Graduation requirements remain the same but the outdated pieces have been removed. The
superintendent stated the only real change is the reference to BP 603.1.1 that would allow students the
th
flexibility to take physical science in 8 grade, with permission from the superintendent or designee, if
they choose to. A discussion was held regarding the need for clarification from the State Board of
Education for the interpretation of the current state rule for high school credits earned in middle school.
Trustee Lent made a motion to adopt the changes to Board Policy 603.0 – Graduation Requirements as
presented. Trustee Zollinger provided the second. No further discussion. Motion carried 5 ayes, 0 nays.
c.Final Reading – Board Policy 618.1 – Title I Parental Involvement
Superintendent Boland reviewed this is the third and final reading for proposed Board Policy 618.1. No
public comments have been received.
Trustee Zollinger made a motion to adopt Board Policy 618.1 – Title I Parental Involvement as presented.
Trustee Haws provided the second. No further discussion. Motion carried 5 ayes, 0 nays.
d.New Course Proposals
Superintendent Boland stated that a list of proposed courses were reviewed earlier and the four courses
before the Board passed initial approval from a committee consisting of Superintendent Boland, Randy
Hurley, Director of Secondary Education, and Jennifer Jackson, Director of Curriculum. Randy Hurley
acknowledged those teachers in attendance tonight who developed the proposed courses and asked each
of them to give a brief overview for the Board.
i.Game Design Engineering 3D Modeling
Teacher Miles Hurley stated he is hoping to get students interested in engineering from a design
perspective by offering this type of class. A discussion was held.
12/10/2014 D91 Board Minutes Page 4 of 6
Trustee Warden made a motion to approve Game Design Engineering 3D Modeling as a new
course offering at Idaho Falls High School. Trustee Haws provided the second. No further
discussion. Motion carried 5 ayes, 0 nays.
ii.Game Design Programming Advanced
Teacher Miles Hurley reviewed in this class the students will work as a team to put their project
designs together. Randy Hurley added this is the culminating course for the strand of courses in
the Professional Technical track.
Trustee Warden made a motion to approve Game Design Engineering 3D Modeling as a new
course offering at Idaho Falls High School. Trustee Zollinger provided the second. No further
discussion. Motion carried 5 ayes, 0 nays.
iii.Spanish 1 Heritage
Randy Hurley reviewed that this course is directed for native Spanish speaking students that use
Spanish as their first language in their homes or students that have had prior education in a
Spanish immersion course. Skyline teacher Clint Cornish shared that they have seen the need at
Skyline for this type of class to help students further develop the literacy level needed to do well
in a college level Spanish class. This would be a full year course but with a different approach
than the traditional Spanish 1 class. A discussion was held.
Trustee Warden made a motion to adopt Spanish 1 Heritage as a new course offering at Skyline
High School. Trustee Lent provided the second. No further discussion. Motion carried 5 ayes, 0
nays.
iv.Baseball as Americana
Randy Hurley stated this course would be considered as an elective social studies or humanities
credit. Idaho Falls teacher John Bridges explained that he would like to use baseball as a vehicle
to teach history and literacy skills. John stated that nothing has done more to enculturate other
societies into Americana as the sport of baseball. A discussion was held.
Trustee Warden made a motion to approve Baseball as Americana as a new course offering at
Idaho Falls High School. Trustee Haws provided the second. No further discussion. Motion carried
5 ayes, 0 nays.
e.Student 2012-2013D
Trustee Lent made a motion to re-admit Student 2012-2013D. Trustee Warden provided the second.
Motion carried 5 ayes, 0 nays.
EXECUTIVE SESSION
Trustee Warden made a motion to reconvene in Executive Session pursuant to IDAHO CODE §67-2345 (1) (b)
Personnel and (c) Real Property matters at 9:38 PM. Trustee Haws provided the second. A roll call vote was taken:
Lisa Burtenshaw – yes
12/10/2014 D91 Board Minutes Page 5 of 6
Dave Lent – yes
Deidre Warden – yes
Larry Haws – yes
Bryan Zollinger – yes
Trustee Lent made a motion to return to Open Session at 9:57 PM. Trustee Zollinger provided the second. Motion
carried 5 ayes, 0 nays.
f.Employee 2014-2015H
Trustee Warden made a motion to place Employee 2014-2015H on probation for the remainder of the
2014-2015 school year with conditions outlined by the administration. Trustee Lent provided the second.
Motion carried 5 ayes, 0 nays.
Trustee Haws made a motion to adjourn. Trustee Zollinger provided the second. No further business or discussion.
Meeting adjourned at 9:58 PM.
12/10/2014 D91 Board Minutes Page 6 of 6
12/10/2014
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Below At Above
Third -Grade Reading Level
MHS Graduates
Non -HS
Graduates
1
District Collaboration on Reading Achievement
► Some alarming reading data from the primary grades
emerged at the district level.
► Gail Rochelle, Director of Student Achievement and School
Improvement consulted with Lee Pesky Learning Center.
Cristianne Lane guided a team of directors (Curriculum/PD,
Elementary, Student Services, SASI, Instructional Coaches)
through a K-3 reading data analysis and development of an
action plan.
► Currently working on establishing clear goals for improvement
and focusing our efforts on reading achievement.
Idaho Falls School District 91
► Data Analysis Process
►IRI data from nine school districts across Idaho
► Com parable size
►Similar demographics
► Fall and Spring IRI data for 2012-13 and 2013-14
► Statewide proficiency levels
Kindergarten IRI Data 2012-13
loo
94
92
89
9087 90
92 83 82
go
75 75
70
63
60
61
56 56
56
51 52
50 47
� 43
40
30
20
10
0
State Idaho Falls Vallivue Bonneville Twin Falls Madison Coeur d'Alene Pocatello Cassia County Blackfoot
■KFall 41(5pring
100
90
80
70
60
so
40
30
20
10
0
STATE Idaho Falls Vallivue Bonneville Twin Falls Madison Coeur D'Alene Pocatello Cassia County Blackfoot
■ k fall • k spring
Kindergarten IRI Data 2013-2014
12/10/2014
3
First Grade IRI Data 2012-13
80
81 82
BID n 77
79
75 74
72 72
70 67 68
66
64 63
60 61 7E
60
56 56
50
45
40
30
20
10
0
State Idaho Falls Vallivue Bonneville Twin Falk Madison Coeur d'Alene Pocatello Cassia County Blackfoot
■ 1st Fall O 1st Spdng
First Grade IRI Data 2013-2014
80
81
Bo 77 77
73 74 74
71
70 69 68
66
63 63 64 64
60 61
60 57
51
50
45
40
30
20
10
0
STATE Idaho Falls Vallivue Bonneville Twin Falls Madison Coeur O'Alene Pocatello Cassia County Blackfoot
■ 1st Fall ■ 1st Spring
12/10/2014
n
90
go
70
60
50
40
30
20
10
0
State Idaho Falls Vallivue Bonneville Twin Falls Madison Coeur d'Alene Pocatello Cassia County Blackfoot
■ 2nd Fall ■ 2nd Spring
Second Grade IRI Data 2013-2014
80
76 75 75 76
73 74
70
70 68
67
65
60 58
56
54 55 56 54 56
52
50 49
41
40
30
20
10-
0.
STATE Idaho Falls Valli— Bonneville Twin Falls Madison Coeur D'Alene Pocatello Cassia County Blackfoot
02nd Fall 112nd Spring
12/10/2014
5
12/10/2014
Third Grade IRI Data 2012-2013
90
81
80 78 75 77 78 78 78
72 72 73
70 70
64 62 64 63 64 64
60
60
56
50 49
40
30
20
10
0
State Idaho Falls Vallivue Bonneville Twin Falls Madison Coeur d'Alene Pocatello Cassia County Blackfoot
■3rd Fall n3rd Spring
Third Grade IRI Data 2013-2014
90
80 79 79 80
78
76
74
73 74
70 69 68 69
64 65
63 63 62 63
62
60 57
51
50
40
30
20
10
0
STATE Idaho Falls Vallivue Bonneville Twin Falls Madison Coeur D'Alene Pocatello Cassia County Blackfoot
*3rd Fall a 3rd Spring
Data findings
District 91 performs below the state proficiency level grade K-3
Among the nine comparison districts:
► District 91 had the lowest increase of proficiency
► District 91 students are scoring in the bottom two districts
► Students are entering kindergarten less prepared than other
districts
*Fall kindergarten proficiency levels for 2010-14:
49% - 46% - 51% - 43% - 46%
Analysis
► Focus has moved away from strong Core Reading Instruction to a
greater focus on interventions
► Reading resources and instruction are inconsistent from school to
school
► Core: instructional block time, resources available, instructional
strategies
► Intervention: supplemental programs, instructional strategies
► Reduced budgets resulted in less support and fewer resources
for Core Reading Instruction (implementing common core)
Next Steps
Focus Core Reading Instruction
(Phonemic Awareness, Phonics, Reading Fluency, Vocabulary DevE
► District Strategic Plan focusing on Literacy
► Investigate a K-2 adoption
► Provide on-going, high quality professional development
reading
► Build instructional leader capacity in reading instruction
► Focus intervention strategies and curriculum
► Provide buildings with current and continuous data
► Identify schools, grade levels, or classrooms that are being successful to share best
practices
Questions
'4- ;- --.1
�It- ,r
You, the teacher, and the school are the
s best recoursesfor information relating
to a students academic success.
Idaho Reading Indicator
What is it?
The IRI is a screening assessment given to Idaho
students in grades K-3, at least twice a year, fall and
spring.
The most criecal skills used to predict future reading
success are tested, by trained proctors, at each grade
level.
Scoring and Subtest
Kindergarten >>>
FA -L IRI SCT_PF R&SED CN:
Letter Naming Ruency (LNF)
- Naming the correct case
letter
1st Grade >>>
Benchmark or 3: reading ski IIsat or above grade level
Strategi c or 2: readi ng ski I I s near grade I evel
Intensiveor 1: readi ng ski I I s bel ow grade I evel
F,�da Ir'l , "'!
Letter sound Ruency(L.SF)
- Sounding out the correct
letter
Letter Sound Ruency (LSF) -
Reading Curriculum Based
Sounding out the correct
Measures (RCBM) -au-
letter
dents read three similar pas-
LNF Skill Level (Goal) = 11
sages,
(LSF assessed as a baseline
which are the same passages
measure)
for each assessment. The
LSF
median (middle) score from
Letter Naming Ruency(LNF)
the three passages is the
- Naming the correct upper
score that is recorded.
and lower case letter
31-42 2
What does it mean? Letter Sound Ruency (LSF) - LSF Skill Level (Goal) = 31
Sounding out the correct (RCBM assessed as a base -
The IFS isa screening tool used to idenAy students upper or lower case letter line measure)
basic reading skills. It provides an early warning LSF Skill Level (Goal) = 30 SPRiNQ IRl SCORE BASED 0
idene31ying students who might be"at risk" for reading (LNF assessed as a baseline Letter Sound Ruency(LNF) -
diK culty. measure) is also given in the spring as
Word Definition >>>
Indicator: A gauge or predictor of reading ability or future
reading ability.
Benchmark: An assessment with an expected level of
proficiency taken three times a year - the IRI. Also referred
to as an expected level of achievement that means a child
is proficient, "He tested at benchmark, or at grade level."
Progress monitoring: The same type of assessment as the
benchmark. It is given by a teacher or paraprofessional in
between benchmark periods to track a child's growth in
reading skills.
Kindergarten
Fall
Spring
LNF
LSF
Predictor
Predictor
0-2 1
0-17 1
3-10 2
18-29 2
11 3
30 3
LSF
LNF
Baseline
Baseline
0-0 1
0-30 1
1-1 2
31-42 2
Z a
43 3
1s, Grade
Fall Spring
another measurement of
student growth.
Reading Curriculum Based
Measure (RCBM) - is the
indicator used to determine
the spring score
2nd Grade >>>
F__ALL t4 SPRING IRI SCXJRF BAS
Reading Curriculum Based
Measures (RCBM)
Students read three similar passag-
es,
asses, which are the same passages
for each assessment. The median
(middle) score from the three pas-
sages is the score t hat i s reco rded.
Fall RCBM Skill Level (Goal) = 54
Spring RCBM Skill Level (Goal) = 92
3rd Grade >>>
Reading Curriculum -Based Measures
Students read three similar passages,
which are the same passagesfor each
assessment. The median (middle)
score from the three passages is the
score that is recorded.
Fall RCBM Skill Level (Goal) = 77
Spring RCBM Skill Level (Goal) =110
211,' Grade 3rd Grade
Fall Sprint; Fall Spring
LSF RCBM
PredictorPredictor
0-19 1 0-27 1
20-30 2 28-52 2
31 3 { 53 3
RCBM LSFT227-53
BM RCBM RCBM
_
RCBM
Baseline j Baselindictor
Predictor Predictor
Po'edictor
0-0 1 0-51
152-71
1 0-67 1 0-48 1
0 81 1
1-1 2
2 68-91 2 49-76 Z
82-109 2
2 3 ` 72 3 54 319"2 3 77 3' 110 3
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School Board Report for Skyline Dec. 10, 2014
Culture:
Deck the Halls Week- A fun filled week to get students in the holiday
spirit. We will have spirit days every day of the week starting with Monday
being Santa Hat day and ending with flannel friday.
• Winter sports have just begun and all are off to a great start. Both our
boys and girls basketball teams are traveling this weekend. In Addition, at
each home basketball game a player from -the opposing team is awarded
a sportsman's award by Principal Saunders.
• Boys and Girls Federation did a 4 minute fundraiser today to benefit the
Skyline food pantry. This will help to provide extra food for children in
need over the holiday break.
There is an angel tree in our front office. Many groups, clubs, and
individuals have chosen to sponsor an angel in the name of giving and the
holiday spirit.
Instruction:
Teachers at Skyline are doing an excellent job to keep students focused
on their classwork during this busy season.
Technology:
The Smart boards installed in the new science rooms have proven to be
very helpful and a wonderful tool for learning.
DISTRICT #91 "SOUP"ER BOWL INFORMATION 2015
Monday, January 19th -Friday, January 30th
Basic Souper Bowl Rules
1. 1 can no matter the size = 1 can
2. $0.50 = 1 can
3. 2 packs of Ramen = 1 can
Procedural Details
• Pick-up from elementary and middle schools (For IFHS=Edgemont,
Hawthorne, Sunnyside, Longfellow, Teresa Bunker, Linden Park,
Dora Erikson, Taylorview; for Skyline=Ethel Boyes, Westside, Fox
Hollow, Templeview, A.H. Bush, Eagle Rock) will occur on
Tuesdays and Thursdays
• Can collection from classrooms within the high schools will occur
Monday, Wednesday, and Friday during 6th hour (student
leadership class)
• Teachers are strongly encouraged to offer incentives for can
collection within their own classes. If they choose to do so, they
must track their own classes' numbers of cans for their personal
incentives (student government will only be tallying the total number
of cans collected for the school)
• Compass Academy will participate by having boxes for both Skyline
and IF for students to donate to; they will have their own intra -school
incentives but will channel their donations towards the competition in
this way
• Winning high school (Skyline or IF) will receive 2 long lunches for
gathering the most cans, whether or not district goal is reached
• If district goal is reached (120,000 cans, AKA 60,000 cans per
school), then entire district of participating will receive an
early -release day, on a date yet to be determined (but NOT
February 13th, due to IFHS scheduling conflicts)
Money Blitz
• To be held at the home Boys B -ball against Skyline on Jan. 28th
• At end of JV game, will announce blitz
• Actual blitz=midway through varsity warm-ups
• Hopefully bookkeepers will agree to count money; we will provide
them with a dinner/movie out as a thank -you
• At half-time, will announce winners
• Winners pie losers in the face (head cheerleader and student body
president)
• Will have Souper Bowl shirts to throw out
Disseminatina the "Word" About the Souper Bowl to Students
• Parent high schools will contact their elementary and middle schools
and ideally set up a short assembly at each school to inform and
excite students about participation in the Souper Bowl.
• Within the high schools, the individual student governments will
decide their method(s) of informing students (assembly, class
presentations, etc.)
Supplemental
Tax Year Levy Rate
2015 0.002197782
2014 0.002228870
2013 0.002251152
2012 0.002226948
2011 0.002212904
2010 0.002173230
2009 0.002390481
2008 0.002626731
2007 0.002934347
2006 0.003021535
Supplemental Levy Rate and Overall Tax Rate
December 10, 2014
District 91 Total
Levy Rate
District 93
Jefferson
Madison
Pocatello
Twin Falls
0.004250356
0.005448000
0.004273898
0.004612190
0.004146227
0.004786364
0.004250601
0.005448000
0.004273898
0.004460992
0.004485625
0.004396713
0.004327000
0.005448000
0.004632300
0.004357000
0.004010000
0.003788000
0.003294803
0.005447999
0.004845289
0.004440822
0.003898239
0.003706993
0.003226703
0.005447999
0.004271028
0.004440927
0.003861982
0.002726628
0.003617960
0.005448000
0.004914163
0.004427732
0.003818912
0.002629437
0.004101884
0.005479380
0.004935514
0.004438358
0.004249235
0.002585037
0.004102010
0.005448000
0.003058810
0.003621279
0.004479850
0.002635825
0.004521858
0.005447634
0.002872167
0.004675301
0.004556190
0.002584747
0.007634142
0.007595133
0.006564257
0.006032261
0.007568991
0.004970653
100 E 512000
100 E 515000
100 E 517000
100 E 519000
100 E 521000
100 E 522000
100 E 524000
100 E 531000
100 E 532000
100 E 541000
100 E 546000
100 E 611000
100 E 616000
100 E 621000
100 E 622000
Budget Status Report
PTE
Exceptional Child
Early Childhood Spec Ed
Gifted & Talented
Interscholastic
School Activities
Summer School (Music)
Detention Center
Attendance/Guidance/Health
Ancillary Services
Instructional Improvement
Educational Media Services
100 E 623000
December 8, 2014
100 E 631000
Board of Education
100 E 632000
Central Administration
f •Y.� :x
School Administration Services
111'11
z
Elementary
15,082,534.24 179,490.66
3,763,028.72
9,995,927.99 13,758,956.71
90.15%
Secondary
13,427,072.27 313,716.61
3,382,127.98
9,346,192.56 12,728,320.54
92.63%
Alternative
447,104.99 3,559.31
122,635.04
254,580.64 377,215.68
83.70%
PTE
Exceptional Child
Early Childhood Spec Ed
Gifted & Talented
Interscholastic
School Activities
Summer School (Music)
Detention Center
Attendance/Guidance/Health
Ancillary Services
Instructional Improvement
Educational Media Services
100 E 623000
Instructional Technology
100 E 631000
Board of Education
100 E 632000
Central Administration
100 E 641000
School Administration Services
100 E 651000
Business Admin Services
100 E 655000
Central Services (Warehouse)
100 E 656000
Administrative Technology
100 E 661000
Custodial
100 E 663000
Non -qualifying Maintenance
100 E 664000
General Maintenance
100 E 665000
Grounds Operations
100 E 667000
Security Services
100 E 681000
Pupil To School Transportation
100 E 682000
Transportation Pupil Activities
100 E 683000
General Transportation
856,087.96
3,388,957.88
318,006.29
167,559.06
420,713.57
67,321.10
1,000.00
105,018.27
2,443,967.19
683,455.25
385,289.66
363,060.20
1,011,140.60
240,661.30
891,492.48
3,262,487.55
402,521.18
102,778.17
304,205.78
3,255,253.03
388,159.48
1,317,230.13
373,211.54
72,511.33
2,453,521.88
59,000.00
82, 284.00
0.00
204,821.49
456,872.07
661,693.56
1,078.57
815,085.78
2,283,775.90
3,098,861.68
0.00
86,778.19
211,243.94
298,022.13
19,640.61
40,638.70
118,619.29
159,257.99
0.00
148,540.87
240,010.21
388,551.08
0.00
16,730.70
49,200.47
65,931.17
0.00
-2,433.86
59,809.04
0.00
278.98
0.00
0.00
0.00
6,063.59
300.00
0.00
0.00
0.00
13,611.98
7,311.13
230,423.38
92,424.65
0.00
18,438.36
0.00
2,266.77
1,812.39
34,989.39
722,537.94
188,128.14
107,501.30
95,085.91
325,087.67
190,884.61
366,491.97
1,081,376.45
162,047.42
44,058.47
118, 848.99
1, 240, 569.79
132,597.53
698,482.61
224,495.46
21,940.54
646, 678.83
25,720.00
29,759.19
0.00
76,741.68
1,727,432.53
552,450.19
226,430.21
153,489.24
591,905.66
2,887.50
506,654.54
2,020,724.27
213,909.03
56,502.74
113,161.56
958,836.65
74,355.51
567,982.83
104,317.51
967,258.01
8,473.28
1,812.39
111, 731.07
2,449,970.47
740,578.33
333,931.51
248,575.15
916,993.33
193,772.11
873,146.51
3,102,100.72
375,956.45
100,561.21
232,010.55
2,199,406.44
206,953.04
1,266,465.44
328,812.97
21,940.54
1,613,936.84
25,720.00
38,232.47
77.29%
91.41%
93.72%
85.07%
92.36%
97.94%
181.24%
108.92%
97.85%
108.36%
86.61%
68.47%
90.69%
80.52%
97.28%
95.08%
93.40%
97.84%
76.27%
67.28%
52.33%
81.83%
70.62%
30.26%
65.29%
43.59%
45.22%
Notes: Detention Center increase in cost to budget was caused by a lane change, an increase of hours for paraprotessionals, and a transter of the supply budget
to Emerson. Detention Center supplies will be purchased from Neglected and Delinquent funding. With such a small budget, small changes make a large
impact from a percentage standpoint.
Ancillary Services increase in cost is due to the addition of a speech language pathologist who is replacing a contracted SLP. If Medicaid funds are
adequate, the cost for the new SLP will be moved to Fund 249.
Central Administration increase due to restructuring following approval of the budget with a new director, and 2 new administrative assistants paid from
this budget.
��K�*���� ������ ����������
~-_~~���~�~_~~~�''~«-_--
December8,2U14
100E512800
Elementary
15,082'534.24
1/9/490.66
3,/63,028./2
9/99592/.9*
13,/58956./1
90.15=
100E515000
Secondary
13,427'072.27
313'716.61
3,382'127.98
9,346192.56
12'728,320.54
92.63%
100E517000
Alternative
447104.99
3'559.31
122.635.04
254,580.64
377.215.68
83.70%
100E519000
PTE
856,087.96
0.00
I04'821.49
456,872.07
661,693.56
77.29%
100E521000
Exceptional Child
3,388,957.88
1.078.67
815'085.78
2,283,775.90
3,098,861.68
91.41%
100E52I000
Early Childhood Spec Ed
318'006.29
0.00
86,778.19
211,243.94
298,022.13
93.72%
100E5I4000
Gifted &Talented
167'559.06
19,640.61
40'638.70
118,619.29
159,257.99
85.0796
108E531800
Interscholastic
420._713.57
0_00
148'540.87
388,551.08
92.36%
100E532000
_
School Activities
67,321.10
0.00
16,730.70
.240,010.21
_ 49,200.47
65,931.17
97.94%
100 541000
_
Summer School (K8usi
1,00 0.00
0.00
_ 1,812.39
_9.00
1,81339
181.24%
100E546000
Detention Center __
_
105'018.27
3.86
_ _.39
_ _76741.68
111,73I.07
I08.92%
100 611000t
nd/ Guidance/Hea�h
J/N�3'967.19
59,809.04
722'537.94
1,727/432.53
_2,44997D.47
97.8S96
1OO� 66OOU
Ancillary Services _-
683/455.25
0.00
1B.8,128.14
553/450.19.
740,578.33
10836%
1O0| !.
Instructional|nnprovement
385289.66
278�8
1O7S013U
226,430.21
333,931.51
8661%
100E622000
Educational Media ' �
K4
363,060.20
CiUO
95J085.91
153/489.24
248575.15
6847%
Instructional Technology
1�)1114U. �
�O0
.
32�O��
.
��9��
.
91��]3]
!90.69%1OOE6]3000
100E631000
Board nfEducation
240'661.30
0.00
190'884.61
2,887.50
193,772.11
80.5296
100E632000
Central Administration
89 1,492.48
6'063.59
366'491.97
506,654.54
873,146.51
97.28%
100E641000
School Administration Services
3,262,487.55
300.00
1,081.376.45
2,020,724.I7
3.102,100.72
95.08%
100E651000
Business Admin Services
402'521.18
0.00
16I.047.4I
213'909.03
375'956.45
93.40%
1OOE6��UOU
h102,778.17
[enlrai�ervicex`(Warehouse) ouse)
0OO
.
44OSg47
' .
S6GO274
' .
1UO�61�1
, .
'84
97Y6
0 E 65600
Administrative Technology
304'205.78
0.00
118,848.99
113,161.56
232,018.55
76.27Y6
100E661000
Custodial
3,255'253.03
13'611.98
1,240'569.79
958'836.65
2'199,406.44
67.2896
100 E663000
Non'quo\ifvin8K8aintenanme
388'159.48
7,311.13
132'597.53
74,355.51
206,953.04
52.3396
100E664000
General Maintenance
1,317'230.13
238'423.38
698'483.61
567,982.83
1,266,465.44
81.8396
100E665000
Grounds Operations
373'311.54
92'424.65
224,495.46
104,317.51
328,812.97
70.6296
100E667000
Security Services
72,511.33
0.00
21,940.54
21,940.54
30.26Y6
100E681000
Pupil ToSchool Transportation
3,453.521.88
18,438.36
646'678.83
967,258.01
1,613,936.84
65.2996
100E682000
Activities
Transportation Pupil Activih
S9,000.00
O�OU
25,72O.00
25,720.00
2G
43.59%
100E683008
General Transportation
82'284.00
2'266.77
29'759.19
8,473.28
38'233.47
45.22Y6
mna|s,ennatran�erovthesupp|ybuUget
Nntesoetennon[enter)noeaoe'ncu��tobudgetwascauseuUya|anechanBe,an/noreaseotxouoturparaprotes
�
to Emerson. Detention Center supplies will
be purchased from
Neglected and Delinquent funding.
With such asmall budget, small changes make
alarge
impact from apercentage standpoint.
Ancillary Services increase in cost is due to the addition of a speech language pathologist who is replacing
a contracted SLP. \fMedicaid funds
are
adequate, the cost for the new SLP will be
moved tnFund Z49.
Central Administration increase due to restructuring following approval of the budget with a new director,
and 2 new administrative assistants paid from
this budget.
State Revenue Status
December 10, 2014
Iindex - Certified
Index - Administrative
(Units - First Reporting Period*
General Fund
Salary -based Apportionment
Benefit Apportionment
Transportation Support
Curriculum
Professional Development
State Limited English Proficiency (LEP)
Leadership Premium
Maintenance (Lottery)
State Technology
ISEE Phase II
IT Staffing
Classroom Technology
Budgeted
1.5456
1.8795
486.20
Budgeted
$ 25,799,183.00
$ 4,894,105.00
$ 1,900,000.00
$ 136,302.00
$ 225,116.00
$ 143,839.00
$ 544,818.00
$ 434,025.00
Budgeted
$ 65,370.00
$ 58,344.00
$ 282,340.00
12-10-14 State
Report
1.5405
1.8542
489.95
12-10-14 State
Report
$ 25,943,680.41
$ 4,921,516.17
$ 1,800,000.00
$ 136,562.02
$ 225,876.90
$ 143,839.00
$ 546,790.00
$ 442,745.00
12-10-14 State
Report
$ 66,143.25
$ 58,794.00
$ 282,878.47
Difference
$ 144,497.41
$ 27,411.17
$ (100,000.00)
$ 260.02
$ 760.90
$ 1,972.00
$ 8,720.00
$ 83,621.50
Difference
$ 773.25
$ 450.00
$ 538.47
$ 1,761.72
* The first reporting period inaccurately reflects Longfellow's attendance due to the late start. A
waiver was requested for this situation, and the final units for the first reporting period should be
slightly higher.
Superintendent's Report - December 10, 2014
Construction Update:
o Cost Projections Update —assuming Emerson actual does not exceed estimate will have
approximately $1.5 million in SPFF reserve for future projects.
o Condensation Issues— stairwells insulated (3 of 4 schools) heaters still need to be
installed
o Window & expansion joint concerns — HVAC regulation being
explored as remedy (additional fresh air)
Legislative Committee Assignments
o Sen. Dean Mortimer—Senate Ed (Chair)
o Rep. Wendy Horman —off House Ed, on JFAC
o Rep. Julie VanOrden — House Ed (Vice Chair)
• Meeting with Rep. Horman December 16 — FY 16 Public School Budget Request
o Line item allocation
o Priorities
• New York Times Article: States Listen as Parents Give Rampant Testing an F
District 91 Construction Bond Update - 12-03-14 (rev. 0)
(Includes all District Directs with the Exception of Furniture)
Project Complete (final billings):
10,840,446.75
Compass Academy Remodel
$
4,814,171.09
IFHS Remodel
$
753,585.43
Dora Erickson
$
11,149,888.81
Bunker Site Improvements
$
277,857.53
Projects Complete (not yet final):
Edgemont
$
Ethel Boyes
$
10,638,348.41
Remaining Projected
$
1,200.00
Edgemont
Remaining Projected
Longfellow
Remaining Projected
Skyline Remodel
Remaining Projected
$
10,639,548.41
$
10,840,446.75
$
10,840,446.75
$
10,472,017.25
$
35,000.00
$
10,507,017.25
$
1,801,118.55
$
28,000.00
Future Proiects:
Emerson Remodel $
Total from Above: $
Bond Amount: $
Difference: $
Compass
IFHS
Skyline
Boyes
Edgemont
Erickson
Longfellow
Total Furniture Costs
2,700,000.00
53,621,889.82
53,000,000.00
(621,889.82)
183,287.33
25,980.55
5,580.00
19,554.95
5,969.80
$ 240,372.63
$ (862,262.45)
$
1,801,118.55
Current Proiects/Open Items:
Compass Ducts/Returns Mod.
$
13,256.00
MP Room Heating Issue
Erickson
$
35,000.00
Boyes
$
28,000.00
Edgemont
$
28,000.00
Longfellow
$
28,000.00
$
119,000.00
Entry Heat Panels for frost
Erickson
$
1,500.00
Boyes
$
1,500.00
Edgemont
$
1,500.00
Longfellow
$
1,500.00
$
6,000.00
Future Proiects:
Emerson Remodel $
Total from Above: $
Bond Amount: $
Difference: $
Compass
IFHS
Skyline
Boyes
Edgemont
Erickson
Longfellow
Total Furniture Costs
2,700,000.00
53,621,889.82
53,000,000.00
(621,889.82)
183,287.33
25,980.55
5,580.00
19,554.95
5,969.80
$ 240,372.63
$ (862,262.45)
ISSUE TITLE:
Date: November 11, 2014 JPrepared By: Margaret Wimborne
Prepared For: New Schools
Stakeholder/Target Audience: Parents, Patrons & Staff
Question/Concern/Scenario: Condensation Issues With New School Buildings
Key Message 1
District officials are working
diligently with the architect and
engineers of our new elementary
schools to address the issue of
condensation in the buildings.
Key Message 2
3
The solution to this condensation The buildings are still on warranty,
problem is to circulate more fresh air and the board and district
through the buildings, which will administrators will make sure the
reduce the amount of moisture in the architect and engineer fix these
air. The challenge has been' balancing problems.
occupant comfort and energy
efficiency with humidity control.
Supporting Information 1-1 Supporting Information 2-1
The condensation build up is a result We have already made some changes
of too much moisture in the air, and to the building automation systems,
when that warm air hits cold surfaces which should really help address this
it condenses and produces water or issue.
in some cases frost and ice.
Supporting Information 1-2
The condensation build up has been
especially problematic around
windows, skylights, stairwells and in
some of the vestibules where we
have seen a build up of frost/ice. We
are adding heaters and more
insulation to those areas.
Supporting Information 1-3
There also have been problems with
condensation buildup in some ceiling
areas, but we have addresed that
issue by adding additional insulation.
Supporting Information 2-2
We also are running different tests
with the air intake systems at
different buildings to find the perfect
balance.
Supporting Information 3-1
Under the terms of the warranty, the
district has a year to identify any
issues, and then the architect,
engineer or contractor must fix them.
Supporting Information 3-2
Any needed repairs or remedial
measures would be paid for by the
architect, engineer and/or contractor,
and would not be the district's
responsibility.
Supporting Information 2-3
Supporting Information 3-3
The testing takes time. If we make too
The board, superintendent and district
many changes too quickly we won't
staff have been actively involved in
be able to tell what worked and what
monitoring all the construction
didn't work. We also have to factor in
projects since work started in summer
the crazy winter weather.
2012.
FY 2015
FY 2016
Div. of Div. of Div. of Div. of Div. of
Deaf &
Div. of
Original
Request
Admin. Teachers Operations Children's Facilities
Blind
Central
Approp.
$31,875,000
Programs
Services
Services
Sources of Funds
1 General Fund $1,374,598,400 $1,461,944,500
2 Dedicated Funds $86,812,400 $76,314,400
3 Federal Funds $215,223,500 $280,223,500
4 TOTAL APPROPRIATIONS $1,676,634,300 $1,818,482,400
General Fund Percent Change: 5.1 % 6.4%
Total Funds Percent Change: 4 9% 8.5%
PROGRAM DISTRIBUTIONS
Statutory Requirements
$81,430,300
$795,961,300
$518,019,000
$28,271,200
$14,460,000
$8,594,200
$15,208,500
$0
$0
$39,758,800
$4,331,400
$31,875,000
$259,200
$90,000
$0
$20 000 000300
$0
$260 000 000
$0
$223_500
$0
$81,430,300
$815,961,
$557,777;800
$292,602,600
$46,335,000
$9,076,900
$15,298,500
2.1%
5.4%
6.9%
18.5%
102.1%
3.5%
-3.2%
2.1%
6.0%
4.3514l
27.1%
28.8%
3.6%
-9.0%
5
Transportabon
$69,281,800
$71,521,900
National Board Teacher Certification
6
Border Contracts
$1,100,000
$1,100,000
$12,570,000
7
Exceptional Contracts/Tuition Equivalents
$5,065,600
$5,065,600
$3,610,000
8
Salary -based Apportionment
$781,570,700
$798,973,500
$68,164,900
9
State Paid Employee Benefits
$148,363,900
$151,665,200
$12,939,400
10
Bond Levy Equalization
$19,600,000
$19,400,000
$326,000
11
Idaho Digital Learning Academy
$6,664,400
$7,075,000
$1,124,310,500,
12
Idaho Safe & Drug -Free Schools
$2,534,300
$4,421,400
23
13
Additional Math and Science Requirements
$4,850,000
$5,018,000
Limited English Proficiency (LEP)
14
Advanced Opportunities
$640,600 $640,600
15
National Board Teacher Certification
$90,000
$90,000
16
Facilities (Lottery) 8 Interest Earned
$12,570,000
$19,125,000
17
Facilities state match (GF)
$1,716,000
$3,610,000
18
Charter School Facilities Funding
$2,100,000
$4,200,000
19
Career Ladder
$0
$16,278,300
20
Leadership Awaras/Premiums
$15,800,000
$15,800,000
21
School District Strategic Planning
$326,000
$326,000
22
Sub -total -- Statutory Requirements
$1,072,273,300
$1,124,310,500,
$19,125,000
Other Program Distributions
$3,610,000
23
Math Initiative, Reading Initiative, Remediation
$10,500,000
$10,500,000
24
Limited English Proficiency (LEP)
$4,000,000
$4,000,000
25
College Entrance Exams
$963,500
$963,500
26
District IT Staffing
$2,500,000
$2,500,000
27
Classroom Technology and Wireless Infrastructure
$10,400,000
$19,400,000
28
Technology Pilot Programs
$3,000,000
$0
29
Administrative Evaluations of Teachers
$300,000
$300,000
30
Assessments (Science EOC, PSAT)
$740,000
$835,000
31
Instructional Management System (IMS) Maintenance
$4,500,000
$4,500,000
32
Idaho Core Standards Prof. Development
$2,700,000
$0
33
Pro. Develop. (Idaho Core, District Funding, PD 360)
$9,455,000
$21,555,000
34
One-time funding to purchase content
$5,000,000
$4,000,000
35
Bureau of Services for the Deaf & Blind (Campus)
$5,498,600
$6,014,000
36
Bureau of Services for the Deaf 8 Blind (Outreach)
$3,262,400
$3,062,900
37
Federal Funds for Local School Districts
$215,000,000
$280,000,000
38
Sub -total -- Other Program Distributions
$277,819,500
$357,630,400
39
TOTAL CATEGORICAL EXPENDITURES
$1,350,092,800
$1,481,940,900
40
STATE DISCRETIONARY FUNDS
$326,541,500
$336,541,500
41
ESTIMATED SUPPORT UNITS
14,577
14,706
42
STATE DISCRETIONARY $ PER SUPPORT UNIT
$22,401
$22,885
(The Discretionary Funds distribution includes $300/support unit for sale school envvonrtwnts 14334002, Idaho Cod
$81,430,300
$71,521,900
$1,100,000
$5,065,600
$623,049,600 $107,759,000
$118,270,400 $20,455,400
$19,400,000
$7,075,000
$4,331,400
$90,000
$5,018,000
$640,600
$90,000
$19,125,000
$3,610,000
$4,200,000
$16,278,300
$15,800,000
$6,440,000
$3,950,000
$2.500,000
$17,000,000
$2,000,000
$17,455,000
$4,000,000
$20,000,000 $260,000,000
$4,060,000
$50,000
$963,500
$2,400,000
$300,000
$835,000
$2,500,000
$4,100,000
$6,014,000
$3,062,900
$815,961,300 $221,236,300 $292,602;600 $46,336,000 $9,076,900
$336,541,500
14,706
$22,885
For FY 2015, this equals:
$1
Legislative Services Office, Budget & Policy Analysis 12/8/20143 54 PM
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: �!'C �'�L ��v'1 0✓1 r� Date: Z / �7 /
Address: _11 Z L4 ff Z.lrt Phone: Zo g 3 ba 6-78-1
E -Mail Address: t^X A °'f-rl 4.4 V�1 Q£ P
Do you have children attending School District #91 schools? 7 r
If so, which schools do your students attend: 74'r(ooec,,l jr&_j A 1F
Topic: L U F I F.T
511612008
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: SkWXAf`l I Date: Lo101201ty
Address: d>4f� Phone:
E -Mail Address: G rk � i " CQ
Do you have children attending School District #91 schools? 4k&
If so, which schools do your students attend: 1,U -7 ��(A
Topic: Ne -,4 Ai Aae rker Ta tQ C S
511612008
Suketu Gandhi's Comments Need for Accelerated Mathematics December 10, 2014
During the last Board Meeting (November 19, 2014), the public heard discussion on how
students would benefit by completing multiple AP courses for majoring in STEM curriculum in
universities. One argument supporting this was ability to complete college in 3 years, instead of
4 years. This is not true these days. The missing element was the underlying reasons for students
to have access to multiple AP courses. To some, this will be the repeat of series of representation
made to the Board in the Fall, 2010. But the Board and the Administration team are different
today. It is appropriate to discuss this again in reference to the November's discussion.
These days, traditional boundaries between the disciplines are getting blurred. For
students to be prepared to handle today's projects, the universities require students to take
multidisciplinary courses, and allow students to complete their requirements within 4 years. The
curriculum post -1990 reduces the core science requirements: 2 semesters of chemistry into I -
semester of chemistry; 3 semesters of physics into 2 semesters of physics. The reduced core
course requirements have been replaced with upper division courses that would meet the today's
demands. However, the reductions in the core courses are detriment to the students' knowledge
in their chosen curriculum.
Consider a case of an Electrical Engineer major. Electrical engineers need full year of
chemistry to be successful in their curriculum. They do chemical etching of circuit boards, and
deal with semiconductors. The background in chemistry allows them to understand the scientific
basis for chemical etching. They need to know about molecular orbital theory to better
understand band structure in solids, which they learn in their electrical engineering class.
When the EE students take 1 semester of chemistry, a number of topics will be curtailed,
and they are deprived of the strong fundamentals in core science. The universities know about
this. The students benefit in their curriculum the core science at the level of pre -1990's. This is
possible when the schools provide the opportunities to their students to successfully learn AP
classes. For this to happen, students must have strong mathematics. When students are offered
mathematics at accelerated pace starting from middle school, they are in position to learn
physical science in middle grades. The advanced students are in position to learn mathematics at
a higher level. The new textbooks in the elementary grades facilitates for the students to master
various topics in both pre -Algebra and Algebra in 7`" grade. When this happens, they are ready to
take both full year of chemistry and AP chemistry with the needed mathematics that includes
access to AP Calculus in 1 lt' grade. The Biology teachers are in position to see students with the
needed chemistry course.
It is hoped that both the Board and the Administration are in agreement to design
mathematics curriculum so that students have access to in class AP Calculus in grade 11 without
taking online mathematics classes during the summer. When a new curriculum is made available
to the students who are in position to handle mathematics at an accelerated pace, the public will
gain the needed confidence in District 91 schools.
It should be noted that detailed discussions are contained in the accompanied document,
and it is in the public interest for the Board will make it available through the online version of
the Board Meeting minutes.
Suketu Gandhi's Comments on Mathematics for November 28, 2014
Chemistry & Physics Courses in Secondary School
As the Administration and Board discuss the prerequisites for select courses &, it is important to
understand the demands from the universities with regards to STEM curriculum. Based on the
spoken words at the Board Meeting, neither the Administration nor the Board are aware of the
contents of the STEM based majors these days (post 1990's)t. The information provided is based
on informal discussions that occurred when I was working as a post -doctoral researcher at
Princeton University. Since these discussions were at the level of "for your information", there is
no formal document on this. We note that various universities do not discuss the new
requirements on their webpages.
To provide better understanding, it is necessary to describe my educational background. This
way the reader understands the degree to which I have in depth knowledge on the subject, and
how they are applied in different area.
My formal education is in the area of chemistry. I earned B.S. in Chemistry from University of
Illinois at Urbana -Champaign, and PhD in Chemistry (Physical) from University of California,
Los Angeles (UCLA). During my undergraduate student days, I took extensive number elective
courses in Physics, Mathematics and Chemistry. The upper division physics courses were both
classical mechanics, and electricity & magnetism. The upper division mathematics courses were
on the science & engineering side. Examples of the courses include Advanced Calculus,
Differential Equations (I & II), Mathematical Methods for Science & Engineering, Probability &
Statistics, Complex Variables, Vector & Tensor Analysis. The elective courses in the chemistry
were in the physical chemistry. The courses common to both physics and chemistry include
quantum mechanics, thermodynamics, spectroscopy.
My research area includes chemical reaction dynamics, atomic & molecular clusters, coherent
laser spectroscopy. These research area are at the boundary of chemistry & physics. In short, the
research projects involved a significant amount of physics.
When I was at Princeton University; my research director, Prof. Warren S. Warren, taught the
standard 1't year chemistry (freshman chemistry), which is equivalent to AP Chemistry. During
this time, the Dean of Engineering talked with Prof. Warren about reduction in the freshman
chemistry course requirements. Despite the fact that chemistry is highly relevant to the
engineering disciplines (with exception of computer science), the requirement was reduced from
full -year course to one -semester course. Similar action was taken in the physics from 3 semesters
to 2 semesters. They dropped 3`d Semester of Physics, which covers optics, waves and modern
physics.
We note that this is not unique to Princeton University. This is prevalent throughout the
American universities, and this is seen through the course requirements for a number of science
and engineering majors.
STEM Major & core science requirements: These days, the traditional boundaries between
disciplines are getting blurred. To provide students with rigorous education within the stipulated
4 -years, many freshman core sciences required courses are being reduced, and they are being
I I have spoken on this subject in 2010 at the Board Meeting.
Suketu Gandhi's Comments on Mathematics for November 28, 2014
Chemistry & Physics Courses in Secondary School
replaced by upper division courses. The new courses that students need to take are from different
disciplines.
The reduction in the core sciences occurs in both Chemistry & Physics. Prior to 1990, students
would need to take 1 -year (2 semesters) of general chemistry, and (3 -semesters of physics). This
was the standard for every engineering & science undergraduate students. After 1990, the
required courses were 1 -semester of general chemistry and 2 -semesters of physics. However,
students do need full year of general chemistry and 3 semesters of physics. Both physics and
chemistry course requirements are reduced, but they are needed.
The purpose of learning physics and chemistry by engineering majors is to understand their own
respective field, and solve problems having the understanding of chemistry and physics.
Engineering Discipline
Chemistry
Aeronautical
Gas/surface interaction, surface chemical
reaction, thermodynamics, temperature
measurement based onspectroscopy.
Mechanical
Combustion, temperature measurements using
atomic & molecular spectroscopy.
Chemical
They are required to take 1 year of chemistry.
Material Science
They are required to take 1 year of chemist
Electrical Engineering
Chemical etching while making electronic
circuits, band theory in semiconductors. Band
theory in solid state is understood when
molecular orbital theory is taught, which
occurs in standard 1" year chemistry.
Bioengineering
Biology, and chemistry.
Nuclear
Fabrication of nuclear fuel, reprocessing of
spent nuclear fuel, radioactivity.
Civil
Environmental engineering
Agricultural
Chemistry taking lace in soil & food
Industrial
Atmospheric contamination.
Physics
Biophysics, which is biological side of
chemistry using physics techniques.
2
Suketu Gandhi's Comments on Mathematics for November 28, 2014
Chemistry & Physics Courses in Secondary School
Engineering Discipline
Physics (Optics/Waves & Modern Physics
Aeronautical
Measurement of temperature profile using
optics & spectroscopy.
Mechanical
Spectroscopic detection of molecules in
combustion, optical radiation
Chemical
Optics to monitor fluid flow
Material Science
Solid state physics
Electrical Engineering
Optical engineering, solid state physics for
semiconductor
Bioengineering
Nuclear
Nuclear properties of heavy atoms
(radioactivity)
Civil
Optics to measure long distance
Agricultural
Industrial
Chemistry
Optics for spectroscopy, modern physics to get
mathematical foundation for quantum
mechanics.
Access to advanced courses in respective disciplines is based on having strong fundamentals.
Those students, who have AP Chemistry and AP Physics C and AP Calculus BC, demonstrate
that they can handle rigorous courses, will increase their chances to be accepted by universities
in science & engineering disciplines. When they arrive in universities with the three courses,
they have additional time to take upper division undergraduate courses from different
department(s).
Furthermore, we note that a large number of students change their major. At University of
Illinois at Urbana -Champaign (during the time I was there), —55% of the undergraduate change
their majors. In other words, when students graduate from college having specific major would
not necessarily be the declared major as a college applicant.
Thus, any planning in high school should be based on having the strong fundamentals. It is
accurate to say that students seeking to become humanities major (e.g., English, foreign
languages), or social studies (e.g., history) will not change to science & engineering discipline.
However, it is difficult to say that a person seeking to be a civil engineer major will not switch to
electrical engineering major. For this reason, schools must take into consideration the
requirements for the STEM majors.
When students undertake several AP courses while in high school, they demonstrate their
abilities to handle rigorous education. Those students complete several AP courses in high
schools are in position to take additional courses that would encompass different area in colleges.
The AP courses mean that they have strong fundamentals, and have the needed background to
succeed in their chosen major. This means that they have full year of chemistry with AP
Chemistry, and full year of Physics with AP Physics C. Successful AP Physics C students are in
position to take the 3`d semester of physics courses. When they have this strong foundation, they
can succeed in their chosen field.
3
Suketu Gandhi's Comments on Mathematics for
Chemistry & Physics Courses in Secondary School
November 28, 2014
Access to AP Courses in High School: Access to AP Chemistry and Physics C occurs when the
students have all the prerequisites. The prerequisite to AP Chemistry is full year of chemistry and
concurrent enrollment in a calculus course. The courses leading to AP Chemistry is illustrated in
the following diagram.
1 Year Physical " 1 Year Physics 1 --TA AP Physics C
Science: '
Chemistry & AP Calculus BC
Physics
When taking AP Chemistry, it is necessary to take calculus course concurrently. There are
several topics in chemistry that make extensive use of calculus to derive specific equations. They
are 1) Beer's law for absorption of spectra, 2) radioactivity, 3) chemical kinetics & Arrhenius
equation, 4) kinetic theory of gases. For these topics, solution to the first order differential
equations would be used to describe the phenomena. The current District 91 high school course
catalog description of AP Chemistry omits the requirement of concurrent enrollment in calculus.
For full year of chemistry, students need to complete Algebra II. They need both logarithm and
elementary trigonometry. The knowledge on the logarithm is needed to master pH. Elementary
trigonometry is needed to understand molecular structure (e.g., bond -lengths and angle). The
mathematical maturity allows them to absorb topics on molecular geometry.
For AP Physics C, it is necessary to have completed full year of physics and AP Calculus BC
course. Skipping full year of physics and concurrent enrollment is detriment to students. In
physical science, students learn 1 -dimensional motion. This can be handled with Algebra I or II.
The students need background in solving quadratic equation, which is used to solve equation of
motion. In full year physics, students learn 2-dimensional motion, and motion on inclined plane.
This requires trigonometry, and analytic geometry (or pre -Calculus).
In AP Physics C (mechanics), students will use calculus to derive equation of motion. They will
come across frictional force (on an inclined plane) and rotational motion. It is easier to handle
these topics in AP courses when they have the full familiarity with full year of physics. Here,
they need AP Calculus AB at the minimum. In AP Physics C (electricity & magnetism), students
will solve problems using calculus. In addition, they will come across problems on
approximation (e.g., potential due to a dipole). For this topic, it is necessary for the students to
have strong background in Taylor's series, a topic in AP Calculus BC, but not in AP Calculus
AB.
The current course catalog does not require full year of physics as prerequisite. It correctly states
prerequisite or concurrent enrollment in AP Calculus AB. For those students concurrently taking
AP Calculus AB invites difficulties for the students. They are learning how to differentiate and
integrate using variables x, y, z and function f (x). They may not have required maturity at this
stage to change variables from x -->t, and y—>r. Furthermore, when students take AP Physics C
without 1 year of Physics, they will not learn optics & waves. To learn waves efficiently, one
4
Suketu Gandhi's Comments on Mathematics for November 28, 2014
Chemistry & Physics Courses in Secondary School
must have full background in trigonometry. The sequence of courses leading to AP Physics C
shown in the following diagram:
1 Year Physical
Science:
Chemistry &
Physics
1 Year Chemistry [A AP Chemistry
AP Calculus
(either AB or BC)
For Biology, no comments are offered. This topic is beyond my capacity. I have never taken
biology course since 9h grade, and do not used any biology in my research.
How would student access AP Physics C when Calculus is taken in 12a' grade (senior year)?
Only way to mediate this issue is to design the courses so that students take Algebra 1 in 7h
grade, instead of 8u' grade. With Singapore Math (Math in Focus), it is possible. Students in 5t'
grade solve complex geometry problems. Students in 6'h grade learn positive/negative numbers.
They gain practice fractions, decimals, ration & proportion, and learn how to use variables.
Furthermore, the current students would be doing Algebra from I' grade without using variables
x, y and z. For them, the unknown variables include ❑, 0, 0 and ?. Thus, concurrent pre -Algebra
and Algebra in 7t' grade is feasible. Geometry in 8t' grade is realistic given the 5a' grade learning
about area of triangles and sum of internal angles of triangle, and 6U' grade learning about area of
circle. When students have access to complex problems from the supplementary books, they
develop critical thinking skills for geometry (5b grade: Primary Mathematics, Intensive Practice,
US Edition, and Primary Mathematics, Challenging Word Problems).
When students complete 8h grade, mathematics is up to geometry, they are in position to take
Algebra 2 in 0'h grade, pre -Calculus in 10th grade, and AP Calculus BC in 11th grade. When
students take Algebra 1 in 7th grade, they are ready to handle 1 year of Physical Science in 8th
grade.
We note that efficiency in mathematics instructions becomes realistic when students are taught
topics neglected by the Common Core Mathematics. These topics and complex problems have
been provided to Mr. Brown through power point slides. When students solve these complex
problems on frequent basis, they are subliminally gain experiences in solving complex Algebra
and Geometry problems. This makes it easy for the students to pickup complex math topics in 7th
and 8th grade.
The District needs to consider the students who have gained mathematical mastery at the 6`h
grade would be eligible to take accelerated mathematics consisting of pre -Algebra and Algebra
in 7th grade. Minimum time would be spent on pre -Algebra, and strong emphasis on Algebra.
The advanced students would be in position to handle the pace, as they would know how to plot
numbers given in (x,y) plane, and would be easy to learn product & quotient with positive &
negative numbers.
5
Suketu Gandhi's Comments on Mathematics for November 28, 2014
Chemistry & Physics Courses in Secondary School
The goal is not to reduce the rigors, but remove the duplication of topics. They should learn a
few topics, but solve complex problems. When they solve complex problems, they learn multiple
topics, and develop strong mathematical foundation. It also means that the teachers have to
engage students by asking provocative questions, and asking them to solve reasonably complex
problems on the black/white board.
Why do students take AP Physics C without full year of physics? When students enroll in AP
Courses, it makes their college application standout. The grade in AP Physics is reported after
their college applications are submitted (in 2nd and 3rd trimester). When students take AP courses,
their grades receive higher points. However, many prominent universities will give credit in AP
Physics C when they score 5. Those who score 5 are the students who have had 1 year of physics
and AP Calculus BC before taking AP Physics C. A report from National Academy of Science/
National Research Council$ (think tank) discusses these issues in Learning and Understanding,
Improving Advanced Study of Mathematics and Science in U. S. High Schools (2002) [Online, pddf
version].
Mathematics for Physical Science: In order for students to have access to AP courses in both
chemistry & physics that meets the prerequisites, as discussed earlier, it is necessary to identify
math topics that are needed for successful study of the Physical Science course. If the students
are to take physical science course in 8'i' grade, it is necessary to ensure that they have the
necessary background to learn the materials. Below is a list of math topics needed for the
science.
We note that there is a large pool of students taking PACE, it is very likely that the students will
be in position to handle Algebra topics in 7d' grade. This will set them to take physical science in
8d' grade.
Math Topics
Physical Science Topic
Estimation & approximation.
Significant figures (or digits). In mathematics, the
numbers are exact. In science, the numbers come from
measurements. Measured quantities are limited are not
exact.
Algebra.
Error analysis & laboratory experiments to extract
values (e.g., density of a mass). For demonstration
experiments, only qualitative information is obtained,
and mathematics is not used (e.g., demonstration on
magnets pulling magnetic materials). One makes
extensive use of variables to describe physics.
Fractions, ratio and proportion.
Dimensional analysis & conversion of units,
Gravitational force, electric force/energy,
solution/concentration ions/molecules in liquid, optics.
Positive & negative numbers.
Temperature, electricity/battery, structure of atoms,
eriodic table of the elements, potential energy.
$ National Academy of Science/National Research Council: http://w-%v%v. nap.edu/
51
Suketu Gandhi's Comments on Mathematics for November 28, 2014
Chemistry & Physics Courses in Secondary School
Math Topics (continued)
Physical Science Topic (continued)
Equation of a line (and plotting on a
Equation of motion with uniform velocity.
graph paper).
Algebra: Quadratic equation (and
Equation of motion with uniform acceleration, energy.
plotting on a graph)
Geometry (polygons, angle in a
Structure of molecules, force.
polygon, symmetry -both mirror &
rotational).
Algebra: Two equations & two
Collisions in one dimension.
unknown.
Maturity in deriving mathematical
Going from theory to laboratory measurements to
relationships, complex word
extract information.
problems.
The above list of topics is indicative, but not necessarily exhaustive. Identification of specific
topics should also aid in identification of specific math topics must be thoroughly mastered by
the students as they take learn specific science topic.
VA
Wilkie, Debbie -1391
From:
Wilkie, Debbie -D91
Sent:
Monday, December 15, 2014 9:27 AM
To:
Wilkie, Debbie -D91
Subject:
FW: December 10, 2014
Debbie Wilkie
Administrative Assistant to Superintendent Boland & Board of Trustees Idaho Falls School District # 91
690 John Adams Parkway
Idaho Falls, ID 83401
Phone 208.525.7518
Fax 208.525.7596
wilkdebb@d91.kl2.id.us
-----Original Message -----
From: Gillman, Angela -D91
Sent: Wednesday, December 10, 2014 9:32 PM
To: Wilkie, Debbie -D91
Subject: December 10, 2014
These are my very brief notes from my IFEA report.
Thanks, Debbie!
Angela
December 10, 2014
IFEA board meeting report
Invites to all employees for annual IFEA Christmas Social: Celt 5-7
Discussion among teachers for considering early release rather than late start: awareness for the board
Upcoming IEA law and ethics class with focus on code of ethics
Dec 18 State Board of Education Meeting: any info on planned discussion over tiered licensure/career ladders??
Angela
December 10, 2014
Education Foundation Report:
690 John Adams Parkway I Idaho Falls, ID 83401 1208.525.7506
Brief Introduction: Marilou Hart new Program Director
www.d9ledfoundation.com
Action items: Began training Dec 1St and will continue with Mrs. Bunnell for this week.
Attended the Ed Foundation Board Meeting on Thursday December 4th
Sending out and personally delivering Christmas cards to top donors.
Have updated the Facebook page and website (ongoing)
Have possession of the car donated by Teton Toyota 2015 Jetta Sport.
Toyota Raffle tickets have been ordered and should be ready to be distributed in the next few
week's.