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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. F�rnusin H .S S. P'ef1j, -411 no, cook- M The Fast Forward Prow my 4 years of high school. Onc for my College English class. E school don't know much about perfect. I took classes that wer advanced, AP, or college clasE program was designed for. Ob, the average, doesn't mean my In my College English C for Seniors. Since they are in tt spend on this class and the oth the type of people that could b( have also heard of a few stude they want to do that when they program could make a differen To be honest, I am still program. I also don't have ens on this change. But based on change could benefit a wider im is a very nice program. I mys ) last year for my AP English cla nce it is such a New program, I L From my own experience, the meant for my grade, and I didn' in one year. I am the embodime iously I would find no faults in it. ,.ircumstances are exactly what i ass, there are about 10 Juniors. ' is class as a junior, they don't ha 1mr AP classes that many of them nefit from the change in the Fast its that have a desire to graduatE are in Junior High, the change in .e to them. infused about the change that w gh experience with the program hat other people have said, and dety of people. have used it twice in I and once this year id many others at my ;ay it is set up now is take more than one l: of the person this 3ut just because 1. am �eryone goes through. his is a class meant e as much money to ire taking. They are =onward Program. I early, and if they know he Fast Forward uld take place in this ) give good feedback KPerienced, this 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 3 -q -i(0 "g�ao t zcwj 6b Lj;-Jr, 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 -( $11612008 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. 1=���t- ►���.,�.n� 3_� -ozi tom 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 - .,. •n„�,? 02C!14 by E>.pF-6iuo�.;;y LearNr..^,. tiae.Yrx'r.. h ARipns Preface to the Modules - September 2014. 3 �et�r,ad. LELUM 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.