HomeMy WebLinkAbout2017_05_17 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, MAY 17, 2017
Chairman Burtenshaw called the meeting to order at 6:35 p.m. and asked for a motion to go into Executive
Session. Trustee Warden made a motion to go into Executive Session pursuant to Idaho Code, Section 74-
206 (1) (b) Student, Personnel and (e) Negotiations. Trustee Lent provided the second. Roll call was taken:
Lisa Burtenshaw – yes
Deidre Warden – yes
Dave Lent – yes
Larry Haws – yes
Larry Wilson - yes
EXECUTIVE SESSION
Superintendent Boland and the Board of Trustees met in Executive Session regarding the following items:
a. Employee 2015-2016K Probationary Status
b. Employee 2016-2017G Probationary Status
c. Contract Negotiations
Trustee Warden made a motion to return to Open Session at 7:00 PM. Trustee Haws provided the second. Motion
carried 5 ayes, 0 nays.
BUSINESS MEETING
Present from the Board of Trustees: Present from the Administration:
Lisa Burtenshaw, Chair George Boland, Superintendent
Deidre Warden, Vice Chair Kelly Coughenour, Director of Elementary Education
Dave Lent, Trustee Sarah Sanders, Director of Secondary Education
Larry Haws, Treasurer Carrie Smith, Director of HR & Finance
Larry Wilson, Clerk Camille Wood, Director of Technology Services
Margaret Wimborne, Director of
Communications and Community Engagement
Debbie Wilkie, Recording Clerk
Chairman Burtenshaw called the business meeting to order at 7:01. Margaret Wimborne led the Pledge of Allegiance.
SPECIAL ORDERS OF THE DAY
a. One District, One Book Mystery Writers Awards
Kelly Coughenour, Director of Elementary Education, introduced the winners of the One District, One Book
writing component offered to students after reading the first book in the Encyclopedia Brown Mystery series.
Stories submitted by the following students were selected from the forty entries received:
Kindergarten - Chase Evans, Westside Elementary, Mr. Byrd’s class
First Grade - Brooklyn Hosford, Longfellow Elementary, Ms. Ferguson’s class
Second Grade - Conner Tremayne, Longfellow, Mrs. Briggs’ class
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Third Grade - Elizabeth Dickerson, Westside Elementary, Mrs. Cassidy’s class
Fourth Grade – Carter Cannon, Edgemont, Mrs. Wahl’s class
Fifth Grade – Camille Hiltbrand, Edgemont, Mr. Kersh’s class
Sixth Grade – Olivia Rocknak, Westside Elementary, Mrs. Reed’s class
The students all received the next five books in the Encyclopedia Brown Mystery series for their stories being
chosen.
b. Bingham Memorial Athletic Training Scholarship Award Presentation
Hannah Miller, Bingham Memorial Hospital representative, presented the district with a check for $2000 for
the student athlete scholarship awards. Ms. Miller stated Bingham Memorial partners work with local schools
to provide athletic trainers during sporting events and sees this as another way to support schools and give
back to the community. The recipients, one girl and one boy each from Idaho Falls High School and Skyline
High School will be announced and presented a $500 scholarship during their school awards assembly later
this week.
ADOPT AGENDA
Trustee Haws made a motion to adopt the agenda as presented. Trustee Lent provided the second. Motion carried 5
ayes, 0 nays.
REPORTS/INPUT/INFORMATION
a. Student Reports - no reports.
b. Superintendent’s Report
Superintendent Boland shared information regarding staffing for the 2017-2018 and stated this has been one
of the lowest staff turnovers the district has seen in the past 12 years, there are still a few openings left to fill
but all in all we are in good shape.
c. Patron Input – written comments, if provided, are attached.
Mr. Suketu Gandhi provided comments regarding textbooks for Algebra I, Algebra II and Geometry curriculum.
Mr. Brian Stutzman provided comments regarding a 100 million dollar bond proposal.
d. IFEA Report
Co-President Lisa Scott shared that the school year is winding down, negotiations went well finishing in two
days and a ratification meeting is tentatively set for Tuesday, May 23, 2017. The retirement celebration is
tomorrow night, May 18th, at 6:00 p.m. at the Colonial Theater.
e. First Reading Board Policy 208.0 – Administrative Travel Authorization and Allowances Revised
Superintendent Boland stated that the Board had previously given approval for those individuals assigned a
district vehicle to be able to take them home knowing that there is a taxable liability associated if they choose
to do so. This policy update will essentially codify in writing what the Board approved earlier. The new
language is taken from the Idaho School Board Association’s model policy services. This item will be moved
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forward for a second reading at the June 12 meeting.
f. Expeditionary Learning Update – Lance Lindley, Sunnyside Principal
Mr. Lindley stated Expeditionary Learning has changed their name to EL Education. Sunnyside students meet
once or twice a month to hear community members speak about one of the ten design principles they are
learning. Mr. Lindley stated as a staff they have identified three habits of scholarship they want students to
know and use, collaboration, perseverance and responsibility. The program is helping students create a
school-wide culture of knowing and respecting one another.
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g. College and Career Readiness Update
Sarah Sanders, Director of Secondary Education, introduced the district’s three College and Career Readiness
Advisors, Linda Birkinbine serving at SHS, Walter Gates at IFHS and Rebecca Chidester at Compass and
Emerson. The three advisors worked hard this year to help students and parents complete the FAFSA form,
apply for scholarships, register for the SAT, they also organized college tours and the Hot Jobs Career Fair.
Rebecca shared that on average Emerson High School generally has two graduating seniors go on to post-
secondary school, this year they have fifteen that have applied and been accepted if they choose to do so,
seven of those are scholarship recipients. Discussions were held regarding the state’s pre-acceptance letter
sent to all high school graduates, and the impact the new community college may have on our go-on rate.
h. Other Items
i. Board Committee/Community Conversation Updates
High School Redesign Project
Chairman Burtenshaw reviewed that the Board met with the land and the financial
committee regarding a potential bond for the proposed high school redesign project.
Chairman Burtenshaw provided board members with a list of things that need to happen
before any decisions can be made and stated that an additional board meeting date may be
needed when more information becomes available.
Budget Status Report – a report was provided in the board packet for review. No discussion.
ii. 2017 Graduation Dates:
Tuesday, May 30- Compass @7:00 p.m. at Compass
Tuesday, May 30 - Emerson @ 7:00 p.m. at Willard Arts Center
Wednesday, May 31- SHS @ 7:00 p.m. at Skyline
Thursday, June 1 - IFHS @ 7:30 p.m. at Civic Auditorium
CONSENT AGENDA
Trustee Warden made a motion to adopt the Consent Agenda. Trustee Wilson provided the second. A discussion was
held regarding the process for selling surplus equipment. Motion carried 5 ayes, 0 nays.
The items approved included:
a. Approval of Minutes
i. April 12, 2017 – Board Business Meeting
ii. April 18, 2017 – Special Board Meeting
b. Payment of Claims
i. Representative Organizations President’s Leave Invoices $455.78
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ii. Bruce Stanger – 4 Grade Rendezvous Co-Host $150.00
c. Staff Actions
Retirements:
Name Position Location
Sally Hildebrandt Spec Ed Ethel Boyes Elementary
Bob Dunmire Band Skyline High School
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Patricia Desautel 6 Grade Temple View Elementary
Resignations:
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Name Position Location
Renee Callister Spec Ed A. H. Bush Elementary
Kristin Hadley Science Compass Academy
rd
Miel Abbott 3 Grade Dora Erickson Elementary
Suzie Daley Social Studies Eagle Rock Middle School
Katie Newsted Spec Ed Eagle Rock Middle School
Daniel Newsted Math Eagle Rock Middle School
Patricia Duffin Math Emerson Alternative High School
st
Tiffany Synelnikov 1 Grade Fox Hollow Elementary
Billie Wixom Government Skyline High School
Angie Adams Counselor Skyline High School
Jacy Miranda .60 FTE English Skyline High School
Joshua Smith Math Skyline High School
Janet Carter Science Skyline High School
Halle Sayer 3rd Grade Sunnyside Elementary
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Deidre Farnam 4 Grade Sunnyside Elementary
Marie (Estelle) Cross Spec Ed Taylorview Middle School
Marsha Stark 7th Grade Reading Taylorview Middle School
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Nathasia Christensen 4 Grade Temple View Elementary
Katie Trent Counselor Temple View Elementary
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Terry Belnap 4 Grade Westside Elementary
New Hires:
Joni Blakley Spec Ed A. H. Bush Elementary
Megan Gil Spec Ed A. H. Bush/Ethel Boyes Elementary
Kendra Leisher PE/Health Compass Academy HS
Mindy Singer Secondary Math Coach District
Manuel Sanchez Spec Ed Dora Erickson Elementary
rd
Amber Mahoney 3 Grade Dora Erickson Elementary
Katherine Kleser Family & Consumer Science Eagle Rock Middle School
Dalinda Lane Spec Ed Eagle Rock Middle School
Brady Osksa Math Eagle Rock Middle School
Kyle Van Genderen English Eagle Rock Middle School
Wade Leavitt Counselor Edgemont Elementary
rd
Alixandra Pennell 3 Grade Edgemont Elementary
Carrie Clyde Spec Ed Edgemont/Longfellow Elementary
Claire Eller Math Emerson Alternative High School
nd
Carolyn Laney 2 Grade Ethel Boyes Elementary
Cheyenne Schultz Kindergarten Ethel Boyes Elementary
Kassie Pfeiffer Teacher/Spec Ed Ethel Boyes Elementary
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Jessica Marboe 5 Grade Fox Hollow Elementary
Kira Ulrich Kindergarten Hawthorne Elementary
Tanner Smith Business Idaho Falls High School
Jennifer Konicek Math Idaho Falls High School
Jacob Snarr Band Skyline High School
Tarah Crosser Counselor Skyline High School
Jessica Donnelly Science Skyline High School
Jessica Spiringer Spec Ed Skyline High School
Kristin Dunnells Business Skyline High School
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Nateal Hemingway 5 Grade Sunnyside Elementary
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Carma Allison 5 Grade Sunnyside Elementary
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Taylor Owens 4 Grade Sunnyside Elementary
Aron Holloway Spec Ed Taylorview Elementary
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Jordan Carnahan 4 Grade Temple View Elementary
Theresa Rainsdon .50 FTE Spec Ed Temple View Elementary
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Shannon Randol 5 Grade Theresa Bunker Elementary
st
Keyandra Fitzwater 1 Grade Westside Elementary
Transfers:
From: Health From: Emerson High School
Robyn Keyes To: Science To: Idaho Falls High School
From: Hawthorne/Temple View
From: Spec Ed Elementary
Elizabeth Lords To: Spec Ed To: Fox Hollow Elementary
From: English From: Skyline High School
Colette Stenersen To: English To: Idaho Falls High School
From: English From: Skyline High School
Paula Trudell To: English To: Idaho Falls High School
From: Spec Ed From: Fox Hollow Elementary
Amy McMullen To: Spec Ed To: Theresa Bunker Elementary
From: Spec Ed From: Idaho Falls High School
Kathy Lancaster To: Spec Ed To: Edgemont Elementary
From: Spec Ed From: Edgemont Elementary
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Kristin Wheeler To: 5 Grade Teacher To: Edgemont Elementary
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From: 6 Grade From: Linden Park Elementary
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Stephanie Ade To. 6 Grade To: A.H. Bush Elementary
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From: 5 Grade From: Ethel Boyes Elementary
Nicholas Barnes To: Teacher/Math To: Eagle Rock Middle School
From: Culinary Arts From: Professional Technical HS
Brenda Williams To: Family & Consumer Science To: Skyline High School
From: Spec Ed From: Taylorview Middle School
Amy Beck To: Spec Ed To: Skyline High School
nd
From: 2 Grade From: Ethel Boyes Elementary
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Brooke Andersen To: 3 Grade To: Longfellow Elementary
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From: 6 Grade From: A. H. Bush Elementary
Kellie Petersen To: Math To: Skyline High School
From: English From: Eagle Rock Middle School
Amanda Petersen To: English To: Skyline High School
From: English From: Compass Academy
Stephanie Remsburg To: English To: Skyline High School
From: Counselor From: Dora Erickson Elementary
Samantha Booth To: Counselor To: Compass Academy
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From: 6 Grade From: A. H. Bush Elementary
Karrin Allen To: Instructional Coach To: District
From: Kindergarten From: A. H. Bush Elementary
Jennifer Petersen To: Instructional Coach To: District
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From: 1 Grade From: Westside Elementary
Sarah Cherry To: Instructional Coach To: District
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From: 4 Grade From: Ethel Boyes Elementary
Kimberly Taylor To: Instructional Coach To: District
From: English From: Eagle Rock Middle School
Brooke Fleming To: Instructional Coach To: District
From: .5 FTE Kindergarten From: A. H. Bush Elementary
Barbara Tew To: 1.0 FTE Kindergarten To: A. H. Bush Elementary
From: .40 FTE English From: Skyline High School
Suzette Klein To: 1.0 FTE English To: Skyline High School
From: Counselor From: Longfellow Elementary
Amy Gallagher To: Counselor To: Temple View Elementary
From: Assistant Principal From: Idaho Falls High School
Bill Cairns To: Athletic/Activities Director To: Skyline High School
From: Principal From: Linden Park Elementary
David England To: Assistant Principal To: Idaho Falls High School
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Leave Request:
W. Jeff Sanders Athletic/Activities Director Skyline High School
d. Matching Funds
i. Sunnyside Elementary
Chromebooks and Carts $14,840.00
ii. Temple View Elementary
Chromebooks and Carts $8,336.60
iii. Theresa Bunker Elementary
Chromebooks and Cart $3,798.34
iv. Skyline High School
Baseball Bleachers $16,470.96
Total Matching Funds requested $43,445.90
e. Student Travel
Skyline Debate
Nationals
Birmingham, AL
June 17-24, 2017
f. Other Items
i. Surplus Equipment
Desks from Taylorview
Desks, Piano, Tents and Stoves from Eagle Rock
Miscellaneous items from IFHS
Miscellaneous items from Grounds Dept.
ii. Discarded Equipment
Technology Inventory
PROPOSALS
a. Second Reading – Board Policy Revisions, Section 809.5 – Military Leave
Superintendent Boland stated this is the second reading of an update for BP, Section 809.5 - Military Leave.
The proposed changes will put the policy in compliance with federal law. No input has been received to date.
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This item will be brought forward as an action item at the June 14 board meeting.
b. IHSAA High School Swimming
Superintendent Boland reviewed the Idaho High School Athletic Association voted to sanction high school
swimming, as a sport, beginning in the 2017-18 school year. Knowing that there would be some transitional
issues, IHSAA provided for a one-year grace period allowing districts to pay the associated activity fees, but
teams would continue to operate as a club. Students would be participating as if they are on a high school
team, the district will pay the IHSAA membership fees as it does for other sports, but the clubs would retain
the governance, funding and structure for one more year. The proposed schedule would include seven high
school meets. It is the recommendation of the administration to wait another year so we can get a better idea
05/17/2017 D91 Board Minutes Page 6 of 8
of the costs associated and build a budget for the 2019 fiscal year. This item will be carried forward as an
action item on the June 122, 2017 agenda.
ACTION ITEMS
a. Third Reading – Board Policy Revisions, Sections 301, 302, 303, 304, 306, 308, 801, 802, 807, 808, 809, 810,
811, 815
Superintendent Boland stated this is the final reading on a number of board policy revisions to bring them up
to date with state board rule or Idaho statute. The only change from the previous reading is in BP, Section
810.3, the hourly pay rate for instructional substitutes was changed to reflect the increase.
Trustee Wilson made a motion to accept the list of Board Policy revisions as indicated. Trustee Warden
provided the second. No further discussion. Motion carried 5 ayes, 0 nays.
b. 2017 Audit Engagement Letter with Wipfli, LLP
Superintendent Boland reviewed this is done annually prior to engaging in the audit. Carrie Smith stated the
rate is consistent with what it has been in the past and Wipfli, formerly Galusha Higgins and Galusha, is also a
valuable resource throughout the year when the district has questions regarding financial best practices. A
discussion was held regarding no changes to the contract.
Trustee Warden made a motion to accept the 2017 Audit Engagement Letter with Wipfli, LLP. Trustee Haws
provided the second. Motion carried 5 ayes, 0 nays.
c. PowerSchool Learning Sole Source Procurement
Superintendent Boland referred to Camille Wood, Technology Services Director, to review the new module of
PowerSchool, our current student information system. The new module will allow teachers to look at student
work and grade it within the system. In our communications audit, parents said they love PowerSchool but
they wanted to see more, with PowerSchool Learn they will be able to do this. Administrators and the District
Technology Committee have had the opportunity to preview this module and are very excited about it. The
cost of two products we should be able to phase out will help offset the cost, add more features, save our
teachers time and give parents and students more information for about $30,000 difference. Discussions were
held regarding price increases and sole source procurement verses a bid award.
Trustee Lent made a motion to accept the PowerSchool Learn sole source procurement as presented. Trustee
Haws provided the second. Motion carried 5 ayes, 0 nays.
d. Athletic Training Agreement
Superintendent Boland stated this is a renewal of a 3-year rollover agreement that includes an opt-out by
either party. The district had not been successful in providing athletic trainers consistently until Bingham
Memorial Hospital took over. The district provides the supplies and Bingham Memorial provides the
manpower, it has been a huge asset for the district. The only thing that changes in the contract are the dates.
It is the recommendation of the administration to renew the agreement with Bingham Memorial Hospital.
Trustee Haws made a motion to renew the athletic training agreement with Bingham Memorial Hospital.
Trustee Lent provided the second. No further discussion. Motion carried 5 ayes, 0 nays.
e. High School Football Equipment Usage Requests
Superintendent Boland stated this is an annual request, required by the Idaho High School Athletic
Association, before the equipment can be used for any summer camps. A letter from both Idaho Falls and
Skyline high school football program directors was included in the board packet.
05/17/2017 D91 Board Minutes Page 7 of 8
Trustee Lent made a motion to approve the high school football equipment summer use requests as
presented. Trustee Wilson provided the second. Motion carried 5 ayes, 0 nays.
f. Employee 2015-2016K Probationary Status
Trustee Warden made a motion to remove all restrictions for Employee 2015-2016K. Trustee Lent provided
the second. Motion carried 5 ayes, 0 nays.
g. Employee 2016-2017G Probationary Status
Trustee Warden made a motion to remove all restrictions for Employee 2016-2017G. Trustee Wilson provided
the second. Motion carried 5 ayes, 0 nays.
h. Authorize Funding from FY17 for EL Education (formerly Expeditionary Learning)
Superintendent Boland stated this is not a request for payment but to establish a reserve of $145,500.00
within the 2017 budget to fund this for 2018 through 2020. A discussion was held regarding the acceptance of
Sunnyside Elementary as an EL school. Kelly Coughenour stated this is technically the end of year one,
teachers and the school are meeting the expectations to be considered as an EL school which happens after
the completion of year four. Superintendent Boland pointed out that Sunnyside was not included in the
addition of instructional coaches at the elementary level, the coaching piece is provided by EL and built into
the proposal.
Trustee Lent made a motion to authorize funding from the FY2017 for EL as presented. Trustee Haws provided
the second. Motion carried, 5 ayes, 0 ayes.
i. Early Release May 23,2017 for Contract Ratification and June 2, 2017 the Last Day of School
Superintendent Boland stated a one-hour early release on May 23, 2017 is being requested to allow for
contract ratification, the early release on June 2, 2017 the last day of school will remain as posted on the
school calendar. A discussion was held regarding bussing on the last day of school.
Trustee Haws made a motion to approve an early release on May 23, 2017 for contract ratification. Trustee
Lent provided the second. Motion carried, 5 ayes, 0 ayes.
j. Change Meeting Time for May 24, 2017 Work Session
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Chairman Burtenshaw stated the May 24 board meeting is currently scheduled to start at noon and would
like to change the meeting time to begin at 11:30 AM. A brief discussion was held.
Trustee Warden made a motion to change the May 24, 2017 board meeting time to 11:30 AM. Trustee Wilson
provided the second. Motion carried 5 ayes, 0 nays.
Trustee Lent made a motion to adjourn. Trustee Haws provided the second. No further business. Meeting adjourned at
8:30 PM.
05/17/2017 D91 Board Minutes Page 8 of 8
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: Date: 13 2-,) 7
Address: -�-' \ k T 'C, M 1, Sf-- Phone:
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E -Mail Address: GC4VVAI-E) p-,
Do you have children attending School District #91 schools? '�-es_
If so, which schools do your students attend: Q411 (e, Ka
Topic:
511612008
Suketu Gandhi's Comments Math Books Evaluation May 17, 2017
On May 16, 2017, School District held an open house for Algebra 1, Algebra 2 and
Geometry textbooks under considerations. The designated viewing time for the public was 4:30-
6:30 pm. This duration was too short to make meaningful evaluation.
It is important to identify right textbooks. When right textbooks are used, it helps teachers
with their lessons through the exposition and coherent sequence of topics. This leads students to
understand the materials. The quality exercises reinforce the lessons. The net impact on students
will be mastery of the topics in depth and gain in a range of experiences with complex and
challenging problems. As a result, the learning objectives will be met. When wrong textbooks
are adopted, it retards student's learning, as seen in the past.
With the limit of two hours of evaluation time, a few issues with the three textbooks
came to light. Additional three textbooks were not examined due to insufficient time. The
publishers of the textbooks examined remain unknown, but their covers were black, and the titles
were Algebra -1, Algebra -2 and Geometry. All these books were heavy, which makes it
burdensome for students to carry. If the books had workbooks, no evaluation was made.
The issues with the textbooks are as follows:
1) Both Algebra -1 & Algebra -2 lack index. This makes it difficult for parents to assist their
children with homework. Specifically, comprehensive index gives quick access to specific
topics. When this is done, parents refresh their math topics, and be in position to render
assistance in exposition, or in solving homework problems. (In contrast, Geometry textbook
had index.)
2) In Algebra -1, there was incoherent sequence of topics. Specifically, topic on probability
comes in every few chapters, instead of presenting them in comprehensive manner. This
incoherent sequence of topics prevents students to master the contents in the area of
probability & statistics.
3) When students learn how to solve quadratic equation in Algebra -1, the textbooks fail to teach
the prerequisite on the imaginary numbers (or complex numbers). Complex numbers are
accessible to students in pre -Algebra, but this topics is neglected. In Algebra -2, imaginary
numbers are taught, but it lacks the rigor to instill the topic permanently in minds of the
students. This will create a problem in trigonometry (in pre -Calculus), when students will
learn De Moivre's theorem. It is important that students learn concepts when appropriate.
Learning complex numbers rigorously in trigonometry takes valuable time, when time should
be spent on trigonometry, analytic geometry and combinatorial. It also prevents Algebra -1
students from learning in depth.
4) In geometry, there was a problem in with the derivation of volume of a cone. It is an
established fact that many geometry textbooks fail to provide satisfactory exposition on this
very important topic. The Geometry textbook exposition is difficult to understand. When a
person with advanced mathematics knowledge has difficulty in understanding, it is
predictable that the geometry students of will find it very difficult to learn this topic. (A
power point slide show has been provided that derives the volume of a cone/sphere and
surface area of a sphere based on Geometry.)
5) Sine and cosine in Geometry is best defined by (x y) on a unit circle. This is done in Algebra -
2, but not in Geometry. In Geometry, the definition is given on a triangle for sine as
opposite/hypotenuse, and for cosine as adjacent/hypotenuse. They are mathematically
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Suketu Gandhi's Comments Math Books Evaluation
May 17, 2017
correct, but difficult to keep them in mind. Thus, better exposition in Geometry is needed to
instill concepts.
6) There is a conceptual mathematical error in Algebra -1. The textbook states that 00 is
undefined, but in reality 00=1. (At a personal level, yours truely had asked this question to
one of my math professors during the undergraduate days.) The justification for this is that x°
X
= X = 1= xn-n, when xJ0. In the limit x-0, the ratio still remains the same, and we want to
have continuity of the value from both sides (i.e., x— 0+ and x --->0 ). Thus, 0°=1 is derived.
7) There is a better exposition on solving addition of a geometric series of numbers. The
mathematical approach is valid, but another approach would make it easy to understand. The
students should be taught how to solve the problem with a long division. Another approach is
to solve problem using long division to derive the geometric series.
The impression one gets from the quick glance at Algebra -1 and Algebra -2, the former is
learning while on a vacation, but latter has too many topics. This comparison is made from
glancing table of contents.
If the District wants the public to make a thorough evaluation, then adequate time must
be provided. Specifically, the exposition on many other topics was not examined. No time was
available to evaluate exercises.
When defective expositions are found in textbooks, teachers need to take corrective
action. However, this will take time. Furthermore, textbook must have quality exercises.
Students learn mathematics by solving high caliber complex and challenging problems. The
quality of exercises means whether students will be assigned meaningful or meaningless
problems. Meaningless problems have their role. They are plug & chug, but needed to learn
mechanics of problem solving, but fail to instill critical thinking skill. In contrast, meaningful
problems mean that students solve problems progressively from easy (e.g., problems 1 & 2) and
progresses towards more complex (e.g., when students solve problem 11 & 12), and reinforce
previously learned materials. However, additional problems are needed. Proper question to ask:
Are there adequate amount of complex (e.g., multi -step problems, but students know the strategy
to solve them) and challenging problems (e.g., multi -steps, where students have extract
additional information and formulate strategy)?
In the exposition area, when multiple approaches are possible, does the textbook make
effort to reinforce previously learned materials? Does the textbook provide exercise to derive the
same mathematical relationship (or theorem) different way? For example, when learning
Pythagoras theorem, there are more than 100 proofs. One can teach in a manner that fails to
reinforce the previously learned material (as evident in Carnegie Math/Shell Math), or integrate
multiple topics. When multiple approaches are possible, textbook should provide alternate
approaches in an Appendix. This allows teachers to teach certain materials, and students have
access to written text when doing homework.
Please note that relevant law clearly state that local school district must allow the public
to participate in the textbook selection process. Unfortunately, the District 91 fails to comply
with the law. In the past, neither the Board, nor the Administrators had any desire to allow public
to participate with an exception of Mathematics textbooks for KG -6 (in 2015). It is urged that the
Board comply with the law. The students benefit when right textbooks are used.
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Suketu Gandhi's Comments Math Books Evaluation May 17, 2017
Board should realize that quality textbooks are needed. Unfortunately, it takes lots of
effort to identify right textbooks. It impacts teachers and students in profound ways. Quality
textbooks have coherent sequence of topics, clarity in the exposition, meaningful exercises that
reinforce previously learned materials, and challenge students to solve difficult problems by
asking provocative questions.
Coherent sequence of topics ensure that student learn the material with ease. Clarity in
exposition means that teachers can provide lessons with ease, and teachers take less time to
prepare lessons. To students, they can relearn the topic with ease at home upon reviewing their
notes. To parents, it means that they can explain lessons to their child.
The Board should also consider that when mathematics teachers have time constraints for
lesson planning, any time saving efforts should be welcome. Quality textbooks facilitate
reduction in time for lesson planning, and provide supply of quality problems. For this reason,
public needs to have adequate time to evaluate textbooks.
Textbook publishers and the committee in charge make claim that they are compliant
with the Common Core, and make the reader think that contents of Algebra -1, Geometry -2 and
Algebra -3 are defined. In reality, the reading of the Common Core Mathematics, there is a
significant amount of flexibility of topics to be covered in specific high school math courses
(upto Algebra -2). In other words, the standards does not specify which topics should be taught in
specific course (e.g., Algebra -1, Algebra -2 or Geometry). The sequences of topics that should be
covered in specific high school math class (e.g., Algebra -1, Geometry, Algebra -2, or integrated
pre-Algebra/Algebra/Geometry) is suggested, but not defined. Furthermore, students of Algebra -
1 are prepared to handle topics designated by the textbooks for Algebra -2. High school
mathematics covered by the Common Core gives significant flexibility.
Common Core Mathematics Standards is not rigorous. Those with the knowledge of
mathematics know the intent of the Common Core, and it provides the guidelines on how to
achieve them in classroom. When armed with mathematics knowledge, it is easy to identify the
needed topics left out from the Common Core. For example, in Algebra -1, or earlier, there is no
lesson on imaginary numbers (or complex numbers), which is needed to master solution to
quadratic equation. It also satisfy urge to answer to 4--1 . In Geometry, it was difficult to find any
lesson on Pythagoras theorem for the Altitude of a right triangle. (This is not included Common
Core Mathematics standard, but it should be taught. A power point slide show has been made
that derives the mathematical relationship.) No topics on matrices or matrix Algebra is found. It
is important for students to learn about matrices because it aids in solving system of linear
equations and rotation of coordinates.
Inclusion of the needed topics in the Common Core Mathematics were made to both
panel at the National Level (in 2010), and at the State level in both June, 2010, and April, 2016.
However, both the national panel, and the local State had duly rejected the suggestion. When this
issue was confronted in 2015, the School District 91 adopted textbooks that exceed the Common
Core mathematics standards. It is appropriate that the School District 91 examine all the issues
that allow maximum learning opportunity for students.
Two things that the Board needs to do: Allow the public to participate in the committee
deliberations on the textbooks, and permit the public to take the textbooks home for an extended
time. This gives time to make a thorough evaluation of textbooks. Thus, the Board would know
how the Administrators handled the mathematics curriculum.
3
Suketu Gandhi's Comments Math Books Evaluation May 17, 2017
The public is very well aware of the fact that the resources that the District 91 deploys is
inadequate to address the state of mathematics education. For example, well prepared students
can handle AP Calculus BC directly from trigonometry. To bring this to reality, the public
insisted on improving quality of mathematics education at the elementary grades. Now the time
has come to provide rigorous mathematics education at the secondary level. Keep in mind that
District chooses to provide inferior mathematics education. (This has occurred in 2015-2016 for
Algebra -1 students.) Knowledgeable public is available in the textbook selection process.
However, the District fails to engage with the public in the deliberation process.
Furthermore, when the public participates, the shortcomings of the reasoning from the
teachers side are also realized. Specifically, it is difficult for teachers to formulate 5 complex and
5 challenging problems every day. To mediate this, it is necessary to identify resources that
provide abundance of complex and challenging problems, and additional topics that strengthens
student's learning.
In addition, when there is mathematical error, it is difficult for teachers to challenge
them. In part the mental thinking is that the authors know what they are talking about since the
authors proclaim themselves as mathematical authority. (In the textbooks evaluated, all the
authors have Ph.D.$).
For the public, the thing matter is the quality of textbooks. Furthermore, because the
knowledgeable public uses mathematics at an advanced level, it is easy to determine accuracy in
the arguments, and clarity in the exposition. Thus, there is an advantage when the District
engages with the knowledgeable public.
There is an argument that no textbooks are perfect. However, the imperfection of the
textbooks must be identified. Could additional resources make up for the deficiencies present in
the textbooks? Are additional resources complete? Do the teachers have access to meaningful
exercises? Will they have easy access to them, or do they have to mine them? Will the
mathematics committee member have the desire to discuss the contents of mathematics
instructions? (This last thing has been administrator dependent.) These questions need to be
properly answered.
Having right textbooks makes a significant difference. This has been seen in the
elementary grades. A survey of three school districts in super rich neighborhoods in Chicago
area, those schools that have Math in Focus for their textbooks, their students score at a higher
level than those that use different textbook on PARCC standardized exam. The data also indicate
that —16% of the 6th grade students exceed the standards. (The data from three school districts are
expected to have similar economic demographics because all are superrich communities.) This
indicates that excellent textbooks are effective. However, there is much more room for
improvement.
In contrast, Specifically, District 91 KG -6 students learn mathematics from Math in
Focus textbooks. In contrast, at the Westside elementary school, more than 46% of the 6th grade
Wilmette School District 39 is a superrich suburb on Chicago's north side. (For the reference,
President Obama comes from Chicago south side, which is a crime ridden neighborhood. Mrs.
Hillary Clinton comes from a middle class neighborhood on Chicago's northwest side (Park
Ridge/Maine Township).
11
Suketu Gandhi's Comments Math Books Evaluation May 17, 2017
students score at the advanced level. (An assumption is made that level 4, or Advanced level in
SBAC/ISAT-2 is equivalent to PARCC exceeds standards.) This is a compelling evidence that
quality of textbooks makes a significant impact on student's learning, in addition to student's
efforts, and having effective teachers in classrooms. Furthermore, textbooks empower teachers to
provide the instruction that sets students to master topics efficiently. Thus, similar ideas are
applicable for the secondary school grades. This means that textbooks in the high school should
make a significant impact on student's learning.
For the Board, the choice is very clear: Either it set students to fail, and blame everyone
except for themselves, or set students to succeed, and take the full credit. The public interests are
served when students learn. It is possible.
In a representation made to the Board in March, 2017, a request was made that requires
all the assistants to the Superintendent be compelled to discuss the matter with the public. Some
have done so without any prodding, and have gained insights in the learning process.
Unfortunately, this is not universal practice. When the Director in charge of selecting textbooks
discusses the matter with the public in intricate detail, the administration learns a lot. Hopefully,
they will set students to succeed, instead of set them to fail.
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 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:
Address:
E -Mail Address: L_
V
Do you have children attending School District #91 schools?
If so, which schools do your students attend:
Topic:
511612008
Date: !;_�_ M _/ 7- -
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Phone:
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