HomeMy WebLinkAbout2015_12_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, DECEMBER 9, 2015
Present from the Board of Trustees Present from the Administration
Lisa Burtenshaw, Chair George Boland, Superintendent
Deidre Warden, Vice Chair , (via telephone) Randy Hurley, Director of Secondary Education
Larry Haws, Treasurer Kelly Coughenour, Director of Elementary Education
Bryan Zollinger, Clerk Carrie Smith, Director of HR & Finance
Jennifer Jackson, Director of Curriculum & Professional Dev
Trustee Dave Lent – excused Margaret Wimborne, Communications & Community Engagement
Coordinator
Debbie Wilkie, Recording Clerk
Chairman Lisa Burtenshaw called the meeting to order at 7:00 PM. The Pledge of Allegiance was led by Leslie Hartley, Area
Program Manager for Right At School.
ADOPT AGENDA
Trustee Zollinger made a motion to adopt the agenda as presented. Trustee Haws provided the second. Motion carried 3
ayes, 0 nays. Trustee Warden joined the meeting via telephone.
REPORTS/INPUT/INFORMATION
a.Superintendent’s Report
Superintendent Boland shared that the Board asked for a report regarding the activities that take place during
collaboration time with late start Mondays. Jennifer Jackson, Curriculum and Professional Development Director,
who structured the Professional Learning Communities, or PLC’s, provided information regarding “The Gift of
Collaboration.” Randy Hurley and Kelly Coughenour also provided comments about their observations of the PLC
time. A written summary and The Professional Learning Communities at Work Continuum: Laying the Foundation
handout Jennifer provided are attached. A discussion was held.
b.Patron Input – no comments provided.
c.IFEA Report
Angela Gillman, IFEA President, reported the association is busy preparing Christmas cards for all D91 employees
and working on other service projects this month.
12/09/2015 D91 Board Minutes Page 1 of 4
d.Child Nutrition Department Report
Carrie Smith provided information on behalf of the Child Nutrition Department regarding the status of student
meal charges since the new charging policy was adopted in August 2014. A discussion was held regarding what to
do moving forward as the district is held accountable for the uncollected charges. Faye Olsen, the Child Nutrition
Program Supervisor, was also in attendance to field questions. A copy of the report is attached.
e.Other Items
i.Board Committee/Community Conversation Reports
Chairman Burtenshaw stated there would be no community conversation meetings scheduled until after
the holidays. Margaret Wimborne is also looking into a way to use social media to help encourage parent
and patron participation going forward.
ii.Budget Report – a handout was provided in the board packet for review. No further discussion.
CONSENT AGENDA
Trustee Haws made a motion to accept the Consent Agenda as presented. Trustee Zollinger provided the second. No
further discussion. Motion carried 4 ayes, 0 nays.
Items approved included:
a.Approval of Minutes
i.November 18, 2015 Business Meeting
b.Payment of Claims - November 2015
i.Payment of Claims $1,971,218.57
ii.Representative Organization President Leave Invoice $284.00
c.Matching Funds
Fox Hollow Elementary
Chromebooks & Mobile Carts $8,900.60
d.Early Graduation
Student 2015-2016B
ACTION ITEMS
a.RFQ for Construction Manager, General Contractor and Design Services for IFHS & SHS Remodel
Superintendent Boland stated for clarification the district is looking at the CMGC format, passed by the legislature
since the construction of our four new elementary schools, which has statutory provisions making it more
attractive in terms of managing projects going forward. Superintendent Boland stated the district is looking at
remodeling Idaho Falls and Skyline high schools. The Request for Qualifications (RFQs) would be for design
services by an architectural firm as well as a CMGC team to give the district an idea of the scope of work and cost.
A discussion was held. This is the first step in the process, any determination for the scope of work will come
later.
12/09/2015 D91 Board Minutes Page 2 of 4
Trustee Warden made a motion to direct the administration to proceed with the Request for Qualifications (RFQ)
for design services and a Construction Manager General Contractor (CMGC) for a remodel at Idaho Falls and
Skyline high schools. Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
b.Right At School Program
Superintendent Boland reviewed that Right At School is a before and after school program which he first heard
about at the Region 6 Superintendents meeting in October. Bonneville School District 93 implemented the
program this fall and reports that it has been very well received. Superintendent Boland stated he asked Kelly
Coughenour, Director of Elementary Education, to investigate this further and to find out if building administrator
had an interest in pursuing it. Mr. Coughenour made a visit to Cloverdale Elementary to observe the program and
talk with D93 administrators and Supt. Shackett about how it benefited their schools. After reporting back to the
elementary administrators he received an overwhelming response of interest from all of them. Mr. Coughenour
introduced Mark Rothschild, Right At School Founder & CEO, Cindy Lawson, West Coast Director and Leslie
Hartley the Area Program Manager who all provided information and answered questions. A discussion was held
about piloting the program at six of the twelve elementary schools to see what interest there is first.
Trustee Zollinger made a motion authorizing the Superintendent to sign a contract for the Right At School
Program as presented. Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
c.Compass Academy Admission Procedure Revisions
Superintendent Boland reviewed the modifications to the current admission procedures and stated the primary
change made is the elimination of the first come first served process used in past years. In lieu of first come first
serve, students will be able to acquire additional opportunities, or tokens, in the lottery by participating in
planned activities such as the parent information meeting, school tours, an online survey and a student event.
Prior to the general lottery, the sibling lottery will be held with 25 slots reserved, 100 slots are available in the
general lottery and another 25 slots are reserved to help meet the demographic requirements, overall 150 slots
are available. A discussion was held. Matt Bertasso, Compass Academy Director, was in attendance and
answered questions regarding the planned activities.
Trustee Haws made a motion to accept the Compass Academy Admission Procedure Revisions as recommended.
Trustee Zollinger provided the second. Motion carried 4 ayes, 0 nays.
d.New Course Proposals
Superintendent Boland stated that he, Randy Hurley and Jennifer Jackson had previously met to review all of the
new course proposal submissions. It is the recommendation of the administration to create new courses for AP
Environmental Science, Digital Art and Design and Statistics and allow modifications for Computer Creativity
currently being offered at the middle schools. A discussion was held.
Trustee Zollinger made a motion to approve the new course proposal as recommended by the administration.
Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
e.2016-2017 School Calendar
Superintendent Boland reviewed that this is the third reading for Calendar Options 1 and 2 introduced at the
October 14, 2015 meeting and the second reading for Calendar Option 3 that first came about after receiving
12/09/2015 D91 Board Minutes Page 3 of 4
input from teachers and administrators. A discussion was held about allowing more time to review the third
option that was added later and outreach to encourage more feedback.
Trustee Warden made a motion to table the 2016-2017 School Calendar decision until the January board meeting.
Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
f.Verizon Cellular Tower Contract
Superintendent Boland explained that the contract drawn up by Verizon and modified by the district’s legal
counsel to better meet the district’s needs had been rejected by Verizon. Superintendent Boland asked that this
item be tabled as negotiations are still ongoing.
Trustee Zollinger made a motion to table the Verizon Cellular Tower Contract decision until further notice.
Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
Trustee Haws made a motion to adjourn. Trustee Zollinger provided the second. Meeting adjourned at 8:35 PM.
12/09/2015 D91 Board Minutes Page 4 of 4
4 6bft ®kVPc191
Awi�AComErLecaSr�.
Professional Learning Communities
1 THE GIFT OF COLLABORATION
Three years ago our Board of Trustees gave our students and teachers the gift of weekly protected
collaboration time to implement the PLC process. It has changed the way we educate our students.
A PLC is an ongoing process in which educators work collaboratively in recurring cycles of collective
inquiry and action research to achieve better results for the students they serve. Professional learning
communities operate under the assumption that the key to improved learning for students is continuous
job -embedded learning for educators.
The Elements of the PLC Process:
• A Focus on Learning and a commitment to the learning of each student.
• A Collaborative Culture composed of teams whose members work interdependently to achieve
common goals for which members are mutually accountable.
• Collective Inquiry into best practice and current reality.
• Action Orientation: Members of PLCs are action oriented and move quickly to turn aspirations
into action and visions into reality.
• Commitment to Continuous Improvement: Systemic processes with ongoing cycles of gathering
evidence, developing and implementing strategies, analyzing impact, and applying new
knowledge in next cycle.
• Results Orientation: Efforts must be assessed on the basis of results rather than intentions.
The leading expert of the PLC process, Rick Dufour explains, "The PLC model is a grand design and
profoundly affects the practices of education, but initiating and sustaining the concept requires hard
work. It requires the school staff to focus on learning rather than teaching, work collaboratively on
matters related to learning, and hold itself accountable for the kind of results that fuel continual
improvement."
Throughout this change process, the board and district leadership have been committed to the principle
of reciprocal accountability. The district leadership has the obligation to build capacity of the members
of the group to accomplish what they have been asked to accomplish. We have been asked to
collaborate and have been provided with the structures and resources to make that collaboration
meaningful.
• Late start Mondays (dedicated collaboration during the contractual day)
• Provided training with PLC Institutes, PLC Coaching Academy, Leadership Training, On-site and
on-going job -embedded consulting and coaching, Learning by Doing courses, leadership
consulting
• Establishing priorities and parameters ("loose and tight")
• Providing templates and models to guide the work and tools to evaluate the PLC process
Every teacher, team, and school has a different PLC story to tell, but we are all
moving in the right direction on the learning continuum.
Q u,
K
The Professional Learning Communities at Work"' Continuum:
Laying the Foundation
DIRECTIONS: Individually, silently, and honestly assess the current reality of your school's implementation of each indicator
listed in the left column. Consider what evidence or anecdotes support your assessment. This form may also be used to
assess district or team implementation.
We have a clear sense of our collective purpose, the school we are attempting to create to achieve that purpose, the commitments we must make and honor to
become that school, and the specific goals that will help monitor our progress.
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Shared Mission
The purpose of the
An attempt has
A process has been
Teachers are beginning
Staff members are
It is evident that
school has not been
been made to clarify
initiated to provide
to see evidence
committed to helping
learning for all is our
articulated. Most staff
the purpose of the
greater focus and
of the benefits of
all students learn.
core purpose.
members view the
school through the
clarity regarding the
clearly established
They demonstrate
mission of the school as
development of a formal
mission of learning for
expectations for student
that commitment by
teaching. They operate
mission statement.
all. Steps are being
learning and systematic
working collaboratively
from the assumption
Few people were
taken to clarify what,
processes to monitor
to clarify what students
that although all
Involved in its creation.
specifically, students
student learning. They
are to learn in each
students should have
It does little to impact
are to learn and to
are becoming more
unit, creating frequent
the opportunity to
professional practice or
monitor their learning.
analytical in assessing
common formative
learn, responsibility for
the assumptions behind
Some teachers are
the evidence of student
assessments to monitor
learning belongs to the
those practices.
concerned that these
learning and are
each student's learning
Individual student and
efforts will deprive them
looking for ways to
on an ongoing basis,
will be determined by
of academic freedom
become more effective
and Implementing a
his or her ability and
in assessing student
systematic plan of
effort
learning and providing
intervention when
instruction to enhance
students experience
student learning.
difficulty. They are
willing to examine
all practices and
procedures in light of
their impact on learning.
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•
1- - ••
Shared Vision
No effort has been
A formal vision
Staff members have
Staff members have
Staff members can and
We have a shared
made to engage staff in
statement has been
participated in a
worked together
do routinely articulate
understanding of
describing the preferred
created for the school,
process to clarify the
to describe the
the major principles
and commitment to
conditions for the
but most staff members
school they are trying to
school are trying to
of the school's shared
the school we are
school.
are unaware of it.
create, and leadership
create. They have
vision and use those
attempting to create.
calls attention to
endorsed this general
principles to guide
the resultingvision
description and use it
their day-to-day efforts
statement on a regular
to guide their school
and decisions. They
basis. Many staff
improvement efforts
honestly assess the
members question the
and their professional
current reality in their
relevance of the vision
development.
school and continually
statement, and their
seek more effective
behavior is generally
strategies -for reducing
unaffected by it
the discrepancy
between that reality
and they school they
are working to create.
Collective
Staff members have
Administrators
A statement has
Staff members have
The collective
Commitments
not yet articulated the
or a committee
been developed that
been engaged in the
commitments are
attitudes, behaviors,
of teachers have
articulates the specific
process to articulate the
embraced by staff,
(Shared Values)
or commitments
created statements
commitments staff have
collective commitments
embedded in the
We have made
they are prepared to
of beliefs regarding
been asked to embrace
that will advance the
school's culture, and
commitments to each
demonstrate in order to
the school's purpose
to help the school fulfill
school toward Its vision.
evident to observers
other regarding how we
advance the mission of
and its direction.
Its purpose and move
They endorse the
of the school. They
must behave in order
learning for all and the
Staff members have
closer to its vision. The
commitments and seek
help define the school
to achieve our shared
vision of what the school
reviewed and reacted
commitments are stated
ways to bring them to
and what it stands
vision.
might become.
to those statements.
as behaviors rather
life in the school.
for. Examples of the
Initial drafts have been
than beliefs. Many staff
commitments are
amended based on staff
object to specifying
shared In stories and
feedback. There is no
these commitments and
celebrations, and
attempt to translate
prefer to focus on what
people are challenged
the beliefs into the
other groups must do to
when they behave
specific commitments or
improve the school.
in ways that are
behaviors that staff will
inconsistent with the
model.
collective commitments.
Page 2 of 3
r
The Professional Learning Communities at Work"' Continuum:
Implementing a PLC Districtwide
DIRECTIONS: Individually, silently, and honestly assess the current reality of your school's implementation of each indicator
listed in the left column. Consider what evidence or anecdotes support your assessment. This form may also be used to
assess district or team implementation.
The central office leadership provides the clear parameters and priorities, ongoing support, systems for monitoring progress, and sustained focus essential to
Implementing the professional leaming community process in schools throughout the district
Indicator.-
Deve oping
The district has
There Is no
The district has
Central office leaders
Central office leaders have
Administrators at all levels
demonstrated
focused and
announced that
made a concerted effort
put processes in place to
function as coordinated, high -
a sustained
sustained
schools should operate
to build shared knowledge
develop the capacity of
performing teams characterized
commitment to
districtwide
as professional learning
and to establish a common
principals to lead the PLC
by a deep understanding of
improving schools
process for
communities and may
language regarding the PLC
process in their schools,
and commitment to the PLC
by developing
improving schools.
have articulated a
process throughout the
monitor implementation
process. They consider that
the capacity of
Improvement
rationale in support of
district. They have called
of the PLC process, and
process not as one of several
school personnel
efforts tend to
PLCs, but the concept
for schools to operate as
respond to schools that
improvement initiatives, but
to function as
be disconnected,
remains ambiguous,
PLCs and clarified some
are experiencing difficulty.
rather as the process by which
a PLC. District
episodic, and
and educators at the
of the specific structural
Building level and central
they will continuously Improve
leaders have been
piecemeal.
school site view It
changes to support teacher
office leaders have begun
student and adult leamIng. They
explicit about
Projects come
as just one of many
collaboration and systems of
to function as their own
are intensely focused on student
specific practices
and go, but the
initiatives raining down
Intervention that they expect
collaborative team and
learning and make student
they expect to see
cultures of schools
upon them from the
to see in each school. They
work interdependently
achievement data transparent
In each school,
remain largely
central office. Little
monitor the Implementation
to achieve common goals
among all members. They work
have created
unaffected.
is done to monitor
of the structural changes and
and Identify and resolve
together collaboratively to
processes to
implementation.
offer assistance to schools
Issues that are interfering
resolve problems, develop a
support principals
Some central office
that seek it. Some schools
with the PLC process.
deeper understanding of the
In Implementing
leaders and principals
move forward with effective
Individual schools are
PLC process, and learn from one
those practices,
demonstrate
implementation, while others
examining ways to
another. They are committed
and monitor
Indifference to the
merely tweak their existing
become more effective In
to the collective success of the
the progress of
initiative.
structures. Professional
the PLC process.
team and the individual success
implementation.
practice Is impacted In some
of each member
schools and not In others.
The Professional Learning Communities at Work TI Continuum:
Responding to Conflict
DIRECTIONS: Individually, silently, and honestly assess the current reality of your school's implementation of each indicator
listed in the left column. Consider what evidence or anecdotes support your assessment. This form may also be used to
assess district or team implementation.
We have established processes for addressing conflict and use conflict as a tool for learning together In order to Improve our school.
Indicator
Pr �-Iriiti,ating
Jnitiat* g
�Iijlplernen ing.
ev
DI ustaining
P qp
oMembers
of the
People react to
Addressing conflict
Teams have
Staff members have Staff members View conflict as a
staff recognize
conflict with classic
Is viewed as an
established norms
created processes source of creative energy and an
that conflict Is
fight -or -night
administrative
and collective
to help identify opportunity for building shared
an essential and
responses. Most
responsibility.
commitments In
and address the knowledge. They have created
Inevitable by-product
staff members
School leaders take
an effort both to
underlying Issues specific strategies for exploring one
of a successful
withdraw from
steps to resolve
minimize conflict
causing conflict. They another's thinking, and they make
substantive change
Interactions In order
conflict as quickly
and to clarify how
are willing to practice a conscious effort to understand
effort. They have
to avoid contact
as possible. The
they will address
those processes In as well as to be understood. They
thoughtfully and
with those they find
primary objective In
conflict at the team
an effort to become seek ways to test their competing
purposefully created
disagreeable. Others
addressing disputes
level. Nonetheless,
more skillful In assumptions through action research
57 ,
K
processes to help use
are perpetually at
Is to restore the
many staff members
engaging In crucial and are open to examining research,
conflict as a tool for
war In acrimonious,
peace and return to
are reluctant to
conversations that data, and Information that support or
learning together and
unproductive
the status quo.
challenge the
seek productive challenge their respective positions.
Improving the school.
arguments that never
thinking or behavior
resolution to conflict. They approach disagreements with
levels trust assumption
seem to get resolved.
of a colleague. If the
high of and an
a
Groups tend to
situation becomes
of good Intentions on the part of all
regard each other as
too disturbing,
members because they know they are
adversaries.
they will expect the
united by a common purpose and the
administration to
collective pursuit of shared goals and
intervene.
priorities.
�o
Cn
The Professional Learning Communities at Work' Continuum:
Building a Collaborative Culture Through High -Performing 'Teams
DIRECTIONS: Individually, silently, and honestly assess the current reality of your school's implementation of each indicator ='r
listed in the left column. Consider what evidence or anecdotes support your assessment. This form may also be used to
assess district or team implementation.
We are committed to working together to achieve our collective purpose of learning for all students. We cultivate a collaborative culture through the development
of high -performing teams.
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1 01
7areanized into
Teachers work
Teachers are
Teachers have
Teachers have been assigned
The collaborative team process Is
ve teams In
in isolation with
encouraged but
been assigned
to collaborative teams and
deeply engrained in the school culture.
bers work
little awareness
not required to
to collaborative
have been provided time for
Staff members view it as the engine
Interdependently to
of the strategies,
work together
teams and
collaboration on a weekly basis
that drives school improvement. Teams
achieve common goals
methods, or
collaboratively.
have been
during the regular contractual
are self-directed and very skillful in
that directly impact
materials that
Some staff may
provided time
day. Guidelines, protocols,
advocacy and inquiry. They consistently
student achievement~
colleagues use
elect to work
for collaboration
and processes have been
focus on Issues that are most significant
Structures have been
In teaching the
with colleagues
during the regular
established in an effort to
in improving student achievement
put in place to ensure:
same course
on topics of
contractual
help teams use collaborative
and set specific, measurable goals to
1. Collaboration
or grade level.
mutual Interest.
day. Teams
time to focus on topics that
monitor improvement. The collaborative
Is embedded In
There is no
Staff members
may be unclear
will have a positive impact on
team process serves as a powerful
our routine work
plan In place
are congenial
regarding how
student achievement. Team
form of job -embedded professional
practice.
to assign staff
but are not
they should use
leaders are helping lead the
development because members are
members into
co -laboring
the collaborative
collaborative process, and the
willing and eager to learn from one
2. We are provided
teams or to
in an effort to
times. Topics
work of teams is monitored
another, Identify common problems,
with time to
provide them
improve student
often focus on
closely so assistance can
engage in action research, make
collaborate.
with time to
achievement.
matters unrelated
be provided when a team
evidence of student learning transparent
3. We are clear on the
collaborate.
to teaching and
struggles. Teams are working
among members of the team, and make
critical questions
learning. Some
interdependently to achieve
judgments about the effectiveness
that should drive
teachers believe
goals specifically related
of different practices on the basis
our collaboration.
the team meeting
to higher levels of student
of that evidence. The team process
Is not a productive
achievement and are focusing
directly Impacts teacher practice in the
4. Our collaborative
use of their time.
their efforts on discovering
classroom, helping each teacher clarify
work is monitored
better ways to achieve those
what to teach, how to assess, and how
and supported.
goals.
to improve Instruction.
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I CD
We have Identified
No attention
Teams have been
Each team has
Teams have established
Team members honor the collective
.'
I
and honor the
has been paid
encouraged by
been required to
the collective commitments
commitments they have made to one
commitments we
to establishing
school or district
develop written
that will guide their work,
another regarding how the team will
,
have made to the
clearly
leadership to
norms that clarify
and members have agreed
operate and the responsibility of each
members of our
articulated
create norms
expectations and
to honor the commitments.
member to the team The commitments
collaborative teams
commitments
that clarify
commitments.
The commitments are
have been instrumental in creating
^5 {
In order to enhance
that clarify the
expectations and
Many teams
stated in terms of specific
an atmosphere of trust and mutual
'
the effectiveness
expectations of
commitments.
have viewed this
behaviors that members will
respect. They have helped members
of our team These
how the team
Recommended
as a task to be
demonstrate. The team begins
work interdependently to achieve
articulated collective
will function
norms for teams
accomplished.
and ends each meeting with
common goals because members
'
commitments or
and how each
may have been
They have written
a review of the commitments
believe they can rely upon one
?`
norms have clarified
member will
created and
the norms and
to remind each other of
another. The commitments facilitate
expectations of how
contribute to its
distributed.
submitted them,
the agreements they have
the team's collective Inquiry and help
=.
our team will operate,
success. Norms
Norms are often
but do not use
made about how they will
people explore their assumptions and
;
and we use them to
do emerge from
stated as beliefs
them as part of
work together. They assess
practices. Members recognize that their
address problems
each group
rather than
the collaborative
the effectiveness of the
collective commitments have not only
I
that may occur on the
based on the
commitments
team process.
commitments periodically
helped the team become more effective,k
`eet
i
I
team.
habits that come
to act in certain
and make revisions when they
but have also made the collaborative
-x.
to characterize
ways.
feel that will help the team
experience more personally rewarding.
the group,
become more effective.
Violations of the commitments are
but they are
addressed. Members use them as the
neither explicit
basis for crucial conversations and
nor the result
honest dialogue when there Is concern
r
of a thoughtful
that one or more members are not
process. Several
fulfilling commitments.
i
of the norms
have an adverse
;
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effectiveness of
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Page 2 of2
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The Professional Learning Communities atWork" Continuum:
Learning as Cour Fundamental Purpose (Part 1)
DIRECTIONS: Individually, silently, and honestly assess the current reality of your school's implementation of each indicator
listed in the left column. Consider what evidence or anecdotes support your assessment. This form may also be used to
assess district or team implementation.
We acknowledge that the Fundamental purpose of our school is to help all students achieve high levels of learning, and therefore, we work collaboratively to
clarify what students must learn and how we will monitor each student's learning.
Page 1 of 2
We work with
Teachers have been
Teacher
Teachers are working
Teachers have
Teachers on every collaborative team
colleagues on our
provided with a copy
representatives
in collaborative
clarified the essential
are confident they have established a
team to build shared
of state, provincial,
have helped to
teams to clarify the
learning for each
guaranteed and viable curriculum for
knowledge regarding
and/or national
create a district
essential teaming
unit by building
their students. Their clarity regarding
state, provincial, and/
standards and a
curriculum guide.
for each unit and to
shared knowledge
the knowledge and skills students
or national standards;
district curriculum
Those involved in the
establish a common
regarding state,
must acquire as a result of each unit of
district curriculum
guide. There is no
development feel it
pacing guide. Some
provincial, and/or
instruction, and their commitment to
guides: trends in
process for them to
is a useful resource
staff members
national standards;
providing students with the instruction
student achievement;
discuss curriculum
For teachers. Those
question the benefit
by studying high-
and support to achieve the intended
and expectations
with colleagues and
not involved in the
of the work They
stakes assessments;
outcomes, give every student access
for the next course
no expectation they
development may
argue that developing
and by seeking
to essential leaming.
or grade level. This
will do so.
or may not use the
curriculum is the
input regarding the
collective inquiry
guide.
responsibility of
prerequisites for
has enabled each
the central office or
success as students
member of our team
textbook publishers
enter the next grade
to clarify what all
rather than teachers.
level. They are
students must know
Some are reluctant to
beginning to adjust
and be able to do as
give up favorite units
curriculum, pacing,
a result of every unit
that seem to have no
and instruction
of Instruction.
bearing on essential
based on evidence of
standards.
student learning.
Page 1 of 2
Ra
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The leaders In the
There Is no sense of
Leaders can articulate
The school has begun
People throughout the
The purpose and
' Cn
school communicate
purpose and priorities.
the purpose and
to alter the structures,
school are changing
priorities of the school
'
purpose and priorities
Different people in
priorities of the school
resources, and rewards
their behavior to align
are evident by the
through modeling,
the school seem to
with a consistent voice,
to better align with the
with the priorities.
everyday behavior of
allocation of resources,
have different et
p
but their behavior is not
stated priorities. Staff
p
The are seeking
y g
people throughout the
1
what they celebrate,
projects, and there is
congruent with their
members who openly
new strategies For
school. Time, money,
1
and what they are
considerable In -Fighting
words. The structures,
oppose the initiative
using resources more
materials, people, and
'
willing to confront.
to acquire the resources
resources, and rewards
may be confronted,
effectively to support
resources have been
to support those
of the school have not
but those confronting
the initiative, and are
strategically allocated
G a
1
different projects.
been altered to align
them are likely to
willing to reallocate
to reflect priorities.
with the professed
explain they are doing
time, money, materials,
Processes are in place
priorities.
someone else's bidding.
and people in order
to recognize and
For example, a principal
to move forward.
celebrate commitment
;
may say, 'The central
Small Improvements
to the priorities. People
1
office is concerned
are recognized and
throughout the school
that you are overtly
celebrated. Leaders
will confront those who
,
resisting the process
confront incongruent
disregard the priorities.
we are attempting to
behavior.
Implement.*
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Page 2 of 2
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V
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•
- - ee•
Developing
We work with
Each teacher
Teachers have been
Teachers working in
Teachers working
Collaborative teams of teachers
colleagues on our
establishes his or
provided with sample
collaborative teams
in collaborative
frequently use performance-based
team to clarify the
her own criteria for
rubrics for assessing
are attempting to
teams are clear on
assessments to gather evidence of
criteria by which we
assessing the quality
the quality of student
assess student work
the criteria they will
student learning. Members have
will judge the quality
of student work.
work.
according to common
use in assessing the
established strong inter -rater reliability
of student work, and
criteria. They are
quality of student
and use the results from these
we practice applying
practicing applying
work and can
assessments to inform and improve
those criteria
the criteria to
apply the criteria
their individual and collective practice.
until we can do so
examples of student
consistently.
The team's clarity also helps members
consistently.
work, but they are
teach the criteria to students, who
not yet consistent.
can then assess the quality of their
The discrepancy is
own work and become more actively
causing some tension
engaged in their learning.
on the team.
We monitor the
Each teacher
The district has
Teachers working
Teachers working
Collaborative teams of teachers
learning of each
creates his or her
established
in collaborative
in collaborative
gather evidence of student learning
student's attainment
own assessments
benchmark
teams have begun
teams have created
on a regular basis through frequent
of all essential
to monitor
assessments that are
to create common
a series of common
common formative assessments. The
outcomes on a timely
student learning.
administered several
assessments.
assessments and
team analysis of results drives the
basis through a
Assessments are
times throughout
Some attempt to
agreed on the
continuous improvement process
series of frequent,
typically summative
the year. Teachers
circumvent the
specific standard
of the school. Members determine
team -developed
rather than
pay little attention
collaborative process
students must
the effectiveness of instructional
common formative
formative. A teacher
to the results and
by proposing the
achieve to be
strategies based on evidence of
assessments that are
can teach an entire
would have a difficult
team merely use the
deemed proflcient~
student learning rather than teacher
aligned with high-
career and not know
time explaining
quizzes and tests
The user-friendly
preference or precedent. Members
stakes assessments
if he or she teaches
the purpose of
that are available
results of common
who struggle to teach a skill are
students will be
a particular skill
the benchmark
in the textbook
assessments are
learning from those who are getting
required to take.
or concept better
assessments,
as their common
providing each
the best results. The frequent common
or worse than the
assessments. Some
member of the team
formative assessments provide the
colleague in the next
administrators
with timely evidence
vital information that fuels the school's
room
question the
of student learning.
system of intervention and enrichment.
ability of teachers
Members are using
The assessments are formative
to create good
that evidence
because (1) they are used to identify
assessments and
to improve their
students who need additional time and
argue that the district
assessments and
support for learning, (2) the students
should purchase
to develop more
receive the additional time and
commercially
effective instructional
support for teaming, and (3) students
developed tests.
strategies.
are given another opportunity to
demonstrate that they have learned.
Page 2 of 2
The Professional Learning Communities at Work" Continuum:
Learning as Cour Fundamental Purpose (Part 11)
DIRECTIONS: Individually, silently, and honestly assess the current reality of your school's implementation of each indicator
listed in the left column. Consider what evidence or anecdotes support your assessment. This form may also be used to
assess district or team implementation.
We acknowledge that the Fundamental purpose of our school Is to help all students achieve high levels of learning, and therefore, we provide students with
osystematic interventions when they struggle and enrichment when they are proficient.
2.0-
B
_
We provide
What happens when a
The school has
The school has taken
The school has
The school has a highly coordinated
a system of
student does not learn
attempted to establish
steps to provide
developed a
system of intervention and enrichment
interventions
will depend almost
specific policies and
students with additional
schoolwide plan to
in place. The system is very proactive.
that
exclusively on the
procedures regarding
time and support
provide students who
Coordination with sender schools enables
guarantees
teacher to whom the
homework, grading,
when they experience
experience difficulty
the staff to identify students who will
each student
student is assigned.
parent notification of
difficulty. The staff
with additional time
benefit From additional time and support
will receive
There is no coordinated
student progress, and
is grappling with
and support for
for learning even before they arrive at the
additional time
school response
referral of students to
structural issues such
learning In a way that
school. The system is very fluid. Students
and support
to students who
child study teams to
as how to provide time
is timely, directive,
move into intervention and enrichment
For learning
experience difficulty.
assess their eligibility
for intervention during
and systematic. It
easily and remain only as long as they
If he or she
Some teachers allow
for special education
the school day in ways
has made structural
benefit from it. The achievement of each
experiences
students to tum in late
services. If the
that do not remove the
changes such as
student is monitored on a timely basis.
Initial
work; some do not.
school provides any
student from new direct
modifications in the
Students who experience -difficulty
difficulty.
Some teachers allow
additional support for
instruction. The school
daily schedule to
are required, rather than Invited, to
Students who
students to retake a
students, it is either
schedule is regarded
support this system
utilize the system of support. The plan
are proficient
test; some do not. The
a "pull-out' program
as a major impediment
of interventions. Staff
Is multilayered. If the current level of
have access
tension that occurs
that removes students
to intervention and
members have been
time and support is not sufficient to
to enriched
at the conclusion of
From new direct
enrichment, and staff
assigned new roles
help a student become proficient, he
and extended
each unit when some
instruction or an
members are unwilling
and responsibilities
or she is moved to the next level and
learning
students are proficient
optional after-school
to change it. Some
to assist with the
receives Increased time and support.
opportunities.
and ready to move
program. Policies
are concerned that
interventions. The
All students are guaranteed access to
Forward and others are
are established for
providing students with
faculty is looking
this system of intervention regardless of
Failing to demonstrate
Identifying students
additional time and
for ways to make
the teacher to whom they are assigned.
proficiency is left
who are eligible
support is not holding
the system of
The school responds to students and
to each teacher to
For more advanced
them responsible For
interventions more
views those who are Falling to lea as
resolve.
learning.
their own learning.
effective.
°undersupported" rather than "at risk."
Child Nutrition Charging Policy Change Review
Background: Prior to the summer of 2014, the Child Nutrition Program said that meal charges were not
allowed. In practice, students were allowed to charge three times and then were provided with an
alternative lunch. The practice was not applied consistently.
In 2014, the Idaho State Department of Education notified Faye Olsen that the Board must adopt a
policy related to the charging of meals to meet USDA (United States Department of Agriculture)
requirements. At that time, there were several news stories where lunches were taken away from
students due to unpaid meals. There was also discussion about whether it was right to punish children
for something that was a parent responsibility. On August 27, 2014, the Board adopted policy 408.1
which states that "Students will be provided a standard meal regardless of their current account
balance." The policy also states that "progressive measures will be taken to collect on outstanding
accounts..."
Policy Impact: Non-federal funds must be used to cover the cost of outstanding accounts, so the
general fund covers any outstanding accounts at the end of the school year. The policy provides for
progressive measures to collect outstanding accounts which include the use of the auto -dialer, phone
calls, and letters.
• Some parents are now blocking the auto -dialer, texts, and/or e-mail.
• Child nutrition workers now spend approximately 13 hours per week calling on outstanding
accounts.
• Two hundred and twenty-four letters were mailed in October for outstanding accounts.
• Some families owe large balances with one family owing $300.00.
• Many of the families with large balances that were covered by the general fund at the end of
the 2014-2015 school year have large balances again.
Total of Outstanding Accounts
0 2013-2014 $380.80
0 2014-2015 $1,967.91
• 2015-2016 $4,181.06 (through November)
Next Steps: We are looking at the procedures to see if some changes are needed. For example, there
have been a lot of complaints related to the frequency of the notifications. Should this be changed?
Outstanding child nutrition accounts are a problem nationwide, and no policy change will resolve the
issue. The Board may want to review the impact of the policy and consider the following options.
• The Board could retain the policy as it currently stands. The risk is an increasing liability for the
general fund.
• The Board could reinstate the alternative lunch after three charges. This could be system wide
or limited to secondary or even high school. The Board will want to consider the issue of
punishing children for a parental responsibility.
F_
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