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Home My WebLink About2015_09_09 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, SEPTEMBER 9, 2015 Chairman Burtenshaw called for a motion for Executive Session at 6:34 PM. Trustee Warden made a motion to go into Executive Session pursuant to Idaho Code §74-206 (1) (b) Student and (c) Property. Trustee Haws provided the second. A roll call vote was taken: Lisa Burtenshaw – yes Deidre Warden – yes Dave Lent – yes Larry Haws – yes Bryan Zollinger – N/A (arrived shortly after the roll call) EXECUTIVE SESSION Superintendent Boland and the Board of Trustees met in Executive Session for a student hearing and a discussion regarding a property matter. Trustee Haws made a motion to return to Open Session at 6:59 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 Randy Hurley, Director of Secondary Education Dave Lent, Trustee Carrie Smith, Director of HR & Finance Larry Haws, Treasurer Margaret Wimborne, Communications/Community Bryan Zollinger, Clerk Engagement Coordinator Debbie Wilkie, Recording Clerk Chairman Burtenshaw called the business meeting to order at 7:02 PM. The Pledge of Allegiance was led by Skyline Principal Aaron Jarnagin. 9/9/2015 D91 Board Minutes Page 1 of 4 ADOPT AGENDA Trustee Warden made a motion to amend the agenda to include item e. Matching Funds – Edgemont Elementary as part of the Consent Agenda. Trustee Haws provided the second. Motion carried 5 ayes, 0 nays. Trustee Warden then made a motion to adopt the agenda as amended. Trustee Zollinger provided the second. Motion carried 5 ayes, 0 nays. REPORTS/INPUT/INFORMATION a.Student Reports – written comments, if provided, are attached. i.Emerson Alternative High School - Student Representative Isaac Murphy reported. ii.Idaho Falls High School – Student Representative Nicholas Stubblefield reported. iii.Compass Academy – No report. iv.Skyline High School – Principal Aaron Jarnagin provided a report. Aaron stated that student representative Hattie Austin will report in the future but tonight is Skit Night for homecoming week at SHS so he is covering. The theme at Skyline this year is “Live Blue” and the current enrollment is 1233 students. Mr. Jarnagin shared that they had a good turnout of students and parents at Back-to-School Night. Registration also went much smoother than the previous year, the longest wait time to see a counselor was only 20 minutes. The Student Government’s focus, after homecoming activities this week, will be helping the foreign exchange students feel welcome. Mr. Jarnagin stated the homecoming parade on Friday, th September 11 at 1:00 p.m. and the theme is “Hometown Heroes.” An apache helicopter, rd flown by two pilots from the 183 Aviation Regiment in Boise, will be on display at Skyline Friday morning until parade time. b.Superintendent’s Report Superintendent Boland welcomed and introduced the District’s three new elementary principals, Sarah Childers at Temple View, Sheila Walter at Dora Erickson and Randy Stocking at Hawthorne. th Supt. Boland also recognized the artwork on the bulletin boards provided by 6 grade students at Ethel Boyes Elementary and stated it is our hope to have new artwork up each month. Supt. Boland provided a handout and reviewed enrollment numbers for the first week of school. Enrollment is up a bit, but we did not have sufficient growth to warrant an emergency levy as we did the previous year. Enrollment between the two comprehensive high schools, Idaho Falls and Skyline, has also maintained a good balance at 1250 and 1246 respectively. A brief discussion was held. c.Patron Input – written comments, if provided, are attached. i.Patron Suketu Gandhi provided comments regarding SAT math results. ii.Patron John Strobel provided comments regarding the District’s 5A Classification status. d.IFEA Report – Lynn MacAusland, Executive Board Member, reported. Written comments are attached. 9/9/2015 D91 Board Minutes Page 2 of 4 e.Education Foundation Report – No report. f.Other Items – Chairman Burtenshaw led a brief discussion regarding the following items: i.Community Conversation Update ii.ISBA Region 6 Meeting, - Tuesday, Sept. 29, 2015, Rigby iii.ISBA Annual Conference, November 11-13, 2015, CDA iv.ISBA Day on the Hill, February 15-16, 2016, Boise v.NSBA Annual Convention, April 8-11, 2016, Boston nd The next community conversation meeting is planned for Sept. 22 in the Lazy 8 subdivision, Chairman Burtenshaw and Trustee Haws will be conducting. A discussion was held. Chairman Burtenshaw will send updates to board member regarding future meetings as they become available. Trustee Warden, serving as the Region 6 ISBA Representative, asked board members if they had any th other concerns they would like to discuss at the ISBA Region 6 Fall Meeting on Sept. 29. Current topics include, moving from a super majority vote to 60 % majority and the cost and time involved for administering the required SBAC Assessment. Trustee Lent suggested further discussion regarding mastery based competency instead of seat time. A discussion was held. Board members also discussed attendance and a scholarship auction item for the upcoming Idaho School Board Association’s Annual Convention in Coeur d’Alene. CONSENT AGENDA Trustee Warden 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.August 12, 2015 Business Meeting ii.August 18, 2015 Special Meeting iii.August 28, 2015 Board Training b.Payment of Claims – August 2015 $5,597,566.75 c.Staff Actions New Hires: Position Location Charles J Finance Industrial Technology Taylorview Middle School Teacher Bonnie Porter (rehired 6 th Grade Westside Elementary retiree) Adrianne Priest Counselor Eagle Rock Middle School 9/9/2015 D91 Board Minutes Page 3 of 4 Scott Daku .2667 FTE Industrial Idaho Falls High School Technology Teacher Emergency Hires: A hiring emergency exists, as declared by the Board of Trustees, for the following positions: Kathy Bihler Content Specialist CNA Instructor - Professional Technical Barbara Tew Content Specialist .50 Kindergarten – A H Bush Elementary Theresa Bush Content Specialist.50 Kindergarten – Dora Erickson Elementary Michael Cole Content SpecialistKindergarten – Hawthorne Elementary Sarasue Walton Content SpecialistKindergarten – Linden Park & Longfellow Elementary Kelcee Christensen Content SpecialistSpecial Education – Taylorview Middle School Marcelene Frederick Content SpecialistSpecial Education – Taylorview Middle School Lisa Sweetland Content SpecialistSpecial Education – Idaho Falls High School Jerica Pfeiffer Teacher to New – Debate, Speech & Drama – Idaho Falls High School Drama d.Other Items i.Surplus Property – permission to sell a piano located at Fox Hollow Elementary and old equipment from the wood shop at Idaho Falls High School. ACTION ITEMS a.Student 2014-2015C Trustee Warden made a motion to readmit Student 2014-2015C at Idaho Falls High School. Trustee Lent provided the second. Motion carried 5 ayes, 0 nays. b.Final Reading - Board Policy 120.0 Smoke Free Buildings and Vehicles Trustee Zollinger made a motion to adopt Board Policy 120.0 - Smoke Free Buildings and Vehicles as presented. Trustee Haws provided the second. No further discussion. Motion carried 5 ayes, 0 nays. c.District Teacher & Principal Evaluation Plans Superintendent Boland reviewed the need for approval of the current teacher and principal evaluation plans before submitting them to the State Department of Education. Randy Hurley and Kelly Coughenour, Directors of Secondary and Elementary Education, worked with the committee to bring the plans up to date. Trustee Haws made a motion to approve the District’s Teacher and Principal Evaluation Plans as presented. Trustee Zollinger provided the second. Motion carried 5 ayes, 0 nays. Trustee Warden made a motion to adjourn. Trustee Lent provided the second. The meeting adjourned at 7:58 PM. 9/9/2015 D91 Board Minutes Page 4 of 4 Emerson Alternative High School Student Report By Isaac Murphy September 9, 2015 Remodel Updates: Ms. Busch says early October to move into the Emerson Building. We have 127 students in the Innovative Center right now and 8 night school students. Our classes are pretty full and an English/Science Class is being held in the cafeteria with about 40 students each class. The students are excited about the remodel and ... `t i)a: F C.G , lt' : ��` ;.,t.� y J\ c -u Instruction that Engages: The health class is going to the YMCA three times a week. The class English/ Science that is being dual taught his a little confusing but both teachers section out what is required for each subject. Technology that Enables: Thank you to the District for the 60 new computers and Grad Point this year for our on-line school. Culture that Empowers: The school theme is "Academic Success Under Construction!" We had an assembly to introduce the Senators and the rules and talk about the theme. IU & 4tks S+wbblP,. &lJ BL?a rA Sep i encr 9J2.015 I+w G0-v}ew4__ 04 as Ove, i`rn fcoaert � �fw�n+ Gmirerrtn�t�r �w,s L+Yewris� tI�,G Ps�3_�`�ir`lirf�y t�� ec `•�itiS b�we n �cr�� `` wl�rG so..ykR a ... �: e�a�'er-F _ �- +a ,� � �reIc to Se ! Assewbly (9nli -S `�SC.yv�--_. af66 ,C�;` a� Z,f HS -&*5 Ut, +ftMGn�,�twS �eGl.!r� iw► SG�aI SPrr+'+rl,Bwe C; gar b"x . e ieccfA'r'L scWt pr,�& II Ovvt k&IA J par,-hd pa4J&A *t, 6" ®Mli C anti�� p -Se p�., 22. Ski IU�►>ti-� / Rera�� Awne�wt - �- �' �,2Q• t� d ya,�-� "��.25 ' �--�DC�ay�,e � (FoanGts.►'�� OJ a� a��l�i - vq� 26: _ k du.r�G� � b Ise � I�,Gt� +�f6 � u,t � � �, .+•�ssf _u s P rliG a on M.C:ou.-ceZ an� assl�►n�wri�li SPki'+ -Ayer G410,z 2 .7314,1114*4.1 Ft i. Sat's 4-•12- a On yd jjey b x! -,.1.4 -AZ. WSx, ..""T,44rk 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: 5-i4, mrd h J Date:. E -Mail Address: & YAJ k 1 " &' ccs f" Do you have children attending School District #91 schools? �S If so, which schools do your students attend: dir- Topic: r- 511612008 Suketu Gmuft 's Comments on SAT -Mathematics Results September 9, 2015 The SAT results from April, 2015 taken by the District 11* grade students are known. SAT results in English, Critical Reading and Writing lacks credibility. These exams are not based on the curriculum. The English portion of the test results does not predict the outcome of the student's I" year college performance, which has been credibly documented by Dr. Saul Geiser of University of California, Berkeley. Furthermore, SAT Writing cannot be evaluated through the test. Specifically, students learn how to write from draft to the final version through stages. However, exam duration is limited. In contrast, SAT Math is informative. The questions are based on the Algebra and Geometry curriculum. The results from SAT -Math for the District 91 students reveal that 6 District 91 students scored high in the range of 700-800. Many more students are enrolled in AP Calculus course at both the high schools, and took part in SAT -Math test. The current year calculus students are both committed and accept the challenge. However, SAT -Math test results indicate that a significant number of the students taking the AP Calculus not have the high level of mathematical maturity. These students have probably done their best starting in the elementary grades before the Common Core Mathematics was implemented. The mathematics curriculum that most of the students learned in grades 6-11 have not helped gain the needed mathematical maturity. When dissecting the past curriculum, it is easy to discern that the needed elements that provide rigorous instructions in the secondary grades are missing. Specific missing elements are complex problems and rigorous instructions. (Other missing elements will become known as my child goes through the math course.) Students gain mathematical proficiency when the instruction is based on derivation of mathematical relationships, engaging students by asking provocative questions and solving complex problems. Furthermore, it is understandable that the needed textbooks that offer rigorous curriculum from pre -Algebra to pre -Calculus not available in the US, but do exist elsewhere. The textbooks used in Singapore secondary school classrooms could not be given to the students. Their curriculum is based on integrated pre -Algebra, Algebra. and Geometry, instead of being separate. However, sets of textbooks should be given to the teachers. Teachers will benefit by knowing the contents of rigorous instructions. They will be in position to compare their lecture notes with the exposition given in these books, which includes derivation of mathematical relationships. They will be in position to know which advanced topics could be taught early. (This has been achieved in the textbooks used in the elementary schools. Those students who have complied with the homework their homework assignments had tangible benefits.) Their benefits come from having complex and challenging problems. As I see it, there are four types of problems in learning mathematics: i) Standard, ii) complex iii) challenging, and iv) pattern. Standard problems provide students to practice in using specific strategy based on the lessons learned. Students know how to solve these problems in principle, but need to gain practice going through each step to fluency. The complex problems are those that have multi -steps, and integrate multiple topics. Challenging problems do not give hint as to approach to solve problems. This approach requires students to formulate a strategy to solve problems. The problems involving pattern are challenging. The principal goal is to identify a function that generates the desired pattern. Students need to identify the explicit information, and deduce implicit information provided through reasoning and logic. 2 Suketu Gandhi's Comments on SAT -Mathematics Results September 9, 2015 One example of a complex problem is determination of volume for a given cube, and it provides the surface area This would be common to both 4a' grade and 6a' grade (pre -Algebra). The difference between a 4s' grade and pre -Algebra student approach will be the starting point as they relate to the efficiency, and the practice in specific skills. A 4' grade student would start with the given numbers. The skills to practice would be multiplication & division. In contrast, advanced pre -Algebra student may solve this problem by relating surface area of a cube with its volume. A pre -Algebra student would gain practice in expressing relationships using symbols. These types of problems are multi -steps. Challenging problems only identify limited information. A significant amount of implicit information is determined through logic and reasoning. It demands that students identify inherent assumptions, and determine whether the assumptions match the information contained in the problem When the student determines all the necessary information is given, then strategy needs to be formulated. The student would know the needed strategy to solve the problem. The strategy does not necessarily have to be limited a recently learned topic. The learning experience is on the identification of the implicit information deduced through reasoning and formulation of a strategy. These types of problems are solved upon cracking. Problems involving pattern range from very simple to challenging. One has very minimum amount of information to generate specific outcome. In a simple case, patterns are easily discerned based in the information provided. An example of a simple pattern is generation of a number based on repeated addition. In more complex case, certain unknown function generates an observed pattern. The challenge is to ascertain the function by testing hypothesis. These types of problems are common in science, where one looks at experiments to observe a pattern, and develop appropriate "equations" that generate the pattern. (This would be called developing a model.) When instructional material is sought, the contents of the exercise must be evaluated. All the instructional materials at the minimal level i) would have problems that reinforce the skills. However, one has to determine if the problems identified have complex, challenging and pattern problems in the instructions materials provided. (For KG -6th grade, teachers have access to excellent problems in the supplementary books.) However, the teachers in the secondary school grades do not have access to excellent problems. The instruction materials do not contain problems outside of those that reinforces the topic learn. In view of this, the results of the SAT - Math tests are predictable that students have not attained the needed mathematical maturity. In order for students to gain mathematical maturity, they must be exposed to complex and challenging type of problems. On the side of the teachers, they must engage students by asking provoking questions, and assign both complex and challenging problems. When appropriate they may need to prove opportunity to solve problems involving patterns. (In the elementary grades, both Math in Focus, and the supplementary books are in place.) Students must solve variety of complex problems, and they must make attempts to solve challenging problems. Unsuccessful attempts are far more instructive than no attempts. In the former, students learn something; in the latter students do not learn anything. If the existing curricular materials in the secondary grades were sought based on their clarity in the exposition, then additional resources must be sought for the quality problems. Examinations of the prevailing instructional materials have deficiencies in the quality of complex exercises, and fail to challenge students. The current instructional materials have word problems, Suketu Gandhi's Comments on SAT -Mathematics Results September 9, 2015 Which have replaced the standard number problems. The newer sets of problems are no different from those it replaced: They are to provide practice the skill and fluency to solve problems based on specific strategy learned. They do nothing to provide an opportunity for the students to practice discretions. As a result students would stagnate. Fortunately, there are resources available for complex and challenging problems, but they are not easily available in the US. One should examine the available resources from Singapore schools, and certain textbook publishers of their instructions materials. The public has learned that those with the authorities expect that effective teachers should demonstrate that their students are growing in mathematics. The problem with this is that the math teachers in secondary schools do not have the needed resources that facilitate students' growth. This control lies with the decision makers. It is appropriate that the teachers have an access to the resources that facilitate students to grow. When this happens, the committed students will be in position to gain mathematical maturity. The students will have opportunity to work on problems that requires reasoning formulation of strategies to solve problems. When they have sufficient practice in solving these class of problems, they will gain mathematical maturity, and be in position to handle. The growth will be evident when teachers provide right type of engagement, and the committed students do their homework. This has worked in Singapore, and there is reason to believe that it will flail. It should be kept in mind that working with a few problems will not be enough to give them mathematical maturity. The students need to practice these types of problems for every topic. When they solve complex problems in sufficient numbers, they will be ready to face challenging problems. When students solve enough challenging, including those on patterns, they gain mathematical maturity. They would be in position to handle mathematics with ease. 4 Suketu Gandhi's Comments on SAT -Mathematics Results September 9, 2015 Results from SAT Math test are very disappointing. SAT Mathematics exam is based on Algebra & Geometry curriculum. Students enrolled in pre -Calculus are committed, and are expected demonstrate mathematical maturity. Only 6 students in the District 91 obtained the score of 700-800 range. This is indicative of a system wide problem. It is an established fact that students learn mathematics by solving complex and challenging problems. This issue has been addressed for elementary school students. However, it is not the case for the secondary school students. In order for students to gain fluency in solving problems using specific strategy, they are may be given standard problems. When they confront complex and challenging problems, they learn how to reason. When they get to solve significant number of problems on every topic, the net result is that they gain mathematical maturity. The instructional materials lack complex and challenging problems. The way to mediate them is access these materials. Fortunately, these resources are available, and the District is encouraged to bring these resources to the secondary school teachers. 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� Date: E -Mail Address: Do you have children attending School District #91 schools? �S If so, which schools do your students attend: C— 41 e e, 4". t Topic: 67,4 /71*i6e'-e s 5116/2008 1:3 4- a - a a* /V l �J September 9, 2015 IFEA Board Meeting Report Leadership positions within the IFEA are set. We are waiting for a ballot to make official the office of President and President -Elect. Angela Gillman will be the returning president with Lisa Scott serving as President -Elect. Side by side with Angela and Lisa are strong, long-standing members of the Exec board who will continue to become experts in supports IFEA's goals and values. Angela, Lisa, and the Exec Board look forward to continuing our positive relationships with the Board and administration. IFEA, with the incredible support of the district through administration communication and IFEA members, were able to make the New Teacher Breakfast another grand success. Billie Wixom, chair, tried some new ideas for its organization which helped address the large number of new teachers. Volunteers contacted each of the new hires to invite them personally to this annual event. The IFEA appreciates the collaborative efforts made by the district to support the new teachers and stand together as advocates and supporters of public education. A special thank you to George and Lisa for speaking and emphasizing the important positive relationship we have that reflects our culture of collaboration. is Our next IFEA event ides our annual New Educator Pizza Night to be held at Compass on September 17. New educators to our district and/or local will receive free pizza as they explore the additional benefits of the Association such as member benefits, additional life insurance, tax savings, etc. We will send out information once the time is set. We remain committed to professional development. We are finalizing a training on the evaluation process that includes setting goals, self -reflection, and documentation. We look forward to scheduling other opportunities as well, such as the popular Law and Ethics class. Locally in our buildings our IFEA goal of "increased member engagement" begins this year with individual building level "teams" consisting of individuals who will keep the staff/members engaged in the IEA Legislative Hotline, raise money for the Children's Fund, keep members informed of information through various communications within the building, and other designated roles. Respectfully submitted, Lynn MacAusland, Exec Board, IFEA for Angela Gillman, IFEA President