HomeMy WebLinkAbout2015_08_12 Board Minutes
IDAHO FALLS SCHOOL DISTRICT NO. 91
BOARD OF TRUSTEES -- BUSINESS MEETING
DISTRICT OFFICE BOARD ROOM -- 7:00 P.M.
690 JOHN ADAMS PARKWAY
WEDNESDAY, AUGUST 12, 2015
Chairman Burtenshaw called for a motion to enter Executive Session at 6:47 PM. Trustee Warden made a
motion to go into Executive Session pursuant to Idaho Code §74-206 (1) (b) Personnel. Trustee Zollinger
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 and the Board of Trustees met in Executive Session regarding a personnel matter.
Trustee Haws made a motion to return to Open Session at 7:00 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, Chairman George Boland, Superintendent
Deidre Warden, Vice Chair Kelly Coughenour, Director of Elementary Education
Dave Lent, Trustee Randy Hurley, Director of Secondary Education
Larry Haws, Treasurer Carrie Smith, Director of HR & Finance
Bryan Zollinger, Clerk Ralph Frost, Director of Transportation
Debbie Wilkie, Recording Clerk
Chairman Burtenshaw called the business meeting to order at 7:02 PM. The Pledge of Allegiance was led
by Andrew Christensen, a District 91 student.
ADOPT AGENDA
Trustee Lent made a motion to amend the agenda to include Action Items j. Employee 2015-2016A and k.
Employee 2015-2016B. Trustee Haws provided the second. Motion carried 5 ayes, 0 nays.
08/12/2015 D91 Board Minutes Page 1 of 6
Trustee Zollinger made a motion to adopt the agenda as amended. Trustee Lent provided the second.
Motion carried 5 ayes, 0 nays.
REPORTS/INPUT/INFORMATION
a.Superintendent’s Report – written comments are attached.
b.Patron Input – written comments, if provided, are attached.
Suketu Gandhi provided comments regarding ISAT-II (SBAC) Math scores. A written report was
provided and will be shared via email with the superintendent and board members.
c.IFEA Report – no report.
d.First Reading - Board Policy 120.0 Smoke Free Buildings and Vehicles Revisions
Superintendent Boland reviewed that the additions to BP 120.0 address the issue of electronic
nicotine delivery devices and vaping. In July, the FDA was unsuccessful in an appeal of a lower
court ruling with regard to vaping devices being considered as drug delivery devices. This provision
would clarify the use of the devices on any school district property during the work day and
evening activities. It is the recommendation of the administration to expedite this proposal for a
final reading at the September 9, 2015 meeting so it could be implemented shortly after the start
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of school. This item will be placed on the September 9 agenda as an Action Item.
e.Evaluation Committee Report
Randy Hurley, Director of Secondary Education and Kelly Coughenour, Director of Elementary
Education reviewed compliance updates for the teacher evaluation procedures after modifications
were made to the IDAPA ruling this past year. The Evaluation Committee met on August 4, 2015 to
better define the rating that will include ISAT 2.0 scores as a student growth measure. The
committee included, three building administrators, teachers and the two directors. Mr. Hurley
stated he felt the committee had accomplished three important things, bringing the procedures
into compliance, defining the student pieces and they also put some things in place to make the
process more efficient. A discussion was held regarding the requirements for administrators to
become a certified evaluator as part of their administrator certification. The revised procedures will
be submitted to the State Department for further review and recommendations.
f.Other Items
i.Community Conversation Review
Chairman Burtenshaw led a discussion reviewing dates and locations for upcoming
community conversation meetings scheduled in August, September and October. If more
than two Trustees are planning to attend a scheduled meeting a notice will need to be
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posted. A training session with Wendy Lowe is scheduled on August 28 to help board
members learn how to facilitate the meetings.
08/12/2015 D91 Board Minutes Page 2 of 6
CONSENT AGENDA
Trustee Zollinger made a motion to adopt the Consent Agenda as presented. Trustee Haws provided the
second. No further discussion. Motion carried 5 ayes, 0 nays.
Items approved included:
a.Approval of Minutes
i.July 15, 2015 Annual Board Meeting
b.Payment of Claims – July 2015 $3,831,192.61
c.Staff Actions
New Hires: Position Location
Laura C Warner 3 rd Grade Edgemont Elementary
Jessica M Wilson-Lucero School Psychologist District
Theresa A Bush .50 FTE Kindergarten Dora Erickson Elementary
Sarasue H Walton Kindergarten Longfellow/Linden Park Elementary
Kenneth J Craner Alternative Middle School Teacher Emerson Alternative High School
Kelcee Christensen Special Programs Teacher Taylorview Middle School
Rebecca L Dye 5 th Grade Temple View Elementary
d.Other Items
i.Discarded Property – A rented storage unit, occupied by the D91 Curriculum Department,
was cleaned out and the obsolete materials discarded. Materials that are still usable are
now stored at the District Warehouse located at 640 South Lee. Compass Academy would
like to discard two old televisions that are no longer being used.
ACTION ITEMS
a.Final Reading - Board Policy 405.4 - District-Owned Vehicles
Superintendent Boland reviewed this is new policy related to district-owned vehicles as
recommended by the State and ISBA model policy. It is the recommendation of the administration
that this policy be approved so it can be implemented for the 2015-2016 school year.
Trustee Warden made a motion to adopt Board Policy 405.4 – District-Owned vehicles as
presented. Trustee Zollinger provided the second. No further discussion. Motion carried 5 ayes, 0
nays.
08/12/2015 D91 Board Minutes Page 3 of 6
b.Final Reading - Board Policy 407.0 - Transportation
The superintendent reviewed there were a number of additions and some changes made to the
existing transportation policy following updates released by the State Department of
Transportation and Idaho School Board Association model policies. Ralph Frost, Director of
Transportation, worked through the policy to bring it up to date. A discussion was held regarding
Section 407.3, some additions were made to clarify how bus drivers will handle students asking to
get off at other stops.
Trustee Zollinger made a motion to adopt Board Policy 407.0 – Transportation as presented.
Trustee Haws provided the second. No further discussion. Motion carried 5 ayes, 0 nays.
c.2015-16 Safety Bussing Zone Recommendations
Board approval is needed for the safety bussing zone recommendations prior to the start of the
new school year. One issue undecided is the proposal for a new crosswalk on West 17th South, if
approved by the City, would eliminate safety bussing for students from the Blue Ridge Subdivision
to Fox Hollow Elementary. The City of Idaho Falls has indicated that it should be in place prior to
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August 21. Superintendent Boland stated if the crosswalk is not ready by then bussing would be
provided and phased out later in September or October. A discussion was held.
Trustee Warden made a motion to approve the 2015-16 Safety Bussing Zone recommendations as
presented. Trustee Zollinger provided the second. No further discussion. Motion carried 5 ayes, 0
nays.
d.2015-16 Transportation Agreement with American Heritage Charter School
Superintendent Boland stated it is the recommendation of the administration to renew the
transportation agreement with American Heritage Charter School. Ralph Frost, Director of
Transportation, has been in contact with AHCS regarding the agreement. The cost per mile has
gone down, based on D91 costs, the reduction will be passed along.
Trustee Haws made a motion to accept the 2015-2016 Transportation Agreement with American
Heritage Charter School. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays.
e.2015-16 SRO Agreement with the City of Idaho Falls Police Department
Superintendent Boland reviewed that he met with Chief McBride and the two Resource Officers on
August 3, 2015 to review and discuss the agreement. No changes were made except the dates.
Chief McBride suggested in the future the annual review meeting could be held in the spring prior
to District 91 setting a budget. It is the recommendation of the administration to accept the
agreement to have Resource Officers in the schools. A discussion was held.
Trustee Zollinger made a motion to accept the 2015-2016 SRO Agreement with the City of Idaho
Falls Police Department. Trustee Haws provided the second. No further discussion. Motion carried
5 ayes, 0 nays.
08/12/2015 D91 Board Minutes Page 4 of 6
f.2015-16 Authorization of Student Teacher/University Relations Contract
Superintendent Boland stated this is something that is done annually to extend liability coverage
for student teacher candidates and interns that will be working in our schools.
Trustee Warden made a motion to accept the 2015-2016 Authorization of Student
Teacher/University Relations Contract. Trustee Haws provided the second. No further discussion.
Motion carried 5 ayes, 0 nays.
g.Strategic Plan/Continuous Improvement Plan
Superintendent Boland reviewed the revisions to incorporate the ISAT 2.0 as one of the key
performance indicators for proficiency measures, with students meeting or exceeding the state
average. For Numeracy, work continues through the utilization of Math Design Collaborative (MDC)
groups regarding growth measures. The graduation rate was also included as a measure for College
and Career Readiness at the secondary level, administrators will continue their work to define
growth measures at the elementary level.
Trustee Haws made a motion to accept the 2015-2016 Strategic/Continuous Improvement Plan as
presented. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays.
h.Pancheri Property Contract Authorization
Superintendent Boland stated he would like to request authorization to enter into a contract with
LDS Church Officials to purchase the Eagle Rock Seminary property on Pancheri. The district’s
attorney has reviewed and worked out the water and mineral rights for the property. The purchase
is contingent upon the termination of the lease agreement with the Seventh Day Adventist Church
who are currently using a portion of the property for their playground. The District intends to use
of the property to relocate the west bus lot from a rented lot on Broadway to the Pancheri
property adjacent to Eagle Rock Middle School and Skyline High School.
Trustee Warden made a motion to approve the Pancheri Property Contract Authorization
contingent upon the termination of the lease agreement with the Seventh Day Adventist Church.
Trustee Zollinger provided the second. Motion carried 5 ayes, 0 nays.
i.Expeditionary Learning Contract Authorization
Superintendent Boland reviewed the proposed contract to implement the Expeditionary Learning
Program at Sunnyside Elementary. A discussion was held regarding costs, timeline and resources.
Kelly Coughenour, Director of Elementary Education, added that in addition to the $44,500 two-
year contract, the district would have the usual substitute costs to provide training for the teachers
and travel costs if staff and/or administrators choose to participate in additional training sessions.
Sunnyside Principal Lance Lindley shared that he is already getting requests for students to transfer
in because parents want their children to have the opportunity to participate in this program.
Trustee Zollinger made a motion to grant authorization to enter into a contract as proposed with
Expeditionary Learning. Trustee Lent provided the second. Motion carried 5 ayes, 0 nays.
08/12/2015 D91 Board Minutes Page 5 of 6
j.Employee 2015-2016A
Trustee Warden made a motion that Employee 2015-2016A be denied the release from their
contract. Trustee Lent provided the second. Motion carried 5 ayes, 0 nays.
k.Employee 2015-2016B
Trustee Warden made a motion that Employee 2015-2016B be denied the release from their
contract. Trustee Zollinger provided the second. Motion carried 5 ayes, 0 nays.
Chairman Burtenshaw reminded board members of the training session, with Wendy Lowe, on Friday,
August 28, 2015 at 3:30 p.m. at the district office.
Trustee Haws made a motion to adjourn. Trustee Zollinger provided the second. Meeting adjourned at
8:26 PM.
08/12/2015 D91 Board Minutes Page 6 of 6
8-12-15 Superintendent's Report:
Preparations for first day of 2015-16 school year accelerating rapidly:
• Facilities:
o Emerson progressing on schedule
o Multiple roofing, hard surface projects underway (Hawthorne, Linden Park)
o Flooring issues at Boyes & IFHS
o IT pushing to complete IFHS, SHS, TV infrastructure upgrades & prepping new laptops
and chromebooks
o New printers/copiers installed — IT also in the process of networking
• Staffing:
o Will have approximately 70 new teachers (TV/IFHS Industrial Tech position)
• PD:
o Meetings with principals last 2 days — focus on realizing the vision (as well as policy &
procedure updates).
o Building secretary's meeting today
o Over the next 2 weeks new teacher induction & PD across the system (see handouts)
• Communications:
o New Webpage launched yesterday (intranet for employees)
o D91 Proud campaign (tshirts — admin pictures)
• Kudos to the many staff working hard to have school ready August 31 (or as soon thereafter as
possible).
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: Date:ti 12-42011-
E -Mail Address: GQIAd h-1
Do you have children attending School District #91 schools? Y�
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if so, which schools do your stud entspgttend: _Pfj�_ XiS
Topic: 1A� IS
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Suketu Gandhi 's Comments on ISAT-II Mathematics August 12, 2015
The ISAT-11 Math scores are disappointing, but highly informative. The Board needs to
determine whether the students are mastering the topic at the grade level, and ISAT-II has the
needed credibility. If the standardized test is credible, then various elements need to be identified
to improve the student's learning.
Specifically, a significant number of students are not proficient at the elementary grade
levels. There is no reason to fault the ISAT-H (SBAC) examination contents or its duration. It
also reveals that when right types of classroom instructions are provided, students gain mastery
in the subject. The right textbooks/workbooks and supplementary books are in place for the
elementary grades. However, effective instruction practice and utilization of supplementary
books needs to be made, and students need to comply in doing homework.
When internal discussions take place, the information will likely focus on the classroom
practice. Students learn through classroom instructions and efforts made on homework. Board
will certainly know about the classroom practices, including the diversity in the instruction
approaches. However, Board must know about the efforts made at home.
The purpose of this representation is to inform the decision makers on the significant
activity that takes place at home. Through this, it is hoped signify the role of engagement,
exercises from supplementary books, and instructions in certain topics not covered by the
Common Core.
When my child entered KG, she was able to read text in picture books, and do both
addition and subtractions of two -digit numbers. It was during the KG year that I learned about
availability of Singapore Math books in USA, and tapped various online resources (e.g.,
exercises). During the summer break between KG -l` grade, my child started to exercises from
one of the supplementary books (Primary Mathematics, Intensive Practice, IB). The reading
ability provided access to the word problems.
Does ISAT-H (SBAC) delivers on its promise? SBAC exam in 6s` grade is not exactly tough at
the level of Singapore's Primary School Leaving Examination (PSLE). My child felt that the
questions were easy. She mentioned that many questions required stepwise determination of the
answer, as there was no choice of answers that facilitated guessing. However, the exam was not a
joke, as was the case with ISAT Math (when she took in 4`s grade), when the questions were
easy and did not have a correct answer to a legitimate question in one of the multiple-choice
answer.
The information (e.g., sample questions) provided on SBAC webpage was useful to
ascertain its value. There were questions that required both straight forward computations, and
multi -steps to determine the answer. The questions were reasonable. Based on -my understanding
of examination process, each topic must have multiple questions. Multiple questions ensure that
students are not making careless errors.
My child felt that the questions were easy, which is not at all surprising. Specifically,
through Singapore Math, she mastered various topics in depth. Many of the topics defined by the
Common Core Mathematics in & grade were covered in Singapore Math's 5a' grade or earlier.
Same is true with many of the Common Core Mathematics topics in 2nd grade. (This assessment
is based on the Singapore Math textbooks, workbooks & supplementary books purchased for
home use.)
Suketu Gana%Vs Comments on IMT -11 Mathematics August 12, 2015
Learning Mathematics at Home: At home, we relied on textbooks, workbook and
supplementary books. I provided instructions based on Singapore Math's Primary Mathematics,
US Edition for both textbooks & workbooks (3`d -6d' grade), and Primary Mathematics, US
Edition (5�' grade). The supplementary books were Primary Mathematics, Intensive Practice, and
Challenging Word Problems for Primary Mathematics (grade 3-5), and Brain Maths, Vol. 1 and
Vol. 2. In addition, I selected complex problems based on the classroom exams given in various
Singapore's primary school (Grades 1-6). (This is one of the resources available online).
Computations: At home, during the pre-school and KG days, I made worksheets. During pre-
school, we started math with single digit addition, and then with single digit subtraction. When
mastery was demonstrated, we went to two digit, addition and subtractions. Progress was made
on multi -digit addition with 3-5 addends. The number of straight forward computation problems
exceeded 300 over the time. I gave roughly 10-12 computations per day. Half way through the
KG, my child demonstrated fluency with addition & subtraction with multi -digits that included
borrowing. Identification of shapes (e.g., circles, rectangles, triangles) was easy, and did not do
anything about it.
Once fluency in addition was made, it we started on multiplication. In I" grade we
focused on times tables from x 1-x 10, and in 2nd grade we focused on x 11-x20. Learning times
table was made easier with the supplementary books. Various problems required multiplications.
This allows us to teach, and my child to accept the challenge of learning the times table to enable
her to solve problems quickly.
We were unsuccessful in making her write the times table beyond 5 times, but made her
recite in the evening as an isolated activity. After —34 weeks of daily drill, we gained the
confidence that the times table were deeply ingrained in her mind, and would be in position to
recall the necessary numbers to solve problems.
Between I' and 2nd grade, we provided instructions on xll-x20 times table. We used
repeated addition to derive times table. This would be utilized to solve division and fraction
problems quickly. As before, we were unsuccessful in her getting to write times table. In view of
this, we made her recite the times table every evening for —34 months.
A significant number of problems provided in the textbooks were easy, and this was by
design. The textbooks provide the questions that teachers should orally ask. This is necessary to
stimulate child's mind, and understand the amount of new topic retained. In contrast, the
problems in workbook had specific pattern. They progressed from easy to complex. In the
beginning, the questions were focused on mechanics (e.g., addition of decimals without carry).
The problems at the end of the worksheet, they were more complex (e.g., decimals that required
carry).
In the review section, the problems in the beginning were easy, and they progressed to
very complex problems. This was the case in both the textbooks and workbooks. Word problems
were always there.
The supplementary books provided additional problems. They complimented the
textbooks & workbook problems. Specifically, there were abundance of problems asked straight
forward computations using words. For example, a student knows 7+5. It asks in complex words:
5 more than seven is . The number of problems like this one was prelude to doing complex
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Suketu Gwz&u 's Comments on ISAT-II Mathematics August 12, 2015
word problems: John has 5 marbles, Mary has 3 more marbles than John. How marry marbles
they have altogether?
Workbooks had limited complex problems, but the supplementary books had significant
number of complex problems. This was expected. The role of the textbooks was to learn and
master on the topics, and be in a position to handle complex problems. When limited number of
complex is provided, one learns how to crack the problem, and solve the problem, which may
take some time.
The workbook had very limited problems in multi -digit multiplication and division. To
mediate this, several worksheets were made that give adequate practice. This extra practice
reinforced the times table.
When one gets significant number of complex problems (which includes multi -step word
problems), speed in solving the problems increases. A systematic process is developed. For
example, one easily ascertains the information that is both explicit and implicit, and relates the
questions asked with the information sought. Development of this skill occurs when a student
gets to solve the problem on frequent basis.
To solve a complex problem, setting it up is the first step. The use of bar -graphs make it
easy to solve the problem quickly, which Singapore Math teaches. It allows students to see
visually the information that is given and asked. In the case of my child, it took 40 complex word
problems before she became fluent in using bargraphs, and understood their advantages.
When bargraphs were introduced with simple problems (i.e., one-step word problem),
there was disadvantage in solving the problem. It took more time to draw bargraphs than to solve
problems using mental math. When complex word problems were provided on continual basis
(by her teacher), then my child started to use bargraphs method to solve word problems. These
problems gave hands-on experience in identifying the advantage of using bargraphs.
The computation fluency was extensively utilized in solving complex word problems.
The knowledge of multiplication tables significantly helps in learning measurement topics (e.g.,
length, weight, area and time). Furthermore, in learning fractions, knowledge of multiplication
tables made it possible to simplify fractions.
During 6's grade, we were unsuccessful in getting our child to do supplementary math.
However, her teacher routinely gave homework. Some of the homework problems were very
tough, some were easy, and many were complex. At home, we made sure that homework
problems are completed. For the tough problems, we made sure that she made attempts to solve
them.
Unsuccessful attempts to solve complex problem is far more instructive than no attempt.
When attempting to solve problem, one knows what is given and what is asked. When the
problem is eventually solved in the classroom, the student understands the steps that lead to the
determination of the answer.
Khan Academy: In making various efforts, my child was never brought to Khan Academy,
despite its popularity. There are conceptual mathematical errors when inspecting videos on select
topics. There is no teaching on solution of complex problems. There is lack of derivation in a
number of topics. Thus, there is no value in Khan Academy videos for learning mathematics.
Suketu Gandhi's Comments on ISA T -H Mathematics August 12, 2015
Engagement: Students learn through engagements. Engaging students to think requires multiple
approaches. One of them is asking right questions. For example, in 1 ac grade, after students
knows both addition and subtraction, an example of question that probes provokes thinking: How
can one determine if the answer is correct?
In the case of addition, does the student check the answer by repeating the addition, or is
there an alternate way to check the answer? When asking students questions that lead to thinking,
there may be multiple answer. One answer may to examine the digits. The sum of an odd + odd
numbers leads to an even number, even + odd leads to odd, and even + even. Another answer
may to do subtraction of one of the addend from the sum.
Another way to engage students is to ask them to solve reasonable complex problem on a
black (or white) board. Representative students should be selected from a group that needs extra
help, average, and advanced. When a student attempts to solve a problem on a black board,
every one sees the thinking process. If a student makes a mistake, the audience would correct it.
If a student does not know how to solve problem, s/he will see the each steps in detail that leads
to the answer. Students will explain answers using common vocabularies and sentence structure.
One possibility is that there would be parental objection on letting students solve
problems on the blackboard. The objection would be vehement if the presenter gets embarrassed.
These days, the embarrassing moment does not occur when the student is unable to solve
problems during exams, or fails to complete homework The real embarrassing incidents come
from lack of i -Phone, 1 -Pad or other technology toys.
Complex Problems: There are many grade appropriate complex problems. Many of them are
given in the supplementary books that should be in possession of each principal's library. These
books are Primary Mathematics Intensive Practice, and Challenging Word Problems for
Primary Mathematics. In addition, a number of power point slides have been made that solves
variety of complex problems, and gives exposition of select topics (e.g., derivation of division
procedure, specific approach to mental subtraction, etc.).
Excluded Topics: There are certain topics have been excluded from the textbooks (and certainly
from the Common Core Mathematics Standards). Power point slides have been made on these
topics: Derivation of squaring of numbers ending with 5 (in the one's digit), multiplication of a
number x 11, inspection of digits of a number to determine whether it is divisible by another
number (e.g., 3, 4, 5, 6, 7, 8, 9, 11). A power point slide has been made that show the derivation
of inspection of digits to ascertain if quotient of two numbers has remainders.
Another topic not covered in textbook/workbook, but covered in a supplementary book,
is showing the how multiplication of multi -digit numbers can be simplified by use of fractions.
When sufficient exercises are given, students reinforce both the multiplication of fraction by a
number.
Furthermore, a few power point slides teach certain topics can be easily taught an earlier
grade. Examples of them are addition of sequences of number, a standard topic covered in
Algebra -11 class as student learn summation notation. However, 2°d grade students can handle
this problem for adding all the numbers 1-10, and 3`d & e grade students can add numbers 1-
100 upon learning multiplication of two digit numbers. Another topic is on determination of a
square root of an arbitrary number. This is learned in AP Calculus BC when learning Taylor's
M
Suketu Gana%i's Comments on ISAT-11 Mathematics August 12, 2015
series. However, it could be taught much in Oh or 7h grade when students learn how to solve
problems with variables.
When these topics are integrated into classroom curriculum, students would gain
experiences in solving complex problems, and at the same time gain mathematical maturity.
Mathematics learning: It is noted that students learn mathematics by solving quality homework
problems. Homework problems give access to experience, and reinforce the topics learned in the
classroom. It also gives students ample time to complete the assignments, as there would not be
any time constraints.
Computation fluency requires a large number of standard exercises. Computation fluency comes
in different ways: Matching of numbers between left and right columns, use of words, pattern in
addition to standard computation problem. When varieties of problems are given, the boredom in
doing standard problems is removed.
Low Scores on the Mathematics ISAT-II: The range of scores that students have obtained in
mathematics ISAT-H is informative in many respects. The issues that need to be addressed are
the amount of homework given, the homework compliance, assignment of complex problems
and classroom engagement.
Effortless Learning & Teaching: It is not possible to learn and teach without efforts. Students
need to make efforts to complete assignments, and accept challenging problems whether given as
either extra credits or regular assignments. Parents need to make efforts to ensure that their
children complete assignments. The habit of doing homework on standard problems, and attempt
to solve challenging problems with failure is far more valuable than no attempts at all.
On the classroom side, sincere efforts need to be made to ensure that every student is
engaged. Some students will learn faster than the others, and challenging problems could be
provided to the students as extra credit. This should result in more students accepting challenging
problems than taking coercive efforts that forces students to do challenging problems.
On the administration side, efforts are needed to ensure that atmosphere is provided in
every classroom that allows easy access to challenging problems. It is well known that if a
teacher does not know how to solve problem, it will not be in the front of the students, including
highly motivated students. The best way for this to happen is to identify difficult challenging
problems, and provide the solution to these problems. Assistance from higher grade level
teachers should be sought to find solution to difficult problems.
The problems with mathematics education do not disappear if students score very high
without attaining grade level mathematical maturity. The goal must be set for students to gain
mathematical maturity.
Actions from the Board: It is hoped that vigilance is kept on the mathematics curriculum,
assessment and students' achievements. The past ISAT tests administered gave false positive.
This means that when students were not demonstrating mastery of subject, they were told that
they are achieving at the advanced level.
If there are negative concerns about the SBAC, bring them out in public. Parents do not
want to have standardized tests reporting false information. If SBAC Mathematics provides false
information, let the public know about it. Let it be discussed openly so that everyone understands
Suketu Gandhi's Comments on ISA T -H Mathematics August 12, 2015
different views. It is a disservice to the students and their parents when false positive information
is provided.
Credibility of the above Comments: The instruction practice in mathematics education that is
sought comes from both learning science and scientific research. There is a conviction that the
engagement methods applied in the scientific community would be successful in the classrooms.
There are numerous examples on the impact in asking provocative questions. One story that
comes to mind is that Albert Einstein formulated General Theory of Relativity in response to a
question asked. Another story is that at a Prof. Peter Debye (a Nobel Laureate in Chemistry,
1935) asked Prof. Erwin Schrodinger (a Nobel Laureate in Physics, 1932) whether he can relate
Dr. DeBroglie's formulation of matter & wave with wave equation (DeBroglie was a Nobel
Prize winner in 1929). Overnight, Prof. Schrodinger worked on equation, and the next morning
he got what is now known as Sch6dinger's wave equation. This was a one of several formulation
of Quantum Mechanics (modem physics). These are two of several examples. Because they are
high profile events in the modem times, they are noted.
In scientific research, problems are cracked without any guidance. Successful research in
science requires exploring different approaches to solve problem. Those who crack problems,
and advance the research area gain scientific maturity. This approach to learning process is
applicable in classroom.
Students gain mathematical maturity when they solve complex problems. Complex
problems integrate multiple topics. Students need to extract both explicit and implicit
information, and determine what is asked. The first step in solving a problem requires cracking
of the problem. This requires patience, perseverance. Failure occurs by no attempt to solve
complex problems.
Sufficient resources are provided in terms of power point slides on select problems,
resources obtained online, and identification of suitable supplementary books.
The Board must realize that in the US, there is a conflict of views of mathematics
education from two sides. One side consists of professors of mathematics, science and
engineering, and the other side consists of professors of mathematics education. The perception
from the mathematics, science & engineering side is that the mathematics educators lack the
knowledge on the mathematics, do not know how to solve complex problems, or derive
mathematical procedures or relationship. Because of continual failure on these fronts, it is
necessary to step forward to address this. Placing best form of learning process in the scientific
research would result in improved education.
The select video on teacher's professional development videos (available from Idaho's
State Department of Education website) reinforces the above views. Examination of select
teacher training, there were many conceptual errors were found. In the case of division, the
division procedures are derived from grouping. This approach was not given. The video made
error confusing the consequence as the fundamental principle. (The relationship between
multiplication and division is derived from the grouping of numbers.)
In the area of fraction, a conceptual error was seen. Fraction is introduced to students as
an area (which is an adjective). One goes from area to a number (which is a noun). The best
approach to instill this requires drawing rectangular boxes, and relating this to a number line. If
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Suketu Gandhi's Comments on ISAT-II Mathematics August 12, 2015
the approach presented in the teacher training video is used in the classroom, it will certainly
confuse students.
Professors of mathematics education lack the needed vertical knowledge. The vertical
knowledge gives access to advanced topics that can be easily taught earlier, or how to integrate
multiple topics. Among them are the addition of sequences of numbers (e.g., Carl Friedrich
Gauss approach), inspection of digits to determine if the quotients of two numbers have
remainder or not, and determination of a square root of a number. When presenting new topics,
x° is derived as 1, not defined as 1, or derivation of product of two negative numbers.
Merits of SBAC: The goal of the standardized test is to assess what the students know at grade
level. Teachers receive feedback from homework assignments and the classroom tests. The
classroom testing is based on the classroom instructions. The classroom tests are topic sensitive,
and may do not reflect the ability to solve variety of problems that is based on multiple topics.
Should certain topic not covered in the classroom, it would be reflected in the feedback received
from SBAC.
The sample questions that are publicly available show the removal of the guessing work. It
covers multiple topics, but lacks so-called odd -ball problems. The odd -ball problems are those
not given in the textbooks or workbooks, but are solvable based on the curriculum. This tests the
level of mathematical maturity. (I have read that this is done in Singapore's PSLE examination.)
In other words, the SBAC is designed to measure the proficiency of students, and provide
valuable feedback to parents and teachers. Parents must know whether the entire curriculum was
covered in the classroom, and assessment of their children's knowledge in the core subject. To
the teachers, it reveals the topics that have not been mastered by the students.
Writing good exam questions requires both skills and time. If any objection is raised on
this standardized test, the questions that should be asked whether the results of the SBAC
provide needed information on the student's skills, and the questions cover the curriculum at the
minimum level, and does it accurately identify each student performance that is below and above
the designated grade level.
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