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HomeMy WebLinkAbout2011_06_14 Board MinutesBOARD OF TRUSTEES BOARD MEETING DISTRICT OFFICE BOARD ROOM June 14, 2011 Present from the Board of Trustees: Dave Lent, Chairman Jerry Wixom, Vice Chair Ernest Jensen, Treasurer Lisa Burtenshaw, Member Excused - Deidre Warden Present from the Administration: George Boland, Superintendent Guy Wangsgard, Director of Business/Acting Sup. Karla LaOrange, Director of Elementary Education Trina Caudle, Director of Secondary Education Gail Rochelle, Director of Student Achievement & Prof. Dev. Camille Wood, Director of Technology Services Dana Wood, Director of Operations Margaret Wimborne, Communications Specialist Debbie Wilkie, Recording Clerk 6:00 P.M. Executive Session The Board of Trustees met in Executive Session pursuant to [I. C. §67-2345 (1) (b), Student] 6:30 P.M. Budget Hearing Dave Lent, Board Chair, called the budget hearing meeting to order at 6:34 p.m. and turned the time over to Guy Wangsgard, Director of Business, for a summary of the proposed FY12 Budget Document. Dave Lent commended the Superintendent and Guy Wangsgard for the outstanding job they've done in guiding the district through these difficult economic times. Patron Input: Kathy Cassidy spoke regarding good teachers in the district and extended an invitation to board members to get out into schools and visit classrooms. 7:00 pm Business Meeting Dave Lent called the business meeting to order at 7:00 PM. The Pledge of Allegiance was led by Larry Haws, the newly elected board member. ADOPTION OF THE AGENDA: Lisa Burtenshaw moved to amend the agenda to move Proposal Item c. Mayor's Race Relations Resolution to Action Item f.; this item had been reviewed and tabled at the work session on May 24, 2011. Ernest Jensen seconded. Motion carried unanimously. Jerry Wixom moved to adopt the agenda as amended. Lisa Burtenshaw seconded. Motion carried unanimously. REPORTS/INPUT/INFORMATION a. Patron Input — Mr. Suketu Gandhi spoke regarding District 91 proposed policies for Students Come First legislation. b. IFEA Report — Mitzi Ellingson, President, reported: • Mitzi officially took office of President on June 1, 2011 and is looking forward to working with the Board of Trustees and the Administration over the next couple of years. • The Idaho Education Association confirmed today that the required number of signatures needed for the referendum regarding the Students Comes First legislation has been achieved; over 74,000 signatures were collected throughout the state with 4,000 signatures coming from Bonneville County. • Mitzi thanked the Board for the proposals made during this year's negotiations. The Terms and Conditions Policies presented was an area of concern because of the vague language regarding the school day. Teachers have concerns that some principals may take advantage of the teachers' time for meetings. One other concern is the proposed revisions made to the 2011-2012 Calendar after reinstating some furlough days. A typo on the presented calendar will be corrected to show that August 23-25, 2011 are Teacher Inservice/Workdays, not just Inservice days. c. Education Foundation — no report Title III/LEP Program Corrective Action Plan — Gail Rochelle, Director of Student Achievement and Professional Development, presented a corrective action plan developed for the Title III Limited/LEP Program. A copy of the PowerPoint presentation and the Nine Characteristics of High Performing Schools handout are attached. e. Superintendent's Report — Superintendent Boland reported that he had just returned from the initial meeting of the Students Come First Technology Task Force in Boise. There are thirty-nine individuals on the committee divided into the following subcommittees, One to One Governance and Instructional Integration, Classroom Technology Integration, SchoolNet Integration, Platform Specifications and Procurement and Online Learning Implementation, Superintendent Boland is serving on the Classroom Technology Integration subcommittee. The committee and subcommittee meetings are held in open meeting and are also posted on the State Department's website. Superintendent Boland will continue to meet with the task force over the next six months and update the Board of their progress. CONSENT AGENDA: Ernest Jensen moved to adopt the consent agenda as presented. Jerry Wixom seconded. Lisa Burtenshaw recommended that the student requesting early graduation approval be counseled about the post secondary credits available if he/she successfully completes all the graduation requirements early. Superintendent Boland will follow-up to see that the student is made aware of the opportunities available. Motion carried unanimously. Items approved include: Meeting Minutes May 10, 2011 Business Meeting May 24, 2011 Work Session Payment of Claims -May 2011 $2,733,145.07 Staff Actions: New Hires: Dasher, Holly S Houser, Matthew Williams, Andrea M Social Studies Science .50 FTE Special Education Eagle Rock Eagle Rock TBD Grant, Travis L Pulsipher, Jeffry B VanKampen, Renee' N Science Special Education .833 FTE Special Education Clair E. Gale Dora Erickson Hawthorne Hancock, Allison M Seymour, Rich-Allana M Wright, Barbara K English Science School Psychologist Clair E. Gale Clair E. Gale TBD Hanson -Doty, Marcia G Stapp, Daniel E Smith, Remi M French English Math Skyline IFHS IFHS Resignations: Maci Tempel, 6th Grade Melinda Andersen, Orchestra Theresa Bunker Elementary Eagle Rock JH and Skyline HS Marissa Davis, 7th Grade Math Jason McArthur, Assistant Principal Taylorview Junior High Idaho Falls High School Megan Alameda, Science Guy Wangsgard, Director of Business Clair E Gale Junior High Administration Office Burke Smejkal, Science Clair E Gale Junior High Retirements: Jill Tate, Spec Ed Johanna Gaskill, 1st Grade Dora Erickson Elementary Hawthorne Elementary Linda Smith, 3rd Grade Westside Elementary Leave Request: NatalieJ. Muth School Psychologist Early Graduation Request Student2010-2011P PROPOSALS a. Second Reading of the following Board Policy changes were reviewed by Superintendent Boland. i. 504 — Rental Policy - additional language was added to better define building use for fundraising activities. No patron input has been received. ii. 1002.1.1— Attendance, Homeless Students - this policy is necessary in order to meet federal requirements. No changes have been made since the first reading and no patron input has been received. iii. 1004.3.1— Release of Directory Information - is also a policy necessary to meet federal requirements. No changes have been made since the first reading and no patron input has been received. iv. System Structures — language was added with respect to Policy 804 Re -assignment in order to be in compliance with the current statue. No patron input has been received. Lisa Burtenshaw asked if the language in 804 Re -assignment could be changed to address other reasons for re -assignment than just to improve classroom effectiveness. The Superintendent will make revisions to the language before the final reading on June 28t" V. Terms & Conditions — No changes have been made since the first reading and no patron input has been received. Lisa Burtenshaw asked if the Administrative Procedures will clarify work days and equitable school schedules to which the Superintendent pointed out the language in the policy that would address the issue. vi. Teacher & Administrator Evaluations — No changes have been made since the first reading. Patron input was received and included in the board packet. b. Supplemental Intervention Resource Materials Gail Rochelle, Director of Student Achievement & Professional Development, stated that a committee made up of Administrators, Instructional Coaches and General and Special Education teachers met to evaluate and select supplemental materials to be used in the after school reading program. The intervention program is provided in addition to the daily reading instruction in the classroom for those students meeting the criteria for additional help to improve reading skills. ACTION ITEMS: a. Approve High School Football Equipment Usage Requests Ernest Jensen moved to approve the requests for the use of high school football equipment during summer camps as required by IHSAA. Jerry Wixom seconded. Motion carried. b. Ratify Telephone Poll to Accept Insurance Committee Recommendation for Medical, Dental and Life Insurance Contracts Jerry Wixom moved to ratify the telephone poll. Ernest Jensen seconded. Motion carried. c. Adopt FY12 Budget Jerry Wixom moved to adopt the FY12 Budget as presented. Ernest Jensen seconded. Motion carried. d. Approve 2011-12 Calendar Revisions Ernest Jensen moved to adopt the revised calendar with the noted typo correction to be made. Jerry Wixom seconded. Motion carried. 06/14/2011 District 91 Board Minutes Page 4 of 5 e. Student 2010-2011 O Ernest Jensen moved to accept the recommendation of the Administration for a 12 month expulsion for Student 2010-20110 with the right to petition the Board in August 2011 for re -admittance to an alternative educational option. Lisa Burtenshaw seconded. Motion carried. f. Mayor's Race Relations Resolution Lisa Burtenshaw moved to accept the Mayor's Race Relations Resolution as written. Jerry Wixom seconded. Motion carried. Jerry Wixom moved to enter Executive Session. Ernest Jensen seconded. A roll call vote was taken: Dave Lent — yes Ernest Jensen — yes Jerry Wixom —yes Lisa Burtenshaw—yes Lisa Burtenshaw moved to return to Open Session. Ernest Jensen seconded. Motion carried. Ernest Jensen move to adjourn. Jerry Wixom seconded. Meeting adjourned at 8:42 PM. 06/14/2011 District 91 Board Minutes Page 5 of 5 Nine Characteristics of High Performing Schools 1 Clear and Shared Focus. Everybody knows where they are going and why. The focus is on achieving a shared `'won, and all understand their role in achieving the vision. The focus and vision are developed from common beliefs and .ues, creating a consistent direction for all involved. 2 High Standards and Expectations for All Students. Teachers and staff believe that all students can learn and meet high standards. While recognizing that some students must overcome significant barriers, these obstacles are not seen as insurmountable. Students are offered an ambitious and rigorous course of study. 3 Effective School Leadership. Effective instructional and administrative leadership is required to implement change processes. Effective leaders proactively seek needed help. They nurture an instructional program and school culture conducive to learning and professional growth. Effective leaders have different styles and roles — teachers and other staff, including those in the district office, often have a leadership role. 4 High Levels of Collaboration and Communication. There is strong teamwork among teachers across all grades and with other staff. Everybody is involved and connected to each other, including parents and members of the community, to identify problems and work on solutions. 5 Curriculum, Instruction and Assessment Aligned with Standards. The planned and actual curriculum are aligned with the essential academic learning requirements (EALRs). Research -based teaching strategies and materials are used. Staff understand the role of classroom and state assessments, what the assessments measure, and how student work is evaluated. _Pm"N U Frequent Monitoring of Learning and Teaching. A steady cycle of different assessments identify students who need help. More support and instructional time is provided, either during the school day or outside normal school hours. Teaching is adjusted based on frequent monitoring of student progress and needs. Assessment results are used to focus and improve instructional programs. 7 Focused Professional Development. A strong emphasis is placed on training staff in areas of most need. Feedback from learning and teaching focuses extensive and ongoing professional development. The support is also aligned with the school or district vision and objectives. 8 Supportive Learning Environment. The school has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers. 9 High Levels of Family and Community Involvement. There is a sense that all have a responsibility to educate students, not just teachers and school staff. Families, businesses, social service agencies, and community colleges/universities all play a vital role in this effort. Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High -Performing Schools: A research -based resource for '*—"'\ols and districts to assist with improving student learning. (2nd Ed.). Olympia, WA: OSPI. 9/18/2012 Title III/LEP Corrective Action Plan Title III/LEP Improvement Year 4 Corrective Action I ® Districts that have not An.et Title HULEP Annual Measurable Achievement objectives (AM.AO) for four consecutive years ® Districts An.ust analyze the possible causes of inadequate LEP student performance ® Districts must significantly modify the LEP program ® flansubmitted by June 30„ 2011 ® Writtendocumentationof implementation. by December 31„ 2011 Annual Measurable Achievement Objectives tee» T-- 11 1 9/18/2012 Title HULEP Corrective Action Requirements M ® Developruent of an improvement team to conduct the data analysis and needs assessment ® Participation in at least 4 SDE sponsored trainings ® Completion of a district/school visit ® Revision of the Title 111/1,EP Program Plan with significant changes ® Demonstration. of integration of the "Nine Characteristics of high Perform ing Schools" for all schools not meeting AYP for LEP student. Data Analysis and Needs Assessment I P.f.—I-11 d ... lop—iu m kad.nshp ® T—. ® External support ® Gm d. 1-1 fti--- ® F—d,ng,,ll-,,u,— m Ass--ius ® School -wide, -gan,zat,-,-d support I)aci 'u'l,zat,on Title III LEP Program Plan doe, ray R.ir S0gnificina Changes ® Curriculun, ® Interventions ® Staffing ® Funding allocations 2 9/18/2012 Title III LEP Program Plan ( , ul y T 9 c ; ul 11 ul in ® Development of scripted. lessons based on the Reading Street resources for English I.onguage Learners mo. Grades K 6 ® Adoption of Leveled Literacy Intervention mo. Grades K 3 ® Adoption of Read 180 Next Generation reading intervention mo. Grades 'I-9 ® Curriculuin review of ELLIS software for language acquisition mo. Septeruber Decoruber 2011 mo. Grades 1 12 Title III LEP Program Plan 11raerverakins I ® English Learner Plan (ELP) mo. Grades K 12 ® Sheltered Instruction Observation Protocol (SIOP:: the sequel) mo. Tirgeted support grace 7 nuothenuatics Pilot ® Response to Intervention mo. Tier 2 or Tier 3 ® PLUS Prograul mo. Grades 7 91fterschool horuc-6 assistance mo. Transportation Title III LEP Program Plan Seaffing I p'-p-f—ro.,us ,I,, Insfturbone) xespon,eni)bes ® RTI o—oh uu el bonce, ,,,pp)e, —nta) uu It,.Pd,.li`n`,xo'�; -spmch ba-,d,n,,tx—b,.,na) c-teTes ® N—oera program. uu Ta,getedctes gead,,sK6 grad,,s7. 9 go piosehool uu I d �-,ftucbona) ftrap, 3 9/18/2012 Title III LEP Program Plan Ricifflcig allcicificicir I ® No significant changes ® Title III federal allocation um 97-/,, saltncs/bcncfhs ® LEP state allocation saltnes/benefits 'Title III/L.L.P.Protessional Development Ocigcdcig 'rTaicricig R.ir Saff, a.cid Adccbisyitkiri ® curriculun, ® Instruction ® Cultural Proficiency ® As.es.,uent Title IH/LEP Corrective Action Plan 2