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.
Thursday, January 26, 2012
Superintendent Luna Will Present to Education Committees Next Week
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.
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
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.
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
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
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
Friday, January 20, 2012
INTERACTIVE DIGITAL TEXTBOOKS
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.
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.
Wednesday, January 18, 2012
Senate Education Committee Approves Digital Learning Requirement for Students
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
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.
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.
Subscribe to:
Posts (Atom)