The 38-member Students Come First Technology Task Force today voted unanimously to approve recommendations that will help the state and local school districts successfully implement the technology components of the state’s education reform laws. In total, the Task Force approved 47 recommendations.
“I am impressed with the work of the Task Force. In June, 38 individuals came together with different ideas, attitudes and opinions about education reform in Idaho. After months of study and hard work, we agreed unanimously on the best ways to move the Students Come First laws forward across our state,” Superintendent of Public Instruction Tom Luna said. “Through these laws and now with these recommendations, we will truly be able to provide equal education opportunities for all Idaho students and the tools and resources Idaho teachers need to raise academic achievement.”
In 2011, Superintendent Luna worked with Governor C.L. “Butch” Otter and the Idaho Legislature to pass comprehensive education reform that will make every classroom a 21st Century Classroom, ensure every student has access to a highly effective teacher every year in school, and give parents immediate access to understandable information about their child’s school and district.
Under Senate Bill 1184, Superintendent Luna was charged with chairing a task force to help in implementing the technology components of the Students Come First law. Specifically, this task force was asked to study and develop plans for the one-to-one ratio of mobile computing devices in high schools, the online credit requirement, the necessary professional development for teachers, and other topics determined by the task force chairman.
The Task Force was made up of classroom teachers, parents, principals, superintendents, school board trustees, legislators, business managers, technology directors, and representatives of the business community. Eleven positions on the task force were appointed by educational stakeholder groups as well as the Idaho Legislature and the Office of the Governor.
Here are highlights of the recommendations approved by the Task Force today:
• The state phase in the one-to-one mobile computing devices to one-third of high schools at a time, beginning in Fall 2013. High school teachers will still receive devices in Fall 2012.
• The state procure a laptop as the mobile computing device.
• If local school boards determine the device will be taken home, all schools provide parent trainings multiple times throughout the year. Attendance at one training would be required before the device is taken home.
• The state increase the amount of professional development allowed in school calendars.
• The state require Idaho’s colleges of education to ensure pre-service students learn how to integrate technology in the classroom before becoming teachers.
• The State Department of Education work with local schools and districts to develop and implement an online portal where parents and students can get more information on each online course, including the provider, instructor, quality and performance metrics and parent and student customer ratings.
For more information on the work of the Technology Task Force, including a list of Task Force members, meeting minutes, and a list of recommendations, visit http://www.studentscomefirst.org/technologytaskforce.htm.
Tuesday, December 13, 2011
Friday, December 9, 2011
BOISE STUDENT WINS HOLIDAY CARD CONTEST
“Congratulations to You-Jean Cho for winning the grand prize this year! Idaho’s annual Holiday Card Contest is a great way to celebrate the importance of arts in education and showcase the great talent of Idaho’s students,” Superintendent Luna said.
Cho’s artwork will be featured on the State Department of Education’s holiday greeting cards this year, which are sent to schools, districts and others across the state. She will also receive a certificate and copies of the greeting card to share with her friends and family members.
“We are so proud of You-Jean for being selected for this statewide honor,” said Boise Superintendent Don Coberly. “Though she arrived in the United States just last year, she has impressed her Jefferson Elementary School teachers with her talent and dedication to her studies. Her use of artistic perspective and attention to detail are unusual for a student of her age.”
Superintendent Luna also awarded the following grade-level winners across the state:
• Kindergarten: Lydia Frederick, Pioneer Elementary School, Weiser School District
• 1st Grade: Emmitt Brown, Idaho Virtual Academy, Post Falls
• 2nd Grade: Tucker Rhodes, Orchards Elementary School, Lewiston School District
• 3rd Grade: Breanna Nine, McSorley Elementary School, Lewiston School District
• 4th Grade: Sophia Boson, McSorley Elementary School, Lewiston School District
• 5th Grade: Rebecca Hammond, Idaho Virtual Academy, Deary
• 6th Grade: Taytum Allen, New Plymouth Middle School, New Plymouth School District
Congratulations to all the winners! Each student will receive a certificate of recognition. The grand prize winner’s drawing is posted online at http://www.sde.idaho.gov/site/media_center/.
For electronic copies of other artwork, please e-mail Melissa McGrath at mrmcgrath@sde.idaho.gov.
Tuesday, December 6, 2011
Sun Valley to host December "Capital for a Day"
Governor C.L. “Butch” Otter announced today that the Blaine County community of Sun Valley will be Idaho’s “Capital for a Day” on Wednesday, December 21st. The event will coincide with the celebration of Sun Valley’s 75th anniversary.
Governor Otter brings State government to Idahoans living outside Boise each month by making a different town in Idaho the state’s “Capital for a Day.” The events provide local residents an all-day opportunity to have open discussions about government issues with Governor Otter, members of his Cabinet and other senior State officials.
The open meeting is scheduled from 9 a.m. to 3 p.m. at the Sun Valley Inn, Continental Room. Governor Otter will join Mayor Wayne Willich and other local leaders for a lunch at noon at the same location. The public is encouraged to attend the lunch, which will cost $10 per person.
Officials joining Governor Otter and First Lady Lori Otter at Capital for a Day will include Lieutenant Governor Brad Little; Secretary of State Ben Ysursa; Superintendent of Public Instruction Tom Luna; Brigadier General Bill Shawver, commanding officer of the Idaho Air National Guard and director of the Idaho Bureau of Homeland Security; Roger Madsen, director of the Idaho Department of Labor; Dick Armstrong, director of the Idaho Department of Health and Welfare; Bill Deal, director of the Idaho Department of Insurance; Brian Ness, director of the Idaho Transportation Department; Jeff Sayer, director of the Idaho Department of Commerce; Brent Reinke, director of the Idaho Department of Correction; Gary Spackman, interim director of the Idaho Department of Water Resources; Jeff Anderson, director of the Idaho Lottery and the Idaho State Liquor Division; College of Southern Idaho President Jerry Beck; Michael Faison, director of the Idaho Commission on the Arts; and Jim Unsworth, deputy director of the Idaho Department of Fish and Game.
Also on hand to help answer questions from residents will be a representative from the State Board of Education and regional representatives from the Idaho Department of Parks and Recreation, Idaho State Historical Society, Idaho State Police, Idaho Department of Lands, and the Idaho Division of Building Safety.
“Sun Valley has been synonymous with resort and recreational excellence for 75 years now. We all are proud to be associated not only with the name, but more importantly with the people who make it great,” Governor Otter said. “There is a unique set of challenges associated with a community like Sun Valley. I look forward to hearing the perspective of those who live, work and raise their families here.”
Governor Otter brings State government to Idahoans living outside Boise each month by making a different town in Idaho the state’s “Capital for a Day.” The events provide local residents an all-day opportunity to have open discussions about government issues with Governor Otter, members of his Cabinet and other senior State officials.
The open meeting is scheduled from 9 a.m. to 3 p.m. at the Sun Valley Inn, Continental Room. Governor Otter will join Mayor Wayne Willich and other local leaders for a lunch at noon at the same location. The public is encouraged to attend the lunch, which will cost $10 per person.
Officials joining Governor Otter and First Lady Lori Otter at Capital for a Day will include Lieutenant Governor Brad Little; Secretary of State Ben Ysursa; Superintendent of Public Instruction Tom Luna; Brigadier General Bill Shawver, commanding officer of the Idaho Air National Guard and director of the Idaho Bureau of Homeland Security; Roger Madsen, director of the Idaho Department of Labor; Dick Armstrong, director of the Idaho Department of Health and Welfare; Bill Deal, director of the Idaho Department of Insurance; Brian Ness, director of the Idaho Transportation Department; Jeff Sayer, director of the Idaho Department of Commerce; Brent Reinke, director of the Idaho Department of Correction; Gary Spackman, interim director of the Idaho Department of Water Resources; Jeff Anderson, director of the Idaho Lottery and the Idaho State Liquor Division; College of Southern Idaho President Jerry Beck; Michael Faison, director of the Idaho Commission on the Arts; and Jim Unsworth, deputy director of the Idaho Department of Fish and Game.
Also on hand to help answer questions from residents will be a representative from the State Board of Education and regional representatives from the Idaho Department of Parks and Recreation, Idaho State Historical Society, Idaho State Police, Idaho Department of Lands, and the Idaho Division of Building Safety.
“Sun Valley has been synonymous with resort and recreational excellence for 75 years now. We all are proud to be associated not only with the name, but more importantly with the people who make it great,” Governor Otter said. “There is a unique set of challenges associated with a community like Sun Valley. I look forward to hearing the perspective of those who live, work and raise their families here.”
Sunday, November 20, 2011
Superintendent Luna’s Opening Remarks as President of CCSSO
The following are remarks Idaho Superintendent of Public Instruction Tom Luna gave after he took over as President of the Council of Chief State School Officers (CCSSO) at the CCSSO Annual Policy Forum on November 19, 2011 in Phoenix, Arizona.
Thank you so much for being here today. It is an honor to serve as the President of the Council of Chief State School Officers.
First, I want to thank Chris Koch for his leadership as President. Whether it’s the advancements we made in the adoption of the Common Core State Standards, the amazing influence we have had in the waiver process and the reauthorization bill that is working its way through congress as we speak, or the fact that we are working on the next generation of assessments and accountability, we owe a great debt of gratitude to Chris for his leadership during this time.
At the same time, we were all back in our states dealing with what is arguably the most difficult economic situation our country has faced in our lifetimes, Chris was back dealing with the same things but also all these other successes we have had at CCSSO. Chris, thank you so much again for your work.
As state chiefs, we have led the way. That is the way it should be. As states, we should identify the problems we face, find the solutions to these problems, and define the federal government’s role – if any – in helping us solve these problems.
We have shown we can do this. We have addressed problems with higher standards through Common Core, with new assessments through our consortia, and increased accountability systems. All of these are critical and absolutely necessary if we are going to improve our education system, but there is one piece that is missing that I think we need to respond to now and act upon now.
That is, do we have the capacity to meet the demands of the Common Core, to respond to the information we will receive from the new assessments? Do we have the capacity with the workforce that we have, especially when we are facing a teacher shortage in the future, and so we know that this is one important part that is critical and it’s missing. It’s the most important part.
We know that the most important part of a child’s academic success is the quality of the teacher in the classroom. World-class standards, quality assessments, high accountability are important and necessary but all of these things are secondary to having a highly effective teacher in every classroom.
Together, we must tackle the challenge of teacher quality and teacher preparation programs. We know that teachers are not the problem, they are the solution. The challenge we face today in teacher quality is a problem with preparing our teachers for the 21st Century Classroom.
Each year, we discuss the challenge of our students graduating from high school and going to postsecondary education and needing remediation once they get there. We are all working to solve this problem.
An equally large problem is the fact that far too many teachers are graduating from our Colleges of Education and going into the classroom and needing additional training once they get there. I have heard – and have often repeated – that our graduates of the Colleges of Education are the most knowledgeable but the least prepared. The fact is we are spending too much money every year training teachers on the skills they should have learned while in college.
This is not the fault of the pre-service student or the teacher in the classroom. This is the result of antiquated teacher preparation programs and outdated certification processes. We must address teacher quality before our teachers get into the classroom and begin teaching our students.
We know that the teacher is the MOST important factor in a student’s academic success. This is not debatable. Just look at the impact a teacher can have on a student’s academic success. I turn to the research of Dr. Robert Marzano. He is an expert in education research and teacher quality.
His study looked at millions of students, thousands of schools, and numerous years.
This shows what happens to the average student – a student in the 50th percentile – depending on his/her learning experience. If a student arrives at school with average academic achievement, has an average teacher and an average principal in the school, that student will leave school just as they came in – in the 50th percentile.
What if that same student arrived at school and had an effective principal and effective teacher? The student would excel significantly and leave in the 96th percentile. Now, consider if that same student arrives at a school with an ineffective teacher and an ineffective principal. That student will drop from the 50th percentile to around the 3rd percentile. This statistic is shocking and disturbing – but it’s real.
It’s clear: the effectiveness of a principal and a teacher has a huge impact on student achievement. We know that once a student falls behind academically, it is difficult and sometimes almost impossible for him to catch up in the current system. We cannot even risk one year in a student’s academic career.
Knowing this, why would we ever leave this to chance? As a father, grandfather, and as State Superintendent, I am not going to leave this to chance. I believe we must do everything we can to ensure a highly effective teacher is at the helm of every classroom.
It begins with our teacher preparation programs.
Secretary Duncan has called for the reform of Colleges of Education. He said: “The current system that prepares our nation's teachers offers no guarantees of quality for anyone – from the college students themselves who borrow thousands of dollars to attend teacher preparation programs, to the districts, schools, parents, and, mostly importantly, the children that depend on good teachers to provide a world-class education.
“It is stunning to me that, for decades, teacher preparation programs have had no feedback loop to identify where their programs prepare students well for the classroom and where they need to improve. Our teacher prep programs have operated largely in the dark, without access to meaningful data that tells them how effective their graduates are in the classroom.”
But Secretary Duncan has called for reform to these programs for more than two years now. That’s two years. To me, it’s clear then if change is going to occur and be sustained then states must take the lead. We would not have the world class standards we have today or the work on the next generation of assessments without the states taking the lead. We must lead in this most important area.
We do have places to look as we begin this conversation and embark on this process. CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC) has developed Model Core Teaching Standards. The Administration recently published its Teacher Education Reform and Improvement plan. The National Council on Teacher Quality has conducted extensive research on what makes an effective teacher. I have heard positive examples of reforms to Colleges of Education in Louisiana, Michigan, Indiana, and other states.
If we want this reform and this change to be widespread and meaningful in every state across the country, we as state chiefs have to step up and make a concerted effort together just as we did with the Common Core. We have to move from conversation on teacher quality to make the change we know needs to happen. Through CCSSO, we can provide that focus, support and motivation necessary to move forward.
.
As state leaders, we have to find the answers to 3 major questions.
First, what do our students need in a 21st Century teacher? We know we want every teacher to be highly effective. In order for our students to succeed in the 21st Century, what does the highly effective need to know and be able to do? I believe a highly effective teacher in the 21st Century Classroom must be able to gather and analyze data and adapt to the results. The 21st Century Teacher must be able to utilize distance learning and digital content to give students access to the opportunities they need and make lessons come alive. In the 21st Century Classroom, a teacher must be able to manage a roomful of learners versus a room full of students. In other words, if we want our students to be problem solvers and critical thinkers, we have to create an environment that allows them to explore, solve problems, and think critically. The 21st Century Teachers must be able to facilitate this.
Second, what standards should be in place for our teacher preparation programs? These standards should not be limited to our Colleges of Education. We need to set high standards for any entity that wants to train teachers – whether it is a College of Education, Teacher for America, or ABCTE. We will hold them accountable through a transparent evaluation process.
We must ask ourselves every year: How well is a teacher performing and where did that teacher attend pre-service? If an organization can meet the high standards and the high level of accountability we put in place, then they can teach our students.
Third, what should the certification process look like? We must move away from talking about traditional certification vs. alternate certification. Instead, let’s talk about certification. We should create the framework for a single certification process that all teachers can use – no matter where they were trained. It will ensure they have met the high standards we have set for them in content and in pedagogy. And it will hold the teacher preparation organization accountable for results.
As we work to answer each of these questions, here are some of the things we know must be part of our conversation going forward. First, selectivity. We all agree that teaching is a difficult profession and worthy profession. Therefore, we must raise the bar for those who want to go into teaching.
Second, a focus on elementary reading and mathematics. We know our students will need a strong foundation in reading and a strong foundation in math to be successful in the 21st Century. That foundation begins in elementary school. Once pre-service students are in our teacher preparation programs, we must ensure they are not only learning the academics of reading and mathematics, but the science behind teaching these subject areas.
Finally, student teaching. Student teaching programs must be rigorous and relevant.
They must prepare our future teachers for the classroom they will manage as soon as they graduate. We have to ensure every student teacher is placed in the classroom of a highly effective teacher. Just as we did with the Common Core, we must develop set of common performance standards and then measure the effectiveness of the student teaching program against the standards.
These are all challenges we face and challenges we must address if we expect to improve our public education systems across the country. We have to look at pockets of excellence and find answers to our questions:
If we do this, then our Colleges of Education and teacher preparation organizations will be able to truly prepare our teachers to be successful in the 21st Century Classroom – without needing remediation once they get there. In the coming weeks, we will be engaging you in talks to move from discussion to action, and I am confident that like the Common Core success we as states can develop common standards for certification and licensure. This is how we can truly ensure a highly effective teacher in every classroom for every student.
In closing, I attended a meeting awhile back where the keynote speaker said if you want to get access to somebody’s mind, you start with the heart. So let me share with you a piece of my heart, and what motivates me to do this. When I ran for the local school board in Nampa, I had a successful business. We were a happy young family with six children in school. I didn’t run for the school board to reform education. I ran for the school board because they told me it would only be one night a month, and I believed them.
But as I got more and more involved in education, I began to realize that access to the American Dream was tied more today to a quality education than ever before. You see, I was one of those kids who came to school a little hungry and a little tired. I lived in a tent for awhile. There were some teachers that were wonderful individuals with big hearts and a lot of compassion, but they knew my family situation and made excuses for me. They didn’t expect as much from me. Then, there were other teachers who knew my family circumstances yet they expected just as much from me as they did any child. They convinced me that regardless of where I came from, regardless of the spelling of my last name, I was just as smart, just as capable, and I had just as much hope or opportunity in America as anyone. You know what? I believed them.
Because of them, because of these great teachers, my brothers and sisters and I now live a version of the American Dream that my parents could not have even imagined. I honor teachers. I respect them and the work that they do, and I realize on a personal level the important role they will play in giving hope to those who feel like there is no hope and providing opportunity to those who feel like opportunity may have passed them by.
I am honored to serve as your President this coming year. I think the work that we can do and accomplish on teacher preparation is the capstone to the work that we have been focused on these past few years as CCSSO has become a leader in setting policy and direction and priority for education across the country.
Thank you.
Thank you so much for being here today. It is an honor to serve as the President of the Council of Chief State School Officers.
First, I want to thank Chris Koch for his leadership as President. Whether it’s the advancements we made in the adoption of the Common Core State Standards, the amazing influence we have had in the waiver process and the reauthorization bill that is working its way through congress as we speak, or the fact that we are working on the next generation of assessments and accountability, we owe a great debt of gratitude to Chris for his leadership during this time.
At the same time, we were all back in our states dealing with what is arguably the most difficult economic situation our country has faced in our lifetimes, Chris was back dealing with the same things but also all these other successes we have had at CCSSO. Chris, thank you so much again for your work.
As state chiefs, we have led the way. That is the way it should be. As states, we should identify the problems we face, find the solutions to these problems, and define the federal government’s role – if any – in helping us solve these problems.
We have shown we can do this. We have addressed problems with higher standards through Common Core, with new assessments through our consortia, and increased accountability systems. All of these are critical and absolutely necessary if we are going to improve our education system, but there is one piece that is missing that I think we need to respond to now and act upon now.
That is, do we have the capacity to meet the demands of the Common Core, to respond to the information we will receive from the new assessments? Do we have the capacity with the workforce that we have, especially when we are facing a teacher shortage in the future, and so we know that this is one important part that is critical and it’s missing. It’s the most important part.
We know that the most important part of a child’s academic success is the quality of the teacher in the classroom. World-class standards, quality assessments, high accountability are important and necessary but all of these things are secondary to having a highly effective teacher in every classroom.
Together, we must tackle the challenge of teacher quality and teacher preparation programs. We know that teachers are not the problem, they are the solution. The challenge we face today in teacher quality is a problem with preparing our teachers for the 21st Century Classroom.
Each year, we discuss the challenge of our students graduating from high school and going to postsecondary education and needing remediation once they get there. We are all working to solve this problem.
An equally large problem is the fact that far too many teachers are graduating from our Colleges of Education and going into the classroom and needing additional training once they get there. I have heard – and have often repeated – that our graduates of the Colleges of Education are the most knowledgeable but the least prepared. The fact is we are spending too much money every year training teachers on the skills they should have learned while in college.
This is not the fault of the pre-service student or the teacher in the classroom. This is the result of antiquated teacher preparation programs and outdated certification processes. We must address teacher quality before our teachers get into the classroom and begin teaching our students.
We know that the teacher is the MOST important factor in a student’s academic success. This is not debatable. Just look at the impact a teacher can have on a student’s academic success. I turn to the research of Dr. Robert Marzano. He is an expert in education research and teacher quality.
His study looked at millions of students, thousands of schools, and numerous years.
This shows what happens to the average student – a student in the 50th percentile – depending on his/her learning experience. If a student arrives at school with average academic achievement, has an average teacher and an average principal in the school, that student will leave school just as they came in – in the 50th percentile.
What if that same student arrived at school and had an effective principal and effective teacher? The student would excel significantly and leave in the 96th percentile. Now, consider if that same student arrives at a school with an ineffective teacher and an ineffective principal. That student will drop from the 50th percentile to around the 3rd percentile. This statistic is shocking and disturbing – but it’s real.
It’s clear: the effectiveness of a principal and a teacher has a huge impact on student achievement. We know that once a student falls behind academically, it is difficult and sometimes almost impossible for him to catch up in the current system. We cannot even risk one year in a student’s academic career.
Knowing this, why would we ever leave this to chance? As a father, grandfather, and as State Superintendent, I am not going to leave this to chance. I believe we must do everything we can to ensure a highly effective teacher is at the helm of every classroom.
It begins with our teacher preparation programs.
Secretary Duncan has called for the reform of Colleges of Education. He said: “The current system that prepares our nation's teachers offers no guarantees of quality for anyone – from the college students themselves who borrow thousands of dollars to attend teacher preparation programs, to the districts, schools, parents, and, mostly importantly, the children that depend on good teachers to provide a world-class education.
“It is stunning to me that, for decades, teacher preparation programs have had no feedback loop to identify where their programs prepare students well for the classroom and where they need to improve. Our teacher prep programs have operated largely in the dark, without access to meaningful data that tells them how effective their graduates are in the classroom.”
But Secretary Duncan has called for reform to these programs for more than two years now. That’s two years. To me, it’s clear then if change is going to occur and be sustained then states must take the lead. We would not have the world class standards we have today or the work on the next generation of assessments without the states taking the lead. We must lead in this most important area.
We do have places to look as we begin this conversation and embark on this process. CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC) has developed Model Core Teaching Standards. The Administration recently published its Teacher Education Reform and Improvement plan. The National Council on Teacher Quality has conducted extensive research on what makes an effective teacher. I have heard positive examples of reforms to Colleges of Education in Louisiana, Michigan, Indiana, and other states.
If we want this reform and this change to be widespread and meaningful in every state across the country, we as state chiefs have to step up and make a concerted effort together just as we did with the Common Core. We have to move from conversation on teacher quality to make the change we know needs to happen. Through CCSSO, we can provide that focus, support and motivation necessary to move forward.
.
As state leaders, we have to find the answers to 3 major questions.
First, what do our students need in a 21st Century teacher? We know we want every teacher to be highly effective. In order for our students to succeed in the 21st Century, what does the highly effective need to know and be able to do? I believe a highly effective teacher in the 21st Century Classroom must be able to gather and analyze data and adapt to the results. The 21st Century Teacher must be able to utilize distance learning and digital content to give students access to the opportunities they need and make lessons come alive. In the 21st Century Classroom, a teacher must be able to manage a roomful of learners versus a room full of students. In other words, if we want our students to be problem solvers and critical thinkers, we have to create an environment that allows them to explore, solve problems, and think critically. The 21st Century Teachers must be able to facilitate this.
Second, what standards should be in place for our teacher preparation programs? These standards should not be limited to our Colleges of Education. We need to set high standards for any entity that wants to train teachers – whether it is a College of Education, Teacher for America, or ABCTE. We will hold them accountable through a transparent evaluation process.
We must ask ourselves every year: How well is a teacher performing and where did that teacher attend pre-service? If an organization can meet the high standards and the high level of accountability we put in place, then they can teach our students.
Third, what should the certification process look like? We must move away from talking about traditional certification vs. alternate certification. Instead, let’s talk about certification. We should create the framework for a single certification process that all teachers can use – no matter where they were trained. It will ensure they have met the high standards we have set for them in content and in pedagogy. And it will hold the teacher preparation organization accountable for results.
As we work to answer each of these questions, here are some of the things we know must be part of our conversation going forward. First, selectivity. We all agree that teaching is a difficult profession and worthy profession. Therefore, we must raise the bar for those who want to go into teaching.
Second, a focus on elementary reading and mathematics. We know our students will need a strong foundation in reading and a strong foundation in math to be successful in the 21st Century. That foundation begins in elementary school. Once pre-service students are in our teacher preparation programs, we must ensure they are not only learning the academics of reading and mathematics, but the science behind teaching these subject areas.
Finally, student teaching. Student teaching programs must be rigorous and relevant.
They must prepare our future teachers for the classroom they will manage as soon as they graduate. We have to ensure every student teacher is placed in the classroom of a highly effective teacher. Just as we did with the Common Core, we must develop set of common performance standards and then measure the effectiveness of the student teaching program against the standards.
These are all challenges we face and challenges we must address if we expect to improve our public education systems across the country. We have to look at pockets of excellence and find answers to our questions:
- What do our students need in a 21st Century teacher?
- What standards should be in place for our teacher preparation programs?
- What should the certification process look like?
If we do this, then our Colleges of Education and teacher preparation organizations will be able to truly prepare our teachers to be successful in the 21st Century Classroom – without needing remediation once they get there. In the coming weeks, we will be engaging you in talks to move from discussion to action, and I am confident that like the Common Core success we as states can develop common standards for certification and licensure. This is how we can truly ensure a highly effective teacher in every classroom for every student.
In closing, I attended a meeting awhile back where the keynote speaker said if you want to get access to somebody’s mind, you start with the heart. So let me share with you a piece of my heart, and what motivates me to do this. When I ran for the local school board in Nampa, I had a successful business. We were a happy young family with six children in school. I didn’t run for the school board to reform education. I ran for the school board because they told me it would only be one night a month, and I believed them.
But as I got more and more involved in education, I began to realize that access to the American Dream was tied more today to a quality education than ever before. You see, I was one of those kids who came to school a little hungry and a little tired. I lived in a tent for awhile. There were some teachers that were wonderful individuals with big hearts and a lot of compassion, but they knew my family situation and made excuses for me. They didn’t expect as much from me. Then, there were other teachers who knew my family circumstances yet they expected just as much from me as they did any child. They convinced me that regardless of where I came from, regardless of the spelling of my last name, I was just as smart, just as capable, and I had just as much hope or opportunity in America as anyone. You know what? I believed them.
Because of them, because of these great teachers, my brothers and sisters and I now live a version of the American Dream that my parents could not have even imagined. I honor teachers. I respect them and the work that they do, and I realize on a personal level the important role they will play in giving hope to those who feel like there is no hope and providing opportunity to those who feel like opportunity may have passed them by.
I am honored to serve as your President this coming year. I think the work that we can do and accomplish on teacher preparation is the capstone to the work that we have been focused on these past few years as CCSSO has become a leader in setting policy and direction and priority for education across the country.
Thank you.
Saturday, November 19, 2011
Superintendent Luna Sworn in as President of Chief State School Officers
Idaho Superintendent of Public Instruction Tom Luna became President of the Council of Chief State School Officers (CCSSO) this morning at the 2011 Annual Policy Forum in Phoenix.
“It is an honor to be elected by my peers to serve in this leadership role,” Superintendent Luna said. “As state chiefs, we must identify the problems we face, find the solutions to these problems, and define the federal government’s role, if any, in helping us solve these problems.”
CCSSO is a nonpartisan, nationwide, nonprofit organization that represents the superintendents, secretaries and commissioners of state education agencies. CCSSO leads and facilitates collective state action to transform our public education system in the strategic areas of Educator Workforce; Information Systems; and Standards, Assessment, and Accountability.
Superintendent Luna praised CCSSO and Past President Chris Koch of Illinois for the accomplishments made over the past year, including the development of Common Core State Standards, the next generation of assessments, and principles for increased accountability systems.
In his opening address as President, Superintendent Luna challenged the members of CCSSO to address the challenge states now face in preparing teachers for the 21st century.
“We know the most important factor in a student’s academic success is the quality of the teacher in the classroom. Still, the fact is we are spending too much money every year training teachers on the skills they should have learned while in college. This is not the fault of the pre-service student or the teacher in the classroom. This is the result of antiquated teacher preparation programs and outdated certification processes,” Superintendent Luna said. “Collectively, we as state chiefs must address teacher quality and preparation across the country before our teachers get into the classroom and begin teaching our students.”
The CCSSO Board of Directors will work with states and organizations to address this issue in the coming year.
“It is an honor to be elected by my peers to serve in this leadership role,” Superintendent Luna said. “As state chiefs, we must identify the problems we face, find the solutions to these problems, and define the federal government’s role, if any, in helping us solve these problems.”
CCSSO is a nonpartisan, nationwide, nonprofit organization that represents the superintendents, secretaries and commissioners of state education agencies. CCSSO leads and facilitates collective state action to transform our public education system in the strategic areas of Educator Workforce; Information Systems; and Standards, Assessment, and Accountability.
Superintendent Luna praised CCSSO and Past President Chris Koch of Illinois for the accomplishments made over the past year, including the development of Common Core State Standards, the next generation of assessments, and principles for increased accountability systems.
In his opening address as President, Superintendent Luna challenged the members of CCSSO to address the challenge states now face in preparing teachers for the 21st century.
“We know the most important factor in a student’s academic success is the quality of the teacher in the classroom. Still, the fact is we are spending too much money every year training teachers on the skills they should have learned while in college. This is not the fault of the pre-service student or the teacher in the classroom. This is the result of antiquated teacher preparation programs and outdated certification processes,” Superintendent Luna said. “Collectively, we as state chiefs must address teacher quality and preparation across the country before our teachers get into the classroom and begin teaching our students.”
The CCSSO Board of Directors will work with states and organizations to address this issue in the coming year.
Friday, November 18, 2011
SUPT. LUNA TO BE SWORN IN AS PRESIDENT OF COUNCIL OF CHIEF STATE SCHOOL OFFICERS
Superintendent of Public Instruction Tom Luna will be sworn in at 9 a.m. tomorrow morning, Saturday, November 19, as the President of the Council of Chief State School Officers (CCSSO) at the 2011 Annual Policy Forum in Phoenix, Arizona.
Elected by his peers, Superintendent Luna has served as President-Elect of CCSSO over the past year. Tomorrow he assumes his role as President of CCSSO.
CCSSO is a nonpartisan, nationwide, nonprofit organization that represents the superintendents, secretaries and commissioners of state education agencies. CCSSO leads and facilitates collective state action to transform our public education system in the strategic areas of Educator Workforce; Information Systems; and Standards, Assessment, and Accountability. More information on CCSSO is online at http://www.ccsso.org/.
Elected by his peers, Superintendent Luna has served as President-Elect of CCSSO over the past year. Tomorrow he assumes his role as President of CCSSO.
CCSSO is a nonpartisan, nationwide, nonprofit organization that represents the superintendents, secretaries and commissioners of state education agencies. CCSSO leads and facilitates collective state action to transform our public education system in the strategic areas of Educator Workforce; Information Systems; and Standards, Assessment, and Accountability. More information on CCSSO is online at http://www.ccsso.org/.
Wednesday, November 16, 2011
BOARD SELECTS ST. ANTHONY NATIVE TO LEAD EITC
An eastern Idaho native, graduate of the University of Idaho and a thirty-year employee of the institution will be the next president of Eastern Idaho Technical College (EITC).
Dr. Steven Albiston, PhD., the current Vice-President for Instruction and Student Affairs will assume the duties of president starting January 1, 2012. “I am truly thrilled to have been given this opportunity,” said Albiston. “I’m looking forward to working with everyone; all the students, faculty, staff and supporters who do so much in helping our students succeed.”
Albiston, who was born and raised in St. Anthony, graduated from South Fremont High School, holds a bachelor’s, masters and doctorate from the University of Idaho. He came to EITC in October of 1981 as an Admissions/Vocational Counselor. He has held a number of positions including Student Services Coordinator, Student Services Manager, Dean of Students, and most recently Vice-President for Instruction and Student Affairs.
“Steve impressed us,” said Emma Atchley of Ashton, member of the Idaho State Board of Education and chair of the EITC Presidential Search Committee. “We had a very strong pool of applicants and Steve consistently rose to the top of the list. We’re thrilled to have him leading this campus.”
The position became open when current EITC President Burton Waite announced his retirement in June 2011, effective December 31, 2011.
To learn more about the Idaho State Board of Education, please visit http://www.boardofed.idaho.gov/.
Dr. Steven Albiston, PhD., the current Vice-President for Instruction and Student Affairs will assume the duties of president starting January 1, 2012. “I am truly thrilled to have been given this opportunity,” said Albiston. “I’m looking forward to working with everyone; all the students, faculty, staff and supporters who do so much in helping our students succeed.”
Albiston, who was born and raised in St. Anthony, graduated from South Fremont High School, holds a bachelor’s, masters and doctorate from the University of Idaho. He came to EITC in October of 1981 as an Admissions/Vocational Counselor. He has held a number of positions including Student Services Coordinator, Student Services Manager, Dean of Students, and most recently Vice-President for Instruction and Student Affairs.
“Steve impressed us,” said Emma Atchley of Ashton, member of the Idaho State Board of Education and chair of the EITC Presidential Search Committee. “We had a very strong pool of applicants and Steve consistently rose to the top of the list. We’re thrilled to have him leading this campus.”
The position became open when current EITC President Burton Waite announced his retirement in June 2011, effective December 31, 2011.
To learn more about the Idaho State Board of Education, please visit http://www.boardofed.idaho.gov/.
Thursday, November 10, 2011
SUPERINTENDENT LUNA ANNOUNCES IDAHO TEACHER OF THE YEAR
Superintendent of Public Instruction Tom Luna announced Thursday that a Coeur d’Alene teacher has been honored as the 2012 Idaho Teacher of the Year.
Erin Lenz, a classroom teacher at Winton Elementary School in Coeur d’Alene, was named the 2012 Idaho Teacher of the Year in a surprise announcement at her school Thursday afternoon. Lenz has taught for 10 years. As Idaho Teacher of the Year, she will receive $1,000 from the Idaho State Department of Education, $16,000 in technology from the SMARTer Kids Foundation, and an all-expense-paid trip to Washington, D.C. to represent Idaho as a nominee for the National Teacher of the Year.
“Erin Lenz is a great example of the high-quality teachers we have across Idaho. She was selected as Idaho’s Teacher of the Year for her passion, vision, and continued commitment to make sure every child learns and succeeds,” Superintendent Luna said. “By focusing on every student, analyzing assessment data, and getting parents more involved, Lenz has consistently raised student achievement in her classroom and school.”
In accepting the award, Lenz said, “I am so humbled.” She said she could not have earned this recognition without the great teachers, librarians, office staff, custodians, and other school staff at Winton Elementary. “We have a great school.”
“I can think of no one better able to represent Idaho teachers than Erin Lenz. She embodies what all parents would want for their child’s teacher,” said Kristin Gorringe, principal of Winton Elementary School. “Teaching is not what Erin does but rather who she is. Her commitment, modeling, skills, and ability to relate to people, both old and young, raises the capacity and performance of all who are lucky enough to work with her. I consider myself blessed to be one of those people.”
The Idaho Teacher of the Year program began in 1959 and has become one of the most prestigious honors in the state for teachers. The program focuses public attention on excellence in teaching that has a real impact on the students of Idaho. Every year, school districts and charter schools across Idaho have the opportunity to nominate one teacher for the Idaho Teacher of the Year. A state selection committee representing teachers, education leaders, parents and legislators from across the state choose the Idaho Teacher of the Year from among the nominations.
To learn more about the Idaho Teacher of the Year program, visit http://www.sde.idaho.gov/site/teacher_of_year/.
Erin Lenz, a classroom teacher at Winton Elementary School in Coeur d’Alene, was named the 2012 Idaho Teacher of the Year in a surprise announcement at her school Thursday afternoon. Lenz has taught for 10 years. As Idaho Teacher of the Year, she will receive $1,000 from the Idaho State Department of Education, $16,000 in technology from the SMARTer Kids Foundation, and an all-expense-paid trip to Washington, D.C. to represent Idaho as a nominee for the National Teacher of the Year.
“Erin Lenz is a great example of the high-quality teachers we have across Idaho. She was selected as Idaho’s Teacher of the Year for her passion, vision, and continued commitment to make sure every child learns and succeeds,” Superintendent Luna said. “By focusing on every student, analyzing assessment data, and getting parents more involved, Lenz has consistently raised student achievement in her classroom and school.”
In accepting the award, Lenz said, “I am so humbled.” She said she could not have earned this recognition without the great teachers, librarians, office staff, custodians, and other school staff at Winton Elementary. “We have a great school.”
“I can think of no one better able to represent Idaho teachers than Erin Lenz. She embodies what all parents would want for their child’s teacher,” said Kristin Gorringe, principal of Winton Elementary School. “Teaching is not what Erin does but rather who she is. Her commitment, modeling, skills, and ability to relate to people, both old and young, raises the capacity and performance of all who are lucky enough to work with her. I consider myself blessed to be one of those people.”
The Idaho Teacher of the Year program began in 1959 and has become one of the most prestigious honors in the state for teachers. The program focuses public attention on excellence in teaching that has a real impact on the students of Idaho. Every year, school districts and charter schools across Idaho have the opportunity to nominate one teacher for the Idaho Teacher of the Year. A state selection committee representing teachers, education leaders, parents and legislators from across the state choose the Idaho Teacher of the Year from among the nominations.
To learn more about the Idaho Teacher of the Year program, visit http://www.sde.idaho.gov/site/teacher_of_year/.
SDE's CARINA DAVIO RECEIVES LEADERSHIP IN CAREER DEVELOPMENT AWARD
Carina is being recognized for her part in creating career and college readiness cultures in Idaho's schools. She is the GEAR UP Idaho Program Director here at the State Department of Education.
GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a national discretionary grant program started in 1999. The program is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. National GEAR UP provides six-year grants to states and partnerships to provide services at high-poverty middle and high schools.
The Leadership in Career Development awards are annually sponsored by the Idaho Career Information System division at the Idaho Department of Labor. Additional details on these awards and on this year’s recipients are available at http://goo.gl/6mwTE.
Thanks, Carina, for your hard work and congratulations on your award!
DEPARTMENT SEEKS PUBLIC COMMENT ON NO CHILD LEFT BEHIND WAIVER
The Idaho State Department of Education is seeking comments from the public as it works to apply for a waiver under the No Child Left Behind Act of 2001.
The waiver application is different from reauthorization. Currently, the U.S. Senate is considering legislation that would reauthorize No Child Left Behind. Superintendent of Public Instruction Tom Luna has strongly encouraged Congress and the Administration to take action and reauthorize No Child Left Behind, since it is four years overdue. He testified earlier this week before the Senate Health, Education, Labor and Pensions (HELP) Committee in support of the proposed legislation. (See the blog posts below for more information on Superintendent Luna’s testimony.)
However, until the federal law is reauthorized with necessary changes, Idaho is moving forward in applying for a waiver to ensure the state can create its own system of increased accountability and flexibility for all schools and districts.
With a waiver, Idaho will create a new system of increased accountability that focuses on academic growth and college and career readiness. Idaho is well positioned to apply for a waiver because the state passed the Students Come First education reform laws, which raised academic standards, implemented statewide pay-for-performance to reward teachers, and tied a portion of educator performance evaluations to student achievement.
Superintendent Luna and staff from the State Department of Education already have reached out to the leaders of educational stakeholder groups about the waiver application. Now, the public has an opportunity to comment on what Idaho’s new accountability system should look like. Parents, teachers, school administrators, students, taxpayers, business representatives, and others are strongly encouraged to comment.
To submit your comments, please visit http://www.sde.idaho.gov/site/forms/ESEA_Flexibility.asp. Learn more about the waiver process before commenting online at http://www.sde.idaho.gov/site/assessment/FederalReq/.
The Idaho State Department of Education will submit its waiver application to the U.S. Department of Education in February 2012.
The waiver application is different from reauthorization. Currently, the U.S. Senate is considering legislation that would reauthorize No Child Left Behind. Superintendent of Public Instruction Tom Luna has strongly encouraged Congress and the Administration to take action and reauthorize No Child Left Behind, since it is four years overdue. He testified earlier this week before the Senate Health, Education, Labor and Pensions (HELP) Committee in support of the proposed legislation. (See the blog posts below for more information on Superintendent Luna’s testimony.)
However, until the federal law is reauthorized with necessary changes, Idaho is moving forward in applying for a waiver to ensure the state can create its own system of increased accountability and flexibility for all schools and districts.
With a waiver, Idaho will create a new system of increased accountability that focuses on academic growth and college and career readiness. Idaho is well positioned to apply for a waiver because the state passed the Students Come First education reform laws, which raised academic standards, implemented statewide pay-for-performance to reward teachers, and tied a portion of educator performance evaluations to student achievement.
Superintendent Luna and staff from the State Department of Education already have reached out to the leaders of educational stakeholder groups about the waiver application. Now, the public has an opportunity to comment on what Idaho’s new accountability system should look like. Parents, teachers, school administrators, students, taxpayers, business representatives, and others are strongly encouraged to comment.
To submit your comments, please visit http://www.sde.idaho.gov/site/forms/ESEA_Flexibility.asp. Learn more about the waiver process before commenting online at http://www.sde.idaho.gov/site/assessment/FederalReq/.
The Idaho State Department of Education will submit its waiver application to the U.S. Department of Education in February 2012.
Tuesday, November 8, 2011
SUPERINTENDENT LUNA SHOWS SUPPORT FOR NO CHILD LEFT BEHIND REAUTHORIZATION
Idaho Superintendent of Public Instruction Tom Luna told members of the U.S. Senate Health, Education, Labor and Pensions (HELP) Committee on Tuesday that he supports the current legislation to reauthorize No Child Left Behind because it finds the right balance between the state’s responsibility and the federal government’s role.
Superintendent Luna, who also serves as President Elect of the Council of Chief State School Officers, was one of 10 individuals – and the only state chief – to testify before the committee on Tuesday.
“I applaud the bipartisan effort in the Senate to bring forth a comprehensive reauthorization bill that maintains a meaningful commitment to accountability while promoting greater state and local leadership in K-12 education,” Superintendent Luna said. “As Idaho’s State Superintendent, I have strongly encouraged reauthorization to transform this law away from a prescriptive one-size-fits-all federal model, to an approach that promotes state and local decision making, while maintaining an unwavering commitment to accountability for all students. Idaho has already moved in this direction by passing comprehensive education reform known as Students Come First that raises academic standards, creates the next generation of assessments, implements a growth model for increased accountability, ties educator evaluations to student achievement, and rewards excellence in the classroom. The Senate HELP Committee now has found the right balance to reauthorize the federal law and give states the higher levels of accountability and flexibility they need to raise student achievement.”
The No Child Left Behind Act was initially passed in 2001. It was supposed to be reauthorized four years ago; however, neither Congress nor the Administration had taken action until now. This summer, Idaho became one of the first states to tell U.S. Secretary of Education Arne Duncan it would no longer abide by the outdated provisions in No Child Left Behind and instead move toward a new system of increased accountability based on academic growth, rather than just proficiency – or how many students can pass the test.
Idaho had already taken steps in this direction through Students Come First because these laws put in place a growth model and a system for rewarding Idaho’s great teachers, among other changes.
Under the proposed legislation before the U.S. Senate to reauthorize No Child Left Behind, states could move away from an outdated accountability system where 100 percent of schools must meet certain proficiency targets. Instead, every state could develop and implement a high level of accountability that measures academic growth as well as proficiency.
“The current No Child Left Behind law reminds me of the old Clint Eastwood movie, The Good, the Bad, and the Ugly. The good is that it created a standards-based system where schools are accountable for every child. The bad is it is a one-size-fits-all model that is difficult to implement in rural states like Idaho. The ugly is the federal government now sets the goal and prescribes the programs we must use to meet that goal. If those programs don’t work, we are held accountable,” Superintendent Luna said to the Senate HELP Committee today. “The new piece of legislation to reauthorize No Child Left Behind keeps the good parts of the law and improves the bad and ugly parts. It moves to a growth model where we can focus on those students who are not on grade level as well as those students who are above grade level.”
Until the law is reauthorized by Congress, Idaho will move forward in applying for a waiver to ensure the state can create its own system of increased accountability and flexibility for all schools as early as next year.
The full Senate HELP Committee hearing, Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act, is available online at: http://help.senate.gov/hearings/hearing/?id=5e9041da-5056-9502-5d90-8361a1908701.
Superintendent Luna, who also serves as President Elect of the Council of Chief State School Officers, was one of 10 individuals – and the only state chief – to testify before the committee on Tuesday.
“I applaud the bipartisan effort in the Senate to bring forth a comprehensive reauthorization bill that maintains a meaningful commitment to accountability while promoting greater state and local leadership in K-12 education,” Superintendent Luna said. “As Idaho’s State Superintendent, I have strongly encouraged reauthorization to transform this law away from a prescriptive one-size-fits-all federal model, to an approach that promotes state and local decision making, while maintaining an unwavering commitment to accountability for all students. Idaho has already moved in this direction by passing comprehensive education reform known as Students Come First that raises academic standards, creates the next generation of assessments, implements a growth model for increased accountability, ties educator evaluations to student achievement, and rewards excellence in the classroom. The Senate HELP Committee now has found the right balance to reauthorize the federal law and give states the higher levels of accountability and flexibility they need to raise student achievement.”
The No Child Left Behind Act was initially passed in 2001. It was supposed to be reauthorized four years ago; however, neither Congress nor the Administration had taken action until now. This summer, Idaho became one of the first states to tell U.S. Secretary of Education Arne Duncan it would no longer abide by the outdated provisions in No Child Left Behind and instead move toward a new system of increased accountability based on academic growth, rather than just proficiency – or how many students can pass the test.
Idaho had already taken steps in this direction through Students Come First because these laws put in place a growth model and a system for rewarding Idaho’s great teachers, among other changes.
Under the proposed legislation before the U.S. Senate to reauthorize No Child Left Behind, states could move away from an outdated accountability system where 100 percent of schools must meet certain proficiency targets. Instead, every state could develop and implement a high level of accountability that measures academic growth as well as proficiency.
“The current No Child Left Behind law reminds me of the old Clint Eastwood movie, The Good, the Bad, and the Ugly. The good is that it created a standards-based system where schools are accountable for every child. The bad is it is a one-size-fits-all model that is difficult to implement in rural states like Idaho. The ugly is the federal government now sets the goal and prescribes the programs we must use to meet that goal. If those programs don’t work, we are held accountable,” Superintendent Luna said to the Senate HELP Committee today. “The new piece of legislation to reauthorize No Child Left Behind keeps the good parts of the law and improves the bad and ugly parts. It moves to a growth model where we can focus on those students who are not on grade level as well as those students who are above grade level.”
Until the law is reauthorized by Congress, Idaho will move forward in applying for a waiver to ensure the state can create its own system of increased accountability and flexibility for all schools as early as next year.
The full Senate HELP Committee hearing, Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act, is available online at: http://help.senate.gov/hearings/hearing/?id=5e9041da-5056-9502-5d90-8361a1908701.
Monday, November 7, 2011
Superintendent Luna to Testify Before Congress on Tuesday
Idaho Superintendent of Public Instruction Tom Luna will testify before the U.S. Senate Health, Education, Labor and Pensions (HELP) Committee hearing on the reauthorization of the Elementary and Secondary Education Act (ESEA) Tuesday, November 8, 2011.
The Senate HELP Committee is currently considering legislation to reauthorize ESEA, more commonly referred to as the No Child Left Behind Act of 2001. As Idaho’s State Superintendent and the President Elect of the Council of Chief State School Officers, Superintendent Luna has played a critical role in encouraging Congress to reauthorize No Child Left Behind and in shaping reauthorization legislation.
The hearing, titled Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act, will be held at 10 a.m. ET (8 a.m. MT) on Tuesday, November 8, 2011 in the Dirksen Senate Office Building.
The Senate HELP Committee is currently considering legislation to reauthorize ESEA, more commonly referred to as the No Child Left Behind Act of 2001. As Idaho’s State Superintendent and the President Elect of the Council of Chief State School Officers, Superintendent Luna has played a critical role in encouraging Congress to reauthorize No Child Left Behind and in shaping reauthorization legislation.
The hearing, titled Beyond NCLB: Views on the Elementary and Secondary Education Reauthorization Act, will be held at 10 a.m. ET (8 a.m. MT) on Tuesday, November 8, 2011 in the Dirksen Senate Office Building.
Thursday, November 3, 2011
BOARD ADVANCES REQUIREMENT TO BETTER PREPARE STUDENTS FOR THE FUTURE
The Idaho State Board of Education today approved a change in the graduation requirement for high school students. Starting with the graduating class of 2016, students in Idaho will be required to take two (2) classes online.
"The vote today is a great step toward ensuring all Idaho students not only graduate from high school but graduate prepared to go on to postsecondary education and the workplace," said Supt. Tom Luna. "By allowing parents and local school districts to choose online courses and providers that best meets their students’ needs, we now know that every Idaho student will gain the critical digital learning skills they need to be successful in the 21st Century."
Board President Richard Westerberg felt similarly: “Everything is moving online, and we’re doing our students a disservice if we’re not giving them an opportunity in this arena. Our own institutions tell us that high school students need to have online learning skills to be more successful once they arrive on campus.”
The rule, IDAPA 08-0203-1102, will start with incoming freshman in the fall of 2012. Local districts will have the latitude to determine which classes will be offered to students online and when they can take them during their four years in high school.
“Local control is the key,” said Board Vice-President Ken Edmunds of Twin Falls. “We have one-hundred-fifteen local districts in this state, and each one is unique. They must have that flexibility to work this out in the best manner possible--locally.”
The Board took extensive public comment throughout the rule making process, including a series of seven (7) local public hearings in various locations statewide. A sub-committee of local school superintendents, teachers, school board members, parents, legislators and educational experts worked on the draft rule prior to the public hearings.
“Those folks who said we did this despite overwhelming public opposition need to understand that the majority of people who commented opposed the law itself,” said Subcommittee Chairman and Board Secretary Don Soltman of Twin Lakes. “The law is passed. We are bound to comply with the law. The input we received on the actual proposed number of classes themselves was very constructive.”
The Idaho Legislature will now have an opportunity to review the rule in January of 2012.
"The vote today is a great step toward ensuring all Idaho students not only graduate from high school but graduate prepared to go on to postsecondary education and the workplace," said Supt. Tom Luna. "By allowing parents and local school districts to choose online courses and providers that best meets their students’ needs, we now know that every Idaho student will gain the critical digital learning skills they need to be successful in the 21st Century."
Board President Richard Westerberg felt similarly: “Everything is moving online, and we’re doing our students a disservice if we’re not giving them an opportunity in this arena. Our own institutions tell us that high school students need to have online learning skills to be more successful once they arrive on campus.”
The rule, IDAPA 08-0203-1102, will start with incoming freshman in the fall of 2012. Local districts will have the latitude to determine which classes will be offered to students online and when they can take them during their four years in high school.
“Local control is the key,” said Board Vice-President Ken Edmunds of Twin Falls. “We have one-hundred-fifteen local districts in this state, and each one is unique. They must have that flexibility to work this out in the best manner possible--locally.”
The Board took extensive public comment throughout the rule making process, including a series of seven (7) local public hearings in various locations statewide. A sub-committee of local school superintendents, teachers, school board members, parents, legislators and educational experts worked on the draft rule prior to the public hearings.
“Those folks who said we did this despite overwhelming public opposition need to understand that the majority of people who commented opposed the law itself,” said Subcommittee Chairman and Board Secretary Don Soltman of Twin Lakes. “The law is passed. We are bound to comply with the law. The input we received on the actual proposed number of classes themselves was very constructive.”
The Idaho Legislature will now have an opportunity to review the rule in January of 2012.
Tuesday, November 1, 2011
IDAHO STUDENTS EXCEL IN READING COMPARED TO OTHER STATES
Idaho was one of 10 states where eighth grade reading scores improved significantly over the past two years, according to the most recent National Assessment of Educational Progress (NAEP) results.
In addition to overall reading scores increasing in the eighth grade, the percentage of Hispanic students in Idaho who scored at or above grade level for reading jumped significantly from 50 percent in 2009 to 67 percent in 2011. Student scores in mathematics remained similar from 2009 to 2011 as well. Idaho’s eighth graders continue to outpace the national average in mathematics.
“These results show Idaho students are doing well compared to their peers in other states. I celebrate this success and thank our talented teachers, dedicated parents, and hard-working students,” Superintendent of Public Instruction Tom Luna said. “Still, we know our students must do better each and every year if they are going to compete and be successful in this ever-changing world. In Idaho, the state has put the necessary reforms in place to ensure our students graduate from high school prepared for postsecondary education and careers.”
Through Students Come First, Idaho adopted higher standards in English language arts and mathematics, is paying for every high school junior to take the SAT college entrance exam, and now gives students the opportunity to earn college credits while still in high school.
NAEP is the only assessment that compares student achievement from state to state. It measures students in reading and mathematics in grades 4 and 8. Superintendent Luna serves on the National Assessment Governing Board, which oversees NAEP. Here are Idaho’s NAEP 2011 results by grade level:
· In NAEP grade 4 reading, 69 percent of students scored at or above grade level. Idaho saw the same results in 2009 grade 4 reading. Idaho’s average score was higher than 14 states, lower than 15 states, and not significantly different from 20 states.
· In NAEP grade 8 reading, 81 percent of students scored at or above grade level, compared to 77 percent of students who were at or above grade level in 2009. Idaho’s average score was higher than 25 states, lower than 7 states, and not significantly different from 17 states.
· In NAEP grade 4 mathematics, 83 percent of students scored at or above grade level, compared to 85 percent in 2009. Idaho’s average score was higher than 16 states, lower than 21 states, and not significantly different from 12 states.
· In NAEP grade 8 mathematics, 77 percent of students scored at or above grade level, compared to 78 percent in 2009. Idaho’s average score was higher than 26 states, lower than 11 states, and not significantly different from 12 states.
In 2011, for the first time, there were enough students tested in Idaho’s public charter schools that NAEP could provide Idaho results for both charter and non-charter schools. NAEP does not sample virtual schools or online schools, so the NAEP 2011 results only show results from brick-and-mortar public charter schools.
In grade 4 reading, the public charter school average was 238, which was higher than the non-charter school average of 220. The charter school average for grade 8 reading was 289, which was higher than the non-charter school average of 268.
In grade 4 mathematics, the charter school average was 257, which was higher than the non-charter school average of 240. The charter school average for grade 8 mathematics was 311, which was not significantly different from the non-charter school average of 286.
Visit Idaho’s NAEP website for more results from the 2011 NAEP assessment: http://www.sde.idaho.gov/site/naep/
In addition to overall reading scores increasing in the eighth grade, the percentage of Hispanic students in Idaho who scored at or above grade level for reading jumped significantly from 50 percent in 2009 to 67 percent in 2011. Student scores in mathematics remained similar from 2009 to 2011 as well. Idaho’s eighth graders continue to outpace the national average in mathematics.
“These results show Idaho students are doing well compared to their peers in other states. I celebrate this success and thank our talented teachers, dedicated parents, and hard-working students,” Superintendent of Public Instruction Tom Luna said. “Still, we know our students must do better each and every year if they are going to compete and be successful in this ever-changing world. In Idaho, the state has put the necessary reforms in place to ensure our students graduate from high school prepared for postsecondary education and careers.”
Through Students Come First, Idaho adopted higher standards in English language arts and mathematics, is paying for every high school junior to take the SAT college entrance exam, and now gives students the opportunity to earn college credits while still in high school.
NAEP is the only assessment that compares student achievement from state to state. It measures students in reading and mathematics in grades 4 and 8. Superintendent Luna serves on the National Assessment Governing Board, which oversees NAEP. Here are Idaho’s NAEP 2011 results by grade level:
· In NAEP grade 4 reading, 69 percent of students scored at or above grade level. Idaho saw the same results in 2009 grade 4 reading. Idaho’s average score was higher than 14 states, lower than 15 states, and not significantly different from 20 states.
· In NAEP grade 8 reading, 81 percent of students scored at or above grade level, compared to 77 percent of students who were at or above grade level in 2009. Idaho’s average score was higher than 25 states, lower than 7 states, and not significantly different from 17 states.
· In NAEP grade 4 mathematics, 83 percent of students scored at or above grade level, compared to 85 percent in 2009. Idaho’s average score was higher than 16 states, lower than 21 states, and not significantly different from 12 states.
· In NAEP grade 8 mathematics, 77 percent of students scored at or above grade level, compared to 78 percent in 2009. Idaho’s average score was higher than 26 states, lower than 11 states, and not significantly different from 12 states.
In 2011, for the first time, there were enough students tested in Idaho’s public charter schools that NAEP could provide Idaho results for both charter and non-charter schools. NAEP does not sample virtual schools or online schools, so the NAEP 2011 results only show results from brick-and-mortar public charter schools.
In grade 4 reading, the public charter school average was 238, which was higher than the non-charter school average of 220. The charter school average for grade 8 reading was 289, which was higher than the non-charter school average of 268.
In grade 4 mathematics, the charter school average was 257, which was higher than the non-charter school average of 240. The charter school average for grade 8 mathematics was 311, which was not significantly different from the non-charter school average of 286.
Visit Idaho’s NAEP website for more results from the 2011 NAEP assessment: http://www.sde.idaho.gov/site/naep/
GET READY FOR THE THIRD ANNUAL IDAHO MATH CUP
Math Contest Will Motivate Thousands of Idaho Students to “Do More Math” this Fall
Apangea Learning Inc., (http://www.apangea.com/), in conjunction with the Idaho State Department of Education, will kick off the 3rd Annual Idaho Math Cup. Students across the state will be battling to win the title of Idaho Math Cup Champion. Last year’s champion was Lisa Frost’s math class at the Idaho Virtual Academy. This year’s winning class will receive the coveted Idaho Math Cup and an awards ceremony where each student will receive special recognition, complete with customized certificates and t-shirts. Apangea will also name Regional Class Champions--who will receive a special pizza party prize package--and Individual Champions--receiving movie passes, Amazon Gift Cards and an Xbox 360.
“I am excited to announce the third annual Idaho Math Cup! The Math Cup is a great way to motivate Idaho students to improve their academic achievement while having fun,” Idaho Superintendent of Public Instruction Tom Luna said. “Through web-based Apangea Math, students who struggle and those who are advanced have the opportunity to compete against other schools and classrooms in the state to solve complex math problems. I wish every student and classroom the best of luck.”
Find more details at the dedicated Apangea Idaho Facebook page at http://www.facebook.com/#!/ApangeaMathIdaho, check out http://www.apangea.com/ or hear stories from last year’s winners at Apangea Learning's YouTube channel.
The Idaho State Department of Education provides Apangea Math to students as a part of the Idaho Math Initiative. Students can access Apangea from school, at home, or from any computer with internet access including any Idaho Public Library through the Idaho Commission for Libraries’ Online @ Your Library Broadband Technology Opportunities Program. Apangea has been helping thousands of struggling kids across Idaho since 2008 with online supplemental instructional and tutoring programs.
“Doing math can and should be fun. Kids in Idaho are going to compete in a class v. class format to win the Idaho Math Cup. Many students will do extra math during the evenings and weekends to help their class get ahead. While the contest is great fun, it is also a great springboard to math success this year and beyond,” said Louis Piconi, Apangea’s Chief Education Officer, VP of National Accounts and Co-Founder.
To learn more about the Idaho Math Initiative, please visit www.sde.idaho.gov/site/math/ and click on the “Idaho Math Initiative” link.
About Apangea Learning
Apangea Learning (http://www.apangea.com/) is a pioneer in developing cost-effective, one-on-one online math tutoring services for students in elementary through high schools across the United States. School districts purchase seat licenses for Apangea’s services and provide access to their students during the school day and after hours from home. Individual families and students may also subscribe directly. With its programs based on one of the world's largest bodies of cognitive research (originally conducted by the U.S. military), Apangea has both strong technical resources and a content-development prowess that enables it to harness advanced Web technologies and offer innovative instruction techniques. The privately owned company is based in Pittsburgh, PA.
Apangea Learning Inc., (http://www.apangea.com/), in conjunction with the Idaho State Department of Education, will kick off the 3rd Annual Idaho Math Cup. Students across the state will be battling to win the title of Idaho Math Cup Champion. Last year’s champion was Lisa Frost’s math class at the Idaho Virtual Academy. This year’s winning class will receive the coveted Idaho Math Cup and an awards ceremony where each student will receive special recognition, complete with customized certificates and t-shirts. Apangea will also name Regional Class Champions--who will receive a special pizza party prize package--and Individual Champions--receiving movie passes, Amazon Gift Cards and an Xbox 360.
“I am excited to announce the third annual Idaho Math Cup! The Math Cup is a great way to motivate Idaho students to improve their academic achievement while having fun,” Idaho Superintendent of Public Instruction Tom Luna said. “Through web-based Apangea Math, students who struggle and those who are advanced have the opportunity to compete against other schools and classrooms in the state to solve complex math problems. I wish every student and classroom the best of luck.”
Find more details at the dedicated Apangea Idaho Facebook page at http://www.facebook.com/#!/ApangeaMathIdaho, check out http://www.apangea.com/ or hear stories from last year’s winners at Apangea Learning's YouTube channel.
The Idaho State Department of Education provides Apangea Math to students as a part of the Idaho Math Initiative. Students can access Apangea from school, at home, or from any computer with internet access including any Idaho Public Library through the Idaho Commission for Libraries’ Online @ Your Library Broadband Technology Opportunities Program. Apangea has been helping thousands of struggling kids across Idaho since 2008 with online supplemental instructional and tutoring programs.
“Doing math can and should be fun. Kids in Idaho are going to compete in a class v. class format to win the Idaho Math Cup. Many students will do extra math during the evenings and weekends to help their class get ahead. While the contest is great fun, it is also a great springboard to math success this year and beyond,” said Louis Piconi, Apangea’s Chief Education Officer, VP of National Accounts and Co-Founder.
To learn more about the Idaho Math Initiative, please visit www.sde.idaho.gov/site/math/ and click on the “Idaho Math Initiative” link.
About Apangea Learning
Apangea Learning (http://www.apangea.com/) is a pioneer in developing cost-effective, one-on-one online math tutoring services for students in elementary through high schools across the United States. School districts purchase seat licenses for Apangea’s services and provide access to their students during the school day and after hours from home. Individual families and students may also subscribe directly. With its programs based on one of the world's largest bodies of cognitive research (originally conducted by the U.S. military), Apangea has both strong technical resources and a content-development prowess that enables it to harness advanced Web technologies and offer innovative instruction techniques. The privately owned company is based in Pittsburgh, PA.
SUPERINTENDENT LUNA TO VISIT SCHOOLS IN EASTERN IDAHO, HAILEY THIS WEEK
Superintendent of Public Instruction Tom Luna is visiting schools in eastern Idaho and the Wood River Valley this week.
Superintendent Luna will visit Idaho Falls on Wednesday, Pocatello and Richfield on Thursday, and Hailey on Friday. The visits are part of Superintendent Luna’s efforts each year to travel to classrooms across Idaho and hear directly from students, teachers, school administrators and parents.
The following is a full schedule of events:
Here is the schedule for Wednesday, November 2, 2011:
Noon Superintendent Luna will speak at the Idaho Falls Rotary Club at the Red Lion Conference Center.
2 p.m. Superintendent Luna will tour Idaho Falls High School and visit with students and staff.
Here is the schedule for Thursday, November 3, 2011:
8:15 a.m. Superintendent Luna will visit The Academy at Roosevelt Center in Pocatello.
12:30 p.m. Superintendent Luna will visit classrooms in the Richfield School District.
Here is the schedule for Friday, November 4, 2011:
10 a.m. Superintendent Luna will visit Wood River Middle School in Hailey.
11:30 a.m. Superintendent Luna will visit Woodside Elementary School in Hailey.
If you have any questions, please contact Melissa McGrath at mrmcgrath@sde.idaho.gov or (208) 332-6818.
Superintendent Luna will visit Idaho Falls on Wednesday, Pocatello and Richfield on Thursday, and Hailey on Friday. The visits are part of Superintendent Luna’s efforts each year to travel to classrooms across Idaho and hear directly from students, teachers, school administrators and parents.
The following is a full schedule of events:
Here is the schedule for Wednesday, November 2, 2011:
Noon Superintendent Luna will speak at the Idaho Falls Rotary Club at the Red Lion Conference Center.
2 p.m. Superintendent Luna will tour Idaho Falls High School and visit with students and staff.
Here is the schedule for Thursday, November 3, 2011:
8:15 a.m. Superintendent Luna will visit The Academy at Roosevelt Center in Pocatello.
12:30 p.m. Superintendent Luna will visit classrooms in the Richfield School District.
Here is the schedule for Friday, November 4, 2011:
10 a.m. Superintendent Luna will visit Wood River Middle School in Hailey.
11:30 a.m. Superintendent Luna will visit Woodside Elementary School in Hailey.
If you have any questions, please contact Melissa McGrath at mrmcgrath@sde.idaho.gov or (208) 332-6818.
Wednesday, October 26, 2011
TWIN FALLS PRINCIPAL WINS $25,000 NATIONAL AWARD IN SURPRISE ASSEMBLY
A high school principal in Twin Falls was named the 2011 Milken Educator of the Year in Idaho during a surprise assembly Wednesday morning.
Brady Dickinson, principal of Canyon Ridge High School in Twin Falls, received $25,000 as part of the prestigious award from the Milken Family Foundation. He was recognized statewide for his visionary leadership, use of data to guide instruction, and ability to raise student achievement among all students at his school.
“I am proud to recognize Brady Dickinson as the 2011 Milken Educator of the Year in Idaho. Even though he is a new principal, he is a strong leader in his school and district. Because of his leadership, the students at Canyon Ridge High School are growing and excelling,” Superintendent of Public Instruction Tom Luna said. “I also want to thank the Milken Family Foundation for its continual support of Idaho’s great educators. It is critical for us to recognize and reward excellence in our schools.”
Dickinson’s identity was kept secret until Superintendent Luna announced the award during a schoolwide assembly at Canyon Ridge High School on Wednesday. Superintendent Luna was joined by Dr. Thomas Boysen of the Milken Family Foundation, Dr. Wiley Dobbs, superintendent of the Twin Falls School District, local legislators, and members of the city council.
“Mr. Dickinson is truly deserving of this great honor. His enthusiasm for teaching and learning, his outstanding leadership abilities, the genuine care and concern he has for all students, his expertise in the profession’s ‘cutting edge’ strategies and practices, and his high level of integrity make him the caliber of administrator that all districts seek,” said Dr. Dobbs.
Dickinson is now one of 13 educators in Idaho – and one of only two principals – who have received the prestigious Milken Educator Award since Idaho joined the Milken program in 2003. More than 2,500 educators have received the award nationwide.
The Milken Family Foundation was established in 1982 to discover and advance inventive and effective ways of helping people help themselves, and those around them, lead productive and satisfying lives. The Foundation advances this mission primarily through its work in education and medical research. For more information about the Milken Family Foundation, please visit http://www.mff.org/.
About Brady Dickinson
Brady Dickinson was awarded the 2011 Milken Educator of the Year in Idaho because of his visionary leadership, use of data to guide instruction, and ability to raise student achievement among all students at his school. According to his colleagues, he believes every student can succeed and every teacher can help their students succeed.
Students at Canyon Ridge High School have shown gains in academic achievement in recent years because of Mr. Dickinson’s focus. He works hard to analyze the data available and make decisions on where to best place resources to help kids who struggle as well as those who excel. Even though he is a new principal, his colleagues recognize he is a great leader and often turn to him for leadership and guidance in tough times.
For these reasons and more, Brady Dickinson is the 2011 Milken Educator of the Year in Idaho.
Tuesday, October 18, 2011
DEPARTMENT IS NOW ACCEPTING PUBLIC COMMENTS ON PROPOSED RULE CHANGES
The Idaho State Department of Education is taking public comments on several proposed rule changes before they go before the State Board of Education for approval in November.
In Idaho, the administrative rule process requires a proposed rule to be initially approved by the State Board of Education and then go out for a 21-day public comment period. The proposed rule will go back to the State Board after the public comment period. If approved, it then goes to the Idaho Legislature for final approval.
Here is a brief description of some of the proposed rule changes that are now available for comment:
· Open Negotiations: The Students Come First law requires district negotiations with personnel to be conducted in open session. This rule would clarify that open negotiations should adhere to Idaho’s Open Meeting Law.
· Idaho Interim Certificate: The Professional Standards Commission approved this proposed rule change to help reinstate expired certificates. This rule change would respond to a statewide challenge in meeting federal guidelines for Highly Qualified teacher status and teacher shortages, by giving Idaho teachers greater flexibility in returning to the teaching field with the necessary certification.
· Teacher Evaluation: This rule change would clarify the new parent input and growth in student achievement requirements in teacher and school-based administrator evaluations as part of Students Come First.
· Assessment: The rule change would remove references to the Direct Writing Assessment (DMA) and Direct Math Assessment (DMA) tests that receive a waiver to discontinue their use in June of 2010.
· Dual Credit, College Entrance: This rule change would note that students participating in the Dual Credit for Early Completers Program do not have to complete their senior project prior to being eligible for the program, but must complete the requirement by the end of their twelfth grade or final year of high school.
The public has until October 26, 2011 to submit comments. To submit comments, please visit http://www.sde.idaho.gov/site/forms/publicComment2011Oct.asp or fax comments to ATTN: Gaye Bennett at (208) 334-2228.
Please note: The proposed rule changes on the State Department of Education’s website do not include the proposed online credit requirement for high school students. That proposed rule change is available for comment online through the Office of the State Board of Education at http://www.boardofed.idaho.gov/.
In Idaho, the administrative rule process requires a proposed rule to be initially approved by the State Board of Education and then go out for a 21-day public comment period. The proposed rule will go back to the State Board after the public comment period. If approved, it then goes to the Idaho Legislature for final approval.
Here is a brief description of some of the proposed rule changes that are now available for comment:
· Open Negotiations: The Students Come First law requires district negotiations with personnel to be conducted in open session. This rule would clarify that open negotiations should adhere to Idaho’s Open Meeting Law.
· Idaho Interim Certificate: The Professional Standards Commission approved this proposed rule change to help reinstate expired certificates. This rule change would respond to a statewide challenge in meeting federal guidelines for Highly Qualified teacher status and teacher shortages, by giving Idaho teachers greater flexibility in returning to the teaching field with the necessary certification.
· Teacher Evaluation: This rule change would clarify the new parent input and growth in student achievement requirements in teacher and school-based administrator evaluations as part of Students Come First.
· Assessment: The rule change would remove references to the Direct Writing Assessment (DMA) and Direct Math Assessment (DMA) tests that receive a waiver to discontinue their use in June of 2010.
· Dual Credit, College Entrance: This rule change would note that students participating in the Dual Credit for Early Completers Program do not have to complete their senior project prior to being eligible for the program, but must complete the requirement by the end of their twelfth grade or final year of high school.
The public has until October 26, 2011 to submit comments. To submit comments, please visit http://www.sde.idaho.gov/site/forms/publicComment2011Oct.asp or fax comments to ATTN: Gaye Bennett at (208) 334-2228.
Please note: The proposed rule changes on the State Department of Education’s website do not include the proposed online credit requirement for high school students. That proposed rule change is available for comment online through the Office of the State Board of Education at http://www.boardofed.idaho.gov/.
Wednesday, October 5, 2011
SUPERINTENDENT LUNA ANNOUNCES HOLIDAY CARD CONTEST
Superintendent of Public Instruction Tom Luna today called for elementary students across Idaho to participate in the annual Holiday Card Contest.
“Our annual Holiday Card Contest is a great opportunity for Idaho’s elementary students to showcase their artistic abilities and for us all to recognize the importance of arts in education,” Superintendent Luna said.
The contest is open to all public school students in grades K-6. One drawing will be selected to be published on the State Department of Education’s Web site at www.sde.idaho.gov and used as the Department’s holiday greeting card. The child who submits the selected artwork will receive cards for his or her own use.
The following is a list of instructions for the 2011 Holiday Card Contest:
1. The contest is open to public school students in grades K-6.
2. Drawings should reflect winter scenes in Idaho appropriate for seasonal correspondence, and should not include copyrighted images such as Garfield the Cat, Bugs Bunny, Digimon characters, etc.
3. Drawings should be on 8.5” by 11” paper in a landscape format.
4. Drawings must be properly labeled. Write the name of the student, the student’s grade, district, school, and the teachers name on the back of the artwork. Please make sure this information is legible. (If you submit multiple grade levels, please keep the entries for each grade level separate.)
5. Students may use as many colors as they wish in their drawings and may use watercolors, colored paper, magic markers, crayons, or some combination. Bold colors work best for the printing process. Please note: Fabric designs and pencil drawings are not suitable to our printing process and will not be selected.
6. Students must be advised that entry into this contest constitutes (1) a waiver of all copyrights students have in their entries, and (2) permission to republish entries without compensation.
7. Drawings will not be returned.
8. The winning entries from each grade level will be published on the Idaho State Department of Education Web site at http://www.sde.idaho.gov/.
9. Submissions must be postmarked by Friday, November 4, 2011. Results will be announced in December. Drawings may be mailed to:
State Department of Education
Attn: Melissa McGrath
P.O. Box 83720
Boise, ID 83720-0027
“Our annual Holiday Card Contest is a great opportunity for Idaho’s elementary students to showcase their artistic abilities and for us all to recognize the importance of arts in education,” Superintendent Luna said.
The contest is open to all public school students in grades K-6. One drawing will be selected to be published on the State Department of Education’s Web site at www.sde.idaho.gov and used as the Department’s holiday greeting card. The child who submits the selected artwork will receive cards for his or her own use.
The following is a list of instructions for the 2011 Holiday Card Contest:
1. The contest is open to public school students in grades K-6.
2. Drawings should reflect winter scenes in Idaho appropriate for seasonal correspondence, and should not include copyrighted images such as Garfield the Cat, Bugs Bunny, Digimon characters, etc.
3. Drawings should be on 8.5” by 11” paper in a landscape format.
4. Drawings must be properly labeled. Write the name of the student, the student’s grade, district, school, and the teachers name on the back of the artwork. Please make sure this information is legible. (If you submit multiple grade levels, please keep the entries for each grade level separate.)
5. Students may use as many colors as they wish in their drawings and may use watercolors, colored paper, magic markers, crayons, or some combination. Bold colors work best for the printing process. Please note: Fabric designs and pencil drawings are not suitable to our printing process and will not be selected.
6. Students must be advised that entry into this contest constitutes (1) a waiver of all copyrights students have in their entries, and (2) permission to republish entries without compensation.
7. Drawings will not be returned.
8. The winning entries from each grade level will be published on the Idaho State Department of Education Web site at http://www.sde.idaho.gov/.
9. Submissions must be postmarked by Friday, November 4, 2011. Results will be announced in December. Drawings may be mailed to:
State Department of Education
Attn: Melissa McGrath
P.O. Box 83720
Boise, ID 83720-0027
Friday, September 30, 2011
Court Upholds Students Come First
In a ruling released today, the Students Come First laws were upheld in Idaho district court.
“I am pleased the court rejected the union’s lawsuit to overturn portions of Students Come First. Through this legislation, we phased out tenure, eliminated early retirement bonuses, and returned decision-making back to locally elected school boards. We will continue to move forward in implementing the Students Come First reform efforts that have already begun improving public education for all students across Idaho,” Superintendent of Public Instruction Tom Luna said.
Governor C.L. “Butch” Otter said, “The Legislature did the right thing, and now so has Judge Hansen. That’s welcome news. But we recognize this issue and the fate of Students Come First will remain in the courts – including the court of public opinion. Superintendent Luna and I are confident that Idaho citizens understand what’s at stake. What’s important today is that these necessary and responsible reforms are continuing to move forward.”
The Idaho Education Association filed suit against portions of the Students Come First laws in April, and Judge Timothy Hansen heard the case in August. Today, he ruled in favor of the Students Come First laws.
The Students Come First laws are historic education reforms that will make every Idaho classroom a 21st Century Classroom, ensure every student has access to a highly effective teacher every year in school, and give parents immediate access to understandable information about their child’s school and district.
SUPERINTENDENT LUNA ANNOUNCES AP SCHOLARS
Superintendent of Public Instruction Tom Luna announced today that two Idaho high school students received the College Board State AP Scholar Award based on their outstanding performance on the 2011 Advanced Placement (AP) exams.
Lydia Chen of Boise, who attended Centennial High School, and Garrett Stauffer of Boise, who attended Boise High School, are among 117 students nationwide to receive this honor.
“Congratulations to Lydia and Garrett. I am proud of these Idaho students and excited their hard work has been recognized nationally with such a prestigious award,” Superintendent Luna said. “Taking AP and dual credit courses are great ways for Idaho high school students to challenge themselves academically while getting a head start on postsecondary education. Through Students Come First, we are working to ensure these opportunities are available to every student.”
The College Board confers the AP Scholars distinction on the top male and female students in each U.S. state and the District of Columbia with scores of 3 or higher on the greatest number of AP exams, and then the highest average score (at least 3.5) on all AP exams taken.
The College Board’s AP program provides willing and academically prepared students with the opportunity to take rigorous college-level courses while still in high school and to earn college credit, advanced placement or both for successful performance on the AP exams. In 2011, 3.4 million exams were taken by nearly 2 million students at over 18,000 high schools. In Idaho last year, students took 8,120 AP exams. Nearly 70 percent of Idaho students received scores of 3 or higher on a five-point scale, which potentially qualifies them for credit, advanced placement or both at colleges and universities worldwide.
Lydia Chen is now studying at Harvard University. Garrett Stauffer is now studying at the University of Idaho.
Lydia Chen of Boise, who attended Centennial High School, and Garrett Stauffer of Boise, who attended Boise High School, are among 117 students nationwide to receive this honor.
“Congratulations to Lydia and Garrett. I am proud of these Idaho students and excited their hard work has been recognized nationally with such a prestigious award,” Superintendent Luna said. “Taking AP and dual credit courses are great ways for Idaho high school students to challenge themselves academically while getting a head start on postsecondary education. Through Students Come First, we are working to ensure these opportunities are available to every student.”
The College Board confers the AP Scholars distinction on the top male and female students in each U.S. state and the District of Columbia with scores of 3 or higher on the greatest number of AP exams, and then the highest average score (at least 3.5) on all AP exams taken.
The College Board’s AP program provides willing and academically prepared students with the opportunity to take rigorous college-level courses while still in high school and to earn college credit, advanced placement or both for successful performance on the AP exams. In 2011, 3.4 million exams were taken by nearly 2 million students at over 18,000 high schools. In Idaho last year, students took 8,120 AP exams. Nearly 70 percent of Idaho students received scores of 3 or higher on a five-point scale, which potentially qualifies them for credit, advanced placement or both at colleges and universities worldwide.
Lydia Chen is now studying at Harvard University. Garrett Stauffer is now studying at the University of Idaho.
Tuesday, September 27, 2011
USDA Leader to Join 3 Idaho Elementary Schools to Present National Recognition Award in the HealthierUS School Challenge
On Thursday and Friday, Sept.29 & 30, 2011, USDA Food and Nutrition Service (FNS) Deputy Regional Director Jesus Mendoza will join students in Northern Idaho to recognize 3 local schools for receiving USDA’s HealthierUS School Challenge Silver awards. Award winning schools are Harrison Elementary School (Harrison, ID), Kootenai School District, Spirit Lake Elementary (Spirit Lake, ID), Lakeland School District and A.B. McDonald Elementary School (Moscow, Idaho), Moscow School District. See event details below.
The challenge is a voluntary initiative established in 2004 to recognize schools participating in the National School Lunch Program that have created healthier school environments through promotion of nutrition and physical activity. Mendoza will also join students for activities including a school assembly, garden tour, student nutrition and physical education demonstrations.
USDA's Food and Nutrition Service oversees the administration of 15 nutrition assistance programs, including the child nutrition programs. Improving child nutrition is also a focal point of the Healthy, Hunger-Free Kids Act that was signed in to law by President Obama in December 2010. This legislation authorizes USDA’s child nutrition programs, including the Summer Food Service Program and the National School Lunch Program, which serves nearly 32 million children each day. It will allow USDA, for the first time in over 30 years, the chance to make real reforms to the school lunch and breakfast programs by improving the critical nutrition and hunger safety net for millions of children. The Healthy, Hunger-Free Kids Act is the legislative centerpiece of First Lady Michelle Obama’s Let’s Move! initiative. To learn more, visit http://www.letsmove.gov/.
Thursday, September 29, 2011
Harrison Elementary School
11:00 a.m. – 2:00 p.m.
WHAT: USDA FNS Deputy Regional Director Jesus Mendoza will join students from Harrison Elementary School to recognize the school for receiving USDA’s HealthierUS School Challenge Silver award. Representatives from the Idaho State Department of Education, and local school officials will join Mendoza for lunch with students.
WHERE:
Harrison Elementary School
13030 E. O’Gara Road
Harrison, Idaho 83833
(208) 689-3631
---
Friday, September 30, 201l
Spirit Lake Elementary School
8:00 a.m. – 10:00 a.m.
WHAT: USDA Deputy Regional Director Jesus Mendoza will join students from Spirit Lake Elementary School to recognize the school for receiving USDA’s HealthierUS School Challenge Silver award. Representatives from the Idaho State Department of Education and local school district officials will join Mendoza and students for breakfast and school assembly.
WHERE:
Spirit Lake Elementary School
32605 N. 5th Street
Spirit Lake, Idaho 83869
(208) 687-5451
---
Friday, September 30, 2011
A.B. McDonald Elementary School
12:00 p.m. – 3:00 p.m.
WHAT: USDA Deputy Regional Director Jesus Mendoza will join students from Spirit Lake Elementary School to recognize the school for receiving USDA’s HealthierUS School Challenge Silver award. Representatives from the Idaho State Department of Education, and local school officials will join Mendoza and students for lunch and a school assembly.
WHERE:
A.B. McDonald Elementary School
2323 East D Street
Moscow, Idaho 83843
(208) 892-1123
The challenge is a voluntary initiative established in 2004 to recognize schools participating in the National School Lunch Program that have created healthier school environments through promotion of nutrition and physical activity. Mendoza will also join students for activities including a school assembly, garden tour, student nutrition and physical education demonstrations.
USDA's Food and Nutrition Service oversees the administration of 15 nutrition assistance programs, including the child nutrition programs. Improving child nutrition is also a focal point of the Healthy, Hunger-Free Kids Act that was signed in to law by President Obama in December 2010. This legislation authorizes USDA’s child nutrition programs, including the Summer Food Service Program and the National School Lunch Program, which serves nearly 32 million children each day. It will allow USDA, for the first time in over 30 years, the chance to make real reforms to the school lunch and breakfast programs by improving the critical nutrition and hunger safety net for millions of children. The Healthy, Hunger-Free Kids Act is the legislative centerpiece of First Lady Michelle Obama’s Let’s Move! initiative. To learn more, visit http://www.letsmove.gov/.
Thursday, September 29, 2011
Harrison Elementary School
11:00 a.m. – 2:00 p.m.
WHAT: USDA FNS Deputy Regional Director Jesus Mendoza will join students from Harrison Elementary School to recognize the school for receiving USDA’s HealthierUS School Challenge Silver award. Representatives from the Idaho State Department of Education, and local school officials will join Mendoza for lunch with students.
WHERE:
Harrison Elementary School
13030 E. O’Gara Road
Harrison, Idaho 83833
(208) 689-3631
---
Friday, September 30, 201l
Spirit Lake Elementary School
8:00 a.m. – 10:00 a.m.
WHAT: USDA Deputy Regional Director Jesus Mendoza will join students from Spirit Lake Elementary School to recognize the school for receiving USDA’s HealthierUS School Challenge Silver award. Representatives from the Idaho State Department of Education and local school district officials will join Mendoza and students for breakfast and school assembly.
WHERE:
Spirit Lake Elementary School
32605 N. 5th Street
Spirit Lake, Idaho 83869
(208) 687-5451
---
Friday, September 30, 2011
A.B. McDonald Elementary School
12:00 p.m. – 3:00 p.m.
WHAT: USDA Deputy Regional Director Jesus Mendoza will join students from Spirit Lake Elementary School to recognize the school for receiving USDA’s HealthierUS School Challenge Silver award. Representatives from the Idaho State Department of Education, and local school officials will join Mendoza and students for lunch and a school assembly.
WHERE:
A.B. McDonald Elementary School
2323 East D Street
Moscow, Idaho 83843
(208) 892-1123
Friday, September 23, 2011
Why Superintendent Luna Supports NCLB Waiver for Idaho
Superintendent of Public Instruction Tom Luna was at the White House this morning as President Barack Obama and U.S. Secretary of Education Arne Duncan unveiled a new process for states to apply for waivers under the federal No Child Left Behind (NCLB) law.
Superintendent Luna has not only been supportive of this waiver process, but has been instrumental in the process of developing these waivers, providing his feedback to Secretary Duncan directly. Here’s more information on why Superintendent Luna supports Idaho applying for a waiver.
States have led this process.
Idaho and other states took the lead and helped develop the waiver process at the federal level. As President-Elect of the Council of Chief State School Officers, Superintendent Luna worked with state chiefs across the country to create key principles for the next-generation of accountability systems. These principles now serve as the basis for states to apply for a waiver. In addition, Idaho sent a letter to Secretary Duncan in June informing him that our state would move toward a new system of increased accountability based on academic growth. The U.S. Department of Education is now working to help give states the flexibility they need to do this. This is a symbolic shift of power from the federal government back to the states.
It will mean more accountability for Idaho, not less.
The waiver will mean increased accountability for states, not less. To receive a waiver, Idaho must demonstrate higher academic standards, an accountability system based on academic growth, and educator performance evaluations tied at least in part to student academic growth. Idaho has accomplished all of these through the Students Come First education reform laws. Students Come First is ultimate accountability. Through these laws, Idaho adopted higher academic standards, known as the Common Core State Standards. Idaho is implementing a growth model statewide that will be used in calculating pay-for-performance bonuses for teachers and that districts will use in evaluating teachers and administrators each year. Now, Idaho will use the waiver to move toward an accountability system based on academic growth as well.
Academic growth is a better measure of accountability.
Right now, under the current No Child Left Behind law, Idaho schools are only measured based on proficiency – or how many students can pass a test. Superintendent Luna has urged Congress for years to reauthorize No Child Left Behind to allow states to measure academic growth – how students progress academically in a given school year – because it is a better measure of how a school is serving its student population. Growth measures how students who struggle progress as well as how students who are advanced progress during the course of a year. When NCLB was passed in 2001, states did not have the capability to measure growth. Now we do. The NCLB law was supposed to be reauthorized four years ago to include growth, but Congress has not taken action. Without action from Congress, the waiver will give Idaho the flexibility it needs to create a new system of increased accountability based on academic growth.
Superintendent Luna has not only been supportive of this waiver process, but has been instrumental in the process of developing these waivers, providing his feedback to Secretary Duncan directly. Here’s more information on why Superintendent Luna supports Idaho applying for a waiver.
States have led this process.
Idaho and other states took the lead and helped develop the waiver process at the federal level. As President-Elect of the Council of Chief State School Officers, Superintendent Luna worked with state chiefs across the country to create key principles for the next-generation of accountability systems. These principles now serve as the basis for states to apply for a waiver. In addition, Idaho sent a letter to Secretary Duncan in June informing him that our state would move toward a new system of increased accountability based on academic growth. The U.S. Department of Education is now working to help give states the flexibility they need to do this. This is a symbolic shift of power from the federal government back to the states.
It will mean more accountability for Idaho, not less.
The waiver will mean increased accountability for states, not less. To receive a waiver, Idaho must demonstrate higher academic standards, an accountability system based on academic growth, and educator performance evaluations tied at least in part to student academic growth. Idaho has accomplished all of these through the Students Come First education reform laws. Students Come First is ultimate accountability. Through these laws, Idaho adopted higher academic standards, known as the Common Core State Standards. Idaho is implementing a growth model statewide that will be used in calculating pay-for-performance bonuses for teachers and that districts will use in evaluating teachers and administrators each year. Now, Idaho will use the waiver to move toward an accountability system based on academic growth as well.
Academic growth is a better measure of accountability.
Right now, under the current No Child Left Behind law, Idaho schools are only measured based on proficiency – or how many students can pass a test. Superintendent Luna has urged Congress for years to reauthorize No Child Left Behind to allow states to measure academic growth – how students progress academically in a given school year – because it is a better measure of how a school is serving its student population. Growth measures how students who struggle progress as well as how students who are advanced progress during the course of a year. When NCLB was passed in 2001, states did not have the capability to measure growth. Now we do. The NCLB law was supposed to be reauthorized four years ago to include growth, but Congress has not taken action. Without action from Congress, the waiver will give Idaho the flexibility it needs to create a new system of increased accountability based on academic growth.
SUPERINTENDENT LUNA APPLAUDS INCREASED FLEXIBILITY, ACCOUNTABILITY FOR STATES
Superintendent of Public Instruction Tom Luna joined President Obama and U.S. Secretary of Education Arne Duncan at the White House today as they unveiled a new process for states to gain more flexibility and increased accountability in education.
Under the plan, Idaho and other states can get a waiver under the federal No Child Left Behind law to create new systems of increased accountability that focus on academic growth and college and career readiness.
“This will not be a waiver from accountability, but it will give the necessary flexibility states need to increase accountability and focus on making sure every student in Idaho is growing academically every year they are in school,” Superintendent Luna said. “I believe this is a symbolic shift of power from the federal government back to the states.”
Idaho has taken a lead role in building the next generation of accountability systems. By passing the Students Come First reform laws, the state has moved toward an education system based on academic growth and better preparing students for the world that awaits them after high school. Superintendent Luna worked with other states to develop key principles for new accountability systems through his role as President-Elect of the Council of Chief State School Officers.
In June, Superintendent Luna sent a letter to Secretary Duncan, informing him that Idaho would also start moving toward a new system of increased accountability since Congress has not reauthorized No Child Left Behind. The new system would include more flexibility for school districts and a new accountability system that measures growth.
Under the current No Child Left Behind law, states can only measure school success based on proficiency – or how many students pass the test. The federal law, which originally passed in 2001, was supposed to be reauthorized four years ago so states could include academic growth, or how much progress a student makes in a given year. However, Congress has not taken action on reauthorization.
Today, the President and Secretary Duncan announced a process for states to request waivers from the current No Child Left Behind law. With a waiver, Idaho can create its new system of increased accountability based on higher standards, academic growth, and improved performance evaluations for educators – all key components of the Students Come First reform laws.
States can begin applying for waivers in November. Superintendent Luna plans to work with the Idaho State Board of Education on Idaho’s application.
Thursday, September 22, 2011
SUPERINTENDENT LUNA TO ATTEND WHITE HOUSE ANNOUNCEMENT TOMORROW
Superintendent of Public Instruction Tom Luna will join President Obama and U.S. Secretary of Education Arne Duncan at the White House tomorrow as they unveil a new process to give states more flexibility under the federal No Child Left Behind law.
Idaho has taken a lead role in moving toward the next generation of accountability systems. In June, Superintendent Luna sent a letter to Secretary Duncan informing him that Idaho would begin moving toward a new system of increased accountability since Congress has not reauthorized No Child Left Behind, giving states more flexibility and a new accountability system that measures growth.
Under the current law, states can only measure school success based on proficiency – or how many students pass the test. No Child Left Behind was supposed to be reauthorized four years ago so states could also measure schools based on academic growth, or how much progress a student makes in a given year. However, Congress has not taken action on reauthorization.
On Friday, the President is expected to announce a new way for states like Idaho to apply for waivers that would allow them to move toward new systems of increased accountability and still comply with the federal No Child Left Behind law. Superintendent Luna plans to work with the Idaho State Board of Education to apply for such a waiver and improve the way the state currently measures academic success in Idaho.
Superintendent Luna will be at the White House at 10 a.m. ET (8 a.m. MT) on Friday, September 23, 2011 as the President and Secretary announce the new No Child Left Behind waiver system for states.
Superintendent Luna will be available to interview with Idaho reporters via phone on Friday, September 23 after the news conference. Please contact Melissa McGrath at mrmcgrath@sde.idaho.gov or (208) 332-6818 to arrange.
Idaho has taken a lead role in moving toward the next generation of accountability systems. In June, Superintendent Luna sent a letter to Secretary Duncan informing him that Idaho would begin moving toward a new system of increased accountability since Congress has not reauthorized No Child Left Behind, giving states more flexibility and a new accountability system that measures growth.
Under the current law, states can only measure school success based on proficiency – or how many students pass the test. No Child Left Behind was supposed to be reauthorized four years ago so states could also measure schools based on academic growth, or how much progress a student makes in a given year. However, Congress has not taken action on reauthorization.
On Friday, the President is expected to announce a new way for states like Idaho to apply for waivers that would allow them to move toward new systems of increased accountability and still comply with the federal No Child Left Behind law. Superintendent Luna plans to work with the Idaho State Board of Education to apply for such a waiver and improve the way the state currently measures academic success in Idaho.
Superintendent Luna will be at the White House at 10 a.m. ET (8 a.m. MT) on Friday, September 23, 2011 as the President and Secretary announce the new No Child Left Behind waiver system for states.
Superintendent Luna will be available to interview with Idaho reporters via phone on Friday, September 23 after the news conference. Please contact Melissa McGrath at mrmcgrath@sde.idaho.gov or (208) 332-6818 to arrange.
Students Can Apply Now for Idaho Science & Aerospace Scholars Program
Idaho’s high school juniors can apply now to take part in Idaho’s exciting Science and Aerospace Scholars Program.
Through this competitive program, students from across Idaho take an engaging online course in space exploration and learn a broad range of science, technology, engineering and mathematics (STEM) skills aligned with Idaho’s content standards. Based on their performance in this course, students are then selected to participate in a weeklong, all-expenses-paid, residential Summer Academy at Boise State University and NASA Ames Research Center in California.
“The Idaho Science and Aerospace Scholars Program and Summer Academy give Idaho students the unprecedented opportunity to work directly with experts in science, technology, engineering and mathematics at NASA and right here in Idaho,” Superintendent of Public Instruction Tom Luna said. “I am excited to partner with NASA, Barbara Morgan, Boise State and others to continue offering this program to our students this year.”
Through this program, 180 high school juniors will take the rigorous online course in space exploration and take part in Capstone Celebrations across the state. Based on their work in the course, 88 students will then be selected to participate in the Summer Academy that takes place at Boise State and NASA Ames Research Center in California.
Superintendent Luna worked with astronaut and Boise State Distinguished Educator-in-Residence Barbara Morgan to create this program in 2009 with seed money from the State Department of Education and in-kind donations from partner organizations. Now, the program is funded through a $1.2 million grant from NASA.
If you know of any high school juniors who have a passion for STEM subjects, please urge them to apply for this outstanding program. The application deadline is December 5, 2011.
To apply, visit the ISAS website and download the application and instructions.
Students can learn more about the experience of the Idaho Science and Aerospace Scholars Summer Academy in August 2011 by checking out our live blog of this summer’s events.
If you have questions during the application process, please contact Peter Kavouras.
Through this competitive program, students from across Idaho take an engaging online course in space exploration and learn a broad range of science, technology, engineering and mathematics (STEM) skills aligned with Idaho’s content standards. Based on their performance in this course, students are then selected to participate in a weeklong, all-expenses-paid, residential Summer Academy at Boise State University and NASA Ames Research Center in California.
“The Idaho Science and Aerospace Scholars Program and Summer Academy give Idaho students the unprecedented opportunity to work directly with experts in science, technology, engineering and mathematics at NASA and right here in Idaho,” Superintendent of Public Instruction Tom Luna said. “I am excited to partner with NASA, Barbara Morgan, Boise State and others to continue offering this program to our students this year.”
Through this program, 180 high school juniors will take the rigorous online course in space exploration and take part in Capstone Celebrations across the state. Based on their work in the course, 88 students will then be selected to participate in the Summer Academy that takes place at Boise State and NASA Ames Research Center in California.
Superintendent Luna worked with astronaut and Boise State Distinguished Educator-in-Residence Barbara Morgan to create this program in 2009 with seed money from the State Department of Education and in-kind donations from partner organizations. Now, the program is funded through a $1.2 million grant from NASA.
If you know of any high school juniors who have a passion for STEM subjects, please urge them to apply for this outstanding program. The application deadline is December 5, 2011.
To apply, visit the ISAS website and download the application and instructions.
Students can learn more about the experience of the Idaho Science and Aerospace Scholars Summer Academy in August 2011 by checking out our live blog of this summer’s events.
If you have questions during the application process, please contact Peter Kavouras.
Friday, September 16, 2011
Superintendent Luna Celebrates Academic Success at Two Great Idaho Schools
What a great day to get out and visit schools!
Superintendent of Public Instruction Tom Luna visited two schools in the Treasure Valley today.
First, he stopped at Meridian Technical Charter High School in the Meridian School District. The school not only focuses on core classes but also offers courses in computer networking, computer programming, electronics and engineering, and media and graphic arts. Many of the students do internships or get jobs with local companies while still in school.
The school has implemented a one-to-one ratio of students to mobile computing devices (specifically, netbooks) which students use in every subject area from earth science and English to business mathematics and U.S. government. It was great to talk with students, teachers and principal Chris Housel about the integration of technology in the classroom.
From Meridian, we traveled to the Caldwell School District where Superintendent Luna was invited to speak at Syringa Middle School’s schoolwide assembly. Students at Syringa Middle have made great academic progress over the past five years.
The number of students reading at grade level has increased from 72% to 92%. Among Hispanic students, the percent reading at grade level has increased from 64% to 90%.
The school has seen the same great results in mathematics. The number of students scoring at grade level in math has growth from 64% to 82% in five years. Among Hispanic students, it has increased from 57% on grade level to 78%.
Superintendent Luna spoke at the schoolwide assembly to celebrate the success of Syringa Middle School’s students and teachers. “Thank you for setting the pace for the rest of the state,” Superintendent Luna said.
Since taking office, Superintendent Luna has visited nearly 100 of the state’s 115 school districts and more than 250 schools statewide. If you would like Superintendent Luna to visit the school in your community, let us know. Send him an e-mail.
~ Melissa M.
Superintendent of Public Instruction Tom Luna visited two schools in the Treasure Valley today.
First, he stopped at Meridian Technical Charter High School in the Meridian School District. The school not only focuses on core classes but also offers courses in computer networking, computer programming, electronics and engineering, and media and graphic arts. Many of the students do internships or get jobs with local companies while still in school.
The school has implemented a one-to-one ratio of students to mobile computing devices (specifically, netbooks) which students use in every subject area from earth science and English to business mathematics and U.S. government. It was great to talk with students, teachers and principal Chris Housel about the integration of technology in the classroom.
From Meridian, we traveled to the Caldwell School District where Superintendent Luna was invited to speak at Syringa Middle School’s schoolwide assembly. Students at Syringa Middle have made great academic progress over the past five years.
The school has seen the same great results in mathematics. The number of students scoring at grade level in math has growth from 64% to 82% in five years. Among Hispanic students, it has increased from 57% on grade level to 78%.
Superintendent Luna spoke at the schoolwide assembly to celebrate the success of Syringa Middle School’s students and teachers. “Thank you for setting the pace for the rest of the state,” Superintendent Luna said.
Since taking office, Superintendent Luna has visited nearly 100 of the state’s 115 school districts and more than 250 schools statewide. If you would like Superintendent Luna to visit the school in your community, let us know. Send him an e-mail.
~ Melissa M.
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