HomeMy WebLinkAbout2016_05_11 Board Minutes� DA 0III L LS S C 0 0 L D � S IIU.... III � C IIU.... III
BOARD OF TRUSTEES -- BUSINESS MEETING
DISTRICT OFFICE BOARD ROOM
690 JOHN ADAMS PARKWAY
WEDNESDAY, MAY 11, 2016
Present from the Board of Trustees:
Lisa Burtenshaw, Chairman
Deidre Warden, Vice Chair
Dave Lent, Trustee
Larry Haws, Treasurer
Bryan Zollinger, Clerk
Present from the Administration:
George Boland, Superintendent
Kelly Coughenour, Director of Elementary Education
Carrie Smith, Director of HR & Finance
Jennifer Jackson, Director of Curriculum
Margaret Wimborne, Communications/Community
Engagement Coordinator
Debbie Wilkie, Recording Clerk
Chairman Burtenshaw opened the meeting at 6:35 p.m. and called for a motion to amend the agenda.
Trustee Zollinger made a motion to amend the agenda to remove Action Item c. Employee 2015-2016J as
posted. Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
Trustee Haws made a motion to adopt the agenda as amended. Trustee Warden provided the second.
Motion carried 4 ayes, 0 nays.
Chairman Burtenshaw called for a motion to go into Executive Session. Trustee Warden made a motion to
go into Executive Session pursuant to Idaho Code §74-206 (1) (b) Personnel and 74-206A (1) Negotiations.
Trustee Haws provided the second. A roll call vote was taken:
Lisa Burtenshaw— yes
Deidre Warden — yes
Larry Haws —yes
Bryan Zollinger — yes
Dave Lent — N/A
EXECUTIVE SESSION
The Board of Trustees, Superintendent Boland and Carrie Smith met in Executive Session regarding contract
negotiations. Superintendent Boland and the Board of Trustees continued in Executive Session regarding
personnel matters for Employee 2015-20161 and Employee 2015-2016K.
Trustee Zollinger made a motion to return to Open Session at 6:55 PM. Trustee Haws provided the second.
Motion carried 4 ayes, 0 nays.
05/11/2016 D91 Board Minutes Page 1 of 7
BUSINESS MEETING
Chairman Lisa Burtenshaw called the meeting to order at 7:00 PM. The Pledge of Allegiance was led by
Marnie Havas, District 91 Human Resource Assistant.
REPORTS/I N PUT/I N FORMATION
a. Student Reports
Idaho Falls High School — Representative Nicholas Stubblefield reported that this is his last
Board Meeting as he will be graduating soon and thanked the Board for the opportunity.
Chairman Burtenshaw asked Nicholas to share with his predecessor that next year there
will be a list of questions provided at the beginning of the year for student leaders to report
on each month. Superintendent Boland asked what students are saying about the
proposed high school redesign project. Nicolas stated that everyone except seniors are
wondering what the remodel will look like. Chairman Burtenshaw thanked Nicolas for
reporting each month and asked what his plans were after graduation. Nicholas stated he is
planning to attend Boston College majoring in Political Science and Physics.
b. Superintendent's Report - written comments are attached.
c. Patron Input —written comments, if provided, are attached.
Teachers Kristine Hansen and Marie Hammon shared comments regarding the English Language
Arts curriculum adoption, Teacher Becky Harmon shared comments regarding classroom behavior
support and parent Suketu Gandhi shared comments regarding the mathematics curriculum
selection process.
d. IFEA Report
IFEA President Angela Gillman reported that this is her last report as president, Lisa Scott and
Margaret Quade will be coming in as Co -Presidents next year. Written comments are attached.
e. First Reading— BP 408 Child Nutrition Charge Policy and Procedures
Carrie Smith provided a handout showing historical unpaid meal costs and reported the increased
number of meal charges since the policy of collecting these fees changed in 2013. Child Nutrition
employees are spending a huge amount of time trying to collect the outstanding charges that have
grown from $352 at the end of 2013-2014 to $6841 owed currently for the 2015-2016 school year.
The proposal is to move back to serving an alternate meal if students don't have money on their
account or have a free/reduced application on file. Children will still be fed but this would hopefully
be more incentive for parents to stay on top of it. Unpaid meal costs comes out of the general fund
so that is money that cannot be used for instruction. A discussion was held. Faye Olsen, D91 Child
Nutrition Supervisor, was also in attendance to answer questions from the Board. This item will
move forward for a second reading at the June 8t" meeting.
05/11/2016 D91 Board Minutes Page 2 of 7
f. Other Items
i. Board Committee Report
A discussion was held regarding upcoming board meetings and the Open House planned
for May 25, 2016, at the Willards Art Center, for the High School Redesign Project. Hummel
Architects will be sharing information and drawings with parents, students and patrons to
get their feedback about the possible upgrades.
ii. Budget Status Report — a copy of the report was provided in the board packet. No further
discussion.
iii. 2016 Education and Retirement Celebration
This annual celebration, organized by the IFEA, will be held on Thursday, May 19, 2016 at
the Colonial Theatre this year. A social hour will be held from 6:00 — 7:00 p.m. with the
program starting at 7:00. Everyone is invited to come celebrate, the cost is $15 per person
at the door.
iv. Graduation Date Reminders:
• Tuesday, May 31" Compass @7:00 p.m. at Compass
• Tuesday, May 31" Emerson @ 7:00 p.m. at Colonial Theatre
• Wednesday, June 1St IFHS @ 7:30 p.m. at Civic Auditorium
• Thursday, June 2nd SHS @ 7:00 p.m. at Skyline
CONSENT AGENDA
Trustee Warden made a motion to accept the Consent Agenda as presented. Trustee Haws provided the
second. Motion carried 4 ayes, 0 nays.
Items approved included:
a. Approval of Minutes
i. April 13, 2016 — Business Meeting
b. Payment of Claims
i. April 2016 Payment of Claims $2,117,645.57
ii. April 2016 Elementary Bill List $24,521.84
iii. April 2016 Representative Organization President Leave Invoice $284.00
05/11/2016 D91 Board Minutes Page 3 of 7
Staff Actions
N'efires
Name
Position
Location
Joshua Newell
Principal
A.H. Bush Elementary
Miel V Abbot
3rd Grade
Dora Erickson Elementary
Jessica L Browning
61h Grade
Dora Erickson Elementary
Tori L Clark
61h Grade
Dora Erickson Elementary
McKenzie L Hawkins
41h Grade
Dora Erickson Elementary
Jillian N Mock
2nd Grade
Dora Erickson Elementary
Erika J Morgan
2nd Grade
Edgemont Elementary
Rebecca L Heiner
3rd Grade
Ethel Boyes Elementary
Michelle Pierce
Early Child Special Education
Ethel Boyes Elementary
Madison G Wanner
Early Child Special Education
Ethel Boyes Elementary
Meggan L Irving
3rd Grade
Linden Park Elementary
Bailee May
3rd Grade
Linden Park elementary
Emily M Muillic
2nd Grade
Longfellow Elementary
Elise C Hansen
61h Grade
Sunnyside Elementary
Nancy L Anderson
41h Grade
Westside Elementary
Stacie T Pullum
3rd Grade
Westside Elementary
Bailey R Reed
61h Grade
Westside Elementary
Amanda L Allen
Reading
Eagle Rock Middle School
Courtney L Buys
English Language Arts
Eagle Rock Middle School
C Suzanne Daley
History
Eagle Rock Middle School
Daniel J Newsted
Math
Eagle Rock Middle School
Amanda C Petersen
English Language Arts
Eagle Rock Middle School
Allison N Tolman
Reading
Eagle Rock Middle School
Lori D Brackett
Art
Taylorview Middle School
Kelsey Lindsay
English
Taylorview Middle School
Michelle M Ward
Special Education
Idaho Falls High School
Charlene K Nagle
Reading Intervention
Idaho Falls & Skyline
Aaron J Fahl
Math
Skyline High School
Erin A Fahl
Speical Education
Skyline High School
Luke Hatch
English
Skyline High School
Amanda L Holmes
English
Skyline High School
Jenna L Kunde
Science
Skyline High School
Todd A. Walker
Math
Skyline High School
Amy Hopkins
Speech Language Pathologist
District
Anna C Nelson
Speech Language Pathologist
District
Resignations:
Rebecca Romero
Speech Language Pathologist
Dora Erickson Elementary
Christopher Manley
Counselor
Edgemont Elementary
Amyra Burnett
Early Childhood Spec Ed
Ethel Boyes Elementary
R Kelly Hammer
Early Childhood Spec Ed
Hawthorne Elementary
Michelle Price
2nd Grade
Linden Park Elementary
Heather Leishman
51h Grade
Linden Park Elementary
05/11/2016 D91 Board Minutes Page 4 of 7
Tamara Foiles
2nd Grade
Longfellow Elementary
Alexa Manley
1St Grade
Sunnyside Elementary
Lauren Keller
Kindergarten
Temple View Elementary
Mark Rodel
Counselor
Temple View Elementary
Pamela Holman
51h Grade
Westside Elementary
Mandy Chestnut
History
Eagle Rock Middle School
Kristi Howard
Reading
Eagle Rock Middle School
Nancy Ball
Family Consumer Science
Taylorview Middle School
Megan Frongner
Art
Taylorview Middle School
Kendell Nielsen
Music
Taylorview & Compass
Abigail Tucker
English
Taylorview Middle School
Marie Rasmussen
Art & Art History
Compass Academy
Kenneth (Scott) Harmon
Math
Idaho Falls High School
Brandi Pride
ASD Resource Room
Idaho Falls High School
Diana Molino
Assistant Principal
Idaho Falls High School
Anna Chithelen
Math
Skyline High School
Alyssa Rangel
Family Consumer Science
Skyline High School
JoLea Johnson Grant
Special Education
Emerson High School
Shelby Kirk
Resource Room
On leave 2015-16, not returning
Lindsey Merrill
School Psychologist
District
Transfers:,
Seth Callister
From: 51h Grade
To: 61h Grade
From: Temple View Elementary
To: Edgemont Elementary
Sheri Beck
From: 3rd Grade
To: 1St Grade
From: A.H. Bush Elementary
To: Fox Hollow Elementary
Charlotte Daley
From: Paraprofessional
To: History Teacher
From: Taylorview Middle School
To: Eagle Rock Middle School
Christina Adams
From: Early Childhood Spec Ed
To: Early Childhood Spec Ed
From: Ethel Boyes Elementary
To: Hawthorne Elementary
Linda Berger
From: 41h Grade
To: 51h Grade
From: Dora Erickson Elementary
To: Temple View Elementary
Retirements:
Donna Beckmann
School Psychologist
District
Eileen Bird
1St Grade
Ethel Boyes Elementary
Mary Reed
1St Grade
Fox Hollow Elementary
Nancy Robbins
3rd Grade
Sunnyside Elementary
Bonnie Porter
61h Grade
Westside Elementary
Alicia (Lisa) Becker
7th Grade Reading
Eagle Rock Middle School
Karen Johnson
81h Grade Reading
Eagle Rock Middle School
Kathy Mitchell
FCCLA
Eagle Rock Middle School
Roxann S Phillips
81h Grade English
Eagle Rock Middle School
Gary Gernant
Math
Skyline High School
Courtney Morgan
English
Skyline High School
Curtis Rudd
P. E.
Skyline High School
Randy Hurley
Director of Secondary Education
District
Leave Request:
Laura Miller
61h Grade
Edgemont Elementary
05/11/2016 D91 Board Minutes Page 5 of 7
d. Matching Funds
i. A.H. Bush Elementary
Chromebooks $15,000.00
ii. Ethel Boyes Elementary
Chromebooks $ 720.00
iii. Hawthorne Elementary
Chromebooks $24,772.50
Total Matching Funds requested $40,492.50
e. Student Travel
i. Skyline High School Debate
Speech & Debate Nationals
Salt Lake City, UT
June 11-17, 2016
f. Early Graduation
i. Student 2015-2016D
Skyline High School
PROPOSALS
a. ELA Curriculum Adoption
Supt. Boland stated there was nothing more to discuss that he had not addressed during the
superintendent's report earlier. The expectation is that it will take a few more months before this
item is brought back to the Board.
ACTION ITEMS
a. Board Policy/Procedures 805.0 Reduction in Force Revisions —Third Reading
Supt Boland reviewed this is the third reading for the proposed revisions. No comments or
feedback have been received since the previous reading. It is the recommendation of the
administration to adopt the proposed revisions as presented.
Trustee Warden made a motion to adopt Board Policy and Procedures 805.0 -Reduction in Force
the revisions as presented. Trustee Zollinger provided the second. No further discussion. Motion
carried 4 ayes, 0 nays.
b. Employee 2015-20161 Probation
Trustee Zollinger made a motion that Employee 2015-20161 probation continue for the 2016-2017
school year with the final recommendation to come in January 2017. Trustee Warden provided the
second. Motion carried 4 ayes, 0 nays.
05/11/2016 D91 Board Minutes Page 6 of 7
e. Employee 2015 2016:11 — the agenda was amended to remove this item, Board action was no
longer needed.
d. Employee 201-2016K Probation
Trustee Haws made a motion to place Employee 2015-2016K on probation for the 2016 2017
school year. Trustee Warden provided the second. Motion carried 4 ayes, 0 nays.
e. True Time Software
Carrie Smith provided a handout and reviewed the recommendation to purchase Skyward's True
Time Accounting Software. Carrie stated the program will increase time card accuracy and assist
with reporting requirements of the Affordable Care Act. A discussion was held.
Trustee Zollinger made a motion to approve the purchase of the Skyward True Time Software as
recommended. Trustee Haws provided the second. Motion carried 4 ayes, 0 nays.
f. High School Football Equipment Usage Requests
Superintendent Boland reviewed that Idaho High School Athletic Association Rules states that the Board of
Trustees give approval for students to use the high school protective equipment during summer training
camps. Letters submitted by both Idaho Falls and Skyline coaches were included in the board packet for
consideration. A discussion was held regarding the cycle for reconditioning football helmets. Supt.
Boland believed it to be after the end of each season, around December or January, he will contact
the high school activity directors to confirm this information.
Trustee Warden made a motion to approve the high school usage request for football protective
equipment for summer training camps to be held by Idaho Falls and Skyline High school football
programs. Trustee Zollinger provided the second. Motion carried 4 ayes, 0 nays.
g. Change Meeting Date and Time for May Work Session
Superintendent Boland reviewed the need to change the May 25th noon work session and would
propose holding the meeting on Tuesday, May 24, 2016 at 7:00 p.m. to facilitate the ratification
meeting decision and the high school redesign presentation.
Trustee Haws made a motion to approve the change to move the May 25th noon work session to
May 24th at 7:00 p.m. as proposed. Trustee Zollinger provided the second. Motion carried 4 ayes, 0
nays.
Trustee Zollinger made a motion to adjourn. Trustee Haws provided the second. No further
discussion. Meeting adjourned at 8:24 PM.
05/11/2016 D91 Board Minutes Page 7 of 7
5-11-16 Superintendent's Report
Hummel Architects returned today to continue HS redesign process. Met with the SHS strategic
team this morning and held an open session with the faculty this afternoon. IFHS strategic team
will meet tomorrow morning followed by an open session for all faculty at 4:00. Scott Strubhar
and Mandy Boem will then meet with the community group tomorrow evening. Have 3-
dementionalized conceptual designs looking at spaces/volume — birds eye view with additional
images related to those spaces.
o Will present to the board at the Ma 4t" work session and hold a community open -
house at the Carr Gallary tkGfI5_"g from 6-7:30.
As the school year winds down staffing for next year is taking shape. As of today we've filled
about 42 vacancies and have about 6 elementary and 6 secondary positions still to fill. At the
secondary level there is a math opening that will be challenging as well music and math and
reading intervention teachers. We have 2 elementary counseling positions currently vacant and
about 4 teaching positions.
o Kindergarten registrations reflect a decline in enrollment so there are a couple of
positions in flux there. We'll continue to monitor enrollment and probably won't
finalize K sections until as late as August.
o Administratively, Josh Newell will be joining the district as the new principal of A.H.
Bush, replacing Sarah Sanders who will become the director of secondary education.
Josh comes to us from the Alpine School district in Utah where he has taught 6" grade
and completed his administrative internship. Diana Molino has been named as the
principal at Nampa High School and we have started the search process for a new AP at
IFHS.
ELA Curriculum Adoption:
o Concerns, questions, misunderstanding, misinformation associated with proposal
o Push the "reset" button
o Entered into a client services agreement with Hanover Research, an educational
research firm. Have had discussions over the course of the year regarding utilization of
their services to conduct Data Analysis, Survey Design & Analysis, Benchmarking, and
primary research.
o Have a number of upcoming areas requiring in-depth study and data analysis (ie. Middle
school model review, possible elementary boundary changes as population shifts) and
based on the questions and concerns associated with portions of our ELA Curriculum
think a comparative analysis and best practices study is in order.
o Will provide time to develop differentiated curriculum adoption procedures and analyze
our 2015-16 ISAT results.
o Have a significant number of teachers who individually, as a grade level, and whole
school have invested time and energy into implementation of LC and EI and will
continue to support those efforts with ongoing PD and resources.
o May well be August or September before we are ready to propose a comprehensive
elementary ELA curriculum proposal. Another factor for us to take into consideration is
the new K-3 literacy intervention legislation and how that may develop.
o Ultimately need to have a guaranteed and viable curriculum to facilitate the PLC process
and be able to more clearly answer the 4 fundamental questions.
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 speok 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 S 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 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: ✓1'1 cry-) . � / i
Date:
Address: A4.4 Phone: SA_ (o u(e-0cp
E -Mail Address:
.i 'tts"
Do you have children attending School District H91 schools?
If so, which schools do your students attend:']/,-,_A"V1t,,) WY,—
Imo,
Topic:.
C /, C H -n n
My name is Becky Harmon and I am a 6th grade teacher in District 91.
First a little background. We have different levels of behavior support in our district. Tier 1, 2
and 3 are the levels you find within our classrooms. Tier 1 is about 90% of our students. These
are the supports you use for all students such as class points, school wide expectations with
school wide color charts (green doing what is expected, yellow is a warning etc.) and table
group points are just a few. The supports are generally effective with most students. Tier 2 are
students who need a little more support. They have issues like trouble staying on task so
teachers set up a reward system for their on task behavior or completed work. These tier 2
plans usually work for minor, undisruptive behavior. A teacher can have multiple students,
usually 2-3, on the same plan. Tier 3 plans are individualized for specific students. Usually these
plans are developed with a team, either your school MDT team, PBIS team or IEP team. These
plans usually include a reward type system specific to motivate the student. The plans also
include a crisis plan, what we are supposed to do if the student escalates to the point of major
disruption or unsafe behavior i.e. throwing things in the classroom or physical altercations with
the teacher or other students. However, these plans do not include a procedure for the other
students in the class when these situations arise. This can be troublesome for teachers because
we have a responsibility to all the students in our room.
I would like to focus on tier 3. Tier 3 behavior plans require specialized training that teachers do
not receive through the general education certification process and our district follows a model
where these students are in our general ed. classrooms. In order for us to provide the least
restrictive learning environment that is safe for all students, we need more training. I would ask
that the district provide this training to teachers prior to them having a student on a tier 3 plan
in their room. This training should not be at the teacher's expense. We need to understand
what the escalation process is, how to evaluate where the student is in that process and have
strategies to use at every level of the process.
There are also concerns about the long term academic and psychological effects on all
students. Generally, students with a tier 3 plan are with the same group of children throughout
elementary school. If we look at academic data, do these groups of children show less growth
than their grade level peers in other schools or districts? Sometimes classrooms with students
on tier 3 plans are cleared multiple times per month (due to inappropriate behavior). What
affect do these situations have on other students' learning? Psychologically how will the
students who are repeatedly exposed to violent behavior be affected? We know that children
who are exposed to violence in the home experience long term effects. Does violence in the
classroom create the same issues? I would ask that the district keep these concerns at the
forefront while we move forward with decisions about our district model for behavior and for
future professional development for teachers.
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 ore not appropriate.
Board Policy 506.0 item S 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 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:-�rI���P �anSenDate: r�//
Address: q5_12 2 c, W. Phone:
E -Mail Address:
Do you have children attending School District 991 schools?
If so, which schools do your students attend: 'At
Topic:
So important to really look deeply into what works best for our
students. Teachers are the ones that are in the classroom day
in and day out. They know what motivates students and trust
me - you want engaged students because teaching is no fun
when students are not engaged and learning!
District moving in the right direction to focus on assuring our
students are prepared for a changing world - we have
entered the digital age! Very different from what most of us
grew up with.
Special thanks to Heather Rassmussen who pulls up her
sleeves and makes herself available to help in the classroom.
was determined to make Lucy Calkins work because I was
told this is the curriculum we must use.
What Journeys has that makes it a great writing program:
• Rigorous - kids write daily
• Clear gradual Release of Responsibility - a framework of
teaching our district is encouraging teachers to use -
because it is an effective way to teach
• Journeys incorporates lessons on using digital tools
(one of our Common Core Standards) . Calkins does not
have any lessons which teach students to use digital
tools.
• Journeys embeds the grammar into the writing which has
been shown to be a more effective way for students to
learn grammar (Angie Lee)
• New York no longer includes Lucy Calkins as a
recommended writing program because it does not align
as well with the Common Core State Standards and it is
not as effective for lower socio-economic students.
Lucy Calkins has some good elements and I have some great
take-aways, but it is not as solid as the Journeys ELA
Curriculum Writing.
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 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 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: �iY(�l't�fin.M fWo,1 Date: f� �illf
Address: IO5 E 154 50S Phone: 50-"l- S'7Q._g1Zk
E -Mail Address: k a MrAj2V(_) A Co ACI,, 10"(ZC 1),LIS
Do you have children attending School District #191 schools?
If so, which schools do your students attend:
1 "
Topic:r
511612008
May 11, 2016
Statement to District 91 Board of Trustees
By: E. Marie Hammon (elementary teacher)
---------------------------------------------------------
First, I'd like to state that I do have an immense amount of respect for Jennifer and Kelly
and I recognize the enormous undertaking they are grappling with, in regards to
improving the English Language Arts instruction throughout the district.
I'd also like to thank Mr. Lent for his remarks last month when he pointed out that our
teachers are intelligent, well-educated professionals, whoyYdeserve to be regarded in a
respectful manner. I'd like to add that it is especially true, when it comes to making
decisions for which we will be responsible to implement.
However, when asked by a board member what would happen if we did not adopt some
sort of prescribed writing curriculum, Mr. Boland's response was "chaos". That comment
has stuck with me these past few weeks and literally eaten away at me until I decided I
should respond, so here goes:
WHAT DO WE KNOW ABOUT TEACHING WRITING?
1. Teaching writing is extremely difficult and likely the most widely over -looked
aspect of teacher preparation. Many teachers themselves are not good writers,
they have not had quality professional development in the area of teaching
writing, or they are unaware of the widely documented "necessary shifts in
instruction" required to meet the more rigorous demands of the Idaho Core
Standards.
2. Taken from a May 51h email to teachers from Jennifer Jackson: "Our district's ELA
ISAT scores were below both the state level and neighboring districts in grades 3-
6. Writing has been an area of deficiency in the elementary grades..." The email went
on to say that in the last couple weeks there has been very encouraging evidence of
"great improvements in scores on ELA ISAT's from grade levels and schools who've
used the Units of Study regularly this year."
Let's stop and analyze for a moment. First of all, the survey asking teachers about
their use of the Lucy Calkins units of study was disseminated after the above
comment about the improved scores coming from "those classrooms where the units
are being used regularly this year." So, how do we know by whom, and to what
extent, the units had been implemented? Secondly, when initially overwhelmed in
the fall with dictates to implement the LC writing units while simultaneously
implementing the rigorous Expeditionary Learning ELA Modules, I did what teachers
do: I talked to other teachers. What I found at my building, at district grade -level PD
meetings, and at EL trainings was that many, if not most, of the teachers I talked to
were not fully implementing the Units of Study. Whether accurate or not, it was
widely understood that our directive was to essentially start small, or just do parts of
the units that could fit into the time allotted. Several well-respected teachers told me
they were only doing the "Connection" and "Teaching" portion of each lesson, leaving
the "Active Engagement" and "Link" portions untouched. This seemed crazy to me!
Would it not be better to do a few things well rather than skim over many things?
But alas, I was assured that working through the Units of Study in this manner would
suffice. I strongly disagree and will address why later. For now let's consider those
test scores --
3. I too have been looking at scores, which are available to educators statewide
through the live On -Line Reporting System. As of today, each of my students' ELA
ISAT scores has posted, and I am pleased. The preliminary report indicates that
not only has my class out -scored the District 91 average, but is also above the
statewide average for the grade level.
4. At the risk of exposing myself, I think you deserve to know that I have not used
the Lucy Calkins Units of Study as the foundation of my writing instruction. I do
employ a Writer's Workshop model of instruction, which is also the foundation of
the LC units. So, the pedagogy and basic approach is solidly established and in
fact aligned with the aims of the mandate to use the LC units.
5. What I cannot do is read from a manual and follow a prescribed set of
instructions to do something that I have been doing successfully for years. No, I
choose to use all of the knowledge and all of the tools I have available. Taking
away teacher autonomy is like telling a pastry chef to bake a cake using only a
boxed cake -mix.
6. Step -Up -to -Writing worked well for some teachers, the Lucy Calkins units will
work well for some teachers, examining student writing through the Six Traits
materials works extremely well for some teachers, and the list goes on...
WHERE DO WE GO?
1. Realize that we are in need of a strong writing initiative.
2. Recognize the published "ELA/Literacy Idaho Core Key Shifts" for instruction and
provide quality Professional Development to teachers.
3. Let teachers have a voice in what and how curricular decisions are made.
4. Identify unsatisfactory results and target support where needed, rather than try
to make all teachers fit into the same mold.
In closing, I ask the administration to reconsider the perceived need to control so many
aspects of what goes on in classrooms. Hold meeting the Idaho Core Standards up as the
primary "un -negotiable" and then let teachers do what ever it takes to get there. One
phrase I've heard repeatedly since moving here is that we, "Have so many supports in
place for our teachers." I simply have to say that sometimes those supports feel more
like restraints.
And of the board, I ask that you have the courage to trust teachers. Our elementary ELA
ISAT scores are already on the rise, so let's put off writing a one -size -fits -all prescription
and develop a strong writing initiative at the elementary level. And no, we will not have
"chaos" as the result.
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 Chair has the authority to control the meeting whenever necessary.
PUBLIC INPUT SHEET
Name: _S� keJ' G.a; Date: Bal 111 2a 6
Address: _-'R k\� '36 1� � -A� Phone:
E -Mail Address: 6�zt V�Ca I,,,
Do you have children attending School District #91 schools? _ Y e4
If so, which schools do your students attend: �Otg_ 14otl'_
Topic:,tAuRLAMI'C; C.=j.1r1'C!J0K-k
511612008
Suketu Gandhi's Comments on Mathematics Curriculum Selection Process May 11, 2016
On April 13, 2016 Board Meeting, a number of teachers expressed strong opposition to a
proposed English curriculum for grades 4-6. It served as a reminder that serious problems exist
on the internal evaluation process. A thorough evaluation of curriculum today prevents
catastrophic failure in the future. Similar problem exist in the secondary school mathematics
instruction materials.
There is a crowded field of vendors vying to offer instructional materials, but not
necessarily meet the expectations for learning at the highest level. Furthermore, in the existing
setup, possession of limited specialized knowledge makes thorough evaluation impossible, and
the outcome of each instructional material remains uncertain. It is easy to overcome the
knowledge barrier by including a person with specialized knowledge in the evaluation
committee. Individual committee members would understand the reasoning behind the contents
of the best curriculum. It is expected that the decision of the committee becomes credible.
At the District level, the mathematics curriculum imposed during the first three months in
Algebra class was very bad. It was difficult to determine if the students were learning English
literature, or mathematics. Complaining about the curriculum resulted in its removal from the
classroom. In other words, in the students lost three months of valuable instructions to something
absolutely useless.
The decision makers need to determine if the students are well served when a curriculum,
regardless of being a temporary, or in for a long duration, is imposed without having it evaluated
by those with knowledge. The mathematics learning goals must be set to attain grade level
maturity. Anything less does not serve the students. Effective evaluation of instructional
materials requires specialized knowledge. It helps answer questions: Is the curriculum rigorous?
Does it provide clarity in exposition, have coherent sequence of topics and contains quality
exercises that reinforce the lessons learned? The learning goals are met when teachers engage
students, and students do their assignments. Students gain maturity when they confidently solve
complex on frequent basis problems with ease, and are in position to solve challenging problems
through reasoning. Students learn from both successful failures, and cracking of the problem.
The meaning of complex and challenging problems is illustrated through concrete
examples (on page 2-3), in this case on fractions. While the examples are from grades 2/3, but
the same idea applies to the secondary grades. Students need to solve problems that reinforce the
basic skills, force them to think and formulate a strategy for challenging problems. It is the
teachers who would discuss problems in the classroom atter unsuccessful attempts in solving
them at home. The net impact is that the students gain mathematical maturity, and learn at an
advanced level.
The decision makers' limited in depth subject matter knowledge has prevented the
schools from offering quality mathematics instructional materials from reaching secondary
schools. Effective instructional materials in math classrooms require their identification and
discussion at the committee level. This includes both the textbooks/workbooks for the students,
and grade appropriate supplementary books for the teachers. When knowledgeable people are
involved, quality instructional materials will reach the classrooms, students will learn
mathematics at an advanced level. This meets the learning objectives, and the public gains the
confidence.
Suketu Gandhi's Comments on Mathematics Curriculum Selection Process May 11, 2016
Exercises on fractions illustrate meaning of complex and challenging problems. In
Singapore Math, students learn concepts of fraction in 2"d grade. They express fraction (an
adjective) way an area with high degree of symmetry, instead of being a number (a noun).
a) Shade 3 of the circle. b) Shade 4 of the square.
Easy problem
Easy problem
c) Shade 5 of the "plus"
(or the cross).
Complex problem:
Requires thinking to
determine the number of
squares making up the
"plus" sign (or the "cross").
2. Determine the fraction of the shaded area in each figure below:
a)
Complex problem:
Shaded portions are
not continuous. One counts
total number of squares and
shaded squares to determine
the answer.
b)
Challenging problem:
Three different shapes
make up the square. Thinking
is required to determine how
to separate shaded portion the
unshaded portions of the figure.
2
c)
Challenging problem:
Three different shapes
make up the 16 sided star.
Thinking is required to
separate shaded portion
from the unshaded
portions requiring
multiple rotations.
Suketu Gandhi 's Comments on Mathematics Curriculum Selection Process May 11, 2016
3) Shade 3 of the figure below.
Challenging, but a doable problem for students in grade 3: Students
have learned how to express fiaction, and mastered equivalent
fraction (in grade 3). In the previous problems, a hidden message has
been that symmetry has to be maintained. Solution to this problem
challenges this assumption. The shaded portion will not be
symmetrical. Unsuccessful students will learn (after teacher
discusses this problem) as much as successful students. When this
occurs, students learn both expression of fraction in individual
square.
Solution To crack this problem, students need to convert the shape
in to equivalent fraction. When students do this, they position
themselves to solve the problem with ease. There is no unique
answer to shading.
These problems illustrate how classroom lessons are reinforced, the ways to practice basic skills,
and provide an opportunity to solve more difficult problems that requires thinking, Unsuccessful
solving of the challenging problems still forces students to think. These types of problems are in
place in the elementary school grades with the textbooks, workbooks and supplementary books.
Unfortunately, there was no evidence of these types of problems provided in Algebra -1 class for
the first three months. It is not clear whether these types of problems will be provided in the
subsequent courses.
When students gain mathematical maturity, a large pool of students will be available that have a
capability to handle AP Calculus BC in grade 11. This is the reality that the public seeks.
3
Wilkie, Debbie -D91
From: Gillman, Angela -D91
Sent: Wednesday, May 11, 2016 7:56 PM
To: Wilkie, Debbie -D91
Subject: May IFEA board report
IFEA board report May 11
Negotiations complete. Strong teams on both sides that are very analytical. Anticipate the ratification meeting
on 24th. Will include explanation of those items of concern that we are unable to negotiate.
3rd read of RIF
spilt comments on RIF: all agree extra activities/classes/volunteer work above and beyond job description
need/should be recognized. However, there is spilt debate on whether it should be a part of the evaluation.
2nd year of NEA funded strategic plan of strengthening and going our local. Our region has had the largest
growth in the state. NEA just offered training for further strategic planning in Portland where we are sending
Lisa Scott and Terry Belnap for training.
Education and retirement celebration May 19th. Our venue is coming together.
Update on looking at Lucy Calkins/EL writing programs. Curriculum verses programs. Process has not
progressed as quickly as anticipated since the last board meeting. Appreciate time necessary to find a viable and
comprehensive curriculum with teacher input. At this point they are very knowledgable about the programs
being brought forward by the curriculum department. Teachers are concerned about action that would occur
during the summer. They do not want to be surprised when returning in the fall when/if any curriculum is
adopted. This is a concern teachers have shared heavily with me.
IFEA is, as you know, heavily collaborative in working through issues for the best learning for our students in
our classrooms. We greatly appreciate the respect and cooperation of the board and administration we work
with and plan to continue building this relationship.
To address dealing with challenging students, IEA is bringing a 4 hour workshop this Saturday. Difficult
behaviors among students are growing. We are doing what we can as an association. District guidance and
procedures on dealing with this growing population.
My last report to board as president.
Angela Gillman
IFEA President
Child Nutrition Proposal
May 11, 2016
Historical unpaid meal costs
• 2012-2013
$82.15
0 2013-2014
$352.90
0 2014-2015
$1,777.95
0 2015-2016
$6,841.37 as of May 10, 2016
School
# Students with unpaid meals
Total
Boyes
12
$ 246.29
Bunker
13
$ 125.58
Edgemont
15
$ 36.51
Hawthorne
32
$ 507.20
Linden Park
28
$ 548.40
Longfellow
37
$ 213.69
Temple View
28
$ 426.68
Bush
14
$ 264.12
Erickson
29
$ 548.49
Westside
27
$ 70.60
Sunnyside
15
$ 41.35
Fox Hollow
29
$ 250.94
Eagle Rock
51
$ 442.96
Taylorview
44
$ 561.56
Skyline
34
$ 377.00
Idaho Falls
61
$ 683.88
Emerson
16
$ 154.15
Compass
48
$ 808.97
Elementary $ 3,279.85
Secondary $ 3,028.52
Time Management and Reporting
The District's payroll and human resources departments looked for time accounting and
reporting systems to increase accuracy and assist with the reporting requirements of the
Affordable Care Act. We recently completed a review of three different companies: Skyward
True Time, TimeClock Plus and Veritime. The administration recommends Skyward True Time
for the following reasons:
• Skyward is the District's financial software, and True Time is integrated with the system
avoiding the costly upgrades needed from other vendors as systems are upgraded.
• Selecting a time management system that is part of Skyward should lessen the demands
on the IT Department.
• Skyward has a free app that allows employees to log in using a smart phone. This
feature can be tied to IP addresses to ensure employees are on site when the log in.
TimeClock Plus has this option, but Veritime does not.
• While Skyward's initial cost is higher, it is the more economical choice over time with
lower annual fees and no additional costs for upgrades.
Vendor
Initial Cost
2nd Year
3rd year
4th year
5th year
6th year
Total
Skyward True Time
$ 33,768
$ 7,924
$ 7,924
$ 7,924
$ 7,924
$ 7,924
$ 73,388
TimeClock Plus
$ 22,025
$ 13,500
$ 13,500
$ 13,500
$ 13,500
$ 13,500
$ 89,525
Veritime
$ 16,500
$ 11,500
$ 11,500
$ 11,500
$ 11,500
$ 11,500
$ 74,000