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HomeMy WebLinkAbout2016_07_13 Board Minutes IDAHO FALLS SCHOOL DISTRICT NO. 91 BOARD OF TRUSTEES -- ANNUAL BOARD REORGANIZATION MEETING COMPASS ACADEMY AUDITORIUM -- 7:00 P.M. 955 GARFIELD STREET WEDNESDAY, JULY 13, 2016 Present from the Board of Trustees: Present from the Administration: Lisa Burtenshaw, Chair George Boland, Superintendent Deidre Warden, Vice Chair Carrie Smith, Director of HR & Finance Dave Lent, Trustee Dan Keck, Director of Student Services Larry Haws, Treasurer Margaret Wimborne, Communications & Community Bryan Zollinger, Clerk Engagement Coordinator Debbie Wilkie, Recording Clerk Guests: Scott Straubhar and Mandy Boam, Hummel Architects Eric Heringer, Piper Jaffray Mike Clements, Bateman-Hall Construction Chairman Burtenshaw called the meeting to order at 7:05 PM. The Pledge of Allegiance was led by Dan Keck, Director of Student Services. SPECIAL ORDERS OF THE DAY a.Reorganization of the Board of Trustees Chairman Lisa M. Burtenshaw declared the Idaho Falls School District #91 Board of Trustees dissolved. Superintendent George Boland then declared the office of chairperson for the 2016-2017 school year open for nominations. Trustee Warden made a motion nominating Trustee Lisa Burtenshaw as Chairperson for the 2016-2017 school year. Trustee Haws provided the second. No other nominations were brought forward. Motion carried 5 ayes, 0 nays. Chairman Burtenshaw led a discussion regarding the offices and duties of the board members. Trustee Lent then made a motion nominating the following slate of offices for the 2016-2017 school year: Vice Chair Trustee Deidre Warden Treasurer Trustee Larry Haws Clerk Trustee Bryan Zollinger Deputy Clerk Carrie Smith, Director of HR & Finance Trustee Haws provided the second. No further nominations. Motion carried 5 ayes, 0 nays. Chairman Burtenshaw declared the Board of Trustees reorganized. 07/13/2016 D91 Board Minutes Page 1 of 5 b.Set Dates and Times of Regular Board Meetings Chairman Burtenshaw reviewed the 2016-2017 Board Meeting Schedule and stated that additional work session meetings may be scheduled with city, county, legislators and District 93 board members as needed in an effort to work more closely with them in the coming year. A discussion was held. Trustee Warden made a motion to accept the proposed 2016-2017 Board Meeting Schedule as presented. Trustee Haws provided the second. No further discussion. Motion carried 5 ayes, 0 nays. ADOPT AGENDA Trustee Lent made a motion to amend the agenda to include Item VI. Executive Session pursuant to Idaho Code, Section 74-206 (1) (b) Personnel and (c) Property as posted. Trustee Haws provided the second. Motion carried 5 ayes, 0 nays. Trustee Haws made a motion to adopt the agenda as amended. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays. REPORTS/INPUT/INFORMATION a.Superintendent’s Report Superintendent Boland stated he would defer this time to the high school redesign presentation. b.Patron Input – written comments, if provided, are attached. Mr. Suketu Gandhi provided comments regarding high school redesign. Written comments are attached. c.IFEA Report Lisa Scott stated that she and Margaret Quade, IFEA Co-Presidents, are looking forward to attending board meetings regularly and are excited to hear the high school redesign presentation tonight. d.Other Items i.High School Redesign Discussion – Scott Straubhar, Principal, Hummel Architects and Mike Clements, Bateman-Hall Construction Manager/General Contractor (Related Bond Discussion – Eric Heringer, Financial Consultant, Piper Jaffray) Superintendent Boland introduced Scott Straubhar and Mandy Boam with Hummel Architects and Eric Heringer, Financial Advisor, with Piper Jaffray, for the presentation. Scott provided documentation and gave an overview of the design options, scope of work, cost and timelines for the high school redesign proposal. Eric Heringer provided information regarding the funding aspects for the proposed projects including bonding and tax rate implications. Chairman Burtenshaw led a discussion regarding the planning process with staff and community members, patron support, timeline for the scope of work, the cost projections to remodel verses building new and next steps. Board members thanked Scott, Mandy and all of the Hummel Architect team, Mike Clements with Bateman-Hall and Eric Heringer for their time and expertise in gathering the data presented tonight. Board members agreed they would like to meet on Tuesday, July 26, 2016 at 5:00 p.m. at the District Office to continue this discussion. 07/13/2016 D91 Board Minutes Page 2 of 5 CONSENT AGENDA Superintendent Boland asked the Board of Trustees to defer a decision for Item d. Student Travel Request until the August 11, 2016 board meeting. The superintendent stated he wanted to clarify some of the details regarding chaperons and would like to speak with the director first. Trustee Warden made a motion to approve the Consent Agenda as presented, with the exception of Item d. Student Travel Request which will be moved to the August 11, 2016 agenda. Trustee Lent provided the second. No further discussion. Motion carried 5 ayes, 0 nays. Items approved included: a.Approval of Minutes i.June 8, 2016 – Budget Hearing & Business Meeting ii.June 13, 2016 Special Board Meeting iii.June 27, 2016 Special Board Meeting b.Payment of Claims i.June 2016 Bill List $3,449,046.17 ii.June 2016 Checkbook List $ 11,485.63 c.Staff Actions New Hires: Name Position Location Joni Blakely Special Ed A H Bush/Temple View Julie Bartle 3 Grade Dora Erickson rd Tiffany Synelnikov 1 Grade Fox Hollow Elementary st Marti Reed 3 Grade Hawthorne Elementary rd Peter Zwagerman 4 Grade Hawthorne Elementary th Laura Hamilton 5 Grade Temple View Elementary th Chantel Smith 5 Grade Temple View Elementary th Emily Brewster .50 FTE Kindergarten Westside Elementary Morgan Campbell Math Eagle Rock Middle School Nancy Lasky .5 FTE Reading Interventionist Taylorview Middle School Anita Hegerhorst Special Ed Idaho Falls High School Thomas Kohler Math Idaho Falls High School Beth Boettcher Counselor Skyline High School Lucas Rekow Spanish Compass Academy Resignations: Shanna Bowles 6 Grade Longfellow Elementary th Jonathan Bradshaw Spanish Compass Academy Transfers: Pat Gyles From: Chemistry From: Skyline High School To: Instructional Technology Coach To: District Rachel Miller From: 3 Grade From: Dora Erickson Elementary rd To: Title I Instructional Coach To: District 07/13/2016 D91 Board Minutes Page 3 of 5 Margaret McKelvey From: 2 Grade From: Dora Erickson Elementary nd To: ELL Instructional Coach To: District Valerie Rodel From: Counselor From: Skyline High School To: Counselor To: Idaho Falls High School April Taylor From: 1 Grade From: Westside Elementary st To: Math Instructional Coach To: District Janelle Bennett From: Literacy Coach From: District To: Interventionist/Reading To: Dora Erickson Elementary Specialist Renee Vankampen From: Interventionist .50 FTE From: Dora Erickson Elementary To: Interventionist .50 FTE To: Edgemont Elementary Chantell Peterson From: Special Ed From: Linden Park Elementary To: Special Ed To: Linden Park & Theresa Bunker Rachel Blanch From: Special Ed From: A H Bush & Erickson Elementary To: Special Ed To: Erickson Elementary .50 FTE Retirements: Brian Ricks Math Skyline High School d.Student Travel Request – decision was deferred until the August 11, 2016 meeting. e.Other Items i.Discarded Equipment – the broken mini cassette recorder & binding machine will be discarded. ii.Surplus Equipment – one Sony Transcriber BM-77, one Voice Activated Cassette Recorder and six kitchen stoves housed at Eagle Rock Middle School, will be listed on the district website as surplus equipment to sell prior to getting rid of them. ACTION ITEMS a.Third Reading - Board Policy 408 - Child Nutrition Charge Policy and Procedure Revisions Superintendent Boland stated this is the third and final reading for modifications to BP 408 – Child Nutrition Charge Policy and Procedures. The changes modify the policy to address outstanding lunch charges and that an alternate meal will be provided in hopes of reducing the number of outstanding charges the district is responsible for. No public feedback have been received. It is the recommendation of the administration that the Board approve the policy and procedure changes as presented. Trustee Lent made a motion to approve Board Policy 408 Child Nutrition Policy and Procedures changes as presented. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays. Chairman Burtenshaw asked that the Board receive an update mid-year to see if the changes are working. Superintendent Boland stated the reports could be provided at the end of each trimester. b.New Position – Assessment Specialist Superintendent Boland stated this is a request for a new position for an Assessment Specialist. Assessments have become a large part of the work of the day and consumes a lot of time. A job description was provided to show the duties and responsibilities of the individual hired to serve in the position. A discussion was held. Trustee Warden made a motion to approve a new position for Assessment Specialist. Trustee Haws provided the second. No further discussion. Motion carried 5 ayes, 0 nays. 07/13/2016 D91 Board Minutes Page 4 of 5 c.Grid Kids Field Use Agreement Superintendent Boland reviewed the district has had an ongoing agreement with Grid Kids Organization for several years. The agreement will allow Grid Kids to use designated fields in exchange for providing some upkeep on those fields. A discussion was held. Chairman Burtenshaw stated the goal posts on the football field at Taylorview will be removed and replaced with soccer goals to make it a game field for IFHS. Trustee Warden made a motion to accept the Grid Kids Field Use Agreement as presented. Trustee Haws provided the second. No further discussion. Motion carried 5 ayes, 0 nays. d.Bonneville Youth Soccer League Field Use Agreement Superintendent Boland stated this is the same type of field use agreement with the BYSL designating the practice field at Taylorview Middle School for their use. Trustee Warden made a motion to accept the Bonneville Youth Soccer League Field Use Agreement as presented. Trustee Zollinger provide the second. Motion carried 5 ayes, 0 nays. Chairman Burtenshaw called for a motion to go into Executive Session. Trustee Haws made a motion to enter Executive Session pursuant to Idaho Code 74-206 (b) personnel and (c) property. Trustee Zollinger provided the second. A roll call vote was taken: Lisa Burtenshaw –yes Deidre Warden – yes Dave Lent – yes Larry Haws – yes Bryan Zollinger – yes EXECUTIVE SESSION Superintendent Boland and the Board of Trustees met in Executive Session at 8:48 p.m. for discussions regarding personnel and property matters. At 9:04 p.m. Trustee Haws made a motion to return to Open Session. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays. Before adjourning, Trustee Lent shared information regarding the Idaho Falls Community College initative. He stated Eastern Idaho Technical College currently has 700 students but has the brick and mortar to support 4800 students. A super majority vote would be necessary to approve a community college taxing district authorizing them to levy the taxes. A discussion was held about how District 91 students could interact with a local community college. Trustee Zollinger made a motion to adjourn. Trustee Warden provided the second. The meeting adjourned at 9:17 PM. 07/13/2016 D91 Board Minutes Page 5 of 5 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 Chair has the authority to control the meeting whenever necessary. PUBLIC INPUT SHEET Name: .�. �Ec'�..uj1G11 Date: Address: -7 r, Phone: E -Mail Address: t14 tX(;{,; W •' Cry r'^ Do you have children attending School District #91 schools?'� If so, which schools do your students attend: L, 511612008 Suketu Gandhi's Comments on High School Redesign July 13, 2016 On May 25, 2016, there was a meeting to acquaint the public with the High School Redesign Project for both Idaho Falls and Skyline High Schools. Public learned that this was accumulation of the discussions that the Board held with the Community under Community Conversation. A fundamental question that must to be answered: What is the vision the Board sees for the students, and which elements of the vision would be realized through the high school redesign project. This is what is known about the Community Conversation: It was a privilege extended to targeted audience. Because this was privileged affair, one does not know whether all the issues that impact the quality of instructions were identified & discussed. Among the issues identified, how the priorities were set. There is absolute certainty that a number of realistic ways to improve the quality of education were neglected, which the Board hears on regular basis from the public. When technology is unleashed in classroom as toy, then it very expensive way to prevent students from learning. This is what is known about technology. In mathematics, Computer Algebra System software in the hands of teachers leads them to plot functions quickly. But students using the same software to solve Algebra problems is harmful. Modem software solves Algebra problems that include simplification of expressions, obtain derivative and indefinite integrals. They provide answers quickly, but do little to teach students the concepts. Similarly, calculator is warranted to solve computations involving ugly numbers such as those commonly encountered in trigonometry and logarithms. However, there needs to be emphasis on mental mathematics, which allows students to do computations quickly. Other use of technology is ability to write clearly with a word processor, additional access to information through the internet, and in some cases engage students. When the technologies are optimized for each subject, it is effective. This gives rise to a question: What technologies are prevailing the in classroom what the deficiencies will be removed by the High School Redesign project? Another issue that Board need to consider is inexpensive ways to improve instructions. For mathematics, which the Board has heard on frequent basis, are the supplementary books for mathematics teachers, and engaging students. Students learn mathematics and gain maturity by solving complex and challenging problems. Certain instructional materials teach topics in isolation, but fail to provide complex problems that integrate different topics. For example, when solving problems using geometry, infrequent use of Algebra is made. When excellent supplementary materials are accessible to teachers, students would solve problems in Geometry may require Algebra to solve complex and challenging problems, which is the goal that should not be denied. Which is the best form of engagement: Making students solve reasonably complex problems on blackboard, and teachers asking provocative questions, or students working in small groups? Equally important is the teachers' preparation time. It is not clear whether teachers are given adequate time to prepare for lessons. In science, students wig do well when they have the proper mathematics preparations, and have access to quality science courses. Right now, there is no access to full year physics (below AP), and AP Physics C. Suketu Gi's Comments on High School Redesign L Board and the Needs of the Students July 13, 2016 School pistrict 91 seeks to redesign high school education. Its architectural plans were for both Idaho Falls High School and Skyline High School. Through the discussions at the public meeting (which was held on May 25, 2016), it was not at all clear what the School Board wishes to accomplish. Before placing any strategy in place, the Board must address its vision for the students, the existing school resources and the additional needed resources it needs to realize the vision. One can discuss additional resources, but without discussing the vision, the resources become waste. In other words, the proposed solution through the High School Redesign Project is a solution to which problems that the public does not know. If the need is for students to be successful in post secondary world, everything has to be defined in intricate details. Vague words don't deliver the needed resources to the students. The school Board (including at the Board Meetings) has stated that the conversation took place with the community, but it was largely a privileged engagement. Specifically, the Board chose its target audience. The engagement with the community to these events was based on the privileges bestowed to the invited audience. It was not a fundamental right. (The public attendance at the Board Meeting occurs where the public has the right to view, and address the Board. Meetings held based on invitation is not available to the public.) At the public event (held on May 25, 2016), one member of the public learned what the school seeks for its students: Technology, newer classroom, different fiuniture. The need for different classroom furniture was clearly understood, but there was a failure to convey the role of technology needs that goes beyond the current needs or the justification of breaking walls. Before any action takes place, there are several things that the Board and other decision makers must realize. The vision for an ideal students graduating must posses is subject matter maturity through the courses taken. The educated student must be able to handle in the post secondary world of higher level education, career and citizenship. These are very vague words, and their meaning in the contemporary world has to be deciphered. Furthermore, in the delivery of the quality education, schools must provide the environment and resources that enables students to learn and digest the contents in the classrooms, and the students (and their parents) must comply with the attendance, classroom participation and assignments that include reading outside the school. The Public would like to know whether the Board knows of all of the perceived needs? Has the Board identified which of these needs are legitimate, and those that will and not be addressed? Which of these perceived needs are not legitimate or should be duly ignored? Has the Board heard from the entire community to discuss the needs of the district's students? Are there any members of the community that may discuss different needs than the Board realizes? H. Students' Needs A. Engagement & Technology The public announcement of the High School Redesign is to "support 21' Century Instructions". This is more of hype, instead of substance. It is not clear the difference between the 3rd quarter of 2& and 21' Century instructions. The major difference between the time has been availability of technology (e.g., inexpensive calculators -which replaced slide rules, availability of high speed computers, wide screen monitors, and DVD players -which replaced 2 Suketu GwWk's Comments on High School Redesign July 13, 2018 video cassette players), have appeared to remove the inequality in the resources. When these technologies werelare integrated in the classroom, they make it easier to grasp ideas, and provide better instructions in certain courses. In terms of specific instructions, technology have facilitated efficiency in the instructions, but not necessarily improved the quality of instructions. For example, in mathematics, inexpensive calculators have made it possible to retrieve values of logarithmic and trigonometry functions and facilitated complex calculations with ease. They have made it easier to do homework problems when ugly numbers are used, but not improved the instructions. In contrast, significant improvements in the mathematics instructions have occurred through different approach in the elementary grades: Coherent sequence of topics, clarity in exposition, quality/meaningful exercises that challenge students and reinforce previously learned materials. Mathematics in every grades in secondary school needs quality instructional materials that are on par with quality the elementary school mathematics: Coherent sequence of topics, clarity in exposition, quality/meaningful exercises that challenge students and reinforce previously learned materials. The missing element that improves the quality of mathematics instructions has been the engagement and quality exercises that integrate previously learned materials, or provoke thinking. In mathematics is to ask students to solve reasonably complex problems, and making them solve problems by on blackboard for everyone to see. This allows every student to learn different approach, and to resolve confusion. Students learn a lot when they solve complex and challenging problems. The significant time is required for thinking, instead of computing. As a result this stimulates mind. Similarly, in sciences, social studies and foreign languages, engagement techniques are important. Every subject has preferred approach to engaging students. In Social Studies, it is important to ask though provoking questions to learn more facts to understand the context. These types of questions are topic dependent. One example is who was the first president of US? The popular answer is George Washington. However, if one examines when the US came into existence, it predates 1789. The title of first US president belongs to the person who vyas the president when the US was formed (President John Hanson). Another example Gomes from vitriolic discussions that have taken place the context of current election year political climate. A provocative question may be "have the non-European immigrants have contributed to US?" If so, where and how? Students doing research (e.g., for English) will discover that non-European immigrants have occupied many academic positions in US, and have been awarded Nobel Prizes in Sciences, or have made significant scientific contributions, which include people from China (including Taiwan), Egypt, India, Iran, Japan, and Mexico. In science, mathematical maturity is needed to solve complex problems in both chemistry and physics. Equally important, students must learn how to ask the right questions as a way to explore various topics in depth. For example, when students learn about conduction of electricity, they would learn that water with salt conducts electricity, but pure water does not conduct electricity. However, when salt waxer is frozen into ice, does it conduct electricity? This question would require laboratory experiments. Formulation of hypothesis, careful design and execution of an experiment would reinforce the scientific process. I The cassette players of 1970's replaced movie projectors of the prior decades. 3 Suketu Gandhi's Comments on High School Redesign July 13, 2016 In foreign language, one successfW approach to instructions would be not to speak a word of English. Let the students learn the vocabularies and practice sentence structure before invoking grammar rules. When this happens, foreign words are repeated frequently, which should allow students to think and talk in a foreign language, instead of translating words from English into the foreign language. Furthermore, the students need additional exercises on computer to choose right words, or in tense. Computer gives quick answer when compared to textbooks, and the fast internet provides access to videos in foreign languages. Thus, uses of computers would accelerate the learning process. It is not clear whether the computer resources are used. B. Missing Topics & Courses For college bound students seeking STEM curriculum, they need to learn topics in linear & matrix Algebra. Linear Algebra is covered, but missing topic is matrix Algebra. They also need courses are full year of Physics and AP Physics C. These two courses were offered in the past, but have been replaced by AP Physics I and AP Physics 2. There is a significant difference between the sets of these courses. Topic in Linear Algebra is covered, but it would be easier to solve system of Algebra equations with matrices. Without Matrix Algebra, it would be difficult to solve problems involving rotation of coordinates in mathematics. In physics, matrices are useful for solving problems involving electric circuits involving resistors and cross products (for axial vectors). In chemistry, they are used to setup chemical kinetics equations, Matrix is ubiquitous in Science & Engineering. They are useful for solving system of first order differential equations, computing eigenvalues. There are many additional applications, such as numerical solution to partial differential equations. In view of this, students need to know how to use matrices to solve problems when in science & engineering disciplines. High schools need to offer a course on Linear & Matrix Algebra to better prepare students for STEM curriculum in colleges. Another topic that needs to be taught in secondary school is a way to obtain square root of a number (by middle school), and ns` root of a number in Algebra -2. This topic can be taught easily. The instructional value is that one can determine a number to high degree of accuracy, which is used extensively. (A Power Point Slide has been made, and duly forwarded to District 91 personnel. In solving this problem, students are reinforced the meaning of estimation, but learn about approximation and iteration.) Learning to solve this problem based on the secondary school knowledge is a significant, and the District needs to seize this. Furthermore, mathematical relationship should be derived. There are conceptual mathematiP-2 l errors that have made into textbooks. As a result, students are forced to accept faulty derivation or no derivation of concepts. This include product of signed numbers (e.g., proof of (-1)x(-1) _ +1). The full year high school level physics course, it a continuation of Physical Science course. Full year physics encompass Mechanics, Electricity & Magnetism and Optics & Waves. Successful performance in these courses require mathematics i) trigonometry, JJ) analytic geometry, which are covered in the course called pre -Calculus. In Physical Science, motion is discussed in one -dimension, but in the full year Physics, motion is discussed in two dimensions. Vector Algebra is extensively used, which comes from trigonometry and analytic geometry. :l mathematics class. If the computers are used as discussed above, it is not clear whether they could be used in the current circumstances. The major question being asked is what the High School Redesign will bring to mathematics classroom that is not already possible at present. 5 Suketu Gandhi's Comments on High School Redesign July 13, 2016 In AP Physics C, two broad topics are taught: i) Mechanics and ii) Electricity & Magnetism One discusses motion of particles with additional complication: Frictional force, rotational motion, derivation of Kepler's law of motion for planets based on inverse gravitation law. In Electricity & Magnetism, more complications are introduced: Derivation of Gauss's law, potential due to cylindrical rods, potential due to dipole, relationship between current and magnetism, electric circuits with capacitors and inductors, Maxwell's equations. Successful learning requires AP Calculus, which is different from concurrent enrollment in calculus. Successful performance in full year Physics course is needed for Calculus based AP Physics. Successful performance in AP Physics C exams (both Mechanics and Electricity & Magnetism) results in earning credits for the equivalent General Physics courses. In some universities, the students take appropriate placement test. Their performance in these tests places them into right courses (equivalent of receiving college credit), or they may have to repeat the General Physics courses again The District 91 has dropped these two physics courses for the school year 2016-2017, and replaced them with AP Physics 1, AP Physics 2. These two courses are less rigorous than the above two courses. Successful performance in AP Physics I and AP Physics 2 are not accepted for Science & Engineering curriculum in colleges. Instead, they are accepted for Art, Music, Social Studies and Humanities majors. In biological/He science, they are recognized, but not recommended. They prefer calculus based physics courses. III. Course Specific Technology Technology has a role to play. It can be used either as an effective means for instructions, or as a toy. It also has a detrimental effect in learning. For example, when students do multiplications of numbers (which were learned in times tables) on a calculator, they are not using their mathematical skills. They are not challenged. At times, it will discourage from solving complex problems, since lots of time is required for obtaining intermediate results. In the public announcement for the high school redesign, course specific technology resources that would be effective for instructions were never identified. In view of this, public is identifying the ways that technology facilitates the education. A. Mathematics In mathematics, computers have a limited role. For example, teachers may wish to use Power Point slide show, or write exam/quiz paper. Select software that plots function would help in many ways. Instructions provided by the teachers would certainly allow function to be plotted quickly (e.g., comparison between two functions). Students learn how to solve problem by numerical means, they may need to use spread sheet program, or continue to use calculator. The mathematical value comes in setting up a problem. Iteration has its value when the calculations are repeated based on input from previous results. It is not clear whether method of iteration is even taught in secondary school mathematics class. If the computers are used as discussed above, it is not clear whether they could be used in the current circumstances. The major question being asked is what the High School Redesign will bring to mathematics classroom that is not already possible at present. 5 Suketu Gand%i -s Comments on High School Redesign July 13, 2016 Free Spread Sheet program (from OpenOffice.org) is freely available. In addition, a program that uses mathematical symbols is PTC MathCad Express provides lifetime free license. For high school mathematics, this may be useful in very narrow circumstance. This and many other similar software in the hands of students will prevent students from learning. The software allows students to solve problems quickly. Effort is required on the part of students to learn how to solve problems systematically. B. English The parental perception of the technology in high school English is limited doing library research (e.g., for writing essays or term paper), and writing with a word processor. In both middle school and elementary schools, the technology played a role in taking AR Tests, and to facilitate presentations (of slide shows). If there is any additional expanded use of technology, it remains unknown. C. Social Studies Computers have a significant role to play. Students obtain information through research, and learn by examining different sides of the same issue. Are computers available to students in social studies classes? Are large screen available in the classroom so that teachers may be in position present a video as a part of learning? D. Foreign Language Learning foreign language require access to video, audio and written materials. Textbooks provide reading materials for the entire class. However, students need to see video to see actions and words together, or to listen to audio to understand pronunciation of foreign words. Students need to use computer to do exercises with words, and their usage in proper context. Computer based exercises provides instant feedback to students. Thus, there is a compelling need for computers in the classrooms. The question: Are not PCs already available in the classrooms? The meeting of high school redesign failed to identify specific technology that does not already exists in classroom. IV. Redundancies Between Technologies There are multiple technologies that serve same function. Specifically, teachers can use a projector, or a wide screen monitor to show video. If a versatile desktop is available, do the students need laptop, or tabloid type of computer? Do each classroom needs to have both technologies? If so, how is instructions improved? The meeting on the High School Redesign failed to answer the compelling question. The access multiple technologies that serves the same purpose does not lead students to learn more materials. To put it another way, one can use either a belt or a suspender. A person wearing a belt does not need a suspender. A person wearing a suspender does not need to wear a belt. V. Collaboration There is a strong emphasis on engaging students through collaboration. There are both advantages and disadvantages. When the goal is to produce best finished product in the shortest amount of time, then collaboration would be beneficial when everyone knows their role to 2 Suketu Gandhi's Comments on High School Redesign July 13, 2016 produce the finished products. This would be called team work. When the goal is for students to learn the process of producing finished product, then collaboration is not the best approach. Before any high level finished product is produced, students must learn a process for producing the finished product. For example, in learning science, it means setting up of experiment is process for making measurements. A collaborative effort would be punitive. A need to explore individually allows students to gain hands on experiences in intricate detail such as difficulties that one may encounter. They would know the role of an individual component and its impact. This would be lost when experiments are setup in collaborative manner. On the other hand, when in collaboration, two or three students take the same data, but extract information based on their own interpretations, it is not at all detrimental. This requires students to be coequal to each other, and work as efficiently. However, this may not be a case. Specifically, when two or more people work together, a person with strong personality will tend to dominate. This person will deny other others the time to think, or provide opportunity to ask questions. The finished product may be good, but the learning process for some will be defective. Other element present in collaborative work has been one student wishing to get the credit (e.g., A grade) without putting in lots of effort. This is played out in classroom on frequent basis to cause a concern. In view of this, collaborative work between students is needed to produce the best finished product. This is possible when a strong personality exists in a group, and influences the product. When the goal is for students to gain experiences in the learning process, then individual efforts would best accomplish this. It is not clear if the implementation of the 21" Centaury learning will have the desirable impact on the students. VL Lights, Furniture & Wall Brealdng A. Lights & Furniture At the May 25, 2016 meeting, there wits conversation on the use of natural light. Any studies that compare the natural light vs. normal fluorescent light bulbs would know that fluorescent bulbs emit blue light. This causes eyes to get tired easily when compared to yellow light. Given the availability of LED light bulbs that mimics are "warm light", what would be the impact of using LED bulbs on learning? If LED bulbs impact on student studying is no different from the natural light, then right type of LED bulbs should be incorporated in the classroom. With regards to the classroom furniture, it makes sense that allows students to group together. B. Wall Brealdng How may times will there be meeting between multiple classes? Would existing theaters at both Skyline and Idaho Falls HS meet the need? In the present scenario, what is the seating capacity required? What is available in the theaters? What would be the deficiencies in the instructions using theater seating vs. classroom seating? VII. Neglected Issues What the public knows about the High School Redesign project, it is more of a hype than substance. There are many other ways to improve students' learning. If the public was given 7 Suketu Gandhi's Comments on High School Redesign July 13, 2016 access to the Community Conversation as a right, but not accorded as a privilege, then following issues would be well known. The Public wants to have highest level of quality education offered to the District's students. • Students should do rigorous exercises. It has been established that improved blood circulation in the body improves student learning. • Consider reducing classroom instructions from 60 to 50 minutes. This would allow students to have physical education class, and be in position to take both 5 or 6 courses. Additional benefit may be to reduce unproductive time spent in classrooms. • Topics missing from high school mathematics should be taught. If students have mastered previously learned materials, it should not be retaught. Example is quadratic equation is taught in both I' and 2°d Algebra class. When exercises in Geometry are given, it should also require solving problems from previously learned materials. This way, students do -not forget. This requires purchase of select mathematics textbooks✓workbooks from Singapore. Examples of these types of problems are given in the appendix. • Any derivation of mathematical relationship, it should make extensive use of different topics. For example, Pythagoras theorem can be derived multiple ways. Some approaches are isolated, and other approaches integrate multiple topics. For example, in one derivation, the required prior knowledge would be rotational symmetry, and area of triangles. For this reason, selection of right textbooks and workbook would be needed. • Engage students. Make students solve reasonably complex problems on black board, and asking through provoking question. A representative student from those who need extra help, regular student, and advanced students. This is about teaching shortcut, as well as removing any confusion. • It is not clear who gets to decide what are the 21" century learning skills, and which elements of 2& century learning is inadequate for these days. Thus, focus on the learning process, but not on hype. 8 Suketu Gandhi 's Comments on High School Redesign July 13, 2016 Appendix: Examples of Problems Geometry that reinforce previously learned materials. Examples of thought provocative problems (New Syllabus Mathematics, 2 Textbook, pp. 227, 230): 1) Pythagoras theorem essentially states that the sum of the square of the sides of the right triangle equals the square of the hypotenuse: Area As = Ai +A2, as shown in the figure on the right. Would the same be true if the squares are replaced by semicircles having the diameter equal to the length of the squares, as depicted on the left? The area of the semicircles on the base of the triangle equal to the sum of the area of the semicircle on the hypotenuse (e.g., Area C3 = Cl + C2)? Explain your answer. Significance: Reinforces area of circle when solving problems on Pythagoras theorem. Problems that integrate previously learned materials; 2) What is the shortest distance from A to the line segment BC on the triangle at right? ` Significance: Reinforces area of triangle, and the meaning of 30 cm a normal line segment when solving problem on Pythagoras theorem. 40 cm 3) A triangle © abc has length a = m2 — n2, b = 2mn and c =M2 + n2, where m, n> 0, and m > n. (a) Show that the triangle A abc is a right triangle. (b) Is it required that m, n - (integer)? Significance: Reinforces Algebra, and teaches students how to find set of three integers for Pythagoras theorem. 0 Suketu Gandhi's Comments on High School Redesign July 13, 2016 Appendix: Examples of Problems Geometry that reinforce previously learned materials. 4) In the figure below, determine the value of x degrees. (New Syllabus Mathematics, 7* Edition 1 Textbook, p. 271). 30° 3x° 33° Significance: This problem integrates Geometry with Algebra, and makes students think about a strategy. Two possible strategies. Sum of internal angles in a triangle is 180° or angle formed between parallel lines cut by a line. 5) In the large triangle RADE below, AABF, ABFC, AFCE and ACDE are isosceles triangles. Determine the value of L x°. (New Syllabus Mathematics, Workbook 1, 7" Edition p. 141). 0 0 F E Significance: This problem reinforces sum of the internal angles of a triangle, and requires Algebra to determine the answer. 6) Given LAOB = 90°, determine the r of the circle O. (New Syllabus Mathematics, Textbook 3, 7" Edition, p. 98). Significance: This problem integrates Geometry (Pythagoras theorem) with quadratic equation that students learn in Algebra. 10