HomeMy WebLinkAbout2016_03_09 Board Minutes� DA 0III L LS S C 0 0 L D � S IIU.... III � C IIU.... III
BOARD OF TRUSTEES -- BUSINESS MEETING
DISTRICT OFFICE BOARD ROOM -- 7:00 P.M.
690 JOHN ADAMS PARKWAY
WEDNESDAY, MARCH 9, 2016
Chairman Burtenshaw opened the meeting at 6:32 PM. Trustee Haws made a motion to go into Executive
Session pursuant to Idaho Code §74-206 (1) (c) Property. Trustee Lent provided the second. A roll call vote was
taken:
Lisa Burtenshaw— yes
Dave Lent —yes
Larry Haws —yes
Bryan Zollinger — yes
Deidre Warden — N/A
EXECUTIVE SESSION
Superintendent Boland and the Board of Trustees met in Executive Session regarding a property matter.
Trustee Zollinger made a motion to return to Open Session at 7:20 PM. Trustee Lent provided the second.
Motion carried 4 ayes, 0 nays.
BUSINESS MEETING
Present from the Board of Trustees:
Lisa Burtenshaw, Chairman
Dave Lent, Trustee
Larry Haws, Treasurer
Bryan Zollinger, Clerk
Excused: Deidre Warden, Vice Chair
Present from the Administration:
George Boland, Superintendent
Kelly Coughenour, Director of Elementary Education
Carrie Smith, Director of HR & Finance
Jennifer Jackson, Director of Curriculum
Gail Rochelle, Director of Student Achievement & School
Improvement
Margaret Wimborne, Communications/Community
Engagement Coordinator
Debbie Wilkie, Recording Clerk
Chairman Lisa Burtenshaw called the business meeting to order at 7:21 PM. The Pledge of Allegiance was led
by Carson Anderson of Boy Scout Troop 342.
03/09/2016 D91 Board Minutes Page 1 of 5
ADOPT AGENDA
Trustee Zollinger made a motion to adopt the agenda as presented. Trustee Haws provided the second.
Motion carried 4 ayes, 0 nays.
REPORTS/INPUT/INFORMATION
a. Student Reports
i. Skyline — Hattie Austin, Representative
Hattie provided comments regarding advanced opportunities and House Bill 458 that was
posed as a question to all of the high school leadership classes this month. On behalf of the
Skyline leadership class, Mattie asked the Board if District 91 has a plan, or are working on
one, that would allow students to graduate with an associate degree. Supt. Boland and
Chairman Burtenshaw stated that is a great question and they will arrange to come back to the
class to answer it.
ii. Emerson —Alina Cook -Mathis, Representative — written comments are attached.
iii. Compass — Amber Romriell, Representative — written comments are attached.
iv. Idaho Falls — Nicholas Stubblefield, Representative — written comments are attached.
Chairman Burtenshaw asked the student representatives if they thought their classmates would like more
information about opportunities for obtaining an associate degree and their response was yes.
b. Superintendent's Report
Superintendent Boland turned the time over to Kelly Coughenour, Director of Elementary Education
and Principal Lance Lindley from Sunnyside Elementary for a presentation regarding the Expeditionary
Learning transformation at his school. Mr. Lindley provided a handout and gave an overview of the
changes that have taken place thus far and what instruction should look like going into the next school
year. A discussion was held.
c. Patron Input
Patron and parent Mr. Suketu Gandhi provided comments regarding AP Calculus BC & AP Physics C
course offerings — Part 2. Written comments are attached.
d. IFEA Report
IFEA President Angela Gillman reported. Written comments are attached.
e. First Reading— Board Policy/Procedures 805.0 Reduction in Force Revisions
Carrie Smith reviewed the proposed changes for Board Policy 805.0 Reduction in Force and stated they
are necessary to help align policy with the district's current practice. The proposed changes will be
available for review on the district website and brought back in April for a second reading.
03/09/2016 D91 Board Minutes Page 2 of 5
f. First Reading— ELA Curriculum Adoption Grades 4-8
Curriculum Director Jennifer Jackson provided a handout and gave an overview of the ELA Curriculum
Adoption proposal. The proposal will be available for review on the district website and brought back
in April for a second reading.
g. Other Items
i. Board Committee/Community Conversation Updates
Chairman Burtenshaw shared that on Feb. 22, 2016 Trustee Warden, Supt. Boland, Margaret
Wimborne and herself had met with the Idaho Falls Education Association's Building Reps for a
community conversation meeting at Longfellow Elementary. Chairman Burtenshaw stated the
meeting was well attended and she felt they were able to start some good dialogue with the
I F EA.
ii. Budget Status Report - a copy of the report was provided in the Board Packet. No further
discussion.
CONSENT AGENDA
Trustee Zollinger made a motion to adopt the Consent Agenda as presented. Trustee Haws provided the
second. No further discussion. Motion carried 4 ayes, 0 nays.
Items approved included:
a. Approval of Minutes
i. February 10, 2016 — Business Meeting
b. Payment of Claims
i. February 2016 Bill List $2,940,632.31
ii. February 2016 Elementary Bill List $ 21,463.63
iii. February 2016 Representative Organization President Leave Invoice $ 319.50
c. Staff Actions
201647 Leave.Request:
Tamara Bailey 3rd Grade Westside Elementary
d. Matching Funds
i. Idaho Falls High School
LED Scoreboard $6,910.36
ii. Idaho Falls High School
Internet Cafe Furniture $8,563.81
03/09/2016 D91 Board Minutes Page 3 of 5
iii. Skyline High School
Chemistry Equipment $ 811.00
iv. Ethel Boyes Elementary
Chromebooks & Cart $5,499.95
Total Matching Funds Approved $21,785.12
e. Student Travel
Compass Academy Business Professionals of America (BPA)
National Leadership Conference
Boston, MA
May 4-9, 2016
ACTION ITEMS
a. Third Reading— Board Policy Revisions 603.0 Graduation Requirements
Superintendent Boland reviewed this is the final reading for the proposed changes to Board Policy
603.0 Graduation Requirements. The superintendent stated new language was added after the second
reading to help clarify the trimester math credit requirement verses the semester requirement.
Trustee Lent made a motion to accept the revisions to Board Policy 603.0 — Graduation Requirement
as presented. Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
b. Third Reading - Board Policy Revisions 615.0 Graduation Exercises
Superintendent Boland stated this is the final reading for proposed changes to Board Policy 615.0
Graduation Exercises. Language regarding gender specific dress code for graduation exercises was
deleted and will align policy with recommendations provided by the ACLU Organization.
Trustee Zollinger made a motion to accept the revisions to Board Policy 615.0 Graduation Exercises as
presented. Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
c. 2016-2017 School Calendar Updates
Superintendent Boland stated the 2016-17 School Calendar is being updated to included dates for
Back -to -School Nights in August and secondary Parent-Teacher Conference dates in October and
January. A discussion was held.
Trustee Haws made a motion to accept the updates to the 2016-2017 School Calendar as presented.
Trustee Lent provided the second. Motion carried 4 ayes, 0 nays.
03/09/2016 D91 Board Minutes Page 4 of 5
d. Skyline Sprinkler System Bid Recommendation
Superintendent Boland stated that Kevin Klingler, Director of Operations, was able to bid out the
installation for the proposed sprinkler system at Skyline and will order the necessary parts through the
district for a savings of approximately $130,000 from the first estimate. Superintendent Boland stated
that is a good amount of money that can be put toward other maintenance projects and commended
Kevin for his diligence and efforts. A discussion was held.
Trustee Lent made a motion to award the bid to Greenskeeper Landscape & Excavation, LLC of Idaho
Falls with the low bid of $57,900 as recommended. Trustee Haws provided the second. Motion carried
4 ayes, 0 nays.
Chairman Burtenshaw stated the Board will hold a Special Work Session on Wednesday, March 16, 2016 at
11:00 a.m. at the District Office.
Trustee Zollinger made a motion to adjourn. Trustee Lent provided the second. Meeting adjourned at 8:35 PM.
03/09/2016 D91 Board Minutes Page 5 of 5
I. The Student Senate at Emerson Alternative High School have discussed this question and are
in support this for the following reasons.
A. Students should have access to all opportunities and benefit from each of them
B. It will make the transition easier and give students a head start for technical schools
C. This will also help to take care of some of the college load that students will face after
they leave high school, as well as cut the costs for college.
II. The Student Senate also had some additional courses they would like to see in the dual
enrollment, this classes are art and technology.
Ill. I know that if I had the opportunity back in middle school I would probably not be attending
my current school.
A. My classes did not challenge me, I would mess around in class out of complete
boredom, and my grades began to slip.
B. Even now I get bored in my classes because things do not challenge me.
1. 1 complete all of my work ahead of my classmates and sit in class bored most times.
2. My teachers try to challenge me in my classes but things come so easily to me that I
have no difficulty.
C. Speaking from my personal experience, I think this is an amazing idea that i hope comes
to fruition.
D. I still see students today going through the same struggles that I did, and this plan will
help them to fix the problem before it is too late.
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9 March 2016
District Board
On House Bill 458: If students were testifying on this bill in front of the House and/or
Senate Education Committees, would they testify in support of opposition? What would be
the key talking points they would develop to support their respective position?
❑ A nearly unanimous support
Reasons for sunnort
Concerns
❑ An inherent fairness/equality
❑ Equal recognition for other "advanced opportunities"
❑ Supports greater freedom in selecting higher level opportunities
❑ Support for AP classes recommended for and typically only taken sophomore
year
❑ Incentive
❑ Fosters and encourages the pursuit of academic excellence and evolution
at an earlier age; Maximizing human capital
❑ More opportunities available to younger students
❑ Possibility of higher retention and thus higher graduation rate
❑ What would the new program look like
❑ Money available?
❑ Money not spent carried over?
Sunnyside EL School Transformation
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Transforming a school to the EL model is a very deliberate and thorough process. This first year, we
have been learning the core beliefs and methods. As we learn new methods, strategies, and protocols,
we are encouraged to begin implementing them into our daily teaching. EL has assigned an EL Coach for
our school, Martha Martin. Martha will visit our school about 15 times this year. On 6 of these days,
she will spend 90 minutes training our faculty, through Book Studies. Martha teaches these study
groups using protocols and strategies used in EL Schools with students. This is helpful to see these
methods being used to instruct. We are studying from 4 books:
The Morning Meeting Book
Leaders of the Their Own Learning
Part 1 and 2 Management in the Active Classroom
As a School, we have learned about the following so far this year:
Crew Time
Learning Targets
Checking for Understanding during Daily Lessons
Using Data with Students
Models, Critiques, and Descriptive Feedback
Student -Led Conferences
A study of the EL Core Practices through the 5 key dimensions
Curriculum
Instruction
Assessment
Culture and Character
Leadership
We will learn about the following in the remaining months:
Celebrations of Learning
Passage Presentations with Portfolios
Standards -Based Grading
Management in the Active Classroom
As we learn new material, strategies, and methods, we then have the chance to further the discussion
with Martha Martin, our EL Coach. We have had staff meet with her individually and Martha has also
been an active observer in the classroom.
Things that we have implemented this year:
CREW Time —This is a 10-30 minute block of time, generally at the beginning of the day. CREW
Time includes a personal greeting for each student, an activity to build unity, and a mini lesson
on a quote, reading, or even a pre -teach of the work of the day.
Learning Targets -- These are similar to Lesson Objectives. They help the students know what
they are expected to learn today.
Models, Critiques, and Descriptive Feedback -- We are helping students understand the
importance of producing High -Quality Work through constructive feedback and revisions.
Student -Led Conferences -- This week, we are having the students participate In Student -Led
Conferences. These are not just students handing their parents work that they have completed,
but students demonstrating their understanding of the Learning Target and providing evidence
that they have successfully achieved the desired target.
We had a very successful Multi -Culture Event at our school in February. While this was not an
EL event, it provided teachers and students a brief glimpse at what an Expedition would look like
in the future. Each class picked a different country to study. Students were encouraged to write
about the country, have an art project from the country, learn about the country, and have
presentations about the country. We concluded by have a celebration assembly where we had
about 25 students who dressed in native clothing from different countries. We also had several
groups perform for music and talents from various countries. We had the A Capella Choir from
Idaho Falls High School, the Percussion Ensemble from Skyline High School, a Gentleman who
played the Bag Pipes, a group performing Tae Kwon Do, and Yamataiko, a Japanese Drum
Group.
We hope to be able to further our training in the coming year through attendance at EL Institutes and
many of coaching days with Martha Martin. She will be actively involved with teachers, helping them
learn the EL way of doing things.
We also are planning on re -designing the interior of school to reflect EL principles. We will have things
on the wall to help remind students that "We are CREW, not passengers." We will have the 10 Design
Principles displayed in the hallways. We will have a monthly Community Meeting (whole School) to
teach these 10 Design Principles. These principles will be taught by our counselor and the grade levels
will help to teach these principles in the Community Meetings. We will be highlighting the importance of
HOWL, Habits of Work and Learning.
Students will also notice that we will have an additional special during their week. We will have a 30
minute art period. This will enable the teachers to have a 2 hour weekly block of time (PE, Music,
Library, and Art) to align their curriculum with standards, with Expeditions, and help them to create
learning targets and assessments for their teaching.
While Expeditions will be a part of this transformation, next year we will begin to learn about
Expeditions and will do a Case Study, which is a modified Expedition so that we can learn how to
successfully implement an Expedition In the future.
We are in the process of combining our student handbook of expectations with EL principles to help
students and parents understand what we are doing and why. We want parents and students to
understand the 3 Dimensions of Student Achievement.
1. Mastery of Knowledge and Skills
2. Character
3. High -Quality Student Work
We are excited for the changes that have happened and will continue to happen as we transform our
school. We have seen the excitement in the students as they are engaged in the work. We are seeing
small positive changes that are happening with our students as we become a community of learners.
We are grateful for this opportunity.
EL Education Design Principles
EL Education is built on ten design principles that reflect the educational
values and beliefs of Kurt Hahn, founder of Outward Bound. These principles
animate our research -based model for transforming teaching, learning, and
the culture of schools.
1. The Primacy of Self -Discovery
Learning happens best with emotion, challenge, and the
requisite support. People discover their abilities, values,
passions, and responsibilities in situations that offer
adventure and the unexpected. In EL Education schools,
students undertake tasks that require perseverance, fitness,
craftsmanship, imagination, self-discipline, and significant
achievement. A teacher's primary task is to help students
overcome their fears and discover they can do more than they
think they can.
2. The Having of Wonderful Ideas
Teaching in EL Education schools fosters curiosity about the
world by creating learning situations that provide something
important to think about, time to experiment, and time to make
sense of what is observed.
3. The Responsibility for Learning
Learning is both a personal process of discovery and a social
activity. Everyone learns both individually and as part of a
group. Every aspect of an EL Education school encourages
both children and adults to become increasingly responsible for
directing their own personal and collective learning.
4. Empathy and Caring
Learning is fostered best in communities where students' and
teachers' ideas are respected and where there is mutual trust.
Learning groups are small in EL Education schools, with a
caring adult looking after the progress and acting as an advocate
for each child. older students mentor younger ones, and students
feel physically and emotionally safe.
5. Success and Failure
All students need to be successful if they are to build the
confidence and capacity to take risks and meet increasingly
difficult challenges. But it is also important for students to Iearn
from their failures, to persevere when things are hard,
and to learn to turn disabilities into opportunities.
b. Collaboration and Competition
Individual development and group development are integrated
so that the value'of friendship, trust, and group action is clear.
Students are encouraged to compete, not against each other, but
with their own personal best and with rigorous standards of
excellence.
7. Diversity and Inclusion
Both diversity and inclusion increase the richness of ideas,
creative power, problem -solving ability, and respect for others.
In EL Education schools, students investigate and value
their different histories and talents as well as those of other
communities and cultures. Schools and learning groups are
heterogeneous.
8. The Natural World
A direct and respectful relationship with the natural world
refreshes the human spirit and teaches the important ideas of
recurring cycles and cause and effect. Students learn to become
stewards of the earth and of future generations.
9. Solitude and Reflection
Students and teachers need time alone to explore their own
thoughts, make their own connections, and create their own
ideas. They also need to exchange their reflections with other
students and with adults.
10. Service and Compassion
We are crew, not passengers. Students and teachers are
strengthened by acts of consequential service to others, and
one of an EL Education school's primary functions is to prepare
students with the attitudes and skills to learn from and be of
service.
EL Education I Core Practices
Dimensions'of Student Achievement
EL Education believes that to prepare students for success in college, career, citizenship, and life we must embrace a broader and
deeper vision of what high achievement means. Good test scores are just a starting place. Mastery of knowledge and skills, character,
and high-quality work are all critical for success.
Mastery of
• Demonstrate proficiency and deeper understandings
Knowledge
show mastery in a bodyofknowledgeand skills within
each discipline
and Skills
. Apply their learning: transfer knowledge and skills to
novel, meaningful tasks
• Think critically: analyze, evaluate, and synthesize
complex ideas and consider multiple perspectives
• Communicate clearly: write, speak, and present ideas
effectively in a variety of media within and across
disciplines
Character
• work to become effective learners: develop the
mindsets and skills for success in college, career, and life
(e.g, initiative, responsibility, perseverance, collaboration)
• work to become ethical people: treat others well and
stand up for what is right (e.g, empathy, integrity, respect,
compassion)
• Contribute to a better world: put their learning to use
to improve communities (e.g., citizenship, service)
High -Quality
• Create complex work: demonstrate higher -order
Student Work
thinking, multiple perspectives and transfer of
understanding
• Demonstrate craftsmanship: create work that is
accurate and beautiful in conception and execution
• Create authentic works demonstrate original thinking
and voice, connect to real-world issues and formats, and
when possible, create work that is meaningful to the
community beyond the school
4
• Ensure that curriculum, instruction, and assessments are
rigorous, meaningful, and aligned with standards
• Use assessment practices that position students as
leaders of their own learning
• Use meaningful data for both teachers and students to
track progress toward learning goals
• Engage all students in daily lessons that require
critical thinking about complex, worthy ideas, texts, and
problems
• Elevate student voice and leadership in classrooms and
across the school
• Make habits of scholarship visible across the school
and in daily instruction
• Model a school -wide culture of respect and
compassion
• Prioritize social and emotional learning, along with
academic learning, across the school
• Design tasks that ask students to apply, analyze,
evaluate and create as part of their work
• Use models of excellence, critique, and multiple drafts
to support all students to produce work of exceptional
quality
• Connect students to the world beyond school through
meaningful fieldwork, expert collaborators, research, and
service learning
EL Education I Core Practices
The EL Education Core Practices
Our core practices address five key dimensions of life in school.
EL Education I Core Practices
Our approach to curriculum makes standards come alive for students by
connecting learning to real-world issues and needs. Academically rigorous
learning expeditions, case studies, projects, fieldwork, and service learning
inspire students to think and work as professionals do, contributing high-quality
work to authentic audiences beyond the classroom. Our schools ensure that all
students have access to a rigorous college preparatory curriculum, and regularly
analyze the curriculum to check alignment to standards and opportunities for
all students to meet those standards.
Our classrooms are alive with discovery, inquiry, critical thinking, problem -
solving, and collaboration. Teachers talk less. Students talk and think more.
Lessons have explicit purpose, guided by learning targets for which students
take ownership and responsibility. In all subject areas, teachers differentiate
instruction and maintain high expectations in order to bring out the best in all
students and cultivate a culture of high achievement.
Our leaders, teachers, and students embrace the power of student -engaged
assessment practices to build student ownership of learning, focus students on
reaching standards-based learning targets, and drive achievement. This approach
to assessment is key to ensuring that schools achieve educational equity. Students
continually assess and improve the quality of their work through the use of
models, reflection, critique, rubrics, and work with experts. Staff members engage
in ongoing data inquiry and analysis, examining everything from patterns in
student work to results from formal assessments, disaggregating data by groups of
students to recognize and address gaps in achievement.
Our schools build cultures of respect, responsibility, courage, and kindness,
where students and adults are committed to quality work and citizenship. School
structures and traditions such as crew, community meetings, exhibitions of
student work, and service learning ensure that every student is known and cared
for, that student leadership is nurtured, and that contributions to the school and
world are celebrated. Students and staff are supported to do better work and be
better people than they thought possible.
Our school leaders build a cohesive school vision focused on student
achievement and continuous improvement, and they align all activities in the
school to that vision. Leaders use data wisely, boldly shape school structures
to best meet student needs, celebrate joy in learning, and build a school -wide
culture of trust and collaboration. Leadership in our schools goes beyond a single
person or team -it is a role and expectation for all.
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 potron 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 bock
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 low, require that the
affected employee be notified of a written complaint.
The Chair has the authority to control the meeting whenever necessary.
PUBLIC INPUT SHEET
Name: Date:
Address: �'J' Ip Phone:
E -Mail Address: GX4hA I C' �— ' Co I -N
Do you have children attending School District #91 schools?
If so, which schools do your students attend: Ctj
Topic: A 0 Gi 5 C I A P Ykn 5 ie s -(
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Suketu k Gandhi's Comments on AP Calculus cit AP Physics Courses Part 2 March 9, 2016
Parents take their role as partners in education very seriously. One of the sacred duties of
parents is to ensure that the school offers highest level of learning opportunities. In the area of
secondary school mathematics and physics is problematic.
We know this: District 9 Grade 11 students performance on 2015 SAT Math test reveals
that 5 students scored in 700-800 range. In contrast, more than 40 students were on the trajectory
to take AP Calculus in grade 12. It is expected that these advanced students were highly
motivated, and should have had the mathematical maturity to handle the exam. Students not
demonstrating mathematical maturity cause serious concern.
To determine the underlying cause, multiple elements must be examined: The contents of
exposition provided in the textbooks, poor quality problems, the pace of the courses syllabus, or
students not doing their homework. Concerned parents need the information to take corrective
action early. If the students are not doing their homework, then the responsibility lies on the
parental side. The poor quality exposition, incoherent sequence of topics, and shortages of
quality exercises in textbooks are major sources of the problems. Parents need to know this, and
corrective actions need be taken quickly. The issue: Who is better to discuss this matter? The
teachers in classrooms, or the administration officials & the Board of Trustees who are far
removed from the classroom? What is the outcome from the internal discussions on this matter?
How have the math consultants addressed this issue?
Thing have happen since the representation made at February 10, 2016 Board Meeting.
The high school course catalog still offers AP Calculus BC as 2nd year, and the students do not
have the option to select a full year AP Calculus BC upon successful completion of pre -Calculus.
Both AP Physics C and regular one year Physics has been deleted from the course
catalog, but AP Physics 1 and 2 have been added AP Physics 1 & 2 are Algebra based physics.
In colleges, the credit from AP Physics 1 & 2 is meaningful for Art, Music, Business,
Humanities, Social Studies majors. Catalogs from a sample of universities that offer rigorous
education reveal that Biology majors are given option to take either calculus based or non -
Calculus based physics. Universities that offer rigorous STEM curriculum do not AP Physics 1
& 2 results but they accept AP Physics C results for STEM majors.
Two years of AP Physics 1 & 2 covers two semesters of college level non -calculus based
physics. It is designed for those who have the need to go to a slower pace. However, it is not for
those who want to learn physics rigorously. The Board is urged to offer full year of regular
Physics and AP Physics C to the District 91. We note that the online learning is poor quality, and
this option must be avoided.
The parent, such as yours truly, has the knowledge in sufficient detail to know the
difference between the needed and the useless courses for the preparation of STEM majors in
colleges. The issues raised here are legitimate. Not preparing students to handle strong
curriculum in the secondary schools concerns parents, including those who do not come to the
Board Meeting on regular basis. Strong education consists of olfering right courses are key to
quality education, not the hype abut 21st century learning. The Board needs take the concerns
raised here seriously as it relates to the public confidence in the school system
Wilkie, Debbie -D91
From: Gillman, Angela -D91
Sent: Wednesday, March 09, 2016 8:08 PM
To: Wilkie, Debbie -D91
Subject: March IFEA board report
School board meeting March 2016
IFEA report
Thanks for asking association members for input on what education should look like in the future and what
changes are most needed.
IFEA negotiation survey has been send out to begin gathering input about this year's negotiations.
Busy making preparations for upcoming state wide IEA Delegate Assembly on April 22&23 in Boise. Local
members Zoe Jorgensen and Billie Wixom will be receiving award as they are recognized in the tremendous
service they has given the association. Have opportunity, congratulate them.
Beginning to set dates to make plans for retirement banquet. Talk includes more informal reception of some sort
and still seeking a venue.
Angela Gillman
IFEA President
English Language Arts Curriculum Adoption
March 9, 2016
To: Board of Trustees
From: Jennifer Jackson
CC: George Boland
Re: Expeditionary Learning Modules and Lucy Calkins Writer's Workshop
Recommendation: I recommend that the Board of Trustees formally adopt these core
curricular resources:
• EL Education (formerly Expeditionary Learning) English Language Arts curriculum
for use in grades 4-8 (with a Longfellow exception)
o Designed to meet the demands of Idaho Core standards in ELA
o Bring to life the shifts in teaching and learning required with Idaho Core
standards
o Provides structures, approaches, and strategies for deeper learning
o Open Source curriculum
o Requires district purchase of reading materials (class sets) and
supplementary libraries for remaining schools (approximately
$1,100/classroom)
o Recommendation made with elementary principal consensus
o Please see attached documents for description of program
• Lucy Calkins Units of Study for Writer's Workshop for use in grades k-6
o Built on best practices and proven frameworks for writing instruction
o Grade by grade plans for student -centered writing workshops
o Designed to meet Idaho Core standards for writing and language
o Addresses all three writing types in each grade level
o The on -demand writing assessment from each unit has become our
district direct writing assessment measure
o Only cost moving forward will be replacement kits as needed
o Please see attached document for anecdotal support for program from
our own teachers, students, and literacy coaches
Questions about the new curriculum can be directed to the curriculum department. Public
review of materials will be encouraged through coordination with Margaret Wimborne,
Coordinator of Communications and Community Engagement.
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91
EXPEDITIONARY
LEARNING
Introduction
Bringing the Common Core Shifts to Life
PREFACE TO THE MODULES
Introduction to Grades 3-8 ELA Curriculum
Expeditionary Learning's Grades 3-8 ELA Curriculum has been designed by teachers for teachers to meet the needs and
demands of the Common Core State Standards: to address and bring to life the shifts in teaching and learning required by the
CCSS t. To prepare students for college and the workplace, where they will be expected to read a high volume of complex
informational text and write informational text, the shifts highlight the need for students to learn and practice these skills early
on. This curriculum has been designed to make this learning process engaging with compelling topics, texts, and tasks.
Some structures, approaches, and strategies may be new to teachers. The materials have been designed to guide teachers
carefully through the process of building students' skills and knowledge in alignment with the standards. The modules also have
been designed to build teacher capacity, so that as teachers become more familiar with the structures and strategies, they can
adapt the materials to the needs of their specific students.
Four modules make up one year of instruction. Each grade level has six modules; teachers can choose between an A and a B
option for two of the modules.
Materials include the following:
• A curriculum plan: lists topic, focus, central texts, major writing tasks, in each module (for grades 3-5 or 6-8 bands)
• A curriculum map: includes module description, assessments, and standards assessed for each module (one map per grade)
• A module overview, which explains the story of the module, standards assessed, and a week at -a -glance planning chart
• An assessment overview, which explains what is required of students in each assessment and the standards assessed
• A detailed description of the performance task
• Unit overviews for each of the three units, which includes a Unit -at -a -Glance planning chart
• Detailed daily lessons plans and supporting materials
Teachers should read all overview documents carefully, beginning with the curriculum map, before teaching the module. (See
separate "Preparing to Teach a Module" document, on commoncoresuccess.elschools.org under "resources"). Overview
documents give teachers a clear understanding of the arc of the learning, and inform them of specific preparations required. For
example, the module overviews contain suggestions for experts who could come into the classroom and field trips a class could
take to enhance their understanding of the topic.
r Throughout this document, we refer to the general "paradigm shift" required by the Common Core as well as the specific "instructional shifts" laid out by the
authors of the standards. Most states use the simplified version from the Common Core State Standards Initiative, which is synthesized into three shifts:
http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/. (New York State refers to six instructional shifts:
http://www.-Pg-y org/resource/common-core-shifts.-) ---- -- - - - -- - - - - -
'- yrnphi r:, 20)14 by &mc-Utionery Leenvng. New Yrr¢. Wi..41 Righis Expeditionary Learning Grade 3-8 ELA Curriculum
FesorVyd. Preface to the Modules - September 2014. 1
EXPEDITIONARY
LEARNING
PREFACE TO THE MODULES
Introduction to Grades 3-8 ELA Curriculum
On the unit overview document, teachers should focus on the Unit -at -a -Glance chart: This chart shows the
scaffolding and how the instruction progresses from lesson to lesson.
The materials contain instructions for pacing and timing of lessons, oral presentation of material to students, and method of
grading assessments. It is assumed that any and all of these instructions, however, are subject to the knowledge and best
professional judgment of the teacher about his/her content area, classroom, school, students, and larger community. Look for a
forthcoming resource regarding adaptations at commoncoresuccess.elschools.org
The lesson plans are a guide, not a prescribed script. The lesson plans are descriptive to explain the micro -moves that occur
within a lesson and to paint a picture. The directions, questions, and times provided in the lesson plans are
suggestions that may need to be modified according to the particular needs of students. Teachers can download
the MS Word version of the lesson plan files to modify them (see commoncoresuccess.elschools.org). Lessons are 6o minutes
long for Grades 3-5 and 45 minutes long for Grades 6-8; these may need to be modified based on school schedules.
The Expeditionary Learning Touch
Expeditionary Learning's instructional practices emphasize student inquiry, critical thinking, and craftsmanship. In these ELA
modules, students engage in original research and deep interdisciplinary investigations of rich academic topics, using their
learning to create authentic, high-quality, academic products to share with outside audiences. For example, in Grade 7 Module
2A students create a consumer guide to working conditions in the garment industry to be published.
An Expeditionary Learning classroom is a collaborative classroom. Throughout every module, students work together. Engaging
protocols (compelling structured activities) that give students the opportunity to collaborate have been integrated into lessons.
Most protocols repeat a number of times throughout a module to ensure students become familiar with it. Teachers should give
themselves time to read and learn the protocols integrated into the lessons, so that the protocols run smoothly with students in
the classroom. Videos of many of the protocols in action can be found at http://elschools.org/educator-resources/videos.
Teaching Literacy through Content
To address Shift 1(Building knowledge through content -rich nonfiction and informational texts), students read rich, engaging
literary and informational texts and respond to the texts through authentic written and speaking and listening tasks. (For
example, in Grade 8 Module 1 students read Inside Out &r Back Again, a literary text about a refugee from Vietnam, as well as a
number of complex informational texts about the challenges that refugees and immigrants face as they try to settle into another
country. Students respond to their reading by writing an essay connecting the ideas in the literary text with the informational
texts, and they also write poems in the style of the literary text.) As students work through the content -driven tasks, they build
literacy skills by grappling with complex texts, annotating texts, and working to answer text -dependent questions in small groups,
through teacher modeling, mini lessons, and independent practice.
Copyright ) 2i'A4 by ENPE-ftonary learrung. Nee: Yrir¢, N, Ail Fights Expeditionary Leaming Grade 3-8 ELA Curriculum -
re,6n ed. Preface to the Modules - September 2014. 2
EXPEDITIONARY
LEARNING
Story and Structure of a Module
Story of a Module
PREFACE TO THE MODULES
Introduction to Grades 3-8 ELA Curriculum
Every module has been designed to have a compelling "story," or conceptual through line, that will make sense to both teachers
and students from the first lesson of Unit 1 to the final lesson of Unit 3. Unit 1 engages students in the topic and helps them build
background knowledge to understand the "So what?" Then, in Unit 2, students dig deeper to find out more by reading further
about the topic. Unit 3 requires students to apply their learning to create an authentic product in the performance task. The
sequence of the texts in a module unfolds logically, so students are introduced to a topic and engage in it, while building their
knowledge and scaffolding skills to guide them toward mastery of the standards assigned to that module. (For example, in Grade
3 Module 3B students begin by analyzing how the wolf is characterized in traditional stories, folktales, and fables. Then they
research real wolves by reading informational texts. Finally, for their performance task, students combine their knowledge of
narratives with their research on wolves to write a realistic narrative about wolves.)
Structure of Module
Each module comprises eight weeks of instruction, broken into three units. Each module includes seven assessments: six unit -
level assessments—one in the middle of each unit and one at the end—assessing students' independent work on a reading,
writing, speaking, or listening task, plus one final performance task that is a more supported project, often involving research.
Structure of the Modules
0 0
DailyAssessments Performance
Lessons Task
Expeditionary Learning Grade 3-8 ELA Curriculum -
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LN PREFACE TO THE MODULES
EXPEDITIONARY Introduction to Grades 3-8 ELA Curriculum
LEARNING
Assessments
Each unit includes two assessments, most of which are "on -demand" (i.e., for students to "show what you know"/can do on your
own). Typically, mid -unit assessments are reading assessments with text -based answers, and end of unit assessments involve
writing from sources. Most assessments emphasize academic vocabulary, particularly determining words in context.
Assessments should be given to students only when they have had sufficient time and practice to master the
skills on which they will be assessed. If, based on formative assessment data, a majority of students in a class
are not ready for an assessment, it is important that teachers provide students with the additional time and
practice they need before administering the assessments. Teachers should be monitoring and informally assessing
student mastery of the standards on an ongoing/daily basis leading up to the assessment to recognize when students require
more time and practice on a particular skill. The rubrics used for grading in the assessments could be used to grade work
products informally throughout the unit. Unless noted otherwise, assessments are to be completed independently order to
effectively assess student mastery of skills, so classrooms may need to be set up to give students adequate space away from peers.
The assessments all contain answer keys and grading rubrics.
Assessments are designed to be curriculum -embedded opportunities to practice some of the types of skills needed on state
assessments. Modules include a variety of assessment types: selected response (multiple-choice questions), short constructed -
response, extended response (either on -demand or supported), speaking and listening (discussion or oral presentation), and
scaffolded essays (involving planning, drafting, and revision).
It is important that teachers make time to return student assessments with feedback and to confer with students who require
additional support or guidance, particularly on written assessments. Some time for this has been built into the modules, but
teachers should use their judgment and modify that time according to the needs of their students. For more information
regarding the design of assessments in the modules, or how to create similar CC -aligned assessments, see the stand-alone
document Assessment Design in Expeditionary Learning Grades 3-8 ELA Curriculum.
Role of the Performance Task
The performance task is a culminating project that takes place during Unit 3. It differs from other six assessments in that,
through a series of engaging scaffolded lessons, students create a more authentic real-world product that challenges them to
synthesize and apply their learning from the module. Performance tasks are developed using the writing process and almost
always include peer critique and revision. Models of performance tasks are provided for students to analyze and deconstruct in
order to create something comparable themselves. Performance tasks are not "on -demand" assessments. Often, the on -demand
End of Unit 3 assessment addresses key components of the performance task. (For example, in Grade 4 Module 4 students create
a public service announcement about the importance of voting. In Unit g, students listen to and read the transcript of a model
PSA to identify the purpose and criteria of their task. They also read two articles about youth voting use these texts to gather
evidence to support reasons why voting is important. Then, students select two reasons to feature in the PSAs and craft their
scripts. After practicing their PSAs and receiving feedback from their peers, they present their final PSAs to an audience.)
+_0'•Sn2ht.':, 3614 by e>PC-rJmonav LewM Mg. 1y1 York. N 1. xfI Rtphts Expeditionary Leaming Grade 3-8 ELA Curriculum
es ; .•aa. Preface to the Modules - September 2014•
PREFACE TO THE MODULES
EXPEDITIONARY Introduction to Grades 3-8 ELA Curriculum
LEARNING
Integrating Reading, Writing, Speaking & Listening, and Language Strands of CCSS
Although the ELA strands of reading, writing, speaking and listening, and language have been separated for conceptual clarity,
the different processes of communication are tightly interwoven in the standards. (For example, W.g, a writing standard,
requires students to draw evidence from literary or informational texts to support analysis, reflection, and research. Students
have to read in order to write. SL.i, a speaking and listening standard, requires students to engage effectively in collaborative
discussions about topics, texts, and issues. Students have to read in order to be able to discuss.)
Reading
Shift g
Building knowledge through Students read a true balance of informational and literacy
content -rich nonfiction texts. Students build knowledge about the world
(domains/content areas) through text rather than the
teacher or activities.
To address Shift 3, the modules require students to read a balance of complex informational and literary texts. Students build
knowledge about the world by reading different text types, including but not limited to poems, novels, nonfiction books,
academic papers, and newspaper articles. Reading is a focus of the modules—students read in order to build knowledge and have
something to write about. They continuously engage in close reading, reading to research, and independent reading. In many of
the modules, literary texts are paired with informational texts to engage students in a topic or issue before students read to find
out more about it in informational texts. (For example, in Grade 6 Module 3A students read Dragonwings, a high -interest novel
about a Chinese immigrant living in San Francisco at the time of the 1906 earthquake and fires, before they read informational
texts, including eyewitness accounts, about the event.)
Text Complexity and Academic Vocabulary
Shift 1 Regular practice with complex text Students constantly build the transferable vocabulary they
and its academic language need to access grade -level complex texts. This can be done
effectively by spiraling like content in increasingly complex
texts.
To address Shift 1, the standards require students to read more complex texts in order to build academic vocabulary. The texts in
the modules may be more complex than students are accustomed to, but students often read and reread small excerpts at a much
slower pace, and they think, talk, and write about the text to deepen their understanding. (For example, in Grade 5 Module 1
students closely read and then think, talk, and write about just ii articles of The Universal Declaration of Human Rights.)
Students often annotate text; teachers may provide sticky notes for students to annotate any texts on which students may not
mark. Initially students may struggle with some texts, but as they learn close reading skills and become more familiar with
strategies for finding the meaning of unfamiliar vocabulary, they will become more comfortable with reading increasingly
complex texts.
Copyright d5 2014 by Ea *ovonary Learning. New Yuk.. W All Rights Expeditionary Learning Grade 3-8 ELA Curriculum
P eA�rved. Preface to the Modules • September 2014•
D91 Teacher Testimonials for Lucv Calkins Writer's Worksho
After giving the On Demand assessment at the conclusion of the Informational Unit, Third
Grade teacher, D'Ann McKenna said, "All I can say is, WOW!" They have grown so much.
Third grade teachers at Fox Hollow experience with the informational unit: In the beginning,
teachers were excited at the prospect of teaching their students. By the middle of the unit,
they were a bit overwhelmed with the idea of teaching the unit. At the end of the unit, they
shared how overwhelmed they were with their students' success.
Second Grade Teachers from Ethel Boyes experience with the On Demand Assessment: One
student's piece of work was not decodable. It looked like Kindergarten work. However, upon
further investigation and the work of two teachers and a coach, they were able to decode the
student's writing. It turned out to be writing at grade level and above in some of the
components of the rubric. The student had sequence, transitions, expert vocabulary,
beginning, conclusion, and taught the readers a lot of information on his topic, Penguins. This
student has challenges With other academic expectations in the classroom, but was very
successful with his writing assignment.
Second Grade Teacher at Bush Elementary experience with the Narrative Writing Unit and an
ELL student: The student was given her On Demand assessment at the end of the Narrative
Unit. She was able to write a very successful narrative about her father, all in Spanish.
Sixth Grade Teachers at Westside experience with and ELL student: "This is the best writing he
has produced this year."
Student Testimonials:
"I love writing," Third Grader
"Yea! We get to write todayl" Third Grade Class
"I used to hate writing; now I love it!" Second Grade Student
"When will you come and teach us writing again?" Fourth Grade Student comment to a coach.
Literacy Coach Experience:
This year I have had the opportunity to model, observe, and assess student's writing from the
Lucy Calkins' Units K -6th grade. I have seen students grow to love writing. It doesn't matter
what strengths and weaknesses they come with into the classroom, when it is time to write,
those seem to fade in importance. Students know they have something they can do and do it
well. They have something to share, teach, and defend.