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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. Page 1 of 3 1 1 C I N 1 1 I 1 I I I I I 1 1 1 1 1 1 I I I 1 I 1 1 I I 1 I I 1 1 1 I 1 1 1 1 1 1 1 1 I 1 1 1 I I 1 N I p� 1 v 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. Page 1 of 3 1 1 C I N 1 1 I 1 I I I I I 1 1 1 1 1 1 I I I 1 I 1 1 I I 1 I I 1 1 1 I 1 1 1 1 1 1 1 1 I 1 1 1 I I 1 N I p� 1 v I- s ' • 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. Page 1 of 2 I 1 C 1 _ I N I 1 1 1 I 1 1 I 1 1 I 1 1 I 1 1 I 1 I 1 I I I 1 I I I I I 1 1 I 1 I 1 I I 1 1 I I I I I I I I I 1 1 I N I V 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. Page 1 of 2 I 1 C 1 _ I N I 1 1 1 I 1 1 I 1 1 I 1 1 I 1 1 I 1 I 1 I I I 1 I I I I I 1 1 I 1 I 1 I I 1 1 I I I I I I I I I 1 1 I N I V 1 01 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 ; effect on they effectiveness of o� the team 10 `j'' I0 CO r a± g 1 CL I m Page 2 of2 ;� 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 o •'r o � 0 o m NNj• g"' �o �o no o�S er s� d� a s s Indicator - r? 0-1 1 O 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.* t,ul: 1 jy( 1 1 1 = 1 I 1 r' 1 I 1 1 Page 2 of 2 .;f V ' • - - 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_ RIGHT AT SCHOOL ELUB, THE_MG, T Starts January 41 AFTE.-k SOMOOL. vnfl** pm 0 A.H. Bush, Ethel Boyes, Fox Hollow, Linden Park, Longfellow & Theresa Bunker Join us after school far a healthy and energizing SMACK, burn off school day energy during FUN FI g p TNESS times, complete H4MEWORK; grid engage in fun -filled DAILY ENRICHMENT activities. All in the familiarity of your school. 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