HomeMy WebLinkAbout12-02-2015 Community Meeting Minutess497North Amm"oRoad, Idaho Falls, Idaho, 83oUz (208) 525o400 Fax (zD8)529-0104 www.d93schoob.o/n
Community Meeting
Alternative Schedules
Wednesday, December O2.2D1S
Rocky Mountain Middle School
Call hOrder
Chairman Brian McBride called the meeting horder at7:Q3pm.Hewelcomed everyone inattendance and
introduced the Board members and District Administration. He stated that tonight important information will
be presented by the District Administration on the Trimester proposed schedule followed by discussion and
U&Awith the Community.
Chairman McBride
present
Vice Chairman Paul Jenkins
pmoan1
Treasurer Amy Landers
present
Trustee Jeff Bird
present
Trustee Greg Calder
present
Ui Welcome Visitors and Dele0eUnno
Those |nattendance were Superintendent Dr, Charles Shaoko8'Deputy Superintendent Muhean
McConnell, Assistant Superintendent Scott Woolstenhulme, Director of Human Resources Dr, Shalene
French, Chief Financial/Operations Officer April Burton, Energy Education Specialist Don Trauntvein,
Community Relations and Communications Phil Campbell, Bonneville High School Principal Heath Jackson,
Hillcrest High School Principal Doug McLaren, Sandcreek Middle School Principal Lyndon Oswald,
Sandcreek Middle School Vice Principal Corey Telford, Rocky Mountain Middle School Principal Jason
Lords, Rocky Mountain Middle School Vice Principal Thomas Kennedy, Computer Technician Creighton
Harris, and Board Clerk Mary Mortensen Hansen.
Others inattendance were Sheila Hadden, Renee Cook, Leslie Hagen, Cam|le.Charles Ilsley, Skye Larsen,
Bobbi Ehokaon'Teresa DnnkoCs.Alison Hendrix, Amy Hales, Heather Rigby, Ka|lyAvehU Jennifer Pollard,
Heather Pe ma, Steven Murphy, Ray Bingham, Sarah Jones, James Williams, Mr. He0nUez'Jusdn' Cheryl
Lynch, and Scott Lynch.
K( Presentation byDistrict Administration
Chairman McBride introduced Mr. Scott WoolstenhUlme to present information and research to the Board
and the community onthe Trimester Proposal, McVVoo|stonhu|me stated the conversations started last
mummerabout the trimester schedules iOconjunction withap|itoenminne;(hmmstema|oowiUhe|pho|eaaen
the overcrowding. He explained the main considerations for the trimester proposal as Student Performance
and safer Learning Environments, The pros are amfollows:
m Math and English classes can b8held every day; benefits low achieving Students. Hope iSk)see
increase proficiency with math scores,
m Class instruction will baincreased tn00hours per year.
* Increased opportunities h)rStudentsNchoose Idaho advanced programs.
� Mastery Advancement Pmora08MkP
a �iR6:opportunity Wtake classes after school 0riDthe s|00er
�
Dual Credit (Fast F8PwaK]\: college credit earned atreduced cost
a
Dual Credit (Early C00p|eh*rS\:college credit earned 8tOocost
Students per class will decrease and d@SS00Onusage increase,
Percentage Dfstudents meeting proficiency oVState assessments will increase.
Mr. VVO0lsteOhQ|0efoCuued on the Dual Credi(pro0ra0. This iS3O Idaho advanced program which allows
students to be enrolled in college courses while in high school, This prograrn is available for all junior 'and
senior Students, Students must h8enrolled full-time and there has been good participation iDthis program;
however, not all students taking dual credit classes have not signed up for college credit, The student pays
0iOimu0nmd|t and/or test fees with the majority Ofcosts covered hvthe state. For 24college credits, the
student cost ioonly $185| Fast Forward will reimburse students for their test fees up to $200 fOrjUniors and
$400 for seniors. This is a notable savings for the student and families and helps the Student to earn general
college credits, It also prepares them to choose college after graduation and motivates them to earn a
college degree. A few cooperating colleges include Idaho State University, Brigham Young University -
Idaho, Northern Nazarene University, and College of Southern Idaho, In addition, having students enrolled
in college Courses outside the school, will help with the current overcrowding problems. For the Dual Credit
Early Completer program, the student must have met all the state required graduation requirements before
participating inthe program and then the state will pay up(o38credits. Currently, there are nostudents in
Bonneville Joint School District 93 involved in the Dual Credit Early Completers program.
The Dual credit program is different than the Advance Placement (AP) program; the &PProgram i3aglobal
academic program, AP credit is earned by the score on the test; a test score of 4 or 5 will earn college
credit at selective colleges; sorne college will apply the credit as "blank" credit, Each college and university
makes its own decisions about awarding credit and placement for APcourses. Currently, 75%ofthe
students taking AP tests at Bonneville High School and Hilicrest High School pass with scores of 3-5.
20%ofseniors who are taking APEnglish classes have a0average GPA nf3.O
12%o(seniors who are taking APGovernment classes have onaverage GPA o[9.0
32%ofseniors iRhigher math, have the opportunity for college credits
The Dual credit program iaawork inprogress. Many Nteachers are qualified hoteach APand college level
classes, Both high schools offer many AP courses and continue to add new dual credit classes each year.
Educating parents about these advanced learning programs iaimportant, Hillcrest HiDhSchool will hold 8V
informational College night for parents and students on February 22, 2016 to address these class options
Comparing social economic status vs. test scores is the easier way to compare District 93 and District 91.
Students nnthe Free and Reduced lunch program for District 33ia42.2296. Many students who are eligible
for the program donot apply for its benefits.
Mr. WoolstenhUlme shared results from the department and school leadership team discussion about the
trimester schedule, All three high schools were represented by administration and teachers, Through
collaborative effort, the discussion Supported the everyday instruction; the majority ahowedeuppodnfiho
trimester schedule change. Those opposed were the Science and Social Studies Departments, and
Technical Careers High School; they were concerned on how their curriculum would be affected. Pros and
cons fm0this discussion are listed below —
Pros:
* Student contact time with teachers will increase from b6%to03%.
� Potential increase |nacademic learning time,
* Q8sshNewiUiDnre@S0bv5O%iO3-thUieste[d8nSeS'nUohasn)aN,EDg|ish.AP.etc.
* Athletic scheduling.
*
Splitting lunch hours iSmore manageable,
w
Easier transition h00middle school.
Coils:
* Hi hschOO|te@de(prep80d0OUDe&N|deCre8Se
m Students will have less U0gNcomplete assigned h0naWOrk
w Students will not participate iOsome programs for 8full year
* Technical and lab -based classes will beimpacted byshorter periods.
* Class time may decrease per grading period.
* Does not align with college schedules.
* May affect Student's ability Nearn Professional -Technical EdUCahOO(PTE]CertifiCa\eS
Other discussions included the Bonneville Education Association (BEA) teacher's union, school Professional
Learning Community (PLC) tearns and the Resolution Committee; overall, the consensus was in favor of the
Trimester schedule.
Partnership between Bonneville Joint School District 93 and Eastern Idaho Technical College (EITC) will
ease overcrowding by allowing the District's teachers to utilize EITC's classroorns and give students the
opportunity hoearn college credit. This will also introduce Students hothe college environment,
Survey results were from students, parents and teachers about trimester schedules.
* Approximately 55% of the students are involved in release -time seminary. During any given period
in the trimester schedule, this equates to approximately 105 students in seminary class and not in
the school building. Oil the A -B Block, there would be approximately 117 Students in seminary
classes per block.
* With classes being held 5 out of 6 periods per day oil a trimester schedule, on average the class
size drops and increases classroom usage, Increases student safety.
m Of the teachers cornpleting the survey, over 50% Support the trimester schedule (+/- 5% margin of
error).
w Bonneville Joint School District 93 is in Region 6 and is the only District not currently on the
trimester schedule. Trimesters are prevalent ineastern Idaho, but not |Oany other regions.
|nconclusion, the trimester schedule provides:
0 Average class size decreases and great utilization ofclassroom space.
�
More OPPOIJUnity for students to take college level classes and earn college credit in high school.
�
Move classes off campus Vzease overcrowding.
�
Dual credit pn3Qmmoffers families Gnopportunity i0reduce college costs. halso helps with the
transition from high school to college. Students will be more successful in the college careers,
*
Good teachers will teach and Students will learn.
�
Every day math will befor all students, not selective students; aithe high school level, offering
every day algebra for high risk students has been successful.
w
Allows students \oexcel and have greater opportunities toexplore options.
w
With trimesters being 12weeks vs. semesters, o118weeks, gives the at -risk Student more
opportunity k)improve their grades within the grading period.
K Public|nPUt
H8asked 7mgrade student, Justin, hexpress his thoughts, Justin felt changing hJatrimester schedule was
a good idea, It would make the transition form middle school to high school easier.
Principal McLaren stated that spoils and the Current ArBblock schedule Often leaves the athletes with 3-4
clays between class instructional blocks and can create large empty spots in Students learning and retention;
this can also affect their class attendance, |ti&very difficult k)[SNdeUtsh)catch Lip Oil information missed,
Chairman McBride then invited the community k)express their concerns and comments, Community and
patron concerns and cornNertsare indicated by 0and District comments by 0:
m Supportive of the dual enrollment opportunity and the option for students to take college c|@668S
early h)prepare for their futures,
m Parents and Students need bzbemore educated onthese programs.
* Confused as to why the Dual credit prograrn is only being presented with trimesters and not with
the current A,Bblock schedule.
u Dual credit program is also designed for the A -B schedule. Easier for students to participate
on these state programs on the trimester schedule, For the Dual Credit Early Completers
program, all state graduation requirements must be met before participating in the prograrn,
The state will then pay for up to 36 college credits. The 8 -in -6 program allows students to
take graduation required classes in the SUMmer or after regular school hours to complete
these requirements earlier, and allowing thern to participate in the Early Completers program,
o The trimester schedule allows the Student hcomplete the required c|aasw0[kinthe first two
trimesters and then participate in the Dual credit program during the third trimester and will be
paid for bythe state.
* Nervous about making multiple changes over short period oftime: trimesters, split sessions, new
high school, boundary changes, etc.
o The idea of earning college credits while enrolled in high school is a new concept in Idaho;
these programs were designed bythe state three years ago. Our Students want hotake
classes in Our schools and our teachers want to teach these students. Trimesters offer more
opportunity for students 1Oparticipate iDthese programs. Currently, oithe high school level,
students are aware and involved iDthese programs; they utilize the funding for test fees and
college credits. We are looking at a better way to offer these classes to our students. K'oo
work |nprogress.
o Students can be enrolled inCollege Algebra asadual credit class once their graduation moih
requirements are met. Seventy-four percent of our seniors are on track for dual credit imth.
w Possibly design a hybrid schedule, with A -B half of the day and core classes the other. A-13 classes
would include Science, Technical classes, fine arts, etc.
o Teachers feel there is not enough time in a 45 -minute class to engage the Student and
present adequate |nxtmCtion,
o Students participating in the 8 -in -6 program allows them to have opportunity to take more
elective classes.
o Trimester schedule allow for more classes periods and increases the student's elective
options,
m With the proposed partnership with BTC.could all the APclasses be taken atthat campus to ease
overcrowding? Transitioning from one place to another would increase transportation concerns,
o APclasses often dOnot have full sections.
* Concerns about the struggling students if classes are only held two trimesters,
o Intervention, tutoring and enrichment activities are available to Students who need extra
instructional hma.
* Online school and Technical Careers High Sch00|/TCHEA|0p8ots.8Upp0d8N8oO|iOep0gran.
o Online schools have class availability throughout the year; not on a common school
schedule. Tutoring iSavailable hnroiud8ntstaking online classes.
* Concerns if the trimester schedule doesn't work well for District.
* In order to collect efficient data, a new program needs at least a five year period to collect
adequate data.
* Evidence lacking with trimester data; cleaner data needed. Collect more adequate data after the
new high school is built, especially if split sessions occur, With so rnany transitions, can skew the
data that we won't know what we are actually seeing during those years.
* Concerns about students involved in spoils, elective classes, fine ails and higher level classes.
* Build the dual credit class program before implementing the trimester schedule,
Additional Counselors will be needed. Transportation costs will increase.
AP course Curriculum affected by trimester schedule. AP credit is more accepted by colleges that
dual credits. It is difficult to go over AP Curriculum in two trimesters.
• With talking with other area districts that offer AP courses in a trimester schedule, the course
completes its curriculum by the end of March, leaving 4-6 weeks for test preparation.
• District 93 AP test scores are above national average; our fine arts programs earn state and
national recognition.
Preparing our students to be college ready is a major concern for most parents.
More data is needed from other schools.
Ninety minutes block schedule is important for student higher level thinking, There is time to
actively learn material,
Lack of prep time hurt students, less classroom time to do homework vs. more hornework done
outside the classroom; spoils orclasswork will suffer, will affect community if extra activities suffer.
Change is tough, If done right could be good, but a lot of variables can mess it up. There needs to
be a clear path including electives, seminary, and possible hybrid options.
Student concerns with homework.
o Training will be needed for teachers to go from 90 minute to 60 minute classes and adjusting
of homework loads.
What are the overcrowding plans for next year?
o Trimester schedules reduce class size and Utilizes classroom space more effectively, such as
less desks in room. Split lunches and partnership with FITC for dual credit classes will help
with overcrowding.
Chairman McBride explained about split sessions: Currently, if the proposed high school is built a year
earlier (2018), split session might be avoided. We understand that too many changes in student's lives can
affect their education.
Chairman McBride clarified that that Survey was under the direction of the Board. The basis was not to have
a Popular vote, but to see how the Community values education.
VI. Adiournment
Chairman McBride expressed appreciation to the community, our students, and the District Administration,
Meeting was adjourned at 9:29 p,m.
APPROVED:
Chairman
ATTESTE
Clerk
Date:
Trimester Proposal
Trimester Key Outcomes
1, Provide every day instruction in core Subjects,
2. Increase efficient use of instructional time in core subjects.
3. Provide additional instructional time in math and English classes,
4. Eliminate obstacles to fully participating in state advanced
opportunities programs,
5. Make student contact time more equitable across grade levels.
Targets (,a 990
Current A -B block 43 6S 8 1043
Proposed Wester 58 58 6 1044
E�.�r
Student Performance Outcomes
—15 -
d for Trimester Schedule
-Increase the Percentage Of Students who meet nroficlencv on state
assessments
by Providing everyday instruction and increased instructional time in n)atJ)
and English.
- Increase dual credit varticiriation
- by eliminating barriers to dual credit for early conipleters program.
2015-2020 Strategic Improvement Goals
W
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P
0
>
41
uJb'0
147
c:
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0
ro 0
2015-2020 Strategic Improvement Goals
01
42
at
U ''4
M
d
aLearninLi Environment OuLcQL--e-�,
i for Trimester Schedule
Expected Outcomes of Trimester Schedule
Student Performance
Increase the percentage of
students who meet proficiency on
state assessments
by providing everyday instruction
and increased instructional time in
math and English,
increase dual credit participation
by eliminating barriers to dual credit
for early completers program.
Learning Environments
Decrease class sizes in core
subjects.
Increase utilization of existing
classrooms,
Increase Proficiency on State Assessments
nc:rease Dual Credit Participation
Increase Percentage of Students
Meeting Proficiency
Algebra 1 Grade Distribution
2014-2015
A 1B
c D r
„ ;i
Mastery Adyancement
Allows students to earn credit
Studants may graduate early
Progr,sm(MAP)
by demmrsnating mastery of
and earn schnt—cp to Idaho
coarse content
university.
$-in-6
Allaws students to complete
7" – 12" grade
extra high schoai courses after
school and during the summer
Dual Credit
Pays up to $200 for dual credit
students earn college credit at
I i" grade
(Fast F.—,d)
or crednt bearing eeams
reduced cost
Paysup I. $400f., dual credit
Students earn college credit at
12" grade
or credit bearing exams
reduced cost
Dual Credit
Pzysup to 3 -Sc clap aed¢s per
Students earn college credit at
12' grade early
(Early Campleters)
year
no cost
ccmpleters
201.4--15 Advanced Opportunities
Participation
I tth 120,
Enrolledin Dual Crvdit :` ': ;:�!:�' : I I
Famod DLJafl Credit
Early Completers
12t" Grade Participation in College Courses
AP Gu,lut 74 12' ; 3.8
G.—n—nt 463 M� 3.0
121h Grade Enrollments, Fall 2015
5 p- h 3;;
Sc r, 29"
'"",and s 34
FE r55':
69 C
CF1,111-11t "t, t td:
t; lo 20 30--' 4 50 6u: 7U'I F 0 100i
1.211, Grade Participation in College Courses
2",
'i?, "r,
I? A f l"11Q 'h A
12111 Grade Participation
in College Courses
1 AP C—P.Sib."
85
14°,
33
AP Literature
24
4'a
3.9
English 12
449
72',,
3.0
Practical E,,,,1.sh
13
2",
2 6
'i?, "r,
I? A f l"11Q 'h A
12111 Grade Participation
in College Courses
. ... . .
....
Algebra 2 146 23'.0
2.9
AP Calculus 100 16%
3.9
College Algebra 61 IOT5
33
Gae,l"t'y 60 101.
2.3
Pecal'.1u, 54 9%
3.4
An Stats 37 6%
3,8
Financial Algebra 33 5',1
2.7
EnglishC-us.sitiou
Critical Thinking 27 4�,
23
1
Io
Math
SO
so
Stats 24 4N
14
V-
A"
C1111g, Algebra
3
A-6— Um'l A'
I
EnglishC-us.sitiou
6
El,lurra,uy Falun L -go A
Humanities/Science A"
1
Io
0
SO
so
I F0,rigri Language6
2" I UAll,ge Alk.6o A'
1
0
$0
Sad,lf Sciences
6
trighal, C. cru—ili.. A.
1
3
$185
Fast F.,,,a,d
I
Huntnitie,
3
untal'
Amerkart Nm'l 6—il R
1
3
$185
F"t F- d
Sdecca,
' ..
Elementary "."ZC
I1
3
$185
Stud-,
N416el,., of Ucu,uuki A'
10
so
Total
24
3
C.P.A. A18.U. 0'
1
3
$185
La'!y (
E.Akh CO.P!"Worl C-
1
3
SIBS
Early Ccurnplarle's
W—ruAry F. -lar Language C
1
3
SIBS
f,n)y Colrupkxr'a
.
Principles of Rortornic, 8
1
3
$185
fli,tycrurllget—
I
Hum_ltias / Sch,ace B
1
3
SIBS
Exiy
Cost Savings to Students / Families
Paid by
student
Fast Forward Program
Early Conipleters program
Total
Equivalent tuition Costs
Credits
Cost
3
$185
6
$370
1S
5925
24
_$1,4§0
(redits Tuition
S" Vings 1
24 $6,784
56,599 1
24 $6,664
$6,479 1
24 519,134
518,9=191
24 $3,830
$3,645_1
Other Outcomes for Trimester Schedule
Positive
Student contact time will
increase from 56% to 63%
(comparable to elementary)
• Students will take fewer classes
at once (6 vs. 8)
Potential increase in academic
learning time
• Class time will increase by 50%
in 3 -trimester classes (math,
English, AP, etc.)
Survey Results
Negative
• High school teacher preparation
time will decrease
Students will have less time to
complete assigned homework
Students will not participate in
some programs for a full year
Technical and lab -based classes
will be impacted by shorter
periods.
Class time may decrease per
grading period.
Department & School Leadership
TearTi Discussion
Other Outcomes for Trimester Schedule
Positive
Athletic scheduling
Splitting lunch hours is more
manageable
• Easier transition from middle
school
Negative
• May impact PTE students' ability
to earn certifications
Does not align with college
schedules
Teachers' Level of Support for Trimesters
(Mean)
Class Size OUtCOrnes
13
V,
High School Schedules 14 7
4A/5A high schools by region 12
D93 is only Region 6 4A/5A
districtnoton trimesters 10
• TO me sters a re p re va I en t in
eastern Ida he, but not in any
other regio ns
2
0
I III II v IV v]
Qu t" A is PIZjl�,
Enrollment
1.700
1700
Teachers
77
77
Periods
8
6
Average numbei of students on campus
each period
1S83
1595
Available number of classes each period
58
64
Average class size
273
24.9
13
V,
High School Schedules 14 7
4A/5A high schools by region 12
D93 is only Region 6 4A/5A
districtnoton trimesters 10
• TO me sters a re p re va I en t in
eastern Ida he, but not in any
other regio ns
2
0
I III II v IV v]
Qu t" A is PIZjl�,