HomeMy WebLinkAbout2016_04_13 Board Minutes
IDAHO FALLS SCHOOL DISTRICT NO. 91
BOARD OF TRUSTEES -- BUSINESS MEETING
DISTRICT OFFICE BOARD ROOM -- 7:00 P.M.
690 JOHN ADAMS PARKWAY
WEDNESDAY, APRIL 13, 2016
Present from the Board of Trustees: Present from the Administration:
Lisa Burtenshaw, Chairman George Boland, Superintendent
Deidre Warden, Vice Chair Kelly Coughenour, Director of Elementary Education
Dave Lent, Trustee Carrie Smith, Director of HR & Finance
Larry Haws, Treasurer Jennifer Jackson, Director of Curriculum
Bryan Zollinger, Clerk Margaret Wimborne, Communications/Community
Engagement Coordinator
Debbie Wilkie, Recording Clerk
Chairman Lisa Burtenshaw called the meeting to order at 7:00 PM. The Pledge of Allegiance was led by Kelly Coughenour.
ADOPT AGENDA
Trustee Lent made a motion to adopt the agenda as presented. Trustee Zollinger provided the second. Motion carried 5
ayes, 0 nays.
REPORTS/INPUT/INFORMATION
a.Student Reports
i.Idaho Falls – Nicholas Stubblefield, Representative – written comments are attached.
ii.Emerson –Vanessa Gill, Representative – written comments are attached.
iii.Skyline – no report.
iv.Compass – no report.
b.Superintendent’s Report
Superintendent Boland stated he and three board members just returned from the National School Board
Association’s Annual Conference held in Boston this year. Three presentation the superintendent attended
addressed the next steps for personalized learning, poverty and the impact it has on public schools with the
message that “Schools Cannot Do It Alone” and a third regarding the skill set companies are looking for in a
college graduate. The Superintendent also shared that the high school redesign project work started today.
Hummel architects met with the Skyline strategic committee, the first of three strategic groups, walking them
through the process of what the current floor plans look like and what they could look like. The group was highly
engaged and shared good information. The architects will meet tomorrow with the Idaho Falls High School and
community strategic teams to work through the same process. Superintendent Boland stated he will be giving a
presentation and having a conversation with the Idaho Business for Education group regarding what we can do
collectively to help achieve the goal of 60% of Idahoans, ages 25-34, to obtain a post-secondary degree.
04/13/2016 D91 Board Minutes Page 1 of 5
c.Patron Input – written comments, if provided, are attached.
Mr. Suketu Gandhi shared comments regarding universities that offer a rigorous education. Heather Rasmussen,
Kristine Hansen, Tyanna Hill, Becky Harmon, Alisa Zabel, Zoe Jorgensen, Jackie Cobbley, Marsha Stark, Gina
Hoggard, Abby Tucker, Malane Anderson, Beth Holton and Kim Nate, all District 91 teachers, provided input
regarding the proposed English Language Arts adoption and Lucy Calkins writing. Jeff Forbes and Debbie Jose,
BMPO, provided comments regarding student participation in the upcoming bike challenge.
d.IFEA Report
IFEA President Angela Gillman reported. Written comments are attached.
e.Other Items
i.NSBA Reports/Community Conversation Updates
Chairman Burtenshaw stated that two community conversation meetings, one at Skyline and one at
Idaho Falls High schools regarding the high school redesign process had be held.
ii.Budget Status Report – a copy of the report was included in the packet, no further discussion.
iii.Set Annual Board Retreat Date – a discussion was held regarding a date in May to hold the Annual Board
Retreat. It was decided the Board would meet on Thursday, May 5, 2016 to discuss the district’s strategic
plan and budget planning prior to finalizing the FY17 Budget proposal.
iv.Graduation Dates – Save the Dates. Debbie will confirm times and send Outlook invitations.
May 31 - Emerson HS & Compass Academy
June 1 - IFHS
June 2 - SHS
CONSENT AGENDA
Trustee Lent made a motion to adopt the Consent Agenda as presented. Trustee Haws provided the second. A brief
discussion was held regarding the need for these items at other schools. Carrie Smith will verify that Eagle Rock has asked
other principals if they need any of these items before they are sold. Motion carried 5 ayes, 0 nays.
Items approved included:
a.Approval of Minutes
i.March 9, 2016 – Business Meeting
ii.March 16, 2016 – Special Work Session
iii.March 30, 2016 – Special Board Meeting
b.Payment of Claims
i.March 2016 Bill List $2,163,885.26
ii.March 2016 Elementary Bill List $ 21,018.17
iii.March 2016 Representative Organization President Leave Invoice $ 284.00
04/13/2016 D91 Board Minutes Page 2 of 5
c.Staff Actions
2016-17 Leave Request:
Julie Lawson 2 nd Grade Edgemont Elementary
2016-17 Transfer:
Sarah Sanders From: Principal From: A H Bush Elementary
To: Director of Secondary Education To: District Administration
d.Matching Funds
i.Edgemont Elementary
Computer monitors & mounting kits $4,919.70
ii.Sunnyside Elementary
(2014-15 and 2015-16 Funds)
Chromebooks & Carts $30,000.00
iii.Taylorview Middle School
Chromebooks & Carts $14,680.00
iv.Linden Park Elementary
Chromebooks, Carts and Marquee $15,097.16
Total Matching Funds Approved $64,696.86
e.Student Travel
i.Skyline Business Professionals of America (BPA)
National Leadership Conference
Boston, MA
May 5 - 10, 2016
ii.Idaho Falls High School Debate
Debate Nationals
Salt Lake City, UT
June 12-18, 2016
f.Other Items
i.Surplus Items – Eagle Rock Middle School
Approximate
Quantity Machine/Equipment Model # Serial # Need Formal Bid
Value
1 Serger MyLoc 644D $200
N
2 Serger 1110 DX Janome $250
N
1 Sewist Machine Janome 525 Sewist $85
N
1 Sewist Machine Janome 500 Sewist $85
N
04/13/2016 D91 Board Minutes Page 3 of 5
1 Embroidery Machine Janome 300E Embroidery $300
N
1 Quilting & Sewing Janome 9500 Quilting & $999
Machine Sewing Y
1 Serger Janome 5 Thread Touch $650
Screen Y
1 Foosball Table Foosball $200
N
1 Air Hockey Table Air Hockey $300-400 N
PROPOSALS
a.Second Reading – Board Policy/Procedures 805.0 Reduction in Force Revisions
Superintendent Boland stated the policy and procedure revisions came about after changes in statute and from
the recommendations of the teacher evaluation committee work. No changes or revisions have be made since
the first reading in March. No input or comments have been received. This item will be brought forward to the
May meeting as an action item.
b.Second Reading – ELA Curriculum Adoption
Superintendent Boland reviewed this is the second reading for the proposed English Language Arts (ELA)
Curriculum Adoption for grades K-8. Several stakeholders shared their thoughts tonight regarding the need for a
defined process when planning an adoption. Jennifer Jackson, Curriculum Director and Kelly Coughenour, Director
of Elementary Education provided information regarding the process and making writing a priority. A discussion
was held. Supt. Boland stated there has been some misunderstandings regarding the proposed ELA adoption and
we need to have something systematic to be able to serve students well. This item will be moved forward to the
May board meeting as a proposal.
Trustee Deidre Warden asked to be excused at 9:02 PM.
ACTION ITEMS
a.Verizon Wireless Tower Lease Agreements
Superintendent Boland stated the district was approached by Verizon some time ago in regards to installing
cellular towers at three locations, Ravsten Stadium at Idaho Falls High School, Compass Academy and Hawthorne
Elementary. Kevin Klingler, Director of Operations and District 91 legal counsel along with Verizon have reviewed
and reworked the agreements until both sides were comfortable with them. It is the recommendation of the
administration that the Board authorize the superintendent to sign the lease agreements. A discussion was held
regarding the size of the towers, they would be installing the small one in all three locations. Superintendent
Boland stated that Verizon is doing this to improve their delivery of service in the area, it has nothing to do with
our service in the district. The leases would render $12,000 per tower annually that would go back into the
general fund for the Board to use as they deems would be appropriate.
Trustee Haws made a motion to authorize the superintendent to sign the Verizon Wireless Tower Lease
Agreements. Trustee Lent provided the second. Motion carried 4 ayes, 0 nays.
04/13/2016 D91 Board Minutes Page 4 of 5
b.City of Idaho Falls Easement Request at Hawthorne Elementary
Superintendent Boland stated this is a request from the City of Idaho Falls for an easement at Hawthorne
Elementary to place a power pole anchor within the tree line on the Boulevard Street side. A discussion was held
regarding student safety and location.
Trustee Lent made a motion to authorize Superintendent Boland to sign the easement request at Hawthorne
Elementary with the City of Idaho Falls as presented. Trustee Haws provided the second. Motion carried 4 ayes, 0
nays.
c.CMGC Contract for High School Redesign Project
Superintendent Boland stated the Board had previously approved the financial aspects of the contracts so this
action is for the terms and conditions of the contract for the High School Redesign and other projects identified
within the documents.
Trustee Zollinger made a motion to accept the Construction Manager General Contractor contract for the High
School Redesign Project. Trustee Lent provided the second. Motion carried 4 ayes, 0 nays.
d.Design Services Contract for High School Redesign Project
Trustee Haws made a motion to accept the Design Services Contract for the High School Redesign Project. Trustee
Zollinger provided the second. Motion carried 4 ayes, 0 nays.
Trustee Lent made a motion to go into Executive Session pursuant to Idaho Code §74-206 (1) (b) Personnel, (c)
Negotiations and Property at 9:20 PM. Trustee Haws 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 (excused at 9:02 p.m.)
EXECUTIVE SESSION
The Board of Trustees, Superintendent Boland and Carrie Smith met in Executive Session regarding contract negotiations,
a personnel issue and a property matter. Trustee Zollinger made a motion to return to Open Session at 9:30 PM. Trustee
Haws provided the second. Motion carried 4 ayes, 0 nays.
Trustee Haws made a motion to adjourn. Trustee Lent provided the second. Meeting adjourned at 9:30 PM.
04/13/2016 D91 Board Minutes Page 5 of 5
Emerson Alternative High School
Yellowstone Field Trip
April 13, 2016
I. Introduction
A. Vanessa Gill, senior, student senate representative
II. First Main Point
A. May 19th, Emerson will take an all -school field trip to Yellowstone National Park
B. This happens every three years at Emerson High School
C. Teachers developed lesson plans based on Yellowstone that fit with their subject
III. Second Main Point
A. Centennial year of the National Park Service
B. Experiencing nature gives people better mind composition
C. The only place on earth to see all of the thermal features it offers
IV. Third Main Point
A. Unique opportunity considering we are a high poverty student body
B. The first time, and in some cases only time, most students will get to go
V. Conclusion
A. We're going to have a great time!!
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
In order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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:
Address:
W E) - awr-enC,e
C—f Phone:
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E -Mail Address:
Do you have children attending School District #91 schools?
If so, which schools do your students attend:
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Topic:
511612008
Tonight, I am here to share my experiences with the Lucy Calkins Writing Workshop program. I am
currently an ELA Literacy Coach and have been a classroom teacher in our district. I have always
enjoyed teaching writing in my classroom. I taught the Lucy Calkins' program in my classroom, and this
year I have had the opportunity to work in classrooms K -6t' with the program.
The Lucy Calkins' program is aligned with the types of writing that is predominant in the Common
Core State Standards. For example, Kindergarten True Story writing with facts, First Grade Narrative
Writing, and Second Grade Opinion Writing. Each lesson is imbedded with Gradual Release of
Responsibility, a research -based model of teaching. This allows teachers to have the principles of
modeling, collaboration, guided practice, and independent practice in each session taught. The
assessment system is goal directed, data based, and responsive to students' needs. Effective practice
shows that preassessments, formative assessments, and summative assessments need to be
synthesized into effective instruction that is rigorous. I have found that the Lucy Calkins Writer's
Workshop Curriculum provides that rigor.
I would like to share some of the experiences, I have had in the classroom. The Common Core State
Standards convey that kids can write. Starting in Kindergarten, they can invent spellings, write with
fluency, and write long and strong. In order for upper elementary teachers to bring children to the
standards, teaching needs to be a whole -school priority starting in Kindergarten. I have been working in
K on informational text. Students have been writing on topics such as How To Do a Firedrill, How To Go
Camping, How To Make Pizza, How To Make Your Bed, How to Play Basketball, all topics students
decided to write on, not assigned topics. The students are engaged in the writing, and the teachers are
amazed at their progress. Students write across pages, work on sounds with invented spelling, they
sequence with transitions, peer edit, write multiple How To books, and most of all are excited about
writing.
One of many Third Grade experiences that I had this year was with a student named Angel. Angel
was very hesitant when I started working in his classroom on informational writing. He didn't know
what to write or how to begin. He would hold back tears. Week after week I went in to his classroom,
and each time I saw him start to blossom. He decided on a topic, biking. He wrote six chapters for his
book, Get Ready on a Bike, Parts of a Bike, How You Can Get Hurt,... By the end of the unit he had
finished his book and at our sharing celebration volunteered to share his work. It was quite a
transformation.
These are just some examples of the success of Lucy Calkins Writer's Workshop, that I have
experienced this year. I have had many more, including in my own classroom. Classrooms I have
worked in have found making the program their own and using their professional knowledge of what
works for students, helps in implementing the writing curriculum. Students learn to have a deep
understanding with their writing with this program. Using this program allows for teachers to advocate
for their students to become the best writers they can be.
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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 germone 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: 5tAk4 (3c, Vjk( Date:
')tri IL
Address: 217 �ei rvt k Sf - Phone:
E -Mail Address: C VJ
Do you have children attending School District #91 schools?.
if so, which schools do your students attend:. )C�',
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Suketu Gandhi's Comments on Universities That Offer Rigorous Education April 13, 2016
The Board has frequently heard about ways to prepare students to handle rigorous STEM
curriculum. The term rigorous maybe ambiguous, but appropriate that the Board and the other
decision maker know its meaning.
US News & World Report wants to help students identify universities that are highly
selective, but they fail to identify those that offer rigorous education. Quality of undergraduate
education dependents on multiple factors: Advising, contents of the required courses, the
availability and accessibility of needed courses, quality of various departments, availability of
undergraduate research, students preparation to enter either the career world or seeking advanced
degree, and learning opportunities outside of the formal classroom. Students should be in
position to learn new topics through self -teaching. In addition, it is well known that a significant
number of students change their mind about their major. In view of this, it is appropriate that
student have access to those universities that makes it possible to change their major without
compromise in the rigors of the curriculum.
Identification of potential universities that offer rigorous education requires knowledge
of various elements. For example, in US, National Research Council rates quality of various
graduate programs. It is significant because it reflects on the quality of faculty, and the
atmosphere that would be available to the undergraduate education. When the faculties are of
high caliber, there is a high probability that standard courses will be modified to incorporate new
ideas, or exposition that makes learning highly efficient.
Quality of advising is equally significant. For example, many universities offer STEM
curriculum through their Liberal Arts College. The personal experience teaches that catalogs
degree requirements only provide the bare minimum courses. But the students need to take
additional courses to gain subject matter maturity. One has to be advised early so that right
courses would be taken in timely manner. The right courses would be in another department.
Other things that students need to evaluate whether the curriculum offered gives them the strong
foundation to learn new topics in the future, prepares them to enter the career world, or
successful preparation to seek advanced degrees.
When students seek information in the future direction for further studies, professors are
careful not to criticize certain people or research fields. In this circumstance, one needs to have
access to graduate students or postdoctoral researchers to identify those fields, or people to
avoid. They are in position to identify which research that should be avoided, or the prospects in
certain research field. However, Professors are valuable to identify the new frontiers of science,
professors that may be in such pursuit or hidden gem.
When program offer undergraduate research opportunities, it allows students to integrate
their classroom knowledge into a project. The quality of undergraduate research opportunities
strongly depends on professors and their projects. It is certain that professors in highly rated
graduate program will be in position have such project available to undergraduate students. This
will provide access to valuable information.
To undergraduate students, they are not aware of additional learning opportunities that
occur outside of the classroom. It is an established fact that certain universities invite people to
talk about advocating specific policies, give insight into scientific or engineering foundation for
technological advancement, or give the public insight about scientific advancements.
Suketu Gandhi 's Comments on Universities That Offer Rigorous Education April 13, 2016
To obtain rigorous education, students are expected to take advantage of all the resources
available. In high school setting, students are not aware of the contents of rigorous education.
This becomes apparent after one goes through the process, and realizes the advantage at the end.
This cannot be corrected without involving parents. Only thing the students know are the
selectivity, and potential courses to take. The students think that rigorous education synonymous
with selectivity.
Once these universities are identified, profile of admitted freshman applicants provide
information on whether an applicant has high probability to get serious consideration.
Standardized test results play a role in the filtering process, but in some universities, it is
weighted in the final decision.
For this reason, having strong foundation in the college preparatory courses in high
school becomes significant. Furthermore, gaining subject matter maturity is important to score
well in the required standardized tests. Having access to higher level courses, which the Board
has frequently heard, makes it possible to do gain subject matter maturity.
These considerations come from personal experiences in pursuit of degrees in STEM
curriculum. Parental experiences become valuable to understand in intricate details on the
significance and consequence of each element of rigorous education.
In order to ascertain how the above criteria are played out, it is best to provide examples
from personal experiences.
Advising: Professors provided information on additional course work in Physics & Mathematics
would be beneficial, ways to access advanced courses, the maturity level required for successful
learning.
Topics taught that were beyond the standard curriculum: In mathematics, learned about
fractional derivative and integrals. In a science course, learned how sign of an electric dipole is
determined by high-resolution microwave spectroscopy of molecules. As a graduate student,
developed another method to measure a sign of an electric dipole moment of a molecule. (Got a
scientific paper for this idea.)
Availability and Accessibility of needed courses: Large university having lots of students
taking mathematics and physics class made it possible to offer upper division courses every
semester with limited exception.
Rating of graduate programs (Departments): Science programs were in top 10. Offered PhD
degrees in all of sub areas of physics & chemistry.
Undergraduate research: Offered in my major. One scientific research paper resulted from this
research. It is noted This is not universally offered many other departments.
Student's preparation for entering graduate school: Atmosphere was there for students to
pursuit Ph.D. degree. Graduate courses were accessible to undergraduate students. Graduate
student provided information on the new and emerging tools used in specific subareas of
research, gave inside information on the research areas that have no future. Professor provided
information on new research problems being pursued. The department offered PhD degree, and
gave information on the written qualifying exams for Ph.D. degree.
Learning opportunities outside of the Classrooms: Weekly seminar were given in each sub-
area of my major. Scientific Lectures were given to general audience. (One example of the topic
2
Suketu Gan4*i 's Comments on Universities That Offer Rigorous Education April 13, 2016
was science behind aspirin, ways to probe atmosphere of Jupiter. At other universities, one
general lecture was on technological advancement needed to facilitate information technology
revolution.)
Ability to learn new topics through self -teaching: Strong fundamentals were essential to learn
new topics. Mathematics learned in classes provided strong foundation to utilized to in research
(e.g., expansion of special functions, numerical solution to differential equation). This expanded
the types of scientific problems that can be addressed through the tools of mathematics, physics
and computer programming.
3
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings ore meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
in order to be recognized, the patron must sign and complete the Public input portion below prior
to the beginning of the meeting. The Public input Sheet should be located on a table at the back
of the boardroom.
Patrons will be recognized by the Chairman of the Board. Public input should not exceed three
minutes. The Board will listen to public input without comment except to ask germane questions
Expressions must be appropriate to the public setting. Discussion of personnel matters or
personal attacks are not appropriate.
Board Policy 506.0 item 5 states that complaints against a particular teacher or District
employee shall be in writing. The contract between District 91 and the teacher's
association, as well as traditional concepts of the due process of 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
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Name: o4me_
Vbasen Date: I
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Address: { � Z �j � I).'"-1 02- Phone. Yin
E -Mail Address: hC4,jo,S�fisO
Do you have children attending School District #t91 schools? V 1 -es
if so, which schools do your students attend: #- c
Topic:
5/16/2008
5/16/2008
April 13, 2016
As a school district we have made the commitment "to ensure all students graduate with the
knowledge, skills and attributes they need to be successful and competitive in our ever-
changing world."
As a member of the ELA Evaluation/Adoption Committee I was pleased to see Journeys had a
rigorous writing curriculum specifically written with direct instruction and student support
which clearly align with the CCSS. However, I was deeply disappointed when told that we must
use Lucy Calkins and not the Journeys writing. There are some aspects of Lucy Calkins that are
of some value that a teacher could integrate, but Lucy Calkins tries to fit the standards into her
curriculum. However, her curriculum was not designed around the standards. It is simply not a
good fit.
Building connections between content areas is simply good practice. The connection between
Literature and Writing should be woven together. Journeys has created an ELA curriculum
where the reading supports the writing and writing supports the reading. The grammar is
embedded in both — which has been shown to be the most effective way to teach students
grammar.
Journeys is rigorous and students are writing daily. The argument that Lucy Calkins has children
writing more is not true.
Finally, and most importantly, Journeys has My Write Smart — where students learn to use the
electronic tools they see on the SBAC tests to create and edit their writing pieces. This enables
our students to be successful in a world that is changing. This enables our students to be
competitive. This is the kind of curriculum that ensures our students are college ready.
1 tried my best to use Lucy Calkins with fidelity. It has been very difficult, cumbersome, and
incredibly time-consuming trying to make it work. It is frustrating when I know we already have
the Journey's curriculum has what we need for our students to build strong writing skills. We
have Journeys, it's a better writing program. Let's use it.
-Kristine Hansen
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
in order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the back
of the boardroom.
Patrons will be recognized by the Chairman of the Board. Public input should not exceed three
minutes. The Board will listen to public input without comment except to ask germane questions.
Expressions must be appropriate to the public setting. Discussion of personnel matters or
personal attacks are not appropriate.
Board Policy 506.0 item 5 states that complaints against a particular teacher or District
employee shall be in writing. The contract between District 91 and the teacher's
association, as well as traditional concepts of the due process of 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: Da
4411
te:
--73&5-
Address: Dv. Phone: MD
E -Mail Address:
Do you have children attending School District #91 schools? A ()
If so, which schools do your students attend:
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511612008
I come to saeakiut about gs wit Lucy Calkins materials. F,,i.rst,_L=
confused why we refer to this thounht/philosophy as a curriculuai4n a district
where our goal is for our students to become life-long learners and self-sufficient
citizens, we would be failing our students in learning crucial communication/writing
skills by using Lucy Calkins as our writing curriculum.
Research shows effective writing skills comes from systematic, explicit, and direct
instruction. At the elementary level it is our job to create the foundation and
teach the mechanics of writing. After the mechanics have been taught we then
encourage kids to spread their wings and show that they have an understanding of
the essential skills. Instead of teaching students to their optimum levels, their
highest potential level, Lucy Calkins relies on the student's personal experiences
and assumes they have the necessary skills and vocabulary. Lucy teaches to the
higher achieving student that comes to us rich with life experiences. It fails the
average and below average grade level students because they lack the essential
basic skills and vocabulary to catch up. These students don't grow but, continue to
write at the current level. Not all students are rich in life experiences and
vocabulary.
For a required curriculum with data that reflects a constant reported drop in
student achievement, here is my top three issues with Lucy Calkins:
First, this program lacks academic consistency in language. Lucy Calkins has
changed the vocabulary that is required to be taught (exam le- exposito rit' g
i ") This change not
only sets the students up for failure on assessments, it sets them up for failure in
the real world when they are confused with how to write. As research has shown,
this would be most effective with systematic instruction.
Second, this "Free Thought", the no guidelines method de-emphasizes spelling,
grammar, vocabulary, and structure. The lack of basic writing knowledge expected
of them will hinder their learning throughout their lives. The majority of students
need to be taught and have this modeled for them. They need more than being told
that nothing matters but putting their personal story into words. As research has
shown, this is most effective with direct instruction.
My third problem is the scoring rubric required by the district. There are 2
measures: Conventions/Mechanics and Content. C/ are things like 'punctuation, n,
spelling, capitals. All kids do well with this rubric even when students cannot write
a complete sen ence. The rubric focuses on their free thought not their ability to
communicate effectively. It takes hours to use this format and provides no useful
information to the student in showing them how to be successful and show future
growth. If anything it overwhelms and discourages them from making
improvements. With Lucy Calkins, students fall short of becoming life-long learners
and self-sufficient citizens. As research has shown, this is most effective through
explicit instruction.
In summary, with years of professional experience, classroom assessmebts, and the
current drop in student achievement, adopting Lucy Calkins as District M writing
curriculum is not in best interest of students or society as a whole. I hope that you
will consider all of this when making your decision.
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 far the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
In order to be recognized, the patron must sign and complete the Public input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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:
Phone: _SZ (lot -Le -051t c7
E -Mail Address: �a
0. d qj. ic- I
Do you have children attending School District #91 schools?
If so, which schools do your students attend:
Topic:
511612008
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to. the Board of Trustees:
in order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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 o 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:.AL',-t� 76e,1'
o7 -A
Address:- 1q2a A -W ru amna �a
'7
E -Mail Address: *01IV&Wdq1--
Do you have children attending School District #91 schools?
if so, which schools do your students attend:
, .-- I A
Topic:
511612008
Date- 442,741&
I I
WA ZI
Phone: ; bt! V0
U �
N0
My name is Alisa Zabel. I am a 6t" grade teacher at Theresa Bunker. I would like to address my concerns
for the adoption of Lucy Calkins as a writing curriculum. Before I do this, I would like to thank the
curriculum department for District No. 91 for their time and effort in deciding upon and implementing
our curriculum. I feel the department is careful and thoughtful with their decisions. I taught the first two
units, narrative and opinion, of Lucy Calkins this school year and I'm currently teaching the third unit,
informational. What I have noticed with this experience is that there is too much material to cover in
Lucy Calkins for the amount of instructional time available. Students are assessed on elements found in
the curriculum that I can never cover in the time I have to teach writing, even using the district
recommended lesson sequence. I can see the appeal of the program because the material I was able to
get to, was really helpful with improving my students writing skills. My concern is that the lessons feel
like lessons for a writing specialist or writing teacher, not a general education teacher. I have noticed
many gaps in their learning because I was not able to get to the entirety of the program. I felt it was
unfair to assess my students on skills they did not get an opportunity to learn. I teach writing every day,
and I do not feel it is possible to cover everything. In addition to this, Lucy writes her lessons as a
narrative or reflection of her own teaching. It is extremely difficult to teach using her words and
personality as presented in Lucy Calkins. I realize with any new curriculum, it takes a few years to
actually fill in the gaps they have from previous curriculums. I ask that you please be cautious when
deciding to adopt Lucy Calkins as our writing curriculum. I feel it is a good program but not a realistic
program for general education teachers. If we do move forward with adoption, I will ask the district for
help developing lesson plans from the materials as the material is very difficult to follow and cover all
the standards for assessment.
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
In order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the back
of the boardroom.
Patrons will be recognized by the Chairman of the Board. Public input should not exceed three
minutes. The Board will listen to public input without comment except to ask germane questions.
Expressions must be appropriate to the public setting. Discussion of personnel matters or
personal attacks ore 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: Zoe. C r -q ek, -7 e" Date:
Address: 1 - L_ T X 0 Phone:
E -Mail Address: zo e:5,h o,;moi e'7 7(
L/ -------
Do you have children attending School District #91 schools?. Zf-1_01 e;'-�
if so, which schools do your students attend:
Topic:
-511612008
April 13, 2016
Zoe Jorgensen, Bush Elementary Magnet School and I am here to speak on behalf of the
children. Enough is enough!
It is understood that our students need to know the strategies for communicating their
ideas clearly in writing. And these strategies, outlined by the Common Core Standards
must be taught, modeled and practiced, but not in isolation. Journeys and Expeditionary
Learning both have structured writing lessons based on what the children are reading,
learning and feeling. Math in focus has the children writing in math journals, if not daily
several times a week, describing their problem solving processes. Foss Science has a
strong science notebook component, where the children document their observations,
learning experiences and conclusions. And in the upper grades social studies instruction is
centered on the Interact Simulations which require the students to research and write an
informational paper for each unit of study.
Research and experience tell us best practices for teaching writing is to embed the
instruction across curriculums: District -history supports this.-St-ep Up to Writing, 6 Traits
of Writing, the Holt Writing Handbook, Daily Oral Language and The Write Source are all
great programs. But as we used each program we found that the investment of isolated
instructional time did not produce better writers. Skilled writers develop their talent by
writing a myriad of documents which are based on and supported by personal
experiences, open debates, engaging activities and a great deal of reading. With great
writers being able to apply the strategies they have learn in various situations.
If you feel the need to adopt a writing text, make it supplemental. Allow the teachers to
use their knowledge of the Common Core, their expertise in instruction and the resources
we already have to cultivate the next generation of writers. Allow us to teach writing as it
should be, in tandem with reading and integrated throughout the study of science, social
studies and math.
We want the children to be able to communicate what they have experienced, felt and
learned and not just produce a random product from a new program.
IDAHO FALLS SCHOOL DISTRICT #l91
PUBLIC IINPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
in order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public input Sheet should be located on a table at the 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 law, require that the
affected employee be notified of a written complaint.
The Chair has the authority to control the meeting whenever necessary.
PUBLIC INPUT SHEET
Name:
Addres Phone:��L/
E -Mail Address:
Do you have children attending School District #91 schools?
If so, which schools do your students attend:
Topic:
61.1612008
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 rneetings
on the following basis:
To request to speak to the Board of Trustees:
in order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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 sholl be in writing. The contract between District 91 and the teachers
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: Mck&a Ctr'r. Date: —13 'lira
YO
Address: Cenk4-
r Phone:(
E -Mail Address:
Do you have children attending School District #91 schools?- Wc 1)
if so, which schools do your students attend:
Topic:
511612008
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
In order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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:
Address:
E -Mail Address:
Dap
Phone: lw _§Z -65f�
Do you have children attending School District #91 schools? -
* '
If so, which schools do d
d
t
your students attend: !E'� �
25
Topic:
511612008
IDAHO FALLS SCHOOL DISTRICT #191
PUBLIC INPUT SHEET
Guidelines for Patron involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
in order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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 germone 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 sholl 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.
Name:
Addres
PUBLIC INPUT SHEET
A�u Date: Pav,
`,
s: an�� �� Phone: ~ J
E -Mail Address:-hiflavla \`u ill.1 f i
Do you have children attending School District #i91 schools?
If so, which schools do your students attend:
Topic: _ �1' 1 N
511612008
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
In order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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 sholl 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 Choir has the authority to control the meeting whenever necessary.
PUBLIC INPUT SHEET
Name: MA.1otm A �'�A. Date:
Address: MaAen'
6 - r "?J Phone:
E -Mail Address:_ q1Ak_VVN4a 10 A V t 12, 14'w'
Do you have children attending School District #91 schools? 0
if so, which schools do your students attend:
Topic: P1—/I i±(Arku("
511612008
IDAHO FA L LS 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 fallowing basis:
To request to speak to the Board of Trustees:
In order to be recognized, the patron must sign and complete the Public input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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 germone 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 Choir has the authority to control the meeting whenever necessary.
PUBLIC INPUT SHEET
Name: Be +h k� Date:
r'7 n
Address: 400 &
,-clIL Phone:
E -Mail Address:
I/S
Do you have children attending School District #91 schools?. Wo.
if so, which schools do your students attend:
Topic:
511612008
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings are meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
in order to be recognized, the patron must sign and complete the Public Input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the 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 germone questions.
Expressions must be appropriate to the public setting. Discussion of personnel matters or
personal attacks ore 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 teachers
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:
Phone: -5
E -Mail Address: 6 t -/,Y (61 ea /6 X107
Do you have children attending School District #91 schools?
If so, which schools do your students attend:
Topic: _"/ �/Ae_
511612008
1V/6
VIA
. WMI
ol� r2r.
IDAHO FALLS SCHOOL DISTRICT #91
PUBLIC INPUT SHEET
Guidelines for Patron Involvement in School Board Meetings
School Board meetings ore meetings of the elected Board of Trustees held in public for the
purpose of conducting the business of the Board. Patron input is invited during board meetings
on the following basis:
To request to speak to the Board of Trustees:
In order to be recognized, the patron must sign and complete the Public input portion below prior
to the beginning of the meeting. The Public Input Sheet should be located on a table at the back
of the boardroom.
Patrons will be recognized by the Chairman of the Board. Public input should not exceed three
minutes. The Board will listen to public input without comment except to ask germane questions.
Expressions must be appropriate to the public setting. Discussion of personnel matters or
personal attacks ore 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
Date: q / r&1,2 d i (le
Narne��0 �
Address:
E -Mail Address:
Do you have children attending School District #91 schools? 00
If so, which schools do your students attend:
UM
511612008
Healthy Benefits of Walking and .Biking to
School. l* Dr. Jennifer Rupert, MD .
From our Winter Safe Routes Newsletter:
What do walking and biking to school have to do with obesity, mental he" and
asthma? A lot! Children who walk and bike to school have higher physical activity
levels throughout the day, helping them meet the recommended 60 minutes of
activity daily. This level of activity helps prevent childhood obesity and supports
healthy bones.
Walking and biking to school is also a great way for kids to get the physical
activity needed for healthy minds. Kids who are more physically active have better
academic performance. Studies are also beginning to show that exposure to nature
and free outdoor play can reduce stress and relieve ADHD symptoms. If that isn't
enough to get you out of your car, think about the air quality around a school when
dozens of parents sit in idling cars while their children jump out. Air pollution has
contributed to childhood asthma rates doubling between 1980 and the mid-1990s.
Asthma rates remain at historically high levels and cause 14 million missed school
days every year. Walking and biking to school is healthy for kids, healthy for
communities, and healthy for the planet.
Dr. Jennifer Rupert is an Obstetrician and Gynecologist practicing at Kaiser Permanente in North Portland Dr.
Rupert was one of six dignitaries to address James John Elementary students on Walk+Bike to School Day this past
October.
Poo
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 ore 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 Choir has the authority to control the meeting whenever necessary.
PUBLIC INPUT SHEET
Name:yl Date:
Address: Phone:
E -Mail Address:
Do you have children attending School District H91 schools?& -c-)
. U -
If so, which schools do your students attend:
um
511612008
Ic
To the Idaho Falls School Dist. 91 School Board,
What I have noticed while working across four grade levels (3-6) with the EL and Lucy Calkins is
that the amount of writing required for both programs is just too much for students and teachers. I am a
member of my school's fourth grade PLC. The fourth grade teachers especially have expressed concerns
that there is not enough reading instruction in core comprehension skills, i.e. cause and effect, point of
view, etc., and that they don't have time to include this between the writing skills for EL and Lucy
Calkins. This is of great concern because fourth grade is a transition in learning styles (Learn to Read to
Read to Learn) as well as a change in district level curriculum. At a recent training at Linden Park by
district office staff for ELL students, the trainers emphasized the areas of listening, speaking, reading,
and writing. Students needs education, enrichment, and growth in all those areas starting at the
beginning. By skipping over time spent listening, speaking, and reading to the majority of time spent
writing, students will never be able to fully develop into excellent writers with depth of vocabulary,
grammar, style, punctuation etc.
In addition to the time spent writing, Lucy Calkins does not provide instructional strategies that
are friendly to teachers or students. At the last fourth grade PLC meeting, the fourth grade teachers
were planning strategies to teach their last Lucy Calkins unit. They had just completed the animal
defenses unit for EL and the completed project for that was the same type of writing as Lucy. In addition
their students' final writing projects from EL looked better and were more in depth than the sample
essays provided in Calkins. The teachers have struggled with the difficulty with implementing Calkins
lessons as the plans are very unclear. None of the Lucy Calkins lessons have clearly stated objectives,
which short circuits a teacher's ability to implement the lesson. It is equally unclear to the students. AS a
teacher in this district, I have been taught that the research shows that students needs to be able to
make "I can.." statements to focus their learning. Lucy Calkins does not allow for that. As a resource
teacher, I have helped my 4-6' grade students with writing assignments from EL and Lucy Calkins. The
learning plan is much more structured and organized in EL and leads them to the same place as Calkins.
I would recommend that the district not adopt Lucy, but instead view Expeditionary learning
from Engage NY as what is truly is: a reading and writing program and adopt that. I understand from
third grade teachers that Journeys has an excellent writing component as well. This would provide
teachers more time to dig deep into the EL in to all areas of listening, speaking, reading, and writing. It
would provide more time for content based teaching that many students need to be provided directly,
such as grammar, vocabulary, spelling, and reading comprehension. Teachers can analyze students'
difficulties with specific core standards based on Star reading tests and have the time to address these
deficits.
Lucy Calkins has some strengths in the area of narrative writing. If it is determined to be
absolutely needed, district staff should work this summer to provide links between specific Calkins
lessons that can support specific EL or Journeys lessons. However it would be my preference for the
district to focus solely on the Journeys and EL curricula as they do address writing skills as needed for
students learning Common Core Standards.
Sincerely,
Kim Nate
Resource Teacher
Linden Park
Wilkie, Debbie -D91
From: Gillman, Angela -1391
Sent: Wednesday, April 13, 2016 8:23 PM
To: Wilkie, Debbie -D91
Subject: May IFEA board report
April 12 board meeting
Deidre welcome back!!
Delegate assembly with 16 delegates representing our local.
Billie Wixom submitting resolution for institutional racism. societal patterns that have the net effect of imposing
oppressive or otherwise negative conditions against identifiable groups on the basis of race or ethnicity.
IEA PD coming
Dealing with difficult students on a May 14 And ethics in education on April 30. Immediate sign ups!!
Negotiation dates set and IFEA team has started proposals.
Retirement dinner confirmed for May 19th likely venue colonial arts. Appreciate the district contributing to the
cost of the event. Is any board member a member of the arts council or know of someone who is?
Couple of visuals: crowd & received emails about EL and Lucy Calkins. Shared concerns and request to board
to delay 2nd read.
Clear request for teacher input ... as you can see tonight, this is a crucial part of adoption and when done
collaboratively this much input does not come to a board meeting
History: this past year LC was a non-negotiable program teachers were told they were required to teach. Many
were told it had been adopted and others assumed with the requirement it had been.
When this came to teachers attention they felt duped and immediate mistrust.
51 emai Is of concerns (I in support)
IFEA Met with j enn about concerns
Solution
Create guided procedures for process of adoption which do not yet exist
Survey teachers on EL and Lucy Calkins
Delay 2nd read of Lucy Calkins adoption
Angela Gillman
IFEA President