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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: G7 :2 E -Mail Address: Do you have children attending School District #91 schools? If so, which schools do your students attend: de, 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. 'Yes") C,V 05 it `Ner rA qvLa,0 V -t GL� t �-� of Kim i ft n, pf T 9(7, - , - 8s, —I afid e I ba H-7 "Oe 10 m lap C4 1 c xullr, chctpt�t''vVh�¢ t> weOr7 v CIZ MR, I io V62 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�', Topic: 00tjgjA, j fA 511612008 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 -1)A 1 Name: o4me_ Vbasen Date: I � e� 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: UM 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