HomeMy WebLinkAbout2017_01_11 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, JANUARY 11, 2017
Chairman Burtenshaw called the meeting to order at 6:50 PM. Trustee Wilson made a motion to go into
Executive Session pursuant to Idaho Code §74-206 (1) (b) Personnel. Trustee Lent provided the second. A roll
call vote was taken:
Lisa Burtenshaw – yes
Deidre Warden - yes
Dave Lent - yes
Larry Haws - yes
Larry Wilson - yes
EXECUTIVE SESSION
a.Employee 2016-2017G – Probation
Superintendent Boland and the Board of Trustees met in Executive Session, pursuant to Idaho Code
§74-206 (1) (b) Personnel, for discussion regarding a probation referral for Employee 2016-2017G.
Trustee Haws made a motion to return to Open Session at 7:05 PM. Trustee Warden 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 Carrie Smith, Director of HR & Finance
Dave Lent, Trustee Sarah Sanders, Director of Secondary Education
Larry Haws, Treasurer Margaret Wimborne, Director of Communications
Larry Wilson, Clerk and Community Engagement
Debbie Wilkie, Recording Clerk
Chairman Burtenshaw called the meeting to order at 7:05 PM. The Pledge of Allegiance was led by IFEA Co-
President Lisa Scott.
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01/11/2017 D91 Board Minutes Page 1
SPECIAL ORDER OF THE DAY
a.Appointment of Board Clerk
Chairman Burtenshaw led a discussion and asked Trustee Larry Wilson if he would serve as the Board
Clerk until the Annual Reorganization meeting in July. Trustee Bryan Zollinger was serving as the Clerk
until his resignation last month to serve in the Idaho Legislature. Trustee Wilson gladly accepted.
Trustee Lent has agreed to fill the vacancy on the Facilities Committee.
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.Superintendent’s Report
Superintendent Boland stated after extreme weather conditions led to multiple emergency school
closures across the state, he thought it would be good to review the requirements. Idaho Code 33-512
stipulates how many instructional hours need to be included in a school calendar. There are different
requirements at different grade levels.
Minimum
Minimum Instructional Hours District 91
Instructional Required w/11 Hours Calendar
Hours Required of Emergency
Closures
Kindergarten 450 439 460
Grades 1-3 810 799 917
Grades 4-8 900 889 1048
Grades 9-11 990 979 1038
Grade 12 979 968 1035
Alt. High School 900 889 1013
Statute also allows for 11 hours of emergency closures due to extreme weather conditions, lack of
power and broken water lines, which we have had all of this year. Unless we have another string of
bad weather, we still have a couple more days before any of our schools would need to make-up time.
A discussion was held regarding make-up options, using delayed starts or early releases days, it all
comes down to meeting the required instructional hours.
b.Patron Input – written comments, if provided, are attached.
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Parent and patron Suketu Gandhi shared comments regarding 21 Century Learning.
c.IFEA Report – no report.
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01/11/2017 D91 Board Minutes Page 2
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d.21 Century Community Learning Center
Principal Sheila Walter, and teachers Connie Troxel and Jessica Browning, shared information
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regarding the 21 Century Community Learning Center Grant opportunity that she and the staff at
Dora Erickson would like to pursue. The grant, offered by the State Department of Education, is for
five years and could provide up to $215,000 annually for afterschool learning and enrichment
opportunities their students are lacking. Mrs. Walter stated that she and 100% percent of the staff are
committed to seeing the center come life and feel their students would truly benefit from the
structure the learning center would bring. Principal Walter stated there is a financial commitment
required of the District and asked the Board of Trustees for their approval. A discussion was held. The
Board thanked the Erickson team for the great presentation.
e.Other Items
i.Budget Status Report – a hard copy was provided in the board packet. Trustee Lent asked for
clarification regarding the overall elementary and secondary budgets used to date. Carrie
Smith, Director of HR & Finance, provided clarification.
CONSENT AGENDA
Trustee Haws made a motion to approve the Consent Agenda as presented. Trustee Warden provided the
second. Motion carried 5 ayes, 0 nays.
Items approved included:
a.Approval of Minutes
i.December 14, 2016 – Business Meeting
b.Payment of Claims
i.December 2016 Bill List $1,233,805.50
ii.December 2016 Checkbook List $7,446.50
c.Staff Actions
Emergency Hire: A hiring emergency exists, as declared by the Board of Trustees, for
the following position:
Employee Name Position Location
Janet Carter Teacher to New - Science Skyline High School
d.Matching Funds
i.Dora Erickson Elementary
Chromebooks & Cart $4,114.05
Total Matching Funds requested $4,114.05
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01/11/2017 D91 Board Minutes Page 3
ACTION ITEMS
a.CM/GC and Design Services Contract Authorization for New High School & Central Transportation
Facility
Superintendent Boland reviewed this is a request for the Board to authorize contract negotiations with
the CM/GC and Design Services teams. The recommendations from the committee that reviewed the
submissions and conducted the interviews are that the CM/GC contract be awarded to Bateman-Hall
and the Design Services contract be awarded to Hummel and Alderson, Karst and Mitro. The
superintendent stated that the district currently has contracts with both entities. Essentially, there
would be three separate contracts, one for the redesign at Skyline High School, the second for the pre-
bond designs for a new high school and a third contract for the design and construction of a central
transportation hub. Superintendent Boland will work with legal counsel in preparing the contacts. A
discussion was held regarding the RFQ processes and feasibility of a new high school based on the
costs and constraints of the initial redesign/remodel findings. The superintendent stated this is all very
preliminary work to potentially building a new high school.
Trustee Warden made a motion to authorize contracts with Bateman-Hall, of Idaho Falls, as the
CM/GC and Hummel Architects, of Boise, for the Design Services for a new high school and a central
transportation facility. Trustee Haws provided the second. Motion carried 5 ayes, 0 nays.
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b.Dora Erickson Elementary 21 Century Community Learning Center Application
Superintendent Boland reviewed this item is in response to the presentation given earlier this evening
by the Dora Erickson staff, with the understanding that there is a commitment on the part of the
district to support the 30% match.
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Trustee Lent made a motion to endorse as described and presented the Dora Erickson 21 Century
Community Learning Center Grant Application. Trustee Wilson provided the second. Motion carried 5
ayes, 0 nays.
c.Supplemental Levy Resolution
Superintendent Boland reviewed this is a renewal of an existing levy for 6.8 million dollars for two
years for a total of 13.6 million. This not a new tax, it has been in place for the past thirty years and has
remained at the current level since 2003. These funds are part of the general fund budget and
expenditures that allows us to attract and retain the high quality of staff currently enjoy.
Trustee Wilson made a motion to adopt the Supplemental Levy Resolution as presented. Trustee
Warden provided the second. Motion carried 5 ayes, 0 nays.
d.January 3, 2017 Emergency School Closure at Dora Erickson Elementary
Trustee Lent made a motion to approve the January 3, 2017 Emergency School Closure at Dora
Erickson Elementary. Trustee Haws provided the second. Motion carried 5 ayes, 0 nays.
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01/11/2017 D91 Board Minutes Page 4
e.January 5-6, 2017 Emergency School Closure Districtwide
Trustee Lent made a motion to approve the Districtwide Emergency School Closures on January 5 and
6, 2017. Trustee Warden provided the second. Motion carried 5 ayes, 0 nays.
f.Employee 2016-2017G – Probation
Trustee Warden made a motion to place Employee 2016-2017G on probation for the remainder of the
2016-2017 school year. Trustee Haws provided the second. No further discussion. Motion carried 4
ayes, 0 nays. Trustee Lent abstained from the vote.
The next regularly scheduled meeting will be held on Wednesday, February 8, 2017 at 7:00 PM.
Trustee Haws made a motion to adjourn. Trustee Wilson provided the second. Motion carried 5 ayes, 0 nays.
Meeting adjourned at 8:10 PM.
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01/11/2017 D91 Board Minutes Page 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 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:',— a• &Jni Date: PQx 2-a
Address: --'2,N 1 -7]NIA %4 - Phone:
E -Mail Address:YL
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Do you have children attending School District #91 schools? Y
If so, which schools do your students attend: lie t� M
Topic: LeAmt,, z1
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Suketu Gown's Comments On Lewnft in 21s` Century Jotau vy 11, 2017
When discussing 21" Century Learning, it should be focused on sets of skills needed to
succeed in 21" Century both at workplace and in personal lives. The skills includes competencies
m i) m identifying, accessing and processing of raw information, JJ) determining when limited
information is given, identify additional information needed to make a sound judgment, iii)
communicating by constructing viable argument through logic and reasoning that includes
capabilities to criticize, defend or advance specific view(s)/idea(s), and iv) developing and
practicing skills to understand the views from a different side. Learning mathematics rigorously
helps practice these skills, and develop a process to think critically, communicate persuasively
and act decisively. These set of learning goals have been in place since the ancient times, and
reiterated at various times.
There is an agreement that mathematics involves accurate computation, but a process
used to obtain results is equally important. When a good question is asked, one has to ascertain if
sufficient information exits to give an answer. It is about obtaining the answer with a minimum
number of steps, providing conditional answer when vague information is given, asking right
questions to seek specific information, and formulating a strategy to solve problems. The
learning goals are achieved when this process is repeated at every grade levels, and students
make extensive use of critical thinking skills whenever a need arises.
The District's Geometry textbook negatively interferes with these learning goals. For
example, there are a number of topics where mathematical relationships lacks derivation, quotes
results or uses faulty logic to prove theorems. Examples include the volume of a cone and both
volume and surface area of a sphere. The formulae are derived in the Calculus, but they can be
derived using mathematics learned in middle and high school.
Upon correctly deriving every mathematical equation in classrooms, students learn how
logic and reasoning works. Lack of derivation of equations and reinforcement of previously
learned materials denies the students opportunities from learning. When theorems are proved, it
sets students to solve both complex and challenging problems. When excellent problems are
given on a routine basis, students gain practice in analytical thinking skills. This is needed to
generate a large group of students who would be eligible to take AP Calculus BC, both regular 1 -
year physics and AP Physics C courses.
The lack of derivation of various theorems is not unique to the District's Geometry
textbook. This is a common problem, and persists in various Geometry textbooks, including
those used in Singapore. The issue has been mediated both at an individual classroom and the
District level by identifying specific issue, and providing credible solution. Textbooks having
defects is nothing new. The Board knows about this issue from the past. The nuance this is the
identification of specific defects in the Geometry textbooks. It is important to bring this issue at
the Board Level, so that the decision makers can better appreciate why mathematics and science
books need to be examined at the detailed level.
Suketu Gwuffii's Comments On Learning in 21" Century .January 11, 2017
Elaboration of Complex and Challenging Problems
In mathematics, solving problems are integral part of learning. To master a topic, one
must solve complex problems. To gain mathematical maturity, one must solve challenging
problems. Complex problems are those that require multi -steps. All the needed information
would be given, and it sets students to utilize them A strategy to solve the problems would be
familiar. Challenging problems are also those that require multi -steps. Minimum explicit
information would be given. Students need to use reasoning to extract implicit information. Once
all the needed information is extracted, students must formulate their own strategy to solve the
problem
In the case of challenging problems, pros that leads to determination of answer is
similar in many ways to proving a theorem (or mathematical relationships). Judgment calls need
to be made to make a distinction between a complex, and challenging problems. Below is a
sample of complex and challenging problems.
Examples of Complex and Challenging Problems
The mass of 2 apples is ❑.
This is a challenging problem for both 18` and 2' grade students, and sets them to think in
terms of unknown quantity to solve. A student relates an apple to the number of boxes, or a
variable. The students learn meaning of equal sign through visual illustration.
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Sukelu Gana*j's Comments On Learning in 21A Century Januwy 11, 2017
Grade 1, Complex Problem:
Fill in the numbers from 1-4 in each box so that the addition of the
numbers connected to the circle is 5.
Students should know how to add numbers
and know that 5 = 1 + 4 = 2 + 3. They are not
putting two numbers together. They are
learning how many ways to make 5.
Grade 1, Challenging Problem:
Fill in the numbers from 1-8 in each box so that the addition of the numbers connected
to the circle is 9.
3
This problem is similar, but more difficult
than above. Here students have to choose
from many numbers if they don't know their
addition. If they choose random number, say
5 for one of the box, then they must choose
4. They are learning different ways to make
9. This problems is considerably easier to
those students who know the relationship
between addition and subtraction -
Suketu God 's Convents On Learning in 21`4 Century January 11, 2017
Grade 2, Complex Problem
Student can solve this problem using either subtraction or
25 addition. They learn the unknown variable is ?, which is
akin to learning 13 + x = 25, or 25 - x = 13, which is 1'`
13 ? encountered in pre -Algebra class (e grade). Here
student knows the strategy of subtraction, and addition.
Similar problems can be made in 2°d grade involving two 3 addends:
This problem integrates both addition and subtraction to
46 find an unknown number (?). In 2nd grade, student should
know both addition & subtraction, and should learn how
15 ? 20 to use bar graphs, which is setting them to solve word
problems.
Grade 2: Complex Problem
What fraction of the figure is shaded?
This problem is complex because one has to determine number of smaller
squares in the figure (whole), and the number of squares that are shaded.
Grade 2: Challenging Problems
What fraction of the figure is shaded?
This problem deviates from the standard problems. This problem is challenging
because one has to examine 3 highly symmetric figures. This problem should
stimulate students' mind, and would require a significant time to ascertain one
has to make rotation to one of the three figures so that all gray shades lineup
together.
Fill in the numbers 1-10 only once in each blank:
This problem is similar to the one presented in grade 1, but the challenge here is to identify the
number that are equal.
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Suketu GanAi's Comments On Learning in 21g Century Jwnuuy 11, 2017
Add all the numbers between 1-10.
This is problem is challenging when students are not used to adding 3 or 4 addend. If they
understood the previous problem very well, they would reduce the problem to addition:
11+11+11+11+11 = 55. By end of I" grade students know how to add double-digit numbers.
Grade 4/5: Challenging Problem
Fill a number from 1-9 only once in each box so that the sum of the
numbers on each side and the diagonal are identical.
This is challenging as only minimum explicit information is given. One has to use
reasoning to identify additional information that is implicit. Then one has to
formulate strategy to position the number in correct box.
Implicit information: Sum of all the numbers equals to the sum of the three sides
(whether horizontal or vertical). The sum of all the number is divisible by 3 without any
remainder. Sum of all the number is easily obtained by Carl Friedrich Gauss method. Addition of
all the numbers via Carl Friedrich Gauss method gives 45, and it is divisible by 3 to give quotient
15. This is an odd number, and it cannot be formed by having 7+8 or 7+9 or 8+9. These three
numbers are not on the same line (e.g, the horizontal, the vertical or the diagonal).
For this problem, process of finding answer is extremely important. The process of
finding the answer implicitly answers a number of questions: Is there more than one value of the
sum of three numbers? Is there a unique answer, or multiple ways to arrange the numbers? If
there are multiple ways, are they related by symmetry?
Fill in missing number between 1-16 only once so that sum of the number
on each horizontal, vertical and diagonal are identical.
MMUM
MUUM
MUMM
MMMM
This is a challenging problem to those students who have not made
any attempts to solve the magic square 3x3 problem (see the above),
but an easy problem for those who understand how to solve the 3x3
magic square problem. Specifically, students will ask what should be
the sum? Is there only one, or multiple values for the sum? They need
to know that the information is implicitly given, and needs to be
deduced through reasoning.
Explicit information: i) Numbers in each box is placed once that is in the rage of 1-16, and ii) the
sum of each side equal to each other. This allows one to deduce that when all the numbers 1-16
are added, we have 4xsum one of the side. The sum of the number for each column, row and
diagonal is
(1+2+3+...+14+15+16)
4 = 34. Students would need to add all the numbers, but is easily
determined by Carl Friedrich Gauss approach. Once this is done, filling up of missing numbers
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Sukelu Gan&Vs Comments On Learning in 21s` Century January 11, 2017
becomes easy. At the end, students will have 4 missing numbers. They have to determine the pair
of number that shows the sum in row, column that matches the requirement.
As students solve this problem reinforces in solving an equation for a missing number,
meaning of word average (before learning about them), and the computations. In the end, the
students need to identify how to match a number pair in individual box.
Grade S: Challenging Problem
Shade 1/3 of the figure.
This problem is standard when asked to shade . , 1, s ,or g of the figure. The
shape is neither a rectangle, nor a circle. This shape is different from their past
experience. When asking to shade 1/3, student would be forced to think in
terms of equivalent fraction to solve this problem. In grade 5, they know how
equivalent fraction work, and applied for figures that had natural symmetry.
Now they are applying to irregular shapes.
Add all the numbers between 1-100.
This is problem is challenging because they have to formulate strategy after learning
multiplication. They would have to determine that there are 50 pairs of 101 through addition.
There are both addition and combination of addition and multi -digit multiplication strategies:
Addition, (1+100)+(2+99)+(3+98)+...+(50+51) = 5050, or multiplication: 101x50.
This problem sets them to solve related word problems, starting in P grade:
There are 31 swimmers in a competition. After the winners are announced
(or the competition is over), every swimmer shakes everyone's hand
exactly once. How many handshakes take place?
Students need to setup this problem They need to identify the process of hand shakes occur, and
then translate that in mathematical language. One possible example: Every swimmer lines up. I'
swimmer on the left shakes exactly 30 hands on the right, and then leaves. The 2°$ swimmer on
shakes 29 hands on the right before leaving. This process continues, and 29s` swimmer from the
left shakes only one hand before leaving. Another example: 1'` swimmer enters a room, and then
2'd swimmer enters the room. They both shake hands. Then 3rd swimmer enters the room, and
shakes everyone in the room hands only once. This process is repeated until the last swimmer
enters the room
Grade 6. Challenging Problem:
Add all the odd numbers between 1-100.
Here students will be forced to express equation of to odd number in terms an nth number.
Equation: 2xn-1, and practice Algebraic hierarchy (multiply & divide before adding and
subtracting): 1+3+5+7+9+...+99 = (1+99)+(3+97)+(49+51), and go through the process of
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Suketu Gcmalhi's Comments On Learning in 21'' Century Janucuy 11, 2017
finding out how many pairs of number exists, before determining the answer. Solving this
problem forces the student to use variable as a tool. Those students who need extra -help should
learn from the classroom engagement.
Grade 6: Complex problem
Evaluate e, given 3"+'x22"+' = 2`
This problem is complex as the strategy is well known to the student, but require multi -steps.
Determine height of a right cylinder in the form of (a + b\j-2) for the volume
7r(7+4-�2-) cm3 and the radius of (]+T2) cm.
This is a complex problem because several steps are required to determine the answer. Students
know how to determine volume of a cylinder (assuming that students are taught area of circle) in
terms of its height and radius. They need to demonstrate how to remove -,[2- from the
denominator.
0 Grade Challenging Problem
What are the pairs of two digit numbers that have the same products when
their ten's and one's digits are exchanged? For example, 24x63 = 42x36.
Find all possible pairs, but exclude symmetric pairs (e.g., 23x32).
This is a challenging problem This requires multi -steps, and students need to formulate a
strategy to find pair of numbers. This problem forces students to use symbols (or unknown
variable). One possible approach is to use area of a rectangle, and equate the area with both the
original, and the exchanged digits.
Algebra: Complex problem
Roots of the quadratic equation 2x,2 -4x+ 5 = 0 are a and fl.
Determine (i) a Q and (ii) a,3.
The strategy to solve this problem is known to the students, but requires multi -steps to determine
the answers.
Geometry: Challenging Problem
What is the area of the overlap region (A) of the two intersecting circles of
radius 1 unit. _
7 A
Suketu Gcr u&'s Comments On Learning in 21A Century Jawavy 11, 2017
This is a challenging problem. Explicit infor-mation is that the radii Qf the circles are 1 and one
of the angles of the parallelogram is 1200. Through this, the students need to realize that the
parallelogram results from two equilateral triangles. This allows them to determine the fraction
of the circle's area (1/6), the height and the base of the equilateral triangle by Pythagoras
(Pythagorean) theorem.
This problem becomes complex (but not challenging) among those students who
understand the derivation of a circle's area.
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