Idaho Education News

Teachers Across the State Win Shares of $100,000 in CenturyLink Grant Money for the Innovative Use of Technology in Education

2012-01-30T15:51:00.000-07:00

CenturyLink will provide a total of $100,000 to twelve winning teachers across the state of Idaho this year as part of the company's “Innovative Uses of Technology in Education” Grant Program, now in its eighth year. CenturyLink, which merged with Qwest in April of last year, has awarded more than $590,000 in grant money to Idaho teachers during that time. The program began after a statewide evaluation of technology in public schools in 2003 found many teachers needed support in integrating technology into the curriculum.

Here are the winners from around the state. Read more about the winners from the Treasure Valley in the post below.

The Lewiston winner is Pamela Johnson who was awarded $10,000 to purchase 4 Interactive White Boards and 4 projectors so that Jenifer Junior High School students will have the opportunity for an interactive geography experience.

Pamela Johnson Receives Her Award.

The Post Falls winner is Jen Cleave, who received $3,062 to purchase two Walk and Talk Smart boards that will engage and transform Ponderosa Elementary School 5th Grade students in math and technology using an innovative and inquiry-based approach.

Jen Cleave's Class Anticipates Their New Smartboards.

The Malad winner is Kerry Evans who was awarded $9,980 to purchase 20 iPads for her fourth grade class. Miss Evans believes the use of technology will motivate the students to write more and this engagement will strengthen their reading and writing skills. The other two 4th grade classrooms at Malad Elementary will act as control groups. Reading and writing data will be taken on all three classrooms prior to implementation of the iPads and at the end of the year. Comparisons will then be made to see if use of the iPads had a significant effect on student achievement in reading and writing.The Malad winner is Kerry Evans who was awarded $9,980 to purchase 20 iPads for her fourth grade class. Miss Evans believes the use of technology will motivate the students to write more and this engagement will strengthen their reading and writing skills. The other two 4th grade classrooms at Malad Elementary will act as control groups. Reading and writing data will be taken on all three classrooms prior to implementation of the iPads and at the end of the year. Comparisons will then be made to see if use of the iPads had a significant effect on student achievement in reading and writing.

Kerry Evans Receives Grant Money to Buy iPads for Her Class.

The Troy winner is Mark Murdock, who was awarded $7,352 to purchase 4 Mac Minis, a projector and software so that Troy School District students can create, compose, perform and evaluate music in mini studios.

The Deary winner is Jan Jacobs, who received $9,594 to purchase Lego Education Robotic sets to assist Whitepine School District’s Elementary and High School students in preparing for entry into a 21st Century workforce with a greater emphasis on technology literacy and critical thinking skills.

Jan Jacobs Receives almost $10,000 for Lego Education Robotic Sets.

The Potlatch winner is Laura Wommack, who was awarded $9,254 to purchase a laptop and the necessary equipment and supplies to build, launch and recover rockets and scientific balloons with payloads.

The Blackfoot winner is Randall Brady who was awarded $8,466 to purchase a projector, an iPad, 2 Macbook Pros, 4 Roland Rhythm Coaches and a 3 year subscription to SmartMusic. These items will enable the Snake River High School Band director to design and the students to view the marching show before they go out on the field to perform it. Music assessments will be recorded so that students can receive visual feedback and will be able to easily view concerts and other online music resources.

The Rigby winner is Stefani Cook, who received $9,997 to purchase Ipads, Kindles, a camcorder and various software so that Rigby High School students can experience a blended learning environment while completing English, History and Physical Education courses.

“These teachers know and understand the important role technology can play in the classroom to help individualize instruction and raise academic achievement for every student,” Superintendent of Public Instruction Tom Luna said. “I am grateful to CenturyLink for its continued commitment to Idaho’s teachers and students every year as they work to bring these innovative ideas to life and create the 21st Century Classroom in every school.”

“In reviewing more than one hundred applications, we have been very impressed with the level of interest and overall excellence of the grant proposals,” Schmit said. “There are many teachers in Idaho who are doing innovative things with technology in their classrooms. This is a great opportunity for CenturyLink to make a positive difference in students’ lives by identifying some of those teachers, recognizing them for their outstanding work, and supporting them with financial assistance to expand their use of technology even further. From our past experience with these grants, students are genuinely excited to experience the learning opportunities provided by these teachers through their creative use of technology.”

Southern Idaho Teachers Win $32,000 in Grants from CenturyLink for Innovative Technology Projects

2012-01-30T14:34:00.000-07:00

Borah High School students with severe to moderate cognitive disabilities and severe physical disabilities will be able to produce high quality signs, plaques, name tags and awards with the use of a Roland Desktop Engraver. Seventh graders at West Junior High School will take a virtual field trip of the National World War II Museum with a museum educator. Eagle Middle School 8th grade Science classes will go “Technological” with laptop computers. Eighth grade Literature students at Middleton Middle School will use ThinkPad Tablets to create book trailers, power points, movies and other forms of presentations.

The Southern Idaho teachers are among 12 statewide winners who are recipients of the CenturyLink “Innovative Uses of Technology in Education” Grant Program which is now in its eighth year. The program began after a statewide evaluation of technology in public schools in 2003 found many teachers needed support in integrating technology into the curriculum. CenturyLink, which merged with Qwest in April of last year, will provide a total of $100,000 to the twelve grant winners across Idaho this year, bringing the total over the eight years to $590,000. CenturyLink Idaho Vice President and General Manager, Jim Schmit, and Superintendent of Public Instruction Tom Luna presented all three teachers with their awards in their classrooms on Monday, Jan. 30th.

The Borah High winner is Neal Jareczek who was awarded $6,405 to purchase a Roland EGX 350 Computer Engraver, software and accessories. The new engraving machine will enable students with limited physical ability to engrave high quality items and will expand engraving fonts from 8 to 55 and hundreds of layout possibilities. He applied for the grant in honor of one of his students -- Todd Bair -- who had muscular dystrophy and passed away last year at the age of 17.

Neal Jareczek is a special education teacher at Borah High School who runs the Borah BEST program. He will use this grant award to purchase engraving technology and teach students with disabilities job skills.

The West Junior High winner is Paige Somoza who was awarded $9,934 to purchase the Pearl Harbor Virtual Tour program and a Tandberg 990 Video Conferencing System. By experiencing the Pearl Harbor Virtual Tour program, West Junior High students will have a deeper understanding of Japanese and American motivations and actions during World War II.

Paige Somoza is a 7th grade history teacher at West Junior High. She will use the grant award to purchase video teleconferencing equipment so her students can take a virtual field trip of the World War II museum in New Orleans.

The Eagle Middle School winner is Karen Miller who was awarded $5,940 to purchase 12 Laptop Computers to be used in the 8th grade Science labs. These laptops will give students the opportunity to carry out their own research, immediately perform analysis and share those findings with other students.

Karen Miller is an 8th grade science teacher at Eagle Middle School. She will use the CenturyLink grant award to purchase laptops for her students to use in the science lab to analyze results and build spreadsheets.

The Middleton Middle School winner is Sarah Thompson who was awarded $9,995 to purchase 16 Lenovo ThinkPad Tablets with keyboard docks and software. Utilizing these Tablets to integrate multimedia activities will allow for students to improve their writing, critical thinking, presentation skills and abilities.

Sarah Thompson teaches 8th grade language at Middleton Middle School and wants to use a classroom set of Lenovo tablets to engage students in multimedia activities, improve writing skills and build critical thinking skills.

PUBLIC SCHOOLS JFAC SPEECH

2012-01-26T16:11:00.000-07:00

The following are Superintendent of Public Instruction Tom Luna's prepared remarks to the Joint Finance-Appropriations Committee on Thursday, January 26, 2012.

Mr. Chair/Madame Chair, thank you for inviting me to be here today.

I stand before you for the first time in four years with good news for our public schools.

If I were to title this presentation, it would be: The tale of two economies. This year, our discussions no longer focus on where we can strategically cut from the public schools budget or shift funds in this difficult economic time to alleviate reductions to our schools.

Instead, we are finally facing a surplus.

Before I get into the request for the Public Schools Budget, let me briefly go over my request for the State Department of Education.

DEPARTMENT BUDGET

Just like other state agencies, the State Department of Education has not been immune to the economic crisis our state has faced in recent years.

The Department has made significant reductions to its base General Fund appropriation, while continuing to provide additional services and putting our customers – the students of Idaho – first every day.

This year, even though we face a surplus in revenue for the first time in four years, I am not requesting new funding for my agency, the State Department of Education, outside of what has previously been planned to operate longitudinal data.

Instead, I want to ensure – as do all employees at the Department of Education – that the first available revenues go back into our public schools.

At the Department, we have managed to run effectively and efficiently since 2007 and will continue to do so in the coming year.

The State Department of Education is a customer-driven agency that works to meet the needs of EVERY student in Idaho and prepare these students to live, work and succeed in the 21st Century.

Just as we have asked school districts to make changes over the past year with the implementation of Students Come First, we have made necessary changes at the Department too.

To better meet the vision and goals of Idaho’s new education system, the State Department of Education reorganized its internal divisions and staff in September 2011.

Under the new organizational structure, the State Department of Education has five (5) divisions:

1. 21st Century Classroom
2. Great Teachers & Leaders
3. Transparent Accountability
4. Public School Finances
5. Federal Programs

These changes have worked effectively so far as we have been implementing the Students Come First reform laws statewide.

My request for the Department Budget for FY 2013 will reflect our continued commitment to customer service and providing quality customer service to students, parents and our schools and districts.

For FY2013, I am requesting a maintenance and operation budget, with the exception of the final request in funding for the statewide longitudinal data system.

This means my budget request includes:

· No increases in CEC
· No inflationary increases, and
· No request for General Fund capital replacement items for the Department

The only request in this budget is the ongoing funding required to maintain and operate Idaho’s statewide longitudinal data system – known as the Idaho System for Educational Excellence, or ISEE.

When I took office in 2007, Idaho was one of 3 states in the nation without a longitudinal data system.

By 2008, we were the last state in the nation to have such a system.

Instead, Idaho had a cumbersome data collection system in place that required duplicative reporting from districts throughout the year.

Here is what our data collection processes looked like at the state level when I took office.

We conducted 184 different data collections during a single school year.

In a single year, school districts would have to report the first and last names of students and teachers to the state more than 154 times a year in different data collection processes.

Now, through ISEE, we have streamlined data collection at the state level.

All data collection goes through one system – ISEE.

It requires districts to upload data just once a month.

That’s 12 times a year, compared with 184 times a year under the old system.

ISEE has not only streamlined data collections, but it also has improved the quality of the data we are receiving at the state level.

Here is what our data collection processes look like now.

Under the old system, we at the state level did not receive student-level data that was verifiable.

Because of this, we could not implement many of the initiatives we wanted to do, such as a growth model for measuring academic success.

Districts could not track a student’s academic progress if that student moved from district to district.

Now, this is all possible with ISEE. We have individual-level data that can be verified at the district and state levels.

Now, we can implement an academic growth model to measure student success.

Now, districts can track student progress from school to school and district to district – even if they move across the state.

In the past, this wasn’t possible. ISEE has been fully operational for two years.

The first year was challenging for schools and for my department as the implementation of any new system is expected to be. Just like in our schools, we at the department had to shift people and resources from other areas. This at a time when we all had already seen significant reductions in resources and employees were spread thin.

But we have made great strides – in large part because we have worked closely with the Idaho Association of School Administrators and Idaho Association of School Business Officials over the past year.

Here is one example of our progress. A year ago, in October of 2010, just 9 districts or charter schools had uploaded error-free data into ISEE.

This year, by October of 2011, 133 districts or charters had uploaded/submitted error-free data.

This is significant progress.

I spent time in districts this year visiting with the staff who are responsible for uploading data into ISEE.

I understand this process is new and different. In these first two years, it has been a challenge for districts to transition to this new system.

I have seen first-hand the challenges they are facing, and we are working on solutions.

Overall though, Superintendents, business managers and technology directors alike know the longitudinal data system is necessary and understand it will streamline processes and reduce workloads now and in the future.

This year, I am requesting additional funding to provide additional assistance to districts. This is in line with the original plan for deploying longitudinal data in Idaho

In 2008, I laid out a 3-year plan for our statewide longitudinal data system.

This plan eventually included $1.8 million in ongoing funding annually to maintain and operate this system once it was deployed.

Last year, the Legislature appropriated $926,200 of ongoing funds for personnel and operational costs now that ISEE has been fully deployed.

For FY2013, I am requesting an additional $873,800 in ongoing funds. This is the final request for personnel and operational support, bringing the total to $1.8 million.

This funding will be used to hire two Database Analysts who assist the Department and local districts in how to use the data available in ISEE effectively to inform instruction and policy decisions.

This will complement the six regional, full-time coordinators we already have in the field to give one-on-one support to schools on how to use ISEE.

Because of the level of data we now have available through ISEE, we also are able to give district administrators, school administrators and teachers access to current, accurate data on student attendance and student achievement.

For many years, this has been a dream for many of us. Now, it has become a realization.

With a $21 million grant from the J.A. and Kathryn Albertson Foundation, the state was able to contract with Schoolnet this year to deploy Phase II of ISEE – a statewide instructional management system.

In FY2013, the Department’s budget request includes $11.6 million in spending authority for the second year of this grant.

Through Schoolnet, teachers can access content standards, develop lesson plans, share best practices with other teachers in their district and statewide, and create assessments.

In addition, teachers will be able to analyze student progress at the end of a class or throughout the school year to individualize instruction and improve lesson plans, as needed.

The teachers, principals and other staff in every school district in Idaho can currently access content standards, lesson planning tools and digital content through Schoolnet right now.

In addition, we have 7 pilot districts across the state:

1. Cassia County
2. Lake Pend Oreille
3. Meridian
4. New Plymouth
5. Richfield
6. Sugar-Salem, and
7. North Star Charter School

Teachers in these pilots are able to use Schoolnet this year to create assessments in their school or classroom.

Barbara Thronson, the superintendent in Richfield, said her district is thrilled to have the opportunity to work with Schoolnet.

She said: “Our teachers are confident that Schoolnet will help them raise student achievement and provide success for our students.”

These same assessment tools will be available statewide to additional schools and districts in the coming years.

The grant allowing access to the full suite of Schoolnet functionality was made available in November 2011.

The $11.6 million in funding for FY2013 will provide $2 million directly to local school districts.

The remainder of the money will provide access to Schoolnet, digital content, and professional development for schools and districts.

Through ISEE and now Schoolnet, we are giving all Idaho teachers and all administrators—not some, but all—the tools they need to make the best possible decisions for students.

I am excited about the possibilities both of these systems will bring in the coming years.

Now, let me transition and discuss my budget proposal for Idaho’s public schools.

PUBLIC SCHOOLS BUDGET

As I said before, I am pleased to be standing before you with positive news about our economy and a surplus in state revenues. The fact that we are in this positive situation is evidence that the tough decisions made by this body and this legislature the last 3 years were the right ones. Now, I know as well as you do that the surplus this year will not be a panacea for the struggles our schools have faced since the end of 2008, but I also know that our public schools will see an increase for first time in four years. And that’s welcome good news.

Just look at what we were able to accomplish when times were good.

In my first two years in office, we had surpluses and increased the budgets for Idaho’s public schools by 6% the first year and then nearly 4% the second.

We gave every teacher $350 to spend on classroom supplies.

We allocated $10 million in funding for textbooks across the state. We helped raise student achievement with $5 million in remediation funding for students who struggle.

We increased teacher base and minimum salaries by 3% in that first year and by 2.5% in the following year.

We also fully funded the salary grid in those years.

This gave those teachers who earned another year of experience or gained more education an additional salary increase of between 3.75% and 7.5%.

We implemented the Idaho Math Initiative to improve students’ knowledge and skills in math and enhanced professional development opportunities for math and elementary teachers.

Then, the economy took a turn for the worse. We entered a recession that has run deeper and longer than any of us could have imagined, taking a toll on almost every sector of our economy and families across Idaho. For fiscal year 2010, I stood before you and presented what I deemed the “10 Bad Ideas” for reducing the public schools budget.

Why? Because it was clear the Legislature had to make difficult decisions, so I worked with educational stakeholders to ensure we made strategic reductions that would do the least harm to our students in the classroom.

For fiscal year 2011, the economy was not getting better. In fact, it was getting worse. So I looked under every rock and shook every tree for more money for schools.

I went to the Land Board and fought for an additional $22 million in funding for our public schools.

We shifted another $5.5 million from my agency budget at the State Department of Education to minimize other cuts to public schools.

Last year, when our economy still had not turned around, it was clear that we were at a crossroads in education– both financially and academically.

Financially, we were facing a new normal in our economy. Public schools could no longer rely on tens of millions of new dollars each year just to maintain the status quo.

Academically, we had a good education system, but it was not keeping up with the fast-paced world around us.

In Idaho, the majority of our schools are making AYP (62%). That’s good.

Just eight states outperform Idaho students in reading, and 11 states outperform Idaho students in math. That’s good.

For every 100 students who attend public schools, 92% graduate from high school.

We have one of the highest graduation rates in the country.

All of this is good news. We have good schools in Idaho—some of the best in the country.

But that’s not the challenge; that’s not the question. The question is, in today’s world, is “good” good enough?

You see, while we have one of the highest graduation rates in the country, we have one of the lowest rates of number of students who go on to postsecondary education.

For every 100 students in Idaho, 92% graduate. But, only 46% go on to college or professional tech schools.

Once there, 40% of them need remediation. As a result, 38% do not go back for their 2nd year.

Because of this, only 34% of Idahoans have a postsecondary degree or certificate.

We also have to look at how Idaho compares to other countries, not just other states. This is who our children will be competing with.

Let’s look at the PISA, an international assessment that looks at multiple subject areas.

On the PISA, the U.S. ranks 49th in the world. But we don’t want to know just how the country ranks. We want to know how Idaho students rank. So we took this model and treated all 50 states as if they were their own country, folding them into this model to see how Idaho would compare to the rest of the world.

If Massachusetts were a country in and of itself, it would rank 17th in the world. Not bad. Minnesota would rank 20th. Pretty good. Idaho? 71st. 71st… So knowing this, what do we do? Do we have options?

Denial is one. It seems to be a popular choice and easy choice for many.

Another option is we could do nothing. It’s not an option I recommend, but it is an option.

We could celebrate the fact that with a 92% graduation rate we have one of the highest grad rates in the country and ignore the fact that only 46% go on to postsecondary education and nearly half of them need remediation once they get there. We could be satisfied that our students do well in reading and math when compared to other states across America and ignore the fact that we ranked 71st in an international comparison.

Or we could choose to do something. We could act instead of being acted upon.

This is what we chose to do last year.

We chose to set high academic standards that are comparable to any country in the world.

We chose to set high, achievable goals.

We chose to build a new education system that gives our teachers the tools, and our students the opportunities and access, they need to meet those goals and expectations.

To build this new system, we knew we could not expect or rely on ever increasing budgets. We had to look at what we were currently spending on education and be willing to spend it differently. We had to have a new education system—a system that could educate more students at a higher level with limited resources.

Based on these realities, the Governor and I presented – and this Legislature passed – Students Come First.

With your help, we now are implementing comprehensive education reform in Idaho.

This means that, for the first time in the history of Idaho, we will have a uniform system of education as required by our state constitution.

We have never been able to accomplish this before, but we are on a clear path to accomplishing it today.

When it comes to education reform, Idaho is not alone.

About 30 states passed some form of education reform last year. More states – like Maine, Louisiana, Tennessee, Iowa – are introducing education reform efforts this year.

There is a renaissance going on all across America in education. People have come to the realization that the status quo cannot continue, must not continue. Something has to change.

Idaho’s reform efforts were by far the most comprehensive.

While some states chose to deal with just collective bargaining or school choice or teacher pay or technology, Idaho addressed them all.

Because of your efforts, Idaho is now recognized as a leader in education reform. States are now calling us to learn more about our laws and how they can model them in their states.

Idaho is just a few months into implementing the reforms we have passed, but we are already seeing a positive impact on our schools and districts.

So let me walk you through my budget request for fiscal year 2013.

I will show you how the funding you passed last year is making a difference today and will be making a difference in the future.

You will see that this budget is in line with the budget estimates we provided to the Committee last year in passing Students Come First.

This budget request is in line with the Governor’s overall recommendation for public schools of a 4.7% general fund increase.

Most of this funding is statutorily required because of the Students Come First laws we passed last year.

This includes pay-for-performance for Idaho teachers and the implementation of one-to-one laptops for high school teachers and administrators.

The budget also includes funding for growth in student enrollment. I am happy to report that we have a solid estimate on growth for FY 2013, thanks to the implementation of ISEE.

We believe we will need $4 million for growth next year, down from the initial $12 million we anticipated in September.

In addition to this, I am making funding requests for salary-based apportionment and increased graduation requirements for the Class of 2013.

Now, let me walk you through my budget proposal for fiscal year 2013.

First, let’s discuss salary-based apportionment.

This budget provides funding for movement on the salary grid.

This means, for the second year in a row, many teachers will see salary increases of between 3.75% to 7.6% for another year of experience and gaining more education credits.

In addition, this budget proposal will offset the 2.38% adjustment in salary-based apportionment.

Last year, we put forward a plan to spend the money we currently have differently. But we always made the commitment to backfill salary-based apportionment if we had the revenues.

Currently, the law calls for 2.38% adjustment in salary-based apportionment, which is equal to about $19.4 million.

My budget will offset this adjustment by increasing base salaries by 2.38% for teachers and administrators.

For classified staff, I am requesting a 3% base salary increase because classified staff do not yet participate in pay-for-performance.

I want to be clear: With this budget, there will be NO DECREASE in state funding for teacher salaries in the upcoming school year.

I believe we have the revenues to accomplish this, and here is how we can do it.

Currently, the Governor’s budget puts $29 million into the Public Education Stabilization Fund. I believe this is important.

The Public Education Stabilization Fund, known as PESF, is a critical fund for our public schools. We have relied on it in these difficult economic times.

In 2009, when we first faced declining revenues, many people thought we should spend the entire fund of $115 million right away.

Instead, this Committee, the Legislature and the Governor chose to use this money prudently over the course of three years.

Now, this fund is largely depleted.

Last year, we deposited about $4 million into PESF, which means as of today the fund has a balance of about $15 million.

While I believe it is important to fund PESF now and in the future, I think it is more important to put funding into salary-based apportionment first.

Here is why: It is a timing issue.

School districts and the teachers they employ need to know the amount of money they will have for salaries by May.

This is when they sign contracts with teachers and begin the budgeting process for the upcoming school year.

They need a level of certainty about the budget as they move into this process.

But it’s not just about the budget. There are also other important operational and programmatic decisions that must be made.

This is why I recommend we put revenues toward salary-based apportionment first.

Then, if revenues continue to meet targets throughout the rest of the year, and we hit the triggers identified by the Governor, we can deposit these revenues into PESF. If we hit the triggers as outlined by the Governor, we will be at $44 million and well on our way to re-establishing an adequate rainy day fund.

I think this is consistent with the commitment we made last year. The last dollar cut would be the first dollar restored.

Again, with this budget increase, there will be NO DECREASE in teacher salaries in the upcoming school year.

What I’m saying is, if you are a district with a growing student population, the state will fund more teachers. If you are in a district where enrollment remains the same, you will be funded at the same number of teachers.

We are not cutting teaching positions to fund these reforms.

In fact, this budget proposal for FY 2013 will increase funding for teacher compensation. It fully funds movement on the salary grid. It offsets the adjustment in salary-based apportionment.

And it fully funds the $38 million in new money for pay-for-performance bonuses for Idaho teachers.

So let me talk to you for a moment about that.

As is statutorily required, this budget does include $38.8 million for pay-for-performance bonuses in addition to salaries in FY 2013.

Before this plan was in place, teachers could primarily earn money one way: based on the number of years they had taught and the amount of education they had.

This means if I am the greatest teacher in my district, and I’ve taught 8 years and have a master’s degree, I get paid the exact same amount as the least effective teacher in my district who has taught 8 years and has a master’s degree.

That’s not fair to the students in that district, and it’s definitely not fair to teachers.

Under this new plan, teachers will have the opportunity to receive up to $8,000 in bonuses above and beyond their salary and finally earn the recognition and financial rewards they deserve for the hard work they do each and every day.

There are three ways teachers can earn bonuses under pay-for-performance:

· Working in a school that shows academic growth or overall achievement
· Working in a hard-to-fill position, as determined by the local district
· Taking on a leadership duty, as determined by the local district

In FY 2013, teachers will first receive bonuses based on student achievement, primarily focusing on academic growth. The bonuses will be tied to student achievement goals developed at the state and local levels.

Next year, districts will work with teachers to develop local plans for rewarding hard-to-fill positions and leadership duties.

Last summer and fall, we worked with school districts across Idaho as they developed local plans to award teachers for reaching student achievement goals.

These plans contain goals aligned with each district’s mission and vision.

District Plans include multiple measures such as:

· Idaho Reading Indicator
· End of Course assessments
· Parent involvement
· SAT scores
· Graduation rates

I could go on…

This is one way in which we have expanded local control across Idaho.

With funding from the state, local districts now have the ability to reward their hard-working teachers for meeting their own local goals based on their students’ needs.

These pay-for-performance bonuses in FY 2013 will represent approximately a 5% increase in state funding for teacher compensation.

Let me repeat that.

Pay-for-performance will represent a 5% increase in state funding for teacher compensation next year.

And this plan is not just for a few. In fact, under this plan, we estimate at least 85% of teachers will earn a bonus.

This is great news for the State of Idaho, Idaho’s teachers and students.

Not only are we moving toward paying our teachers more this year, but we are paying them differently. We are paying them better.

This moves us away from the one-size-fits-all approach to paying teachers statewide.

While other states are continuing to cut teacher pay or keep it frozen year over year, we are rewarding our great teachers here in Idaho.

We are funding movement on the salary grid, we are maintaining funding for salaries, and, on top of that, we are going to give every teacher the opportunity to earn thousands of dollars in bonuses.

When it comes to pay-for-performance, we may not agree on every aspect of this plan, but the fact is every penny will go to Idaho educators.

Previously, we had an education system that made it almost impossible to financially reward great teachers and very difficult to deal with ineffective teaching.

If we want an education system that truly puts students first, we had to remove the barriers to both.

We have accomplished that.

I also want to clarify one other thing about the statewide pay-for-performance. I believe this Committee had questions about whether or not these bonuses would contribute to a teacher’s PERSI benefits. The answer is yes.

Third, as statutorily required, this budget includes ongoing funding for the Dual Credit for Early Completers Program at $842,000.

Through this program, students who complete state graduation requirements by the end of their junior year can earn up to 36 college credits in their senior year – paid for by the state.

Surprisingly, many students and parents are just now learning about this opportunity.

I talk about this program everywhere I go, and parents and students are excited when they hear about it.

We know this will provide great opportunities for our families and motivation for our students.

Many sophomores and juniors today are already getting ready to take part in the upcoming years. Even middle school parents are starting to plan for it now.

Over time, we know more and more students will take advantage of this opportunity as they strive to meet their state graduation requirements earlier and take advantage of this great opportunity.

Fourth, this budget includes continued funding and new funding to implement the high school graduation requirements passed in 2007.

Under these higher graduation requirements for the Class of 2013, students must take:

· 3 years of math
· 3 years of science
· A college entrance exam their junior year
· Complete a senior project

Previously, we heard from districts that some did not have the resources to implement these new requirements. That is why last year the state began providing additional funding to every district statewide.

Under the current budget, we will distribute $4.8 million to local school districts to help them hire new teachers or offer advanced courses online to meet the new math and science requirements.

We will continue to fund this in the upcoming fiscal year 2013.

This year, the Legislature also provided funding for students to meet the requirement to take a college entrance exam.

The state used this funding to sign a statewide contract with The College Board.

Through this contract, every high school junior can take the SAT or ACCUPLACER at no charge.

The State Department of Education put this contract out for bid, and we convened a group of educational stakeholders, including representatives of local school districts and higher education, to assist in reviewing the bid proposals.

The SAT was selected because it included more comprehensive tools for teachers and students, in addition to flexibility in the testing date.

For example, students will have the opportunity to take practice tests online to familiarize themselves with the SAT format and question types.

The SAT also has a writing component to the test which we believe is critical.

The SAT provides faster score reporting for students and access to online score reports.

In addition, students who need remediation can retest in their senior year under Idaho’s contract.

This is a critical step in building 21st century classroom and ensuring every student is prepared for the rigors of postsecondary education before they leave high school.

Since this is a graduation requirement now and in the future, we will continue to request the $963,500 in funding for this program.

Also, as part of the higher graduation requirements for the Class of 2013, seniors statewide must complete a senior project.

The senior project must include a written and oral report. The design of the project is left to each local school board to decide.

We are requesting $150,000 for districts to implement this requirement. This request is in line with the fiscal note the State Board of Education presented in 2007.

Fifth, as is statutorily required, this budget includes ongoing funding of $13.6 million for classroom technology.

This line item funds advanced technology that Idaho teachers and principals can use in all K-12 classrooms.

This is separate from the one-to-one laptop initiative in high schools, which I will discuss in a moment.

What this line item means is that for the second year in a row approximately $9 million will go to local school districts and public charter schools to purchase and implement advanced classroom technology.

This funding is used to make sure every classroom becomes a 21st Century Classroom.

Teachers will be able to use this technology to increase student engagement, raise academic achievement among all students, and make sure every student – no matter where they live – has equal access to educational opportunities.

Just as it is in every other part of our lives, we recognize that technology is no longer a “nice-to-have” tool in the classroom. It is an essential tool.

That is why this funding is ongoing and a part of statutory spending.

In September, we distributed nearly half of the $9 million for advanced classroom technology to Idaho schools.

This spring, we will distribute the other half.

The remainder of the $13 million will be used for statewide professional development for teachers to integrate technology into instruction. I will speak to that in a moment.

Let me first talk about how districts are spending the $9 million today.

We worked with local districts throughout November and December helping them create local plans for how they could use technology in the classroom to raise student achievement and provide equal access to all students.

We received great plans from all across the state.

· The West Bonner School District will invest in digital cameras in all grades to incorporate photography into schoolwork. Students in elementary school will use iPods to improve language and math skills.

· In Meridian, the district found that not every classroom had equal access to digital content or interactive learning technologies. So they are using this funding to remedy that. The district will purchase projectors and document cameras for every classroom to ensure equal access.

· In Caldwell, the district reviewed instructional data to determine the level of student engagement and how technology is being used in every classroom. They found a common theme: Those classrooms with interactive technology had higher levels of student engagement, which we know leads to higher student achievement. Classrooms with little or no interactive technology had lower student engagement. Knowing this, the district is working to install interactive technology in every classroom.

· In Clark County, the district has recognized that technology can help increase the time teachers spend with students and reduce the time teachers spend on paperwork. The district will use this funding at the elementary level to buy tablets to assist teachers in classroom organization, grading, and lesson planning. They will also use it to analyze student achievement data.

These are just some of the great and innovative plans that will begin to create 21st Century Classrooms in every school in every corner of the state.

What I like about these plans is that each of these plans is locally developed and clearly demonstrates the important role the teacher in the classroom plays in effectively implementing technology.

All along I have said, and I strongly believe, the teacher is the most important factor in a student’s academic success.

So as we transition to the 21st Century Classroom, we must give our highly effective teachers – not some but all of our highly effective teachers – the 21st Century classroom tools they need to individualize instruction and raise achievement for every student.

We know this works because we see it working in schools right here in Idaho and in schools across the United States.

Look at Rigby High School in Jefferson County.

Rigby High is home to Stefani Cook, our 2011 Idaho Teacher of the Year.

She has been instrumental in integrating technology in her classroom and opening up a world of opportunities for her students.

If you walk into Rigby High School, you will see teachers effectively using technology in the classroom.

Not just one technology, but many different kinds of technology:

· Interactive smart boards
· Document cameras
· Clickers

Students are engaged in learning throughout the day with their netbooks, digital cameras, and sometimes even their own cell phones, which are used in the classroom as part of the lesson.

Stefani told me that her fellow teachers have a collective goal: to create a generation of students who thrive on creativity and problem-solving skills enhanced by technology – a culture where students look for meaning and relevance by building connections with the “real” world.

This is why students and staff alike embrace technology at Rigby High.

And we as a state are now supporting the goals they have been working toward for several years.

These opportunities cannot be limited to just a few fortunate ones. I want every student in every part of Idaho to have the same opportunities as the students at Rigby High.

We have already created the foundation for this through the Idaho Education Network (IEN).

Through the IEN, every Idaho high school is now connected to high-speed broadband internet access and has at least one classroom set up for virtual education.

Now, for the first time ever, we have the real possibility of providing a uniform system of education for all schools in our state.

To this end, we will begin phasing in a one-to-one ratio of students and teachers to laptops in September.

This budget includes $2.5 million to provide a laptop to every high school teacher in Idaho and the necessary software, maintenance, security and support to go along with it.

Next September, every high school teacher, principal, media specialist and technology director will receive the devices and a year of intensive professional development.

In the following year, the first one-third of students will begin receiving access to these devices.

As you know, the Technology Task Force created by this legislation met for 7 months to develop recommendations for the rollout of mobile computing devices, among other recommendations.

They made many recommendations, which I will report on in more detail next week.

One of their recommendations was that we roll these devices out to one-third of students by school, rather than by grade, statewide.

The Task Force learned from other states and school districts that already have a 1:1 program that it is not prudent to deploy devices in a school when only some students have the device and not others.

If this happens, a teacher may have some students in a classroom with devices and others without. Experience shows that, in that case, the teacher will likely just say, “Everyone close the devices,” and go on with the lesson.

To avoid this situation and ensure successful implementation, the Task Force recommended deploying devices in the first year to Idaho high schools representing one-third of the students statewide, or about 27,000 students.

In Fall 2014, we will deploy devices to the second one-third of schools. In Fall 2015, we will deploy to the final one-third of schools.

To determine the first one-third of schools to receive devices, we asked local school districts and charter schools to submit letters of interest to the state if they have high schools interested in being in the first one-third.

These letters must be signed by the superintendent or the school board chair and must be received by February 17.

We have been overwhelmed by the response we have received so far.

We sent the memo to districts just before 6 p.m. on January 5. We received the first letter of interest back in less than 90 minutes.

As of yesterday, we have 73 letters of interest representing 139 schools and more than 57,000 students statewide.

This represents two-thirds of high school students across Idaho – over twice as many as we planned to deploy in the first round.

It is clear that teachers, principals, parents and students are not hesitant but are excited about the laptops and want to participate now, not later.

In Idaho Falls, for example, they said there would be “a high probability of parental discord” if deployment was delayed to all the high schools in their district.

In Twin Falls, the superintendent wrote to us, saying: “Based on a staff survey …, we are enthusiastically requesting to participate in the first third of the state’s high schools regarding deployment of the one-to-one mobile computing devices at all three of our high schools.”

Here’s why everyone is excited:

They recognize that this device becomes the textbook in every classroom, the calculator in math, the research tool in science, the word processor in English, and it’s the portal to a world of information and knowledge.

As you may remember this was one of the most hotly contested pieces of Students Come First last year, but it is clear now that the demand for this classroom technology is out there and an overwhelming majority of our schools want these devices.

Students, parents and teachers want this technology, and they want it soon.

In fact, every one of you has schools in your legislative districts that have requested to be part of the first one-third.

I encourage school districts to continue to submit their letters of interest until February 17 if they are interested in participating.

Providing the technology, whether it is 1:1 or document cameras or interactive whiteboards, what we know from study after study is that technology alone is not the answer. It’s all about implementing technology effectively.

Look at Project RED. If you put any technology in the classroom, it will have an impact.

But if you implement it effectively, it will have a significant impact on student achievement.

So now let me talk to you about effective professional development.

Last year, you and your fellow legislators appropriated historic amounts of money for professional development.

There is nearly $4 million a year built into this budget for professional development statewide to integrate technology into the classroom – from one-to-one devices to interactive whiteboards to iPods and iPads.

This money is built permanently into the funding formula now.

Why? Because we recognize professional development is a critical, ongoing need.

For that reason, this is not one-time money but ongoing funding.

Professional development will not focus on how to turn on the device, but how to use this device in the classroom, to integrate it into everything that happens in the classroom and how teachers can engage every student every day.

A subcommittee of the Technology Task Force was charged with developing a plan for implementing professional development statewide, and they made several recommendations in December.

Their recommendations included:

· Releasing an RFI for professional development for classroom technology integration
· More time for professional development in the school calendar
· The SDE developing a multi-year comprehensive professional development plan that encompasses all initiatives and professional development efforts, including technology

After receiving these recommendations, the Department has begun to develop the statewide professional development plan for the advanced classroom technology and implementation of 1:1 devices.

The state will use a blended model that combines both face-to-face and online methods of professional development for teachers, administrators and technology coordinators.

First, we will establish regional training teams of administrators, teachers and technology coordinators to provide professional development and support to schools in implementing classroom technology at all grade levels.

Stipends will be made available for these team members.

Next, the state will identify a lead teacher and technology coordinator at every high school who will not only learn how to integrate one-to-one devices and other classroom technology effectively, but will become in-house experts and take the lead in providing training to other teachers in their building.

Stipends will also be made available for these leads.

However, not all learning opportunities will be provided face-to-face.
School personnel, parents and students will all have access to a variety of tools that will be available to them online at any time they need assistance.

This will all be possible because of the ongoing funding for professional development.

Because of this historic investment in professional development by the state, other organizations have been inspired to provide additional support for teachers, principals and administrators.

Boise State University, for example, recently received a $4 million grant from the J.A. and Kathryn Albertson Foundation to create the Idaho Leads Project.

This is a new statewide effort to provide intensive professional development to local educators as they work to innovate in our schools and help students achieve at even higher levels.

Sixth, I propose that in FY 2013, we increase discretionary funds by 2%.

We know these discretionary funds can assist our local school districts in many ways.

Finally, I support additional funding for IT professionals in our local school districts.

Last year, when we presented Students Come First, we heard concerns about the amount of tech support that might be necessary at the local level.

This was one of the points the Technology Task Force addressed.

In December, they came forward with their recommendation for additional funding to support IT professionals in the effective integration of technology into teaching and learning.

To follow through on this recommendation of the task force, I am now requesting $2.5 million in additional funding for IT professionals.

This is my proposal for the FY 2013 budget for Idaho’s public schools.

Let me remind you why this request is slightly different than the budget request you saw in September.

First, this budget meets the Governor’s budget recommendation rolled out during his State of the State address.

Second, we now know we do not need as much funding for growth in enrollment. That funding now can be spent differently.

Third, this budget includes funding for recommendations made by the Technology Task Force, which finished its work in December.

Through this budget, we are able to fund growth and fully fund the Students Come First reform efforts – advanced classroom technology for every classroom, pay-for-performance for teachers, dual credit for our high school seniors and the initial implementation of one-to-one devices in Idaho high schools.

And we will not reduce the amount of money we send to districts for teacher and administrator pay.

In fact, because of that and the state’s new pay-for-performance plan, we will actually increase compensation for our teachers by 5% in the coming year.

Overall, this budget request will increase the General Fund for public schools by 4.7%.

As I travel across the state, I talk with more and more teachers, students and parents who are excited about where our education system is headed.

Teachers in other states hear that Idaho is putting money into teacher pay and classroom technology, rather than making cuts, and are excited about the opportunities our state will provide.

I tell them there is not a more exciting time to be involved in public education, and that Idaho is on the forefront of education reform in our nation.

Finally, we have chosen a path that leads us to an education system that assures that all children, no matter where they live, no matter what their family situation, have equal opportunity and access.

An education system that can change quickly and adapt to keep up with the ever-changing world we live in. An education system where not only every student graduates from high school but goes on to college, professional-technical education, or the workforce, and arrives without the need for remediation.

That’s when we will know our education system is meeting the needs of all our students.

That’s when we will have an education system where every child has the opportunity to live the American Dream like you and I do today.

Superintendent Luna Continues to Oppose Current Pay Increases for Constitutional Officers

2012-01-26T11:50:00.003-07:00

During his presentation to the Legislature’s budget committee this morning, Superintendent Luna again expressed his opposition to pay increases for constitutional officers.

Senator Diane Bilyeu, D-Pocatello, asked if any employees at the Department had received pay raises in recent years. Superintendent Luna said no, but “unfortunately,” he received an automatic 4 percent pay raise under Idaho law.

“The salary that I’m making today was decided right before I was elected, which was in the middle of the economic collapse. Last year, I got a 3 percent pay cut, and this year, I get a 4 percent increase this year. My recommendation is that myself and other elected officials get the same CEC (change in employee compensation) other state employees get,” Superintendent Luna told members of the Joint Finance-Appropriations Committee today.

“A leader never asks others to do things he’s not willing to do himself,” he said.

Under the current system, the State Superintendent’s annual salary is set by the Legislature. According to an Attorney General’s opinion published in 2009, it is illegal for any constitutional officer to refuse an increase in pay, even in tight budget years.

Superintendent Luna opposed legislation to increase constitutional officers’ pay in 2010. He has donated the increases in his salary to charitable organizations.

Superintendent Luna Will Present to Education Committees Next Week

2012-01-26T10:18:00.002-07:00

Superintendent of Public Instruction Tom Luna is scheduled to present to a joint meeting of the House and Senate Education Committees to provide an update on the implementation of Students Come First and the work of the Technology Task Force.

The presentation is scheduled for 3 p.m. MT on Tuesday, January 31.

Two-thirds of Idaho High Schools Sign Up for First Round of Laptop Rollout

2012-01-26T10:12:00.002-07:00

More than two-thirds of high schools across Idaho want to be in the first round of schools to receive laptops for the statewide one-to-one initiative.

Under the Students Come First laws that passed last year, the state will implement a one-to-one ratio of students and teachers to laptops in every high school within the next five years to ensure every student has equal access to educational opportunities.

Superintendent Luna updated legislators on how the state will deploy mobile computing devices statewide in his presentation to the Joint Finance-Appropriations Committee (JFAC) this morning.

All high school teachers and principals will receive these devices in September 2012. The statewide Technology Task Force recommended the state deploy devices to one-third of schools across Idaho per year, rather than one-third of students statewide to ensure the implementation is successful.

The laptops are the first step in implementing a one-to-one ratio of students and teachers to mobile computing devices in every high school across the state.

Teachers will receive devices in September 2012. The state will begin deploying devices to high school students in September 2013.

Based on a recommendation from the Technology Task Force, the State Department of Education will deploy devices to one-third – or about 27,000 – high students statewide, beginning in 2013.

The Department has asked districts to submit letters of interest if they would like to be in the first one-third of schools to receive devices statewide.

To date, the Department has received letters of interest from 73 districts and charter schools, representing 139 schools and more than 57,000 students statewide. This represents two-thirds of high school students across Idaho.

Districts and public charter schools still have until February 17 to submit letters of interest. More information is online at http://www.studentscomefirst.org/mobiledevices.

Superintendent Luna Proposes Increase for Public Schools, Fully Funding Teacher Salaries

2012-01-26T09:56:00.002-07:00

Superintendent of Public Instruction Tom Luna proposed increasing state funding for Idaho’s public schools by nearly 5 percent for the upcoming school year. The increases will include full funding for teacher salaries and the Students Come First reforms.

Superintendent Luna presented his proposed FY2013 Public Schools Budget to the Joint Finance-Appropriation Committee (JFAC) this morning.

“This year, I propose increased funding for Idaho’s public schools by nearly 5 percent," Superintendent Luna said this morning.

"Through this budget, we can fully fund teacher salaries, add $38 million for pay-for-performance bonuses, and provide another $15 million for advanced technology to support teachers as they work to raise achievement and provide equal access for all students,” he said.

Last year, Idaho passed comprehensive education reform known as Students Come First. Through these laws, the state reformed its education system and began spending the money it currently has differently and investing in strategic areas to 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.

The FY2013 Public Schools Budget continues to fund key components of Students Come First, such as the Dual Credit for Early Completers Program and advanced classroom technology in every classroom.

In addition, it provides funding for two other major components of Students Come First: pay-for-performance bonuses for Idaho teachers and laptops for every high school teacher and principal.

Superintendent Luna also requested a 2.38 percent increase in the state funding for teacher and administrator salaries. This increase will ensure there is no decrease in teacher salaries for the upcoming school year.

Here are the highlights of Superintendent Luna’s proposed FY2013 Public Schools Budget:

4.7 percent general fund increase for Idaho’s public schools, which is in line with Governor Otter’s budget recommendation

$4 million to fund growth in student enrollment

$19.4 million, or 2.38 percent, increase in state funding for teacher and administrator salaries to offset the adjustment that was scheduled for FY2013

$38.8 million in pay-for-performance bonuses for Idaho teachers

$9 million in advanced classroom technology for all grades

$2.5 million to begin implementing the one-to-one initiative in high schools by providing a laptop to every high school teacher and principal

$4 million for professional development to help teachers integrate technology in the classroom

INTERACTIVE DIGITAL TEXTBOOKS

2012-01-20T09:20:00.001-07:00

One of the exciting new advancements in education technology is the shift from hard copy textbooks to digital textbooks. There are a number of advantages to digital textbooks. First, publishers are offering the ability for schools to customize the content and cost structure of the digital textbook based on their needs. For example, a school may only be interested in purchasing certain chapters of a textbook relevant to their instruction.

Second, students no longer have to carry multiple, heavy books. All the digital textbooks can be loaded onto one mobile computing device. Students are more organized and less likely to forget one device.

Third, digital textbooks can be updated in real time, rather than having to wait for a supplementary or new edition at an added cost.

Recently, publishers and electronic manufacturers have also added highlighting and note taking capabilities, as well as included interactive elements in the digital textbook, such as streaming videos. One example is Inkling, a textbook company that offers education textbooks with interactive movies, diagrams, quizzes, and commentary. Schools can purchase these digital texts on a chapter-by-chapter basis, and many are free. For more information, visit http://www.inkling.com/.

Today, Apple announced they have developed a free app—iBooks 2— for viewing interactive digital textbooks on the iPad. In addition, they announced partnerships with three of the largest textbook publishers—McGraw-Hill, Pearson, and Houghton Mifflin Harcourt—to offer interactive digital textbooks priced at $14.99 or less and another free app—iBooks Author—that allows teachers to create digital textbooks from their existing presentation and digital content. For more information, please visit http://online.wsj.com/article/BT-CO-20120119-710157.html.

Senate Education Committee Approves Digital Learning Requirement for Students

2012-01-18T16:45:00.004-07:00

The Senate Education Committee voted 8-1 today to approve the State Board’s proposed rule for students in the Class of 2016 to take two (2) online credits before graduating from high school. The Committee approved the rule based on the commitment that the State Department of Education and State Board of Education would work to run a new rule in 2012 removing the requirement that one of those credits be delivered asynchronously.

“We are grateful for the work of the Senate Education Committee, the Boise School District, Meridian School District, Idaho School Boards Association and Idaho Association of School Administrators for working together in a bipartisan way and supporting the online course requirement to better prepare Idaho students for postsecondary education and the workforce,” Superintendent of Public Instruction Tom Luna said after the vote.

The current rule requires students in the Class of 2016 to take two credits online, one of which had to be delivered asynchronously – where students move at their own pace. The other options are synchronous courses – courses delivered in real time through video teleconferencing or other means – or blended courses that combine face-to-face time and digital learning.

On Tuesday, the Senate Education Committee heard testimony from representatives of the Idaho School Boards Association, Boise School District and Meridian School District who said they would support the rule if the asynchronous requirement was removed. Superintendent Luna said Wednesday he would support the removal of this requirement, based on the feedback from local school districts.

The Committee voted 8-1 to approve the rule with the understanding that the asynchronous requirement will be removed in 2012 through a temporary rule.

Superintendent Luna on Tuesday reiterated in his testimony that digital learning is a critical skill of the 21st Century.

“We know online learning is a critical skill in the 21st Century – whether students go on to an institution of higher education or the workplace,” he said during his testimony. “The vast majority of Idaho’s colleges and universities are now offering online courses to students, especially in the beginning years. If students are going to take full advantage of the college experience, if students want to graduate in 4 years, they will be expected to take online courses.”

Superintendent Luna Testifies in Support of Online Course Requirement

2012-01-18T09:46:00.000-07:00

The Senate Education Committee considered the State Board of Education's proposal that students in the Class of 2016 take two credits online in order to graduate from high school. The Legislature passed a law in 2011 asking the State Board to develop a requirement for students in the Class of 2016 to take online courses before graduating from high school.

A State Board committee developed the proposed rule in the summer of 2011, which was then approved by the full Board in November 2011. The Senate and House Education Committees are considering the rule this week.

Superintendent of Public Instruction testified in support of the State Board's proposed rule in the Senate Education Committee on January 17. The following are Superintendent Luna's prepared remarks.

Mr. Chairman, Members of the Committee, thank you for your time today.

Last year, I stood before you and worked with you as we passed the most comprehensive education reform in the country. Idaho was one of 30 states to pass some form of education reform. Still, I believe our laws were the most comprehensive and to the best benefit of Idaho students.

Under one of the bills this Committee passed last year, the State Board of Education was tasked to develop a requirement for students in the Class of 2016 to take online learning before they graduate from high school. The goal of this law is to ensure every student graduates from high school in Idaho prepared to go on to postsecondary education or the workforce, and not need remediation once they get there. To accomplish this, we must make sure Idaho students get the knowledge and skills they need in K-12 in order to be successful in life after high school.

We know online learning is a critical skill in the 21st Century – whether students go on to an institution of higher education or the workplace. The vast majority of Idaho’s colleges and universities are now offering online courses to students, especially in the beginning years. If students are going to take full advantage of the college experience, if students want to graduate in 4 years, they will be expected to take online courses.

Just look at the College of Western Idaho. CWI President Bert Glandon said recently, “To not have computer or technology skills is a huge deficit.” Why? Because almost all courses at CWI have an interactive or web-based component. More than 30 percent of the courses offered at CWI are only offered online. Another huge percentage of courses are hybrid courses, which combine face-to-face and online learning. Boise State has reported similar numbers.

We cannot ignore these facts. Students will be expected to learn in an online environment – whether synchronous or asynchronous – once they go on to postsecondary education.

The same will be expected of them in any workplace. Workplaces across the U.S. are asking employees to utilize virtual meeting spaces and webinars to conduct business. According to one report, e-learning training accounts for 30% of corporate training across the United States and is expected to exceed 50% soon. We have heard this from many Idaho companies – whether they are government agencies, banks or auto shops.

It is clear that next year and five years from now, we know there will be more online learning, not less. Idaho’s students must be prepared for this so they can be successful in a traditional classroom setting as well as an online environment. If they struggle with online learning, they should be able to struggle in the K-12 setting where they can get immediate assistance and remediation and master these skills before going on to postsecondary education.

For these reasons, the Legislature and now the State Board of Education have developed an online course requirement for the Class of 2016.

I think when most of us think of an online course, we think of the online course of years past where a student sits in front of a computer, drills through curriculum and takes a multiple choice test after a few weeks. That is not the online course of today. The online course of today is interactive.

In an asynchronous course, students take interactive coursework at their own pace. It is not in real time, but a teacher is involved at all times. The teacher may record a lecture and then the student might complete the coursework on their own. If the student needs help, they can reach out to the teacher immediately, via phone or email or instant message. Sometimes they might Skype.

MIT announced in December they are offering all of their online college courses to the public for free. Now, students in Idaho will be able to take MIT courses without leaving their school or community.

In a synchronous course, a student interacts with the teacher or instructor in real time, via video teleconferencing. The teacher can see the students; the students can see the teacher. They can hear each other in real time and interact after hours, if necessary. The Idaho Education Network provides students with synchronous online courses.

The Governor and I recently had the opportunity to visit St. Maries High School. It was one of the last schools connected to the IEN so we went to celebrate the completion of phase one. At St. Maries, a science class of students was interacting with a professor from St. Louis University School of Medicine. He was dissecting a brain, in real time, via the IEN. Students were asking questions along the way. He was pointing to parts of the brain and asking questions of the students. It was interactive, it was engaging. Most importantly, it was an experience these students might not otherwise have.

That is the power of digital learning. That course was a type of blended learning course, where students take some coursework digitally and other coursework face-to-face with the teacher.
All of these courses – synchronous, asynchronous, and blended – are allowed under the State Board’s proposed rule.

I have heard the same arguments against this online learning rule that I am sure you have heard. First, some will say the failure rate in online courses is too high. The most popular study cited that shows this refers to online coursework students took at Washington State community colleges and technical colleges. The fact is far too many students showed up at these postsecondary institutions not prepared to learn in an online environment, yet they were expected to take online courses. As a result, most students in the study dropped the online course and some did not come back for their second year of school at all. We cannot let this continue to happen. We have to better prepare students before they go on to postsecondary education.

Second, I have heard people say that some students can’t learn in an online environment. To me, this is like saying some students cannot learn math or some students cannot learn science. In fact, I think we heard similar arguments when this Legislature pushed for increased math and science requirements in 2007. The fact is we have to prepare students for the world that awaits them. In the 21st Century, online learning is a reality. Idaho students must be equipped for it.

This requirement will make up 2 of the 46 credits students are required to take in high school. I believe all students are capable of meeting this requirement, and I believe we have the talented teachers in Idaho to help them get there. For those students, such as those with severe learning disabilities, who do need another option, this proposed rule allows the local school district the flexibility to put them on an alternate route.

Third, I have heard that online courses will replace the teacher in the classroom. Nothing could be further from the truth. Every online course is taught by an Idaho-certified teacher. That teacher will work with the students in his/her classroom. The online classroom is not the same as a traditional classroom. It is not limited by walls or bell schedules. The teacher and the student can be miles and miles apart. Still, the teacher is always involved.

I appreciate the process that the State Board committee went through in developing this proposed rule. They heard from experts, researched online learning and took public comments across the state. I believe the two-credit requirement is necessary for the Class of 2016. It will meet our goal of making sure every student is prepared in high school with the knowledge and skills they will need to be successful after high school.

After all, our ultimate goal is not to make sure students do well while they are in school. We have to make sure they are successful outside of school, once they graduate and go on. That’s our responsibility.

Mr. Chairman, with that, I stand for any questions.

DEPARTMENT SEEKS SUMMER FOOD PROGRAM SPONSORS

2012-01-11T11:57:00.002-07:00

The Child Nutrition Division of the State Department of Education is seeking sponsors for this year’s Summer Food Service Program, which provides free meals for children, ages 1-18, who live in areas in need of economic assistance during school summer vacations.

Now more than ever, this program is needed to fill the gap for families who may not be able to afford to give their children nutritious meals during the summer months when school is not in session.

The Department contracts with public and private schools, non-profit organizations, city, county, and tribal governments, and other organizations to feed low-income children during the summer months. Nationally, more than 26 million children eat school lunch daily when school is in session, and about half of them receive their meals free or at a reduced price because they are from families with low household incomes. The summer program offers them nutritious food when school is not in session.

Last year, Idaho’s 88 summer food sponsors served approximately 1.4 million meals at 337 sites. For the 2012 program year, sponsors may be:

• Public or private nonprofit schools;
• Public or private nonprofit residential camps;
• Local, municipal, county, tribal, or state governments;
• Public or private nonprofit colleges or universities that participate in the National Youth Sports Program;
• Upward Bound programs;
• Libraries; or
• Private nonprofit organizations.

New sponsors are required to attend training at a location near them and complete a paper application as soon as possible. Continuing sponsors for the 2012 summer program are invited to choose a training session in March or April at a location near to them. The 2012 training schedule is:

• March 14 – Fruitland
• March 21 – Boise
• April 9 – Coeur d’Alene
• April 10 – Lewiston
• April 17 – Idaho Falls
• April 18 – Pocatello
• April 19 – Twin Falls

The 2012 training registration information is available online at http://www.databasesdoneright.com/nutrition/. Select the calendar to find the training.

Applications are provided at training and are due to the Department by May 4, 2012.

Meals for the Summer Food Service Program must be served in accordance with Federal Law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Adjudication, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410 or call toll free (866) 632-9992 (Voice). Individuals who are hearing impaired or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish). USDA is an equal opportunity provider and employer.

Additional information about the Simplified Summer Food Program is available on our website at www.sde.idaho.gov/site/cnp/summerFoods, or from Angela T. Miller, (208) 332-6821 or at ATMiller@sde.idaho.gov.

DEPARTMENT SEEKS PUBLIC COMMENT ON NEW ACCOUNTABILITY PLAN

2012-01-10T12:47:00.001-07:00

The Idaho State Department of Education is seeking public comment on a new system of increased accountability that focuses on academic growth.

The Department created the new accountability plan as part of its application for more flexibility under No Child Left Behind. While the official application is due February 21, the Department is seeking public comment on the new accountability system and other parts of the waiver application during the month of January.

“Through this new, higher level of accountability, Idaho will have the flexibility it needs to make sure every student in Idaho is growing academically every year they are in school,” Superintendent of Public Instruction Tom Luna said. “I encourage parents, teachers, school administrators and others to review the draft of our new accountability plan and give us feedback on how we can further improve it for Idaho students.”

Idaho has taken a lead role in building the next generation of accountability systems. By passing the Students Come First reform laws in 2011, 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 (and now current President) of the Council of Chief State School Officers. In June, Superintendent Luna sent a letter to U.S. Secretary of Education Arne Duncan, informing him that Idaho would begin 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 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.

With a waiver to certain parts of the No Child Left Behind law, Idaho is creating 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. These laws have positioned Idaho well to implement its new system of increased accountability.

Under the new accountability plan, schools will no longer receive an Adequate Yearly Progress (AYP) ranking. Instead, schools will be rated based on a Five-Star scale.

A Five-Star School is performing excellent in key areas – proficiency, academic growth, and postsecondary and career-ready metrics. A One-Star School, on the other hand, is struggling to meet the state’s goals in these areas and will receive additional technical assistance from the state.

Educational stakeholders and members of the public have until February 1, 2012 to provide feedback on the draft of Idaho’s waiver application. Comments can be submitted online at http://www.sde.idaho.gov/site/assessment/FederalReq/.

The final waiver application will go to the Idaho State Board of Education for approval in February before being submitted to the U.S. Department of Education.

Visit http://www.sde.idaho.gov/site/assessment/FederalReq/ to review a draft of Idaho’s new accountability plan, read an executive summary of the state’s application, or comment on the plan. (An executive summary of the plan also is attached.)

9 High Schools Watch State of the State via Idaho Education Network

2012-01-09T17:25:00.002-07:00

Nine high schools in Idaho got to watch the State of the State live over the Idaho Education Network (IEN).

The Idaho Education Network is a high-speed, broadband intranet that connects every Idaho high school with each other and with Idaho’s colleges and universities. Through the Idaho Education Network, students can take advanced courses and go on virtual field trips. Today, they got to watch the State of the State Address live.

The high schools were:

Bonneville High School
Buhl High School
Fruitland High School
Kellogg High School
Richfield High School
Rigby High School
St. Maries High School
West Side High School
Idaho School for the Deaf and Blind

St. Maries High School was featured in the address. St. Maries has been exemplary in their use of technology and distance learning to improve student achievement.

“St. Maries High School shares the Governor’s enthusiasm for the opportunities that are provided for students throughout the State of Idaho. Although the Idaho Education Network is a valuable tool for Idaho schools, its strength lies in the ability to connect rural and remote campuses to other high schools and institutions of higher education,” said John Cordell, principal of St. Maries High School. “Students Come First was truly the overall feeling in our building, as St. Maries High School was mentioned by the Governor.”

All 194 Idaho high schools are now connected to the IEN—almost a year ahead of schedule and 16 percent under budget.

EDUCATION A PRIORITY IN GOVERNOR'S STATE OF THE STATE ADDRESS

2012-01-09T16:25:00.002-07:00

In what he described as one of the more pleasant State of the State addresses he's had the privilege to deliver since 2007, Governor C.L. “Butch” Otter spoke this afternoon of his two top priorities for this legislative session: jobs and education.

Gov. Otter described his inseparable focus on jobs and education as the locus of Idaho's commitment to spur economic growth and create more job opportunities—for both our citizens working here in Idaho and our veterans returning from their service abroad.

To that end, Gov. Otter reiterated his continued commitment to the success of the Students Come First reforms. His budget calls for fully funding Students Come First, including its technology and pay-for-performance elements, with what the Governor called his “modest but targeted and responsible” budget increase for K-12 education.

In addition, based on current revenue projections, the Governor proposed increasing funding for state and public school employee salaries by 3 percent. This increase would more than offset reductions to salary-based apportionment.

The Governor also expressed his continued desire to “ensure the success of our Idaho students in an increasingly complex, connected and competitive global marketplace. He reminded the audience, “When it comes to education, we cannot rely on the policies of the past to prepare our children for the possibilities of the future.”

The Governor wants our students to be prepared for all the world has to offer, and he’d like to see them find the great jobs and opportunities they dream of right here in Idaho. That’s why jobs and education go hand-in-hand.

The Governor also expressed his desire to see our colleges prosper, requesting the full funding of enrollment growth at Idaho’s universities, colleges, and community colleges, as well as funding the cost of moving into and operating new facilities on their campuses. He also highlighted the selflessness of NIC and CSI as they deferred their share of an additional $1 million in funding proposed for FY 2013 so that CWI could receive that full sum to fund the exciting and explosive growth of its job training programs.

Governor Otter commended the work of the IEN, which has successfully connected all of Idaho’s 194 high schools to the internet a year ahead of schedule and 16 percent under budget. Internet access is a powerful component of Students Come First that unlocks the power and opportunities of distance learning.

Superintendent Tom Luna was pleased with the priority Governor Otter placed on education in Idaho.

“The Governor delivered great news today,” Superintendent Luna said after the speech. “He clearly demonstrated his ongoing commitment to education. We have a path forward to fully fund Students Come First, financially rewarding our hard-working teachers and providing equal access and opportunity to every student no matter where they live in Idaho. In addition to that, everyone is excited we will be able to increase funding for public schools for the first time in four years.”

TECHNOLOGY TASK FORCE VOTES UNANIMOUSLY TO APPROVE 47 RECOMMENDATIONS

2011-12-13T15:39:00.002-07:00

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.

BOISE STUDENT WINS HOLIDAY CARD CONTEST

2011-12-09T09:32:00.002-07:00

You-Jean Cho, a fifth-grade student at Jefferson Elementary School in Boise, has won the 2011 Holiday Card Contest, Superintendent of Public Instruction Tom Luna announced yesterday.
“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.

Sun Valley to host December "Capital for a Day"

2011-12-06T10:29:00.001-07:00

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.”

Superintendent Luna’s Opening Remarks as President of CCSSO

2011-11-20T22:38:00.000-07:00

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.
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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.

Superintendent Luna Sworn in as President of Chief State School Officers

2011-11-19T11:50:00.000-07:00

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.

SUPT. LUNA TO BE SWORN IN AS PRESIDENT OF COUNCIL OF CHIEF STATE SCHOOL OFFICERS

2011-11-18T13:53:00.003-07:00

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/.

BOARD SELECTS ST. ANTHONY NATIVE TO LEAD EITC

2011-11-16T17:29:00.002-07:00

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/.

SUPERINTENDENT LUNA ANNOUNCES IDAHO TEACHER OF THE YEAR

2011-11-10T16:10:00.001-07:00

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/.

SDE's CARINA DAVIO RECEIVES LEADERSHIP IN CAREER DEVELOPMENT AWARD

2011-11-10T12:14:00.003-07:00

As part of National Career Development Month, the Idaho Department of Labor is recognizing six Idahoans for their contributions to increasing awareness about the importance of career development among both students and adults in our state. The State Department of Education is proud to announce that one of our very own, Carina Davio, is the recipient of one of these Leadership in Career Development awards.

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

2011-11-10T10:11:00.002-07:00

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.

SUPERINTENDENT LUNA SHOWS SUPPORT FOR NO CHILD LEFT BEHIND REAUTHORIZATION

2011-11-08T13:27:00.001-07:00

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 to Testify Before Congress on Tuesday

2011-11-07T09:25:00.000-07:00

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.

BOARD ADVANCES REQUIREMENT TO BETTER PREPARE STUDENTS FOR THE FUTURE

2011-11-03T18:03:00.004-06:00

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.

IDAHO STUDENTS EXCEL IN READING COMPARED TO OTHER STATES

2011-11-01T12:42:00.000-06:00

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/

GET READY FOR THE THIRD ANNUAL IDAHO MATH CUP

2011-11-01T12:37:00.001-06:00

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.

SUPERINTENDENT LUNA TO VISIT SCHOOLS IN EASTERN IDAHO, HAILEY THIS WEEK

2011-11-01T10:08:00.001-06:00

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.

TWIN FALLS PRINCIPAL WINS $25,000 NATIONAL AWARD IN SURPRISE ASSEMBLY

2011-10-26T11:46:00.005-06:00

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.

DEPARTMENT IS NOW ACCEPTING PUBLIC COMMENTS ON PROPOSED RULE CHANGES

2011-10-18T16:39:00.000-06:00

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/.

SUPERINTENDENT LUNA ANNOUNCES HOLIDAY CARD CONTEST

2011-10-05T14:43:00.002-06:00

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

Court Upholds Students Come First

2011-09-30T13:12:00.000-06:00

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

2011-09-30T08:59:00.001-06:00

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.

USDA Leader to Join 3 Idaho Elementary Schools to Present National Recognition Award in the HealthierUS School Challenge

2011-09-27T10:41:00.001-06:00

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

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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

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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

Why Superintendent Luna Supports NCLB Waiver for Idaho

2011-09-23T12:40:00.001-06:00

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 APPLAUDS INCREASED FLEXIBILITY, ACCOUNTABILITY FOR STATES

2011-09-23T09:08:00.001-06:00

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.

SUPERINTENDENT LUNA TO ATTEND WHITE HOUSE ANNOUNCEMENT TOMORROW

2011-09-22T14:26:00.001-06:00

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.

Students Can Apply Now for Idaho Science & Aerospace Scholars Program

2011-09-22T09:23:00.000-06:00

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.

Superintendent Luna Celebrates Academic Success at Two Great Idaho Schools

2011-09-16T16:08:00.000-06:00

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.

STATE LAGS IN CONNECTIVITY, BUT SCHOOLS ALREADY CONNECTED TO HIGH SPEED

2011-09-15T15:11:00.000-06:00

A recent New York Times article highlights the importance of high-speed internet access in today’s world while pointing a critical finger toward Idaho’s distinction as the state with the slowest internet speeds. In the midst of its criticism, however, the article recognizes as a “bright spot” the work the Idaho Education Network (IEN) has done to connect all high schools in the state with high-speed, broadband access. By Fall 2012, all Idaho high schools will not only have this high-speed internet but will also be connected to every other high school, college, and university in the state. The Idaho Education Network not only ensures internet access for our students but will open up a world of educational opportunities for students and the local community.

The article largely focuses on internet access in Idaho’s rural and remote communities, not in Idaho’s schools.

High-speed internet is an increasingly important engine for “education and economic growth.” The article quotes Jonathan Adelstein, administrator of the federal government’s Rural Utilities Service as saying, “This is about our overall competitiveness… without broadband, especially in rural areas, kids might not reach their full potential. And we can’t expect to be competitive in a global economy.” In Idaho, we couldn’t agree more. We have recognized that internet access is critical for our schools and have made improvements in this area. Not only will all high schools be connected through the IEN, but, through the Students Come First reform laws, all schools will be equipped with wireless internet access as well.

Once our schools are equipped with broadband and wireless internet access, the state will ensure they can connect to and take advantage of these resources with technologies such as one-to-one mobile computing devices for every high school student and by making online courses more readily available.

The fact is, while some residents in Idaho may have to wait for greater broadband access in their homes, our students won’t have to. Idaho’s proactive education reforms are working to ensure students receive the best education possible by opening a portal to a world of information and resources while they are in school. That’s why, in a critical article that draws issues of connectivity to our state’s attention, our education system is recognized as having found a solution for our schools and our students. These reforms are timely. Our students deserve, and need, the opportunities they bring.

U.S. DEPARTMENT OF EDUCATION AWARDS IDAHO SCHOOLS AS NATIONAL BLUE RIBBON SCHOOLS

2011-09-15T12:44:00.000-06:00

Three Idaho schools have been named among the most prestigious in the nation for academic achievement, U.S. Secretary of Education Arne Duncan announced today.
Homedale Middle School in Homedale, Southside Elementary School in Cocolalla, and Ponderosa Elementary School in Post Falls all have been awarded as 2011 National Blue Ribbon Schools. The Idaho State Department of Education nominated these schools for the National Blue Ribbon School award, which honors public and private schools where students achieve at high levels or where the achievement gap is narrowing.

“I am proud of each of these schools, the teachers, the students, and the parents. Despite challenges they may face, they have put students first and raised academic achievement year after year,” Superintendent of Public Instruction Tom Luna said. “These schools are examples to their peers across the state and country of what is possible.”

The U.S. Department of Education selected 305 schools across the country to receive the award this year. Each school will receive a $20,000 award to further their work at the school and will be honored at an awards ceremony November 14-15 in Washington, D.C. The Idaho State Department of Education will create a video highlighting each school’s achievements and share their best practices with other schools across Idaho.

Here are highlights of each school and why they received the National Blue Ribbon School Award:

Homedale Middle School, Homedale: Homedale Middle School is recognized as a National Blue Ribbon School for the academic growth students have made in recent years. Student proficiency has increased by 34 percent in reading and by 30 percent in mathematics. Homedale Middle School attributes its success to the culture of high expectations it has created. The school offers opportunities such as robotics, pre-engineering, career explorations, honors English, and advanced mathematics.

Southside Elementary School, Cocolalla: Southside Elementary School is recognized as a National Blue Ribbon School for the academic growth students have made in recent years. Student proficiency has increased by 30 percent in reading and by 7 percent in mathematics. The school attributes its student achievement gains in part to a before-school tutoring program it set up for students who struggle. Because of the school’s remote location, many students arrive at school early, and staff has learned how to utilize this time to best meet student needs.

Ponderosa Elementary School, Post Falls: Ponderosa Elementary School is recognized as a National Blue Ribbon School for its continued high performance. At Ponderosa, 98 percent of students are proficient in reading and 94 percent are proficient in mathematics. The school attributes its success to focused professional development, a supportive learning environment, clear student learning targets that are aligned to instruction, and frequent monitoring of student progress through assessments.

Register Now for Charter Start 101 Workshop

2011-09-12T08:35:00.000-06:00

The Idaho State Department of Education is hosting a Charter Start 101 workshop for parents, educators and others interested in learning more about what it takes to start a public charter school in Idaho on October 6-7, 2011 in Boise.

Public charters schools are free public schools that are open to all students. A public charter school gives parents the choice of sending their children to a school that uses innovative methods to provide a quality education in a smaller, more responsive learning environment.

This two-day Charter Start 101 workshop will provide technical assistance for all new charter developers and any individual or group interested in a public school conversion. The workshop is designed to support public charter school developers at all stages – from vision to implementation.

Workshop attendance is now a statutory requirement for all charter developers. This free workshop is scheduled from 8 a.m. to 4 p.m. at the State Department of Education offices in the Barbara Morgan Conference Room, 650 West State Street, 2nd floor, Boise. Registration starts at 8 a.m. All participants will receive a charter start resource guide and certificate.

The deadline to register is Friday, September 30. No late registrants will be accepted. Space is limited so please register now by contacting Lori Howard.

Learn more about the workshops or Idaho public charter schools online.

STATE BOARD GIVES INITIAL APPROVAL FOR ONLINE LEARNING REQUIREMENT

2011-09-09T17:02:00.000-06:00

In a unanimous vote today, the State Board of Education gave initial approval for students in the Class of 2016 to take two credits online in order to graduate from high school. The proposed change will now go out for public comment.

“This is a critical first step in building the 21st Century Classroom and making sure every Idaho student graduates from high school with the skills they need to be successful in postsecondary education and the workforce,” Superintendent of Public Instruction Tom Luna said.

The proposed rule is part of the Idaho’s Students Come First reform laws, which were approved by the Idaho Legislature in 2011. Through these laws, the state and local school districts 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 the proposed rule, two of the 46 credits students take to graduate from high school must be taken online. The rule would be in effect for the Class of 2016 (freshmen entering in Fall 2012). At least one of the credits must be asynchronous, meaning an online course in which the majority of communications occur in elapsed time and allow students and teachers to participate according to their own schedule.

With the initial approval from the State Board, the proposed rule now will go out for public comment statewide. Then, it will return to the State Board of Education for a final vote this fall. If the State Board approves it, the rule goes before the Idaho Legislature in January 2012. If approved by the Legislature, the requirement will be in effect for the Class of 2016.

To learn more about the Students Come First reform laws, visit http://www.studentscomefirst.org/. Learn more about the proposed rule for online course requirements on the Idaho State Board of Education website at http://www.boardofed.idaho.gov/meetings/board/current_year/09_09_11/index.asp.

STUDENTS COME FIRST TECHNOLOGY TASK FORCE TO MEET NEXT WEEK

2011-09-09T15:00:00.000-06:00

The Students Come First Technology Task Force will meet September 12-13, 2011 at the Idaho Statehouse in Boise. The meeting is open to the public and will be streamed live online.

The Task Force meeting will include presentations on the State of Idaho’s purchasing process and the results of a Task Force survey on implementing mobile computing devices.

The Task Force will meet in the Idaho Statehouse Senate Auditorium (WW02) from 8:30 a.m. to 4:30 p.m. Monday, September 12 and from 8:30 a.m. to 11:30 a.m. Tuesday, September 13. The Task Force’s Executive Committee will meet from 11:45 a.m. to 1 p.m. on Tuesday.

The full Task Force and subcommittee meetings are open to the public and will be streamed live online via Idaho Legislature Live at http://www.idahoptv.org/leglive/.

To view the full agenda or to learn more about the Students Come First Technology Task Force, visit http://www.studentscomefirst.org/technologytaskforce.htm.

SUPERINTENDENT LUNA REQUESTS 5% INCREASE IN FUNDING FOR SCHOOLS NEXT YEAR

2011-09-07T13:10:00.000-06:00

Today, Superintendent of Public Instruction Tom Luna requested a $61.7 million (5.1 percent) increase in funding for Idaho’s public schools in the 2012-2013 school year. Each year, the Superintendent must submit a preliminary budget request to the Governor’s Office in early September. He submitted that budget request this morning.

“The Governor and I are encouraged by the recent revenue projections we have seen. Based on what we know today, this is the most responsible budget I can put forward for Idaho’s students,” Superintendent Luna said. “With this budget, we recognize and reward Idaho’s great classroom teachers, and we fully fund Idaho’s pay-for-performance plan and the Students Come First reform measures this year without affecting salary-based apportionment funding or teachers’ base salaries.”

The FY2013 fiscal year will begin July 1, 2012.

After meeting with representatives from each educational stakeholder group in August, Superintendent Luna crafted a public schools budget request for FY2013 that moves Idaho’s education system forward in two important ways. It implements the Students Come First education reforms, and it moves our schools away from dependency on one-time funding.

This preliminary FY2013 Public Schools Budget request includes:

· A 2.38 percent increase in base and minimum salaries. This increase offsets money that was reallocated to fund pay-for-performance, thereby funding Idaho’s $38 million pay-for-performance plan without reducing salary-based apportionment.

· A 2 percent increase in discretionary funding for local school districts.

The budget accommodates these increases by taking the $60 million in additional funding that Idaho schools received in July and making it ongoing in FY2013, replacing any one-time money that had been built into the budget.
“I recognize we are still 10 months away from the beginning of the next fiscal year. Even in the best of economic times, it is difficult to build a budget 10 months in the future. In this economy, it is almost impossible. But I believe we have put together a quality, balanced budget for Idaho’s students and taxpayers,” Superintendent Luna said.

Supt. Luna, Congressional Leaders Celebrate Idaho's Exceptional Congressional Award Recipients

2011-08-30T16:26:00.000-06:00

Superintendent Luna joined the Governor and members of Idaho's congressional delegation this morning in congratulating Idaho's Congressional Award Medal recipients. 68 young Idahoans were awarded Bronze, Silver, or Gold Congressional Award Medals in the ceremony, which was hosted by KTVB Boise's Doug Petcash. A moment of silence was observed in honor of the late Kathryn Benoit, who was among the Idaho youths who had earned the prestigious gold medal. Congressmen remarked on the dedication of these young people and the impact they had on their communities.

The Congressional Award Medal was created in 1979 to be given to young people ages 14 through 23 who accomplish goals in Volunteer Public Service, Personal Development, Physical Fitness, and Expedition/Exploration.

The Congressional Award is a voluntary, non-competitive program open to young Americans of any gender, race, academic or athletic ability, or socioeconomic background. It is an incentive and recognition from the United States Congress for any young person who wishes to excel, accepts the challenge of setting personal goals, and masters those goals through discipline and hard work.

Listed below are Idaho's recipients:

BRONZE MEDALISTS

Jennifer Benton

Julia Broderick

Kelsey Bunce

Wyatt Bunce

Hannah Cross

Madison Dahlquist

Shannon Davidson
Sean Edington
Claire Goss
Courtney Haight
Joel Parker Heisey
Jaclyn Hunt
Frank Jameson
Rex Kelly
Matthew Liscinsky
Josie Lyman
Caleb Mattox
Austin Nalen
Rebecca Page
Sydney Sales
Jason Schenk
Jericho Schroeder

SILVER MEDALISTS

April Adamson
Vincent Adamson
Blake Alfson
Hayden Amaro
Tim Atwell
Joshua Benton
Cory Buckley
Nicolas Buckley
Austin Day
Silas Domy
Jonathan Etters
Esther Frederick
Michaela Gerard
Maggie Heidenreich
Olivia Heisey
Rachel Hooper
Brock Hulsey
Nellie Makings
Chase McKelvey
A. Prescott Pettiette
Steven Price
Joshua Renn
Amber Rubens
Bailey Seamens-Anderson
Thane Sweard
Lacey Teske
Lance Teske
Jessica Tweedie

GOLD MEDALISTS

Dakota Barnes
Kathryn Benoit
Steven Boomhower
Abigail Burk
Zana Davey
Nathaniel Goss
Elizabeth Harris
Jocelyn Hepton
Danielle Hooper
Maleah Huggins
John Langdon
John Langfield
Breanna Lee
Stacie Monaghan
Jeremiah Patchin
Kylee Richmond
Rachel Spencer
Ashley Stucki

Superintendent Luna Joins Senator Crapo to Support Legislation Preventing Teen Dating Violence

2011-08-29T14:46:00.002-06:00

Today, Superintendent of Public Instruction Tom Luna joined Idaho Senator Mike Crapo in supporting federal legislation to boost education and awareness about teen dating violence in Idaho schools.

Teen dating violence is an issue in Idaho today. In 2009, 11 percent of Idaho high school students reported being hit, slapped, or physically hurt on purpose by their boyfriend or girlfriend. That’s nearly 31,000 students across our state.

“This does not just affect these students. Violence affects all our students,” Superintendent Luna said. “Abusive behavior occurring on school campuses has a lasting impact on the overall school climate. It interferes with students’ abilities to focus on learning. We have to make sure every student is free from intimidation and fear.”

Superintendent Luna and staff at the Idaho State Department of Education have been making progress in preventing teen dating violence over the past four years by collaborating with the Center for Healthy Teen Relationships and Start Strong Idaho to promote healthy teen relationships and reduce teen dating violence.

The Coordinated School Health Program in the State Department of Education works directly with schools to establish school health councils focused on a variety of health issues including violence to improve school climate and academic success.

Senator Crapo has been a leader in preventing teen dating violence at the national level for many years. Now, he is a co-sponsor of the SAFE Teen Act, which will help Idaho build on Idaho’s successes and further prevent teen dating violence. Specifically, this legislation will:

Authorize schools to use existing grant funding for teen dating violence prevention,
Highlight teen dating violence prevention as part of the comprehensive, community prevention program, Safe Schools, Healthy Students, that already funds prevention activities,
Support better teen dating violence data to understand the scope of the problem as well as having a means of measuring the impact of prevention programs and policies,
Support promising practices to further replicate, refine and test prevention models.

State to Provide College Entrance Exams for High School Students

2011-08-17T12:39:00.000-06:00

As part of Idaho’s efforts to create a 21st century classroom that better prepares every student for postsecondary education, all high school juniors can now take the SAT or ACCUPLACER placement test for free, Superintendent of Public Instruction Tom Luna announced today.

“Our goal is for every Idaho child to be college- and career-ready,” Superintendent Luna said. “For the first time, every Idaho student will have the opportunity to take a college entrance exam, paid for by the state, and to know whether they are prepared for the rigors of postsecondary education. This is an important piece of our Students Come First reform efforts to create a 21st Century Classroom and make sure Idaho students are prepared to succeed in the world that awaits them.”

The Idaho State Board of Education proposed new high school graduation requirements for the Class of 2013 to ensure more students graduated from high school prepared to go on to postsecondary education or the workforce. The Legislature approved these new requirements in 2007. Among these requirements, students must take an additional year of math and science and complete a college entrance exam before the end of their junior year. Students can take either the ACT, SAT, COMPASS, or ACCUPLACER test.
This year, lawmakers appropriated $963,500 for a statewide contract to pay for the test. After a competitive bid process, the State Department of Education selected the SAT as the best test to meet the needs of students as well as the most cost efficient.

The Department has signed a one-year contract with the College Board, the non-profit education organization that administers the SAT and the ACCUPLACER, for $920,000. The contract also includes a free SAT online preparation course for all 11th graders, optional re-testing through the ACCUPLACER Placement Test for students who do not meet the college and career benchmark on the SAT, and a web-based tool that allows students to see the link between SAT scores and college- and career-readiness skills.

“The College Board is excited to partner with the State of Idaho to give all incoming high school juniors access to the SAT. While we are only beginning our relationship with the people of this great state, the SAT has a long history of promoting college access and success,” said College Board President Gaston Caperton. “The exam is widely respected across the country and is accepted by every Idaho college and university, as well as the majority of colleges and universities in the U.S. This partnership will open doors for thousands of students and will help foster the culture of opportunity that so many Idahoans are striving to build.”

The State Department of Education convened a group of educational stakeholders, including representatives of local school districts and higher education, to review the bid proposals with Department staff.

Reviewers selected the SAT because it included more comprehensive tools for teachers and students, in addition to flexibility in the school day testing date. For example, students will have the opportunity to take practice tests online to familiarize themselves with the SAT format and question types. The SAT provides faster score reporting for students and access to online score reports.

In addition, students who need remediation can retest in their senior year under Idaho’s contract.

Don Coberly, Superintendent of the Boise School District, served as a reviewer. “I am excited that our high school juniors will all have access to the SAT next year, as we work to ensure that more students are prepared for post-secondary pursuits,” Coberly said. “I am especially pleased that students will have access to online tools from the College Board that will assist with preparation for the exam.”

The SAT tests reading, math, writing skills and knowledge students acquire during high school, and also shows how well students can apply their knowledge, a factor critically important for college success. States such as Maine and Delaware already have contracts with the College Board for statewide SAT testing.

Through Idaho’s contract, students will take the SAT free of charge during the school day. Students will still have the option to take another college entrance exam, but must pay for it at their own expense.

CenturyLink and DonorsChoose.org Partner To Help Students in Need

2011-08-10T16:26:00.000-06:00

BOISE, Idaho – CenturyLink today announced their partnership with DonorsChoose.org by offering a total of $100,000 in “Double Your Impact” grants for public school classroom projects throughout its markets. Public school teachers in any CenturyLink service area in Idaho are invited to visit DonorsChoose.org and request support for classroom materials and projects.

Any project request up to $500 in materials submitted by a public school teacher located within a CenturyLink area is eligible. CenturyLink’s “Double Your Impact” grant provides half the cost of a project when the first half is raised through donors. For example, after donors contribute $250 toward a $500 project, CenturyLink will fund the remaining balance of the project. The company will contribute $100,000 total toward eligible projects throughout its 37-state service area.

“Supporting K-12 education is one of CenturyLink’s primary philanthropic focus areas,” said Jim Schmit, CenturyLink’s vice president and general manager for Idaho. “The CenturyLink and DonorsChoose.org partnership reflects our brand and vision, demonstrating our commitment to improving the lives of our customers and supporting the communities in which we work and live.”

"As a long-time advocate for ensuring Idaho's children receive the best education they can, I applaud CenturyLink for partnering with DonorsChoose.org to provide additional resources for teachers to help make that happen in our state," Idaho First Lady Lori Otter said. "This is a wonderful opportunity for teachers to request such items as books, musical instruments, art supplies and computers that will supplement their classroom teaching and enhance the learning experience for students."

Teachers should visit www.DonorsChoose.org/teachers to submit their project requests. For the best chance to receive funding, project requests should be submitted by Sept. 12, 2011.

About CenturyLink

CenturyLink is the third largest telecommunications company in the United States. The company provides broadband, voice and wireless services to consumers and businesses across the country and advanced entertainment services under the CenturyLinkTM PrismTM TV and DIRECTV brands. In addition, the company provides data, voice and managed services to business, government and wholesale customers in local, national and select international markets through its high-quality advanced fiber optic network and multiple data centers. CenturyLink also is recognized as a leader in the network services market by key technology industry analyst firms, and is a global leader in cloud infrastructure and hosted IT solutions for enterprises through Savvis, a CenturyLink company. CenturyLink’s customers range from Fortune 500 companies in some of the country’s largest cities to families living in rural America. Headquartered in Monroe, La., CenturyLink is an S&P 500 company and is included among the Fortune 500 list of America’s largest corporations. For more information, visit www.centurylink.com.

About DonorsChoose.org

Founded in 2000, DonorsChoose.org (www.donorschoose.org) is a nonprofit website where public school teachers describe specific educational projects for their students, and donors can choose the projects they want to support. After completing a project, the donor hears back from the classroom they supported in the form of photographs and teacher thank-you letters. To date, 184,000 public and charter school teachers have used the site to secure funding for $85 million in books, art supplies, technology, and other resources that their students need to learn. Through DonorsChoose.org, individuals from all walks of life have helped 5.1 million students.

State Board to Host Public Meetings on Online Credit Requirement

2011-08-08T17:00:00.000-06:00

A subcommittee of the Idaho State Board of Education has proposed requiring the Class of 2016 to complete two online credits before graduation. The rule would require one credit to be taken asynchronous, meaning a course in which communication exchanges take place in elapsed time and allows teachers and students to participate according to their schedule. The second credit could be taken in another online format or through a blended model. The rule also allows local districts to develop an alternate route if it is determined a student is unable to complete an online course.

The State Board will hold a series of public meetings to gather public comment on this proposed requirement throughout August. Here is the schedule of public meetings throughout the state:

Idaho Falls
August 9th, 2011, 4 p.m. to 8 p.m.
University Place, Center for Higher Education (CHE), Room 211
Science Center Drive, Idaho Falls, ID

Pocatello
August 10th, 2011, 4 p.m. to 8 p.m.
Idaho State University, Rendezvous, Room 111
921 S. 8th Avenue, Pocatello, ID

Coeur d’Alene
August 15th, 2011, 4 p.m. to 8 p.m.
North Idaho College, Meyer Health Bldg, Room 102
1000 W Garden Ave, Coeur d’Alene, ID

Moscow
August 16th, 2011, 4 p.m. to 8 p.m.
University of Idaho, Student Union Building
Borah Theater
709 S Deakin Ave, Moscow, ID

Western Treasure Valley
August 17th, 2011, 4 p.m. to 8 p.m.
Fruitland High School
501 Iowa Ave, Fruitland, ID

Boise-Nampa
August 18th, 2011, 4 p.m. to 8 p.m.
College of Western Idaho
5500 East Opportunity Drive, Nampa, ID

Twin Falls
August 22nd, 2011, 4 p.m. to 8 p.m.
College of Southern Idaho, Taylor Building, Room 277
315 Falls Ave, Twin Falls, ID

For more information on the public meetings or the draft rule, visit: http://www.boardofed.idaho.gov/meetings/special_events/online_grad_credit_req.asp

ISAS 2011 Academy 2 Day 7

2011-08-08T00:03:00.000-06:00

Today, the first ISAS summer Academy of 2011 came to a close as students, parents, mentors and honored guests attended a VIP luncheon in Boise State University’s Student Union Simplot Ballroom. All the hard work that the students had put into their projects this week was finalized a couple hours prior to the luncheon. Leaving the students with enough time to rehearse their presentations before parents, friends, and other important persons marched into the ample ballroom in Boise State's Student Union Building.

Students saying gathering before presentation

Peter Kavouras giving Opening Speech

As observers of the students throughout the week, it was amazing to watch a group of high-schoolers from across an entire state gel so quickly and design an original mission to Mars, all while experiencing countless different STEM (Science, Technology, Engineering, and Mathematics) opportunities. What these students have achieved in the past week is astounding. Idaho is truly fortunate to be one of only five states to take part in the High School Aerospace Scholars program. The state is also exceptionally lucky to have such amazing students within its borders. Idaho is very fortunate indeed to not only have such an exceptional program for its students, but also to have such bright minds that are willing to partake in such a program that will inevitably change them for the better.

ISAS stage

After the teams made small presentations in the ballroom's lobby, they started to come in with their teams, preparing themselves to give an even more in-depth presentation to the avid audience that lay before them. Although before their actual presentations, the students were preceded by Peter Kavouras, Director of ISAS, who gave the introductory speech and read a letter from governor Butch Otter that congratulated the students on their hard work and determination during their week at ISAS.

After hearing what the governor wished to say to the students, all those in attendance ate delicious pasta and chicken with all sorts of sides. The ballroom filled with the sounds of clinking silverware, conversation, and music as a commemorative video of the 2011 Academy played on a screen in the background. Once the meal was completed, each team stepped up to the stage in order to present their respective components of the mission accompanied by a Prezi presentation. The parents listened carefully and in amazement. Here in front of them were their high school children, the same children who were dropped off at Boise State University one week ago, presenting revolutionary ideas as professionals. To witness such an event, parents could not help but feel proud as their children displayed a striking maturity and air of success, uncommon in the typical high school student.

The luncheon came to a close with the presentation of diplomas and prepared speeches by a few of the students who were adamant in sharing their experiences with all those present.

Following the student's testimonies, a short video was played in which the students were congratulated by the head coordinator of the High School Aerospace Scholars program: Linda Smith. Now with ISAS 2011 Academy 2 ending this week, many of the people that have been involved with this program are glad to yet again view another batch of bright, young minds coming through this Academy with a new outlook on their academic careers and also with an even bigger network of people, all ready to help them out when needed.

This last blog concludes the coverage for Camp 2. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at ISAS_Academy. All of the staff at ISAS wish them good luck and are proud of all the work they have done.

--Andrew Schrader, Jaime Guevara, LaCinda Villanueva--

ISAS 2011 Academy 2 Day 6

2011-08-05T21:21:00.000-06:00

The students walked back from breakfast this morning to the Boise State Engineering department in order to hear an address from the Dean of Engineering, Dr. Amy Moll. Her conversation with the students was to help prepare them for applying to colleges and what the freshman year of engineering is typically like at Boise State University. The students were encouraged to ask questions about different types of degrees & minors offered at the College of Engineering. She stressed to the students that their ideal college, should be a perfect fit for their education style, and should fit their needs. She also thoroughly described what engineering is and how it can help students in 9their future, “Engineering is trying to find solutions that improve the quality of life.” The students asked many important questions that reinforced their understanding of engineering and what they can expect in their college years.

“Engineering is trying to find solutions that improve the quality of life.”
-- Dr. Amy Moll

Immediately after the address by Dr. Amy Moll, the students organized themselves into their groups and presented the results of their projects to the entire Academy in order to finalize all of their information. The students asked questions of one another and clarified specific details. Through this exercise, the students smoothed the rough edges of their mission in order to make it as streamlined and polished as possible. When prompted, they presented constructive criticism as professionals. The students were exceptionally impressive as they compromised with one another.

Students presenting final information

After the presentation, the students split up into their groups once again to continue work on their projects. The students were able to remedy any problems they flushed out during the previous process.

With some questions answered, the students then listened to a presentation by Dr. Michelle Sabick of Boise State University. Her presentation was about the field of Biomedical Engineering and its uses in society. She discussed how many different STEM fields are combined to create this engineering department. The students were interested in the motion-capture technology and the experiments centering on athletics.

Afterwards, the students were taken on a tour of the Boise State University Engineering building and shown four different research projects. The first project dealt with a concept known as Extraterrestrial Dust Mechanics. Basically, this project studied dust motion and would be used to accurately measure the size and velocity of thousands of dust particles. This NASA funded project will possibly be used to sample Mars dust and better understand its makeup. Another project that the students were able to see was in the CMEMS Lab, where Dr. Don Plumlee gave a short presentation on his department. One of the projects he discussed with the students emphasized energy scavenging with the creation of a small unit in a backpack that would generate power due to the vibrations of the backpack as an individual walks. Dr. Jim Browning was another professor who was willing to show his laboratory to the scholars. He told the students how his research concerned small ion thrusters which can be placed on a spacecraft to more efficiently maneuver the spacecraft. The last presentation was of the Electron Microscope by Dan Osterberg and Nikki Lundy. The students were even shown images of individual atoms from the high powered microscope.

After a rushed lunch the students returned to the Bosie State Engineering buildings to work further on the rover projects, design and test landers built out of art supplies, and work on their projects. The students who had volunteered to work on the robots were finalizing their programs and preparing their robots for a Rover rumble competition. Every student was busy working. However, whenever given a free moment, the students were able to poke their heads outside and try their hand at driving a Segway. Students would run back and forth to get their work done and squeeze as much time as possible out of their Segway experience.

When the students finished their work on the lunar landers, they held a single competition which combined the two challenges of seeing which team could suspend their lander in the air longest, and which lander arrived closest to a destination. The rovers were dropped from three stories up in the Boise State Engineering Department’s main lobby. Students counted down loudly so the teams dropping could know when the timer started. Most of the landers managed to reach the ground, while others, unfortunately, hung up on balconies. Upon completion of multiple drops, the students returned to the main lecture hall where they chose their best combination of scores.

Let the competition begin!

The robot rover competition utilized the robots which the students had put together earlier in the week.e week. The competition consisted of the robots driving within a rectangular ring, searching for colored strips of paper. The rover which found the most papers and relayed that data correctly to a computer would win the event. Students crowded around the tiny ring as they watched their creations struggle around the ring. For many of the students, it was their first time using robotics and programming equipment. Every student found it interesting and fun to put them together and put them to the test.

Robot Rover Rumble

The students also gave their team’s presentations to the entire academy in order to prepare for the VIP luncheon tomorrow afternoon. They also wanted to have a critique of their presentations so the students could fine-tune any mistakes or problems that would arise. The students gave professional presentations which did require some corrections. However, the students have learned what types of presentations are required of a professional organization. With this knowledge, students can take their experiences from this Academy back to the classroom and possibly even further.

ISAS Academy student Jamie Lunders volunteered to say a few words about how influential the program has been for her.

"Before I got involved in the ISAS program, I didn't have any idea what I wanted to do after high school. Now, after learning so much about engineering and science, I've decided that I want to do something in those fields. The summer academy has been a fun, educational, and exciting experience- I'm glad I got the opportunity to be involved with NASA and interact with the ISAS students and mentors."
-- Jamie Lunders

These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook page, as well as to Twitterat ISAS_Academy. The students look forward to another difficult day as they finalize their missions and presentations.

ISAS 2011 Academy 2 Day 5

2011-08-04T21:55:00.000-06:00

After returning from NASA Ames Research Center, the students were able to rest for a little while before continuing to visit even more STEM facilities. With a quick and early breakfast, the students piled into a coach which took them to Micron Technology for a day of exploration around a worldwide manufacturer of electronic goods. For those who do not know, Micron specializes in creating revolutionary memory units for computers and other devices. The students were taken ‘behind-the-scenes’ of Micron where all the laboratories for their chip research are located. Once there, the students were further split into smaller tour groups. One presentation, at the Central Lab, was done by David Fillmore who described to the students his job as an “electronics CSI” and the methods he employed such as using X-ray spectrometers which enabled Dave and his co-workers to scan the surfaces of the test wafers. Other exams included studying the crystals of the wafers in order to determine the composition and, in a sense, better the production method of the final products, and using a mass spectrometer to determine more properties of the silicon by its mass.

The next stop for the students was the Transmission Electron Microscope (TEM) in which the members working there showed the students that to get a sample ready for the TEM, it had to reduce an already micrometer thick sample down to nanometer thickness. They also learned that Micron is one of very few places, if not the only place, to have four electron microscopes working at the same time. Though what impressed the students the most was the “images” of the microchips that were being tested in the microscopes. When asked if they could have copies of the atom-sized images, the engineers responded by telling them that it would be simpler to take a black and white photo of their own denim jeans.

They were later taken to the fabrication area of Micron where Micron’s in-house made robots were seen taking pieces of DDR Ram and fitting them into their plastic casings. Corey Morasch explained to the students the importance of engineers, not just for Micron but also for many technology-based enterprises, and their contributions to society. Also, to sweeten the idea of studying engineering, Corey spoke to the students about how technicians can make $30,000 a year working for Micron or other places, but engineers can make twice that immediately after college.

As the students were led back to the entrance to the factory, they were brought into a small conference room where they listened to a presentation by Dr. Chandra Mouli about how to succeed in technology careers. One of his first statements to the students was that one needs, “to find what you love and become really good at it…really good.” Dr. Mouli stressed to the students that it is impossible to succeed in STEM without having that passion. He encouraged students to work hard, but to also be careful not to work for the sake of working. Instead, they should enjoy their work. “Don’t be a workaholic, be a workafrolic.” He showed the students many different strategies to take full advantage of their time management as well as ethics in industry. He discussed many areas where an individual can fall short of what is necessary to be in a STEM career. He showed the students that succeeding in technology is an exceptionally complicated process. Although these students are still only in high school, these concepts are valuable to learn now, so that they may shine brighter than other students their own age, and be able to succeed.

While eating a delicious lunch of fajitas at Micron, the students received a surprise visit from the Vice President of Memory System Development, Dean A. Klein. He demonstrated to the students the use of Micron technology in a quadricopter (a small toy helicopter flown by four blades), which was controlled by an iPad 2. He showed the students that Micron and other companies in similar industries are vital to everyday products. Whether it be from a laptop computer to a simple toy.

Upon completing the visit to Micron, the students were taken to Simplot Fields in order to witness a rocket being launched. After spending a good portion of the day inside Micron, the students were visibly restored by the fresh air. Although there were some technical difficulties with launching the rocket caused it to remain grounded, the students still enjoyed having a short moment to stretch their legs.

Students crowding about the rocket

Rocket on launch pad

After the rocket attempt, the students returned to the Boise State Engineering buildings in order to continue the hard work required of them to design a realistic mission to Mars. Armed with new knowledge and resource after visiting Ames and Micron, the students were able to dive into their work with a renewed bout of confidence. During this time, a few students shared their feelings of the program so far.

Due to some technical difficulties the video will not appear on the blog, however here is the link http://www.youtube.com/watch?v=0v_aSjQvgZo

The students worked hard until dinner, and were happy to have a short break in the action. Before they left however, students were introduced to Astronaut Jose M. Hernandez in order to allow them to talk with him during dinner.

After the dinner, the students got to listen to a presentation by Jose M. Hernandez about his experience of being an astronaut and what he has witnessed in his years of working with NASA. He also told the students his background, and how no background could define where he wanted to go or what he wanted to do. He told the students many interesting stories about his childhood. One story was about how his father would always have him adjust the rabbit ears on the television while they were watching the Apollo moonwalks. He said how he still kids his family members that, “that’s why I became an astronaut, through osmosis.” He told the story of how he was selected to be an astronaut, and the triumphs he overcame to get to where he is today. His story was a very encouraging to students, and taught everyone to not give up on their dreams. He then showed the students a video of the entire Discovery mission which he was a member. He also gave the students a detailed narration of the mission, and explained the life of an astronaut up in space. The most memorable quote of the evening was, “It took me to go out of this world to see that we all are one.”

“It took me to go out of this world to see that we all are one.”
-- Astronaut Jose Hernandez

After a quick photo opportunity with the astronaut, the students relaxed for the rest of the evening by trekking to the Student Union to bowl, play billiards, and Frisbee. The students received a much deserved break after a long day of work.

ISAS 2011 Academy 2 Day 4

2011-08-03T23:09:00.000-06:00

The students woke up early once again in order to fill their day with as much time in NASA Ames Research Center as possible. By 8:00 in the morning, the students had cleaned out all of their rooms, eaten a quick bagged breakfast provided by Navy Lodge, and began walking towards the main entrance. There were many sleepy eyes as the students passed through the guarded gates of Ames, but by the time they reached their first lecture, enough blood had pumped into their brains to keep them awake and engaged for the rest of the day.

The first lecture was located in the furthest building across Ames, causing many of the students to receive an unexpected workout. The lecture was given by a famous NASA scientist, Dr. Chris McKay, who brought actual rocks from meteorites for the students to look at and touch. His presentation was centered on his work about searching for alien life. However, this alien life has nothing to do with little green men, but instead, as he defines it, “life that is not of Earth’s tree of life…a second genesis of life.”

Lecture by Dr. Chris McKay

What he explained to the students is that the definition of alien has changed throughout the years. True alien life is now characterized as a life form that is not related to the life found on earth; not carbon-based organisms, or any organism that can be classified on earth’s tree of life. For the most part, Dr. McKay suspects these life forms to be of a similar persuasion to bacteria or single-celled organisms on earth, but of a completely different structure never seen before. The students listened closely as he described the possible planets that may contain the dead and frozen remains of these organisms.

Different planets from presentation

One of the most interesting arguments he stated is that Mars, because it is 1/10 the size of Earth, may have once held basic life for a short time period. However, because it was so much smaller, the planet did not have enough gravity to hold onto an atmosphere, causing it to leak into space and killing any life that may have existed.

After the lecture, students once again split up into two groups to visit another handful of interesting facilities. One of the laboratories the students visited was called the Psychophysiological Research Laboratory, headed by Dr. Patricia Cowings. The facility prepared astronauts and cosmonauts for the intense effects of liftoff and the disorientation that it causes. She also helped to train the astronauts to exercise while in space so that when they returned to Earth, the effects of living in microgravity would be minimal. She had a powerful presence in the room, which caused all the students to pay special attention to the amazing work she has done in her career.

The last place the students visited before lunch was a facility which housed the Mars Wind Tunnel. The tunnel was nothing like the size of the 80 x 120, but has still been an important component to recent Mars study. The wind tunnel would blast simulated Mars dust to recreate the many dust storms which have plagued and aided previous Mars rover missions. While looking at the Wind Tunnel, the students were given valuable advice about how one should research correctly: don’t just watch what is happening, write what is happening.

By 11:00, the students were growing hungry, but Ames luckily had exactly what they were looking for. At Ames, every Wednesday is Burrito Day at the MegaBites cafeteria, and the burritos were especially large. Neither students nor mentors, left the building hungry.

Some students posing for a shot

The students were allowed some free time to go to any of the gift shops in the center to continue souvenir hunting. The students went about the task with gusto, and regrouped soon afterwards to listen to a presentation by Ken Bower, a scientist aboard the aerial observatory known as SOFIA. The presentation dealt with the history of telescopes, their usefulness, and how they work. It was extremely informative, and one of the most interesting presentations, especially when the speaker allowed the students to play with an infrared camera to further demonstrate a different spectrum of light.

After this presentation, the students split up into their groups to visit two more NASA facilities. The first was the Fluid Mechanics Lab, which tests different objects and models in smaller scale wind tunnels. The students were able to even feel one of the wind tunnels as the interns at the facility turned it on especially for them. It was good for the students to interact with the interns who were only a year or so older than themselves. It demonstrated to the students that it is possible to get involved if they work hard and pursue as many opportunities as possible.

Students in Fluid Mechanics Lab

The very last facility in Ames that the students were able to witness was called Future Flight Central. The center was a simulator of a control tower where the students were shown an airport in Nevada and were impressed by the realistic surroundings. The life-like snow, rain, and fog simulations were amazing. Even more realistic was a simulated voyage they witnessed from Nevada to the surface of Mars. The simulation was able to put into better perspective what conditions the students would have to prepare for once their “team” got to the surface of the red planet.

Students lounging on Mars

With the tours finished for the day, the students were allowed a little more time to scrounge through the gift shop for any more last minute gifts, and then loaded onto a bus to return to the San Jose Airport. The students relaxed in the terminal, many circling around tiny tables or the floor to play cards, while others curled up on seats for some much deserved sleep. The students will need this time to recuperate, for tomorrow they continue their busy week by touring Micron, as well as working even harder on their mission. However, with all of the knowledge they have gained in the past two days, it is fairly certain they will succeed.

These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook page, as well as to Twitterat ISAS_Academy. The students are eager to continue exploring Ames Research Center and have another busy day ahead of them.

ISAS 2011 Academy 2 Day 3

2011-08-02T21:40:00.000-06:00

The students were up bright and early this morning in order to catch their plane to San Jose, California, and eventually arrive at Ames Research Center. As the students piled onto the bus, they ran through mental checklists in their heads and jabbered excitedly with one another about what they would see that day. They arrived at the airport and made it through security without any trouble and ended up at the gate just before boarding began.

The flight to San Jose was quick and uneventful, and the students were greeted at the airport by a coach bus waiting to take them to Ames. The students stayed at the Navy Lodge, a hotel only a short walk from the entrance to Ames. In order to experience as much of the base as possible, the students dropped their belongings into one of the rooms and immediately entered the facility.

Students on the airplane

Their experience began with free time in the Ames Visitor’s Center, which was filled with interactive exhibits and a gift shop. The students received their first taste of Ames by exploring the multiple exhibits highlighting some of the center’s most famous and most recent contributions to NASA. The students also could sit down and view a live presentation detailing the structure of the universe.

At the Visitor's Center

After spending some time in the visitor’s center, the students were soon led by both the Director of Education at NASA Ames, Tom Clausen, and Education Specialist Tony Leavitt through Ames until the students reached the cafeteria on the base; Megabytes. The students were able to luncheon amongst soldiers and NASA scientists and even visit a secondary gift shop.

Directly after the luncheon, the students were led to a large auditorium to take part in the Director’s Colloquium Summer Session 2011. The Colloquium provides an opportunity for scientists and researchers to present ideas and results of experiments to others at Ames curious about their work. The students were fortunate to listen to a presentation by Dr. Natalie Batalha, a Co-Investigator working on the Kepler mission. After launching in 2009, the Kepler spacecraft has been searching for what fraction of stars in the galaxy harbor potentially habitable, earth-size planets. The students learned that Kepler has been one of NASA’s most recent and successful missions, having identified 21 definite earth-size planets with over a thousand more awaiting confirmation. Dr. Batalha inspired many of the students to even ask questions during a Q+A session despite the auditorium being filled with other scientists.

Students preparing to enter the Director's Colloquium

After the Colloquium, the students were split into two different groups in order to cover more ground during the day. The students were to visit three different facilities before the day ended. One of the facilities that the students visited was the 20 G centrifuge. The centrifuge is a facility used to test equipment, animals, and human beings’ tolerance to increased g forces. The students all listened intently as one of the scientists from the centrifuge discussed the history and the many uses of the centrifuge.

Another one of the facilities was called the VMS or Vertical Motion Simulator. The simulator was used by astronauts, including Idaho’s own Barbara Morgan, to practice controlling the space shuttle when landing. With a full range of motion, the simulator is one of the most realistic experiences of flying, without ever actually lifting off. The students crowded up against the window on the viewing platform as the simulator moved and rotated throughout an 11-story structure. As they watched a live feed from within the simulator, the students could not help but feel envious as a pilot maneuvered a simulated tilt-rotor aircraft above Ames Research Center.

Although tired from a long day of travelling, the students were taken to the last facility of the day, the breath-takingly large 80x120 wind tunnel. This wind tunnel, the largest in the world, is 80 feet high by 120 feet wide and has been where NASA has tested such renowned technologies as the space shuttle, parachutes for rovers and shuttles, and even an F-18 Blue Angels jet. The students also found out that many of the chutes tested in the wind tunnel were also dropped over their own state of Idaho during further testing. The students were led into the wind tunnel by Dr. Bill Warmbrodt who emphasized that the most important mission a scientist can be a part of is inspiring and educating younger students. His stories about the wind tunnel brought many smiles to the students who were already feeling the effects of the long day.

Listening to Dr. Bill Warmbrodt

Students in front of the 80x120 intake

Immediately after visiting the wind tunnel, the students were taken to a 1/3 scale model of the space shuttle for a quick and professional photo opportunity. Here the teams were assembled by color, with their respective mentors, and finally with the other teams and mentors intermingled for a ISAS group picture before heading back to Navy Lodge.

Upon returning to Navy Lodge, the students came back happy and tired, ready to dive into the delicious plates of lasagna and salad provided by the staff. While eating, the students were joined by a panel of scientists from Ames with expert knowledge to share with the four teams to help design their mission. The students were able to interact with the scientists and use their experience to enhance their missions. Afterwards, the students were allowed free time to relax and unwind from the long day.

These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook page, as well as to Twitterat ISAS_Academy. The students are eager to continue exploring Ames Research Center and have another busy day ahead of them.

ISAS 2011 Academy 2 Day 2

2011-08-01T19:27:00.000-06:00

The students’ day began with a trip to the Simplot/Micron building at Boise State University, where they had a video conference with the NASA Chief Historian Dr. Bill Barry. Dr. Barry discussed the importance of space exploration not only to NASA, but also to the technological advancements consumers enjoy every day. The students were able to witness a complete view of NASA’s responsibilities to society from space flights to education. Students were able to receive a personal and in-depth discussion about exactly what NASA wants to pursue now that the space shuttle has been retired. Students also were surprised to learn about the newest influence of private sector companies on space travel. When given the opportunity, students were encouraged to ask questions concerning the future of space exploration, tips for their missions here at ISAS, as well as recommendations for their futures.

The students then traversed across campus to the Boise State Engineering Building in order to listen to Jason Budinoff, an Aerospace Engineer from NASA Goddard Space Flight Center. He discussed with the students what responsibilities would be expected from the four different teams. The discussion opened with a quote that set the mood for the rest of the Academy, “You guys are all now NASA.” His personal experience in the field proved valuable in helping the students understand the gravity of the project they were undertaking. After learning what jobs they were to be involved with, the four teams (Red, Gray, Blue, and White) split up the Mars mission into four separate arenas: Mission Integration, Getting There, Living There, and Working There. The students became more lively and inquisitive upon hearing what was going to be required of them throughout the next week.

Students listening to Jason Budinoff

The guidelines for their mission were purposefully vague: Go to the Poles (on Mars), Stay for 30 days, and Come back. After discussion, the students split up into teams to debate further the goals of their teams and to develop the mission outline into a detailed mission plan. They then grouped back together, and presented their research to the entire Academy. They also had the opportunity to share their findings with Jason Budinoff where he was able to critique their work.

When the students returned from lunch, they were met with a discussion with Superintendent Tom Luna. He impressed upon the students the importance of education, and how the world has become entirely reliant upon information. “We have transitioned to an information age, and we need to make sure we have prepared students for an information age.” He discussed how students in Idaho are doing fairly well compared to national standards, but national standards are no longer the only necessary regulation that students need to adhere to. The Superintendent stressed how students now, and in the future, will be competing for jobs and internships on a grand international scale. The students were also applauded for their success, and given a challenge. “We set a high expectation, you guys have risen to that expectation…then you get to back to school next year to hopefully be a positive influence on other students about Math, Science, and Engineering…Be the leaders in your school.” Superintendent Luna wanted to let the students know that the newest standards of education in Idaho, are standards that are necessary for their success,“These standards are career and college ready.” He then opened the floor to the students to ask questions and hold a conversation. The students were responsive, and asked many different questions concerning education in Idaho, and what is being done to improve it for future students.

“We have transitioned to an information age, and we need to make sure we have prepared students for an information age.” -- Superintendent Tom Luna

Students then split to work in their teams even further in order to meet their deadlines. After working for an hour, the students were then able to listen to a presentation about rockets by Corey Morasch from Micron and Dr. David Hassinger. The students were amazed as a twelve foot rocket was casually brought into the lecture hall. The students learned about different fuels and rockets that are available to the everyday hobbyist, and were even able to watch videos of launches from both spectator and rocket point of views.

Rockets!

The students were also given a presentation from Boise State University’s own Microgravity University Team. The students were fascinated with the stories from the Microgravity Team about their rides and experiments in the Zero G plane, affectionately known as the “Vomit Comet”. Both presentations helped the students gain a stronger understanding of the limitations of trying to reach space and what is necessary to remain in space.

Later in the evening, the students were also visited by Woody Sobey From the Discovery Center of Idaho for a course in robotics. Four students from each team who expressed interest in robotics were selected to work on the team’s rovers. Being such a complicated system, Woody let the students know that they were about to cram a week’s worth of material into about a three hour time slot. The students immediately rolled up their sleeves and dived into working on the robots. Many different students took charge and displayed impressive leadership skills when organizing the robots. They all impressively worked hard to make their robots respond to different programs and follow a rigid set of instructions. The students who decided to not work on the robots split up into different computer labs to work on their mission. Students researched and held meetings throughout the evening, looking forward to the exciting day of travel which lay ahead.

Students working on robots

With the day winding down, the students began to prepare themselves for the exciting trip to NASA Ames Research Center during day three and four of the ISAS Summer Academy. These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook page, as well as to Twitter at ISAS_Academy. The students have established themselves as mission control and are now ready for the trip to Ames Research Center.

--Andrew Schrader, Jaime Guevara, LaCinda Villanueva--

ISAS 2011 Academy 2 Day 1

2011-07-31T20:42:00.000-06:00

Welcome to the 2011 Idaho Science and Aerospace Scholars Summer Academy blog and media channel. These daily blogs will be posted on the Department of Education website, keeping parents, students, and others informed about the program's activities. The blogs are written by the three following individuals.

My name is Andrew Schrader and I am one of the bloggers for the ISAS summer program. I recently completed my freshman year at Valparaiso University with an intended major in Mechanical Engineering. Two years ago I interned at NASA Ames Research Center with the NASA INSPIRE program. I am happy to be a part of the newest ISAS Summer Academy and can't wait to be involved.

My name is Jaime Guevara; I am also a blogger for the ISAS program and am attending Boise State in the fall and like my co-blogger will be continuing my studies in Mechanical Engineering. I am happy to continue being one of the first bloggers for the ISAS Summer Academy and hope that parents will be pleased, not just with the daily blogs, but with the program their children are involved with during this key week in their lives.

My name is LaCinda Villanueva. I am an intern helping with the blogs and am currently attending the College of Western Idaho. I plan on transferring to the University of Idaho for a degree in Chemistry. I attended ISAS last year as a student and I enjoyed every aspect of it. I am excited to be back, and to be helping with the blogs.

The Idaho Science and Aerospace Scholars Summer Academy is a weeklong academic workshop that engages and challenges high school juniors to utilize the knowledge they have gained in their classrooms and apply this knowledge in real life scenarios. The students, while residing and working out of Boise State University, will also undertake a trip to NASA Ames Research Center in Mountain View, California where they will be exposed to the many different STEM (Science, Technology, Engineering, and Mathematics) careers available to them. While partaking in activities that encourage thought and problem solving skills, the students will also have the opportunity to interact with scientists working in their field on real life projects.

As noon approached on the first day of the academy, the newest 2011 ISAS Summer Academy students began to arrive at Boise State University and settle into their dorms. Students were given the time to place their belongings into their rooms and interact with the every-growing number of students. Many of the students recognized one another from similar schools or hometowns, but at the same time, many students had the opportunity to meet with others from all parts of Idaho. The students spent some time mingling in the lobby of the dorm and outside, talking excitedly with one another, and very anxious to begin.

Students becoming acquainted

By 2:00 PM, the students had checked into the Academy and were led by their mentors and Director Peter Kavouras to The Discovery Center of Idaho. In the time it took to walk from Keiser Hall to the Discovery Center, students had already broken the ice. After arriving, the students continued mingling with one another and had an opportunity to experience many of the different exhibits the center had to offer. Some of the students were also happy to let us know what they were most excited about in the upcoming week.

I'm most excited about going to NASA Ames.
-Heather Skovgard

After spending time throughout the center, the students congregated into the front room to be officially welcomed to the Academy by Director Peter Kavouras. The students were also challenged to get to know one another by randomly receiving another student’s nametag. The students were told to present one another to the entire Academy in order to receive their respective nametags. The students laughed as they presented each other and were curious to learn a little bit more about one another. They will definitely need that cohesion in order to successfully design their manned-mission to Mars. During this time the students were also introduced to mentors, split into their four separate teams, and briefed on the expectations of the Academy.

Director Peter Kavouras welcoming students

After a quick meal, the four separate teams, each one representing a different aspect of the mission, presented a patch/logo embodying their group’s responsibilities in the upcoming week. Students had been communicating previously through the internet program in order to present their creative ideas on this first day.

The final event of the night was a project called the "Table Tennis Triathlon". For this project, the students had to use supplies given to them to create simple machines to perform the functions of a catapult, cantilever, and rocket. The students were encouraged to bend the rules in order to achieve the challenges required of the different structures. Each structure was required to carry or fire a table tennis ball throughout the competition. Each event was scored and the team with the greatest overall score was declared the winner.

Red Team launching their rocket design

Overall, the first day of the second Idaho Science and Aerospace Scholars Summer Academy of 2011 was very successful, engaging, and fun for students and mentors alike. These blogs will be uploaded daily, and once the students have completed their final activities every night. A more "live" version of the days' events are being uploaded to the ISAS Facebook Page as well as an ISAS Twitter page. The students have had the chance to meet, and greet with their peers, and are now ready for the oncoming events of the week.

--Andrew Schrader, Jaime Guevara, LaCinda Villanueva--

U.S. DEPARTMENT OF EDUCATION, STATE BOARD APPROVE IDAHO’S MOVE TOWARD GROWTH MODEL

2011-07-29T16:55:00.000-06:00

The State Board of Education today agreed to keep Idaho’s current proficiency targets in place for the next year, allowing the state to move toward a new accountability model based on academic growth.

Superintendent of Public Instruction Tom Luna proposed this move in June by sending a letter to U.S. Secretary of Education Arne Duncan. The U.S. Department of Education agreed to Idaho’s request this week.

In a special State Board meeting on Friday afternoon, the members of the State Board voted to give the move final approval.

“Through the Students Come First laws, Idaho is moving to a growth model that better measures academic success, putting us beyond the outdated No Child Left Behind law. With our limited resources, we can no longer financially afford to reconcile this new innovative path with an outdated federal accountability system,” Superintendent Luna said. “I am pleased both the State Board of Education and the U.S. Department of Education have recognized our need to move forward and create a next-generation accountability system that best meets the needs of our students.”

Now, Idaho’s proficiency targets will remain at 85.6 percent in reading and 83 percent in mathematics – the same as last year – which are still some of the highest in the nation. The proficiency target is the percentage of students in an entire school and students in a subgroup that must pass the ISAT in order for the school to meet AYP under No Child Left Behind.

Under No Child Left Behind, states are required to hold schools accountable for academic achievement by measuring proficiency, or how many students in a school and each student subgroup within a school, passed the statewide standardized test. The current model of accountability is completely based on proficiency because that is what was available in 2001 when No Child Left Behind became law.

Today, however, Idaho has the ability to measure academic growth, not necessarily how many students passed the test but how much growth did they show in a school year. A growth model is more accurate and can better identify which schools are successful and which are truly in need of improvement.

States had hoped the reauthorization of No Child Left Behind would allow for a growth model by now, but the reauthorization is now four years overdue. Therefore, Idaho will keep its current proficiency targets in place and begin implementing a new model of accountability so we can direct the state’s limited resources to those schools that are truly struggling academically.

The State of Idaho is one of 41 states that recently signed on to the Council of Chief State School Officers’ Roadmap on Next-Generation State Accountability Systems, which includes moving toward a growth model of accountability.

ISAS 2011 Academy 1 Day 7

2011-07-23T21:25:00.002-06:00

Today, the first ISAS summer Academy of 2011 came to a close as students, parents, mentors and honored guests attended a VIP luncheon in Boise State University’s Student Union Simplot Ballroom. In order to prepare this morning for the luncheon, the students practiced their presentations and filled out surveys which would better the program for future years. The students were found themselves caught among different emotions as the day progressed: excitement to see family, anxiety to speak publicly, and a nagging disappointment to leave behind so many new friends so soon.

Students saying goodbyes

Students talking with family

As observers of the students throughout the week, it was amazing to watch a group of high-schoolers from across an entire state gel so quickly and design an original mission to Mars, all while experiencing countless different STEM (Science, Technology, Engineering, and Mathematics) opportunities. What these students have achieved in the past week is astounding. Idaho is truly fortunate to be one of only five states to take part in the High School Aerospace Scholars program. The state is also exceptionally lucky to have such amazing students within its borders. With students like these earning these experiences, Idaho has a bright future indeed.

ISAS stage

Later in the day, the students walked to the union one last time wearing their respective team colors and chatting excitedly to one another. When the luncheon began, students mingled with parents and met the relatives of their new friends as well as special guests. The luncheon opened with an address by ISAS director Peter Kavouras and the reading of a letter from Governor Butch Otter addressed to the ISAS program.

After hearing what the governor wished to say to the students, all those in attendance ate delicious pasta and chicken with all sorts of sides. The ballroom filled with the sounds of clinking silverware, conversation, and music as a commemorative video of the 2011 Academy played on a screen in the background. Once the meal was completed, each team stepped up to the stage in order to present their respective components of the mission accompanied by a PowerPoint presentation. The parents listened carefully and in some amazement. Here in front of them were their high school children, the same children who were dropped off at Boise State University one week ago, presenting revolutionary ideas as professionals. To witness such an event, parents could not help but feel proud as their children displayed a striking maturity and air of success, uncommon in the typical high school student.

The luncheon continued with addresses by Dr. Arthur Johnson and Dr. Barbara Morgan. Both emphasized just how important this program has been to the students, and the positive impact it has had on all of their lives. Dr. Johnson’s address left the students hollering a boisterous ‘hoorah’ as they answered his many impromptu questions concerning what the program has done for the students. Dr. Morgan’s address left many students and parents imagining what going to space themselves will be like.

The luncheon came to a close with the presentation of diplomas and prepared speeches by a few of the students who were adamant in sharing their experiences with all those present. One of the students gave the following testimonial:

With ISAS 2011 Camp 2 preparing to start in two weeks, many of those involved with the program are excited to witness another class like this past one pass through the Academy. On behalf of the Department of Education and the entire State of Idaho, we would like to congratulate ISAS 2011 Camp

This last blog concludes the coverage for Camp 1. Starting on Sunday, August 31st, the blogs for Camp 2 will begin. The blogs will be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at ISAS_Academy. Tomorrow will be the students' last day of the program. All of the staff at ISAS wish them good luck and are proud of all the work they have done.

--Andrew Schrader, Jaime Guevara--

ISAS 2011 Academy 1 Day 6

2011-07-22T20:46:00.002-06:00

Today, the ISAS Academy focused on offering students plenty of time to work on their mission and solidify each group’s presentation. The teams spent the entire morning discussing technical information with one another, debating different rocket designs and the best methods to cut costs. With Mars practically in their crosshairs, the students began to rush back and forth, attempting to create the best attempt possible for this Mars mission. However, despite the Mars mission being an important component; it has not been the focus of this Academy. The best thing these students can take from this Academy is an opportunity to become immersed within many different scientific fields and witness the real-world applications of STEM (Science, Technology, Engineering, Mathematics) careers. The Mars mission allows the students to experiment with the necessary combination of the many different scientific, economic, and political processes required to instigate a realistic scientific endeavor.

In order to take a break from all of the hard work, the students were given a short presentation about the field of Biomedical Engineering by Dr. Michelle Sabick. Afterwards, the students were taken on a tour of the Boise State University Engineering building and shown four different research projects. The first project dealt with a concept known as Extraterrestrial Dust Mechanics. Basically, this project studied dust motion and would be used to accurately measure the size and velocity of thousands of dust particles. This NASA funded project will possibly be used to sample Mars dust and better understand its makeup. Another project that the students were able to see was in the CMEMS Lab, where Dr. Don Plumlee gave a short presentation on his department. One of the projects he discussed with the students emphasized energy scavenging with the creation of a small unit in a backpack that would generate power due to the vibrations of the backpack as an individual walks. Dr. Jim Browning was another professor who was willing to show his laboratory to the scholars. He told the students how his research concerned small ion thrusters which can be placed on a spacecraft to more efficiently maneuver the spacecraft. The last presentation was of the Electron Microscope by Dan Osterberg and Nikki Lundy. The students were even shown images of individual atoms from the high powered microscope.

After a quick lunch, the students returned to the Engineering buildings in order to work further on their missions as well as the robots which they had started working on a few days ago. Some of the students were even happy to talk about how this experience has impacted them.

The students also gave their team’s presentations so all the students could get their information together and prepare for the presentations which they will give at the VIP luncheon tomorrow afternoon. They also wanted to have a critique of their presentations so the students could fine-tune any mistakes or problems that would arise. The students gave professional presentations which did require some corrections. However, the students have learned what type of presentations are required of a professional organization. With this knowledge, students can take their experiences from this Academy back to the classroom and possibly even further.

Students practicing presentations

One of the last events that the students did on this last full day was a robot competition which utilized the robots that the students put together earlier in the week. The competition consisted of the robots driving within a rectangular ring, searching for colored strips of paper. The rover which found the most papers and relayed that data correctly to a computer would win the event. Students crowded around the tiny ring as they watched their creations struggle around the ring. For many of the students, it was their first time using robotics and programming equipment. Every student found it interesting and fun to put them together and put them to the test.

One of the robots

The students spent the rest of the evening preparing for tomorrow’s presentations and finalizing their information. The students this year have done an amazing amount of work and have participated in a program that will help not only benefit their futures, but for them as young adults entering a new world through of scientific challenges.

These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at ISAS_Academy. Tomorrow will be the students' last day of the program. All of the staff at ISAS wish them good luck and are proud of all the work they have done.

--Andrew Schrader, Jaime Guevara--

Superintendent Luna Takes Steps Toward Growth Model

2011-07-22T15:20:00.000-06:00

In June, Superintendent of Public Instruction Tom Luna told the U.S. Department of Education that Idaho will begin using academic growth to hold public schools accountable for student achievement.

Superintendent Luna sent U.S. Secretary of Education Arne Duncan a letter, informing him that Idaho will start moving toward a new accountability system based on student academic growth since Congress and the Administration have failed to update and reauthorize the federal No Child Left Behind Act of 2001.

“The reauthorization of No Child Left Behind is overdue by more than four years. There can only be two reasons for this inaction: either Congress doesn’t have the political will, or it simply isn’t a priority of the Administration. Neither reason is acceptable, nor is it the fault of individual states,” Superintendent Luna wrote in the letter. “This inability of Congress and the Administration has left states in a parallel universe, where we are being forced to try and reconcile an inefficient, outdated law with bold, innovative paths toward raising student achievement. We can no longer financially afford to do both. Since Congress and the Administration are not going to act immediately, states will take the lead.”

Under No Child Left Behind, states are required to hold schools accountable for academic achievement by measuring proficiency, or how many students in a school and each student subgroup within a school, passed the statewide standardized test. The current model of accountability is completely based on proficiency because that is what was available in 2001 when No Child Left Behind became law.

Today, however, Idaho has the ability to measure academic growth, not necessarily how many students passed the test but how much growth did they show in a school year. A growth model is more accurate and can better identify which schools are successful and which are truly in need of improvement. The Students Come First education reform laws use this growth model, moving Idaho beyond the outdated No Child Left Behind proficiency model.

The State of Idaho is one of 41 states that recently signed on to the Council of Chief State School Officers’ Roadmap on Next-Generation State Accountability Systems, which includes moving toward a growth model of accountability. As part of these efforts, in 2011, the State of Idaho will not lift its proficiency targets for Adequate Yearly Progress (AYP). Idaho’s current proficiency targets are 85.6% in reading and 83% in mathematics, some of the highest targets in the nation. The proficiency target is the percentage of students in an entire school and students in a subgroup that must pass the ISAT in order for the school to meet AYP under No Child Left Behind.

States had hoped the reauthorization of No Child Left Behind would allow for a growth model by now, but the reauthorization is now four years overdue. Therefore, Idaho will keep its current proficiency targets in place and begin implementing a new model of accountability so we can direct the state’s limited resources to those schools that are truly struggling academically.

Read the full letter that Superintendent Luna sent to Secretary Duncan.

Idaho’s Deputy of Assessment Will Help Lead SMARTER Balanced Consortium

2011-07-22T15:05:00.000-06:00

The governing member states of the SMARTER Balanced Assessment Consortium elected Dr. Carissa Miller of Boise as the new executive committee co-chair. Miller previously served as an executive committee member. She will replace Tony Alpert, who was named chief operating officer for SMARTER Balanced earlier this month.

Idaho is one of 29 states that make up the SMARTER Balanced Assessment Consortium, which is working to create a common, innovative assessment system for Mathematics and English Language Arts aligned with the Common Core State Standards. The assessment system will better prepare students for college and careers.

Miller is deputy superintendent of the assessment division for the Idaho State Department of Education. She oversees all state testing and is responsible for Adequate Yearly Progress designations under No Child Left Behind, graduation rate calculations and the growth model deployment. Her background includes extensive experience in the development and administration of online assessments and adaptive testing. Since 2004, Idaho’s general education assessment has been fully administered online.

“Carissa has been instrumental to the work of the Consortium as an executive committee member and through her support to the Accessibility and Accommodations work group,” said Judy Park, co-chair of SMARTER Balanced. “I look forward to working with her to lead the development of a next-generation assessment system.”

In partnership with Judy Park, Utah’s associate superintendent for federal programs and student services, Miller will oversee the work of the executive committee and collaborate with SMARTER Balanced staff, leadership and advisory committees.

SMARTER Balanced is a national consortium of states working collaboratively toward the goal of preparing all students for college and careers by creating a comprehensive assessment system for math and English language arts that is aligned to the Common Core State Standards. This rigorous, summative and interim assessment system will include formative processes and tools to help classroom teachers determine how students are progressing toward career and college readiness.

“To be successful, we must create assessments that benefit all member states and provide timely feedback to students, teachers and parents to improve teaching and learning,” Miller said. “I am committed to the work of SMARTER Balanced and remain dedicated to achieving a comprehensive assessment system that transcends state boundaries.”

Miller has served in numerous leadership positions. She is chair of the Education Information Management Advisory Consortium (EIMAC) and past chair of the Northwest Regional Advisory Council. She serves on the Institutional Review Board for Boise State University and has served as a reviewer for the National Research Council. Miller earned her doctorate in education from the University of Idaho.

The Consortium will elect another representative to fill Miller’s position on the executive committee within the next month.

2011 ISAS Academy 1 Day 5

2011-07-21T20:27:00.002-06:00

After returning from NASA Ames Research Center, the students were able to rest for a little while before continuing to visit more places. With a quick and early breakfast, the students piled into a coach which took them to Micron Technology for a day of exploration around a worldwide manufacturer of electronic goods. For those who do not know, Micron specializes in creating revolutionary memory units for computers and other devices. As the students were led into the factory, they were brought into a small conference room. While in the room, the students were shown a slideshow and video detailing the products and applications of the memory units manufactured by Micron.

The students were also fortunate enough to receive a personal visit by the Vice President of Memory System Development, Dean A. Klein. Mr. Klein further demonstrated the uses of memory in everyday devices by drawing a simple diagram which simplified a system that is used in practically every electronic device. He also showed the students a quadricopter (a small toy helicopter flown by four blades), which was controlled by an Ipad 2. The quadricopter helped reinforce the concept which Dean Klein was attempting to stress to the students: almost all electronics require some form of memory to function. He also showed the students a presentation which showed to the students a recent technology known as solid state drives which are thinner and more reliable than the more common computer hard drives.

After Dean’s presentation, the students were taken to the ‘behind-the-scenes’ of Micron where all the laboratories for their chip research. Once there, the students were further split into smaller tour groups. One presentation, at the Central Lab, was done by David Fillmore who described to the students his job as an “electronics CSI” and the methods he employed such as using X-ray spectrometers which enabled Dave and his co-workers to scan the surfaces of the test wafers. Other exams included studying the crystals of the wafers in order to determine the composition and, in a sense, better the production method of the final products, and using a mass spectrometer to determine more properties of the silicon by its mass.

The next stop for the students was the Transmission Electron Microscope (TEM) in which the members working there showed the students that to get a sample ready for the TEM, it had to be reduced and already micrometer thick sample down to nanometer thickness. They also learned that Micron is one of very few places, if not the only place, to have four electron microscopes working at the same time. Though what impressed the students the most was the “images” of the microchips that were being tested in the microscopes. When asked if they could have copies of the atom-sized images, the engineers responded by telling them that it would be simpler to take a black and white photo of their own denim jeans.

Leaving the electron microscopes behind, the students headed towards some of the fabrication labs where Micron tests new developed method of producing parts in a more economic, sustainable, and efficient matter. The students were shown robots that instantaneously assembled the microchip parts. But the main attraction of the day was the lunch that awaited the students back in the small conference room used by the Micron Foundation. The lunch, which consisted of chicken fajitas, Spanish rice, and brownies, was jumped upon by the hungry, yet satisfied students as they awaited the next big thing on the program: the rocket launch at Simplot Field.

Upon completing the visit to Micron, the students were taken to Simplot Fields in order to witness a rocket being launched. After spending a good portion of the day inside Micron, the students were visibly refreshed by the sunlight and fresh air. Although there were some technical difficulties with launching the rocket, the launch was eventually successful, causing all the students to shield their eyes and follow the screaming rocket as it ascended higher and higher. Upon reaching its zenith, the rocket plummeted back towards the crowd of students until its parachute deployed. The students erupted in cheers as the rocket slowly floated back down and landed only a few hundred feet away.

That evening, the students had a fun evening of eating dinner at the union, listening to a presentation by Dan Isla, and rock climbing. Dan Isla’s presentation was centered on the Mars Science Laboratory, a new ‘super’ rover that is going to be launched for Mars this Fall. Dan told his story to the students and even showed them a video concerning the vehicle’s entry and landing on Mars’ surface. The Mars Science Laboratory plans to land on the planet using a revolutionary new method known as “Sky Crane.”

Students listening to Dan Isla's presentation

Students and Dan interacting across the country

Afterwards, the students spent the evening burning off some steam by rock-climbing and slack-lining. Many of the students literally rocketed up to the top of the rock-wall and did amazingly well. All the students needed some time to relax and release some stress.

Hanging on by fingertips

Chris Hill reaching the top

These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at ISAS_Academy. The students are eager to continue work on their missions as they prepare for the last day of work on their mission and presentations.

--Andrew Schrader and Jaime Guevara--