Since its inception, special education has been underfunded nationwide.

Public schools are required to provide special services to fulfill the needs of students of all abilities — but they often aren’t given the money to do so, at least not all of it. The federal government’s promise to fund 40% of states’ special ed costs has never been fulfilled, and state governments often don’t make up the difference.

“For as long as I’ve been teaching and I’ve been in education, there has been a discrepancy between what a district spends to educate the students requiring special education services and what they’re actually reimbursed,” said Ryan Cantrell, a longtime educator and current chief deputy superintendent at the State Department of Education.

In Idaho, school districts and charters are left to fill that gap — and it’s nearing $67 million.

That hole causes local education agencies (a term that refers to public school districts and charters) to pinch pennies, shift around money, dip into discretionary funds and turn to local taxpayers to foot the bill. It contributes to high turnover rates among special education teachers and paraprofessionals, and ultimately can impact the level of resources and attention that students receive.

Education leaders know there’s a problem. But with an antiquated funding formula, which hasn’t been rewritten since 1994, and little movement from the federal government, solutions are hard to come by.

“It leaves districts to look at their own district budgets, and ask themselves: How are we going to cover the gap between what we receive from the federal government and what we receive from the State of Idaho, compared to the actual costs for our students to receive a special education?” said Cantrell.

Special education funding is complicated

There are nearly 37,000 special education students in Idaho — that’s about 11.6% of the state’s total student population.

Let’s put that into perspective — if all of Idaho’s special education students were lumped into one district, it would be the second largest in the state, just after West Ada, which sits at 40,000 students. 

But neither the state nor the federal government provides enough funding to cover the costs of all of those students and their needs. In the 2021-22 school year, the funding gap for special education sat at an estimated $66.5 million, taking into account federal and state appropriations. That leaves schools without funding for about 7,760 students.

Here’s a rundown of how special ed is funded, and how the gap is calculated

Public schools are required to fulfill the needs of every student in special education, no matter how costly it can be.

If a high-needs student moves into a district halfway through the year, and requires a full-time nurse to accompany them at school, the district must find a way to cover that cost, even if it takes up half of the annual special education budget.

And that’s how it should be, education leaders say.

“The school district cannot arbitrarily say, well, we can’t afford that,” said Cantrell. “We’re not going to do it. That’s not an option.”

Serving every child, no matter what level of ability, is public education’s purpose. Special education directors, teachers, paraprofessionals and other staff work tirelessly to ensure that students’ needs are fulfilled, even under significant funding crunches.

The state is also required to fund special education first — federal funding is a supplement to that.

Under the Individuals with Disabilities Education Act (IDEA), schools are bound by a provision known as Maintenance of Effort (MOE), which requires districts and charters to (barring a few exceptions) budget the same amount of money, or more, in their special education budgets year after year.

Essentially, once money goes to special education, it stays there.

In total, districts and charters spent about $317 million on special education statewide in the 2021-22 school year.

That amount includes only the expenditures that were 100% identifiable as special education costs — in reality, special education demands likely take up even more funding, but measuring those extra costs is difficult if they aren’t identified specifically as special education expenses on budget reports.

Of the total amount, about $215 million came out of the state’s general fund — the chief operating fund for school districts and charters statewide. The state allocates that amount based on two divisors — it covers special education costs for 5-6% of students. In Idaho, the actual percentage of students who need special education services hovers around 11-12%.

For the 21-22 academic year, the K-12 general fund sat at about $2.06 billion.

But only about $148 million of that was allocated by the state for special education, leaving districts and charters on the hook for the remaining $66.5 million, according to calculations from the State Department of Education.

And that’s just state funding.

Congress never fulfilled its special education funding promise

The federal government also disperses special education money, through the Individuals with Disabilities Education Act (IDEA).

When IDEA was enacted in 1975, Congress promised that the annual appropriations would cover 40% of a state’s annual special education expenditures.

But federal funding has never risen to that promise.

Nationally, IDEA funding has hovered around 18-20% for the past 48 years, with one spike to 33% in 2009, just following the recession. In Idaho, IDEA funding has never covered more than 20% of annual special education expenditures, and it varies between school districts based on their individual overall costs.

In fiscal year 2022, districts and charters received $61 million through IDEA. That funding is part of the $317 million in total special education expenditures.

Districts can also receive reimbursements for some health-related special education expenses through school-based Medicaid, but the process is cumbersome, said Ramona Lee, special education director for the West Ada School District.

Essentially, schools pay the full amount for Medicaid-eligible services first. They then submit a reimbursement form to the federal government — that form requires schools to provide a 30% match to the approved reimbursement amount, using state or local funds, not federal.

So, before receiving any money from the government, schools are on the hook for 100% of the cost of services. Schools then receive a partial reimbursement at a net 70% from the government.

“It’s like me giving you $3 and you giving me back $10,” said Lee.

And families can refuse Medicaid reimbursement, leaving some schools on the hook for 100% of the expenses anyway.

Between the allocated state funding ($148 million) and IDEA funding ($61 million), schools had about $209 million in special education funding to work with in FY22. With another $41 million offset through Medicaid reimbursements, the total gets up to about $250 million.

But to fulfill federal and state special education requirements, which include the maintenance of effort and IDEA requirements, districts are spending at least $66.5 million more on special education than they are allocated — for a total of $317 million.

In reality, that gap is likely more extensive, considering the special education expenses that aren’t 100% identifiable. And as more students are identified with disabilities, and the state continues to operate on an antiquated funding formula, the gap is widening.

Gap exacerbates staffing, funding challenges

Funding is tight, turnover is high and resources are hard to come by. The special education funding gap only exacerbates the challenges that already prevail in schools across the state.

In many cases, districts turn to local taxpayers for funding support through supplemental levies — many of which have a budgeted amount for salaries or special education services. But it’s growing harder to pass bonds and levies, as property taxes rise and education grows more polarized.

But when the special education budget is tight, districts are forced to split up the funding pie differently in order to meet their mandate. Districts can divert funding away from other areas of education, including those that are funded through discretionary funds. Many of those shifts have a double-edged impact on special education students, Lee says.

For example, if general education class sizes are increased to pay for a special education teacher or paraprofessionals, that still impacts special education students because they are general education students. They still use general education classrooms and services, and large class sizes will have an impact on learning no matter where it happens.

“All students that receive special ed services are gen ed students first,” Lee said. “So they still need a gen ed classroom, a teacher, books, a library, a principal, lights…all those things that come with education.”

And because funding is tight, districts have a harder time meeting every student’s needs, despite educators’ best efforts.

According to Kindel Mason, director of support services for the Twin Falls School District, and president of the national Council of Administrators of Special Education, special education is the number one litigated issue in schools nationwide, and funding is a major factor.

“A lot of school districts are doing everything they can to scramble and put things in place to meet the needs of kids,” said Mason. “But I would just say, either the law is very cumbersome…or a lack of resources is causing school districts to not be able to provide everything they need to.”

Still, staffing is the biggest challenge for special education right now, agreed Lee and Mason.

With limited funding, special education case loads are high — in Twin Falls, some teachers have 30-40 students in a resource room, and 10-15 students in an extended resource room, said Mason. For many educators, that level of work isn’t sustainable.

In West Ada, the teacher shortage looks a little different.

“We don’t have a shortage of special ed certified teachers,” said Lee. “We have a shortage of special ed certified teachers who are teaching special ed. A lot of them have dual endorsements…and a lot of them move to general ed because special ed does come with a lot of work. There’s a lot of paperwork, and because the funding formula is such a challenge, case loads are typically higher than they are in a lot of other states, and that’s hard.”

Both districts — like others across the state — are also struggling to hire paraprofessionals, the classified employees who do the grunt work to support classroom teachers.

In the case of parapros, the already dismal special education funding is further compromised by a $97 million classified staff funding gap, according to a 2022 report from the Office of Performance Evaluations. The struggles that districts face in hiring parapros for general education classrooms are multiplied when hiring for special education classrooms.

“Without the skill and support of these dream enhancers, the visionary SpEd teacher would drown in their duties and functions.” — Amy Watts, special education teacher and advisor at COSSA, Idaho Future Ready Academy.

“We did raise our rates by several dollars an hour, even above the general education paras to get those people in,” said Mason. “That seems to be working.”

But it comes at a cost, Mason says. When wages are raised, the district can’t hire as many people, leaving teachers without the extra hands that they need. When those hands disappear, Mason says, students lose out on critical one-on-one time with teachers, and teachers lose out on critical teaching time.

“Our biggest commodity is people doing the work,” he said.

‘The loyal para is the engine that keeps the enterprise running smoothly’ — but they’re hard to find

Amy Watts is a virtual, kindergarten through ninth grade special education teacher and advisor with the Canyon-Owyhee School Service Agency (COSSA) and Idaho Future Ready Academy. Before starting at COSSA, Watts taught special education in brick-and-mortar schools in the West Ada district, as well as Middleton. Watts says that paraprofessionals are essential to special education classrooms.

“One benefit of a special education classroom is the small class size, which allowed me to truly get to know the students,” Watts wrote to EdNews in an email. “I often had a classroom aide or other specialist in the room, so I could take time to address an individual student’s needs without worrying that such one-to-one attention was taking away from the group as a whole. This degree of personal investment and attention to the individual is crucial in a special education classroom, and it creates lifelong bonds that both the student and team find meaningful and rewarding.”

Now that she’s in an online teaching environment – a move she made in 2019 after watching her district’s elementary schools reach capacity – Watts says she doesn’t feel the pinch of the SpEd gap, but she knows it’s a real issue for many others.

“It is concerning to me that there is a demand for classified and supporting staff due to the low pay and need for better health insurance coverage,” Watts said. “Loyal paraprofessionals are hard to find, but once they are discovered, wise is the leader who values them. Special education paraprofessionals that I have worked with in the past have been rare and productive, constantly looking for ways to make the lead special education teacher successful in his or her classroom. They unselfishly serve behind the scenes, tirelessly and tediously. Because of a loyal team member’s sixth sense to anticipate needs, they know how to encourage excellence.”

“They learn to spur the lead SpEd teacher with thorough questioning and problem solving so the leader’s intuition can be clarified and verified. The loyal para is an encourager and an implementer. They get things done by converting the leader’s vision into reality. Without the skill and support of these dream enhancers, the visionary SpEd teacher would drown in their duties and functions…It is no secret that the loyal para is the engine that keeps the enterprise running smoothly.”

Incumbents Lucas Baclayon, René Ozuna and David Binetti are vying to hold on to their seats against challengers Tom Moore, Miguel DeLuna, Mari Gates and Susie Schuetz.

How do school trustees fit into the web of agencies and individuals that oversee what happens in Idaho classrooms? Check out our graphic to find out.

With the election approaching, EdNews reached out to the candidates. We asked three questions about their priorities for the district, and opinion on major issues impacting West Ada.

Here’s what they had to say, in their own words.

Why are you running for a spot on the West Ada School Board?

Lucas Baclayon, Incumbent (Zone 2): As an experienced teacher and administrator, I love being involved in education and supporting teachers and administrators in teaching the youth in our community.

Susie Schuetz, Challenger (Zone 2): I believe in giving back to my community. The best way I serve is by bringing people together and creating an environment conducive to forward progress and future sustainability. West Ada School District has done a great job and I am excited to be a part of moving us forward and continuing to build an even stronger community.

Dave Binetti, Incumbent (Zone 4)

I have two daughters attending West Ada schools, and want to provide the best possible education for them and every other student in the District. I’m dedicated to kids.

Miguel DeLuna, Challenger (Zone 4) — Answers submitted in conjunction with Tom Moore: 

Stop the downward spiral of education, Minimizing School Taxation, Enhancing Campus Security, Improving the Quality of Education, Supporting Idaho’s Conservative Family Values, Advocating for Parental Rights to Participate in the Education Process.

Mari Gates, Challenger (Zone 4): I’m running for West Ada School Board to be a part of a conversation. I want to provide a platform in which teachers and staff and parents can all be heard. I want to promote a higher acceptance rate for higher education. Increase access to programs for kids that are not going to college, and makes sure all kids have access to resources.

René Ozuna, Incumbent (Zone 5): I’m running for the West Ada School Board because I believe in the power of education to shape the future of our students, families, and community. I’ll serve as a voice for parents, teachers, and students, working collaboratively to ensure West Ada provides the highest quality education and prepares our students to be both college & career ready.

Tom Moore, Challenger (Zone 5) — Answers submitted in conjunction with Miguel DeLuna: 

Stop the downward spiral of education, Minimizing School Taxation, Enhancing Campus Security, Improving the Quality of Education, Supporting Idaho’s Conservative Family Values, Advocating for Parental Rights to Participate in the Education Process.

What do you hope to accomplish as a trustee? What are your top three priorities?

Baclayon: My top three priorities are:

1. Ensure that effective teachers and supportive parents both play a role in education.

2. Ensure that learning environments are as free from distractions as possible.

3. Ensure that each student is given the opportunity to succeed both in the classroom and in life.

Schuetz: As one of five trustees, I can only promise communication. My hope is that communication will build our strength as a community.

– Effective Communications

– Having access to information is not the same as understanding the information. While public information is accessible, it also needs to be digestible for everyone. Open and respectful dialog is an important piece of a strong community.

– Financial Transparency – Taxpayers have the right to know and understand how tax dollars are used. When we don’t understand, I believe we have a civic duty to question fiscal decisions. Transparency in all matters of taxpayer funds is the cornerstone of community trust.

– Generational Investments – I believe we all want better for our children than what we had – ‘better’ being a relative term. Our emotional, financial, and time investments in the children of our community today are the foundation for our future, their future, and the future of our collective grandchildren.

Binetti: 1) Managing Growth: Development and implementation of a long-term, cost-effective facilities plan for the benefit of our kids. 2) Retaining and Recruiting Talent: Expansion of the District’s reputation as a place for professional development and advancement. 3) Building Trust: Enhancement of the public’s confidence that West Ada provides our kids with the best-possible public education.

DeLuna: Forensic audit of the levy and general funds. To ensure that WASD has used the funds legally and with the conditions placed on the funds.

Restore the lack of transparency and trust inside the district. WASD has develop a lack of trust for the majority of voters in the district. This lack of trust is one reason 58% voted against the Plant Facility Levy.

Security of all of the schools. I will demand that all of the elementary schools needs to have a School Resource Officers and the middle and high schools need two School Resource Officers. We do not want to be the next Uvalde or Parkland School shootings.

Gates: I want to promote conversation and a table for people to come to have their issues heard. I want to cut through the noise and the emotion and get to to true root of our mission – providing the best quality education for our kids in this area.

Ozuna: Currently serving as the Zone 5 Trustee, I’ve had the privilege of witnessing the dedication and hard work of our students, educators, staff, and administration. If re-elected, my priority will continue to be expanding upon the great work already being done, including the 2023 ISAT results that placed West Ada at the top for both English Language Arts (ELA) and Math proficiency among Idaho’s largest school districts.

Top 3 priorities:

1. Put kids & families first – Always

2. Expand opportunities for all students including: – Career and Technical Education – Schools of Choice – Personalized Learning Options – Extracurricular Programs

3. Be fiscally conservative in managing growth and school facility needs.

Moore: Forensic audit of the levy and general funds. To ensure that WASD has used the funds legally and with the conditions placed on the funds.

Restore the lack of transparency and trust inside the district. WASD has develop a lack of trust for the majority of voters in the district. This lack of trust is one reason 58% voted against the Plant Facility Levy.

Security of all of the schools. I will demand that all of the elementary schools needs to have a School Resource Officers and the middle and high schools need two School Resource Officers. We do not want to be the next Uvalde or Parkland School shootings.

Growth is one of the biggest factors impacting West Ada schools right now. What is your plan to help the district deal with growth, especially considering that there won’t be another opportunity to float a bond or levy until May 2024?

Baclayon: Growth is and will continue to be a major issue in West Ada. The school board needs to ensure that the district has access to reasonable resources to ensure that each student can still receive the best education possible in West Ada.

Schuetz: Working with the community to understand the concerns and desires as it relates to schools and growth is paramount.

Communication about the impacts and uses of a bond or levy is critical.

Because this levy failed, the District is pivoting. My plan is to understand the problem we need to solve and review the proposed solutions to ensure they are efficient and effective.

Binetti: We should continue to develop and promote a long-term approach that meets our long-term needs, but traunch it such that it can secure the necessary public support to be successful. In other words, I want to be thinking in terms of decades but acting in terms of years.

DeLuna: We need to downsize the district, meaning building less schools. One enrollment is down and is highly likely to continue on a downward trend, especially if School Choice passes. School choice, real choice is expected to pass in this upcoming legislative year. WASD needs to be prepared a plan to accommodate this reduction of students. This year there will be a 7 million reduction of state funding originating for changing funding from enrollment to attendance. I will ensure that the very last funding cuts will not come from school security, the education learning experience and teachers and staff salaries. We can’t build our way out of an overcrowding situation”. We need a paradigm shift in our thinking. We need to wait and measure the reduction in enrollment from school choice before we build a building we may not need. The district must look at other options and alternatives to building new buildings. Look at what other states are doing with modular buildings and repurposed vacant commercial spaces that save property taxpayers millions of $$$$ foolishly.

Gates: This is a tough issue. We need to be looking down the road at more schools, keeping our teachers here, and making sure teacher attrition isn’t due to something we can fix. We need to consider the possibility of dividing the district into smaller more accessible chunks.

Ozuna: The bonds approved in 2015 and 2018 were used to construct five new schools, add capacity at four existing schools and acquire two school sites for future needs, but our community continues to experience substantial growth. With the ongoing influx of families to our community, it is essential that we proactively address the growing demand on our school facilities. I am committed to supporting strategies from our past experiences, such as the use of portable buildings and repurposing non-educational spaces to create additional classrooms. In addition, community engagement is of paramount importance. I will actively involve our community in meaningful discussions about the best way to meet our facility requirements. Concurrently, our state legislators are engaged in discussions regarding funding for school facilities. Notably, despite the rapid growth, our prudent management of debt led to a noteworthy achievement: the L2 form approved in September reduced the West Ada levy to $60 per $100,000 – a testament to our conservative approach to managing debt.

Moore: We need to downsize the district, meaning building less schools. One enrollment is down and is highly likely to continue on a downward trend, especially if School Choice passes. School choice, real choice is expected to pass in this upcoming legislative year. WASD needs to be prepared a plan to accommodate this reduction of students. This year there will be a 7 million reduction of state funding originating for changing funding from enrollment to attendance. I will ensure that the very last funding cuts will not come from school security, the education learning experience and teachers and staff salaries. We can’t build our way out of an overcrowding situation”. We need a paradigm shift in our thinking. We need to wait and measure the reduction in enrollment from school choice before we build a building we may not need. The district must look at other options and alternatives to building new buildings. Look at what other states are doing with modular buildings and repurposed vacant commercial spaces that save property taxpayers millions of $$$$ foolishly.

Incumbents Joy Thomas, J.D. Grant and Russ Johnson each face one challenger: Hillary Lowe, Kristi Hardy and Michael Thornton. Each position is a four-year commitment.

How do school trustees fit into the web of agencies and individuals that oversee what happens in Idaho classrooms? Check out our graphic to find out.

With the Nov. 7 election approaching, EdNews reached out to each candidate to ask about their goals for the school board.

Here’s what they had to say.

Why are you running for a spot on the Kuna School Board?

Joy Thomas, Incumbent (Zone 1): My passion is education and serving my community. When you add those two together, to me, it means serving on the school board. When a board is cohesive and holds leadership accountable, including themselves, kids succeed! I am proud of what we have accomplished in the eight years I have been on the board and I want to see us continue to do better for kids and the sake of our community.

Hillary Lowe, Challenger (Zone 1): I am motivated to serve, not by specific issues, but by principles that I believe will determine the success of our schools and community. I believe that as the governing body, the Board of Trustees should lead the district by asking hard questions, listening to stakeholders, making purposeful decisions, and wholeheartedly supporting students, families, and educators. I believe that parental involvement is a foundational principle for the success of students and communities and that schools should focus primarily on traditional values in education.

J.D. Grant, Incumbent (Zone 2): I am passionate about education. I grew up with few resources but still became a doctor. I want to encourage the youth that the sky is the limit. I am very connected with the community through my dental office and volunteering as a coach for the last 16 years. I can bridge the gap with the patrons of the district to the administration for effective communication.

Kristi Hardy, Challenger (Zone 2): With 15 years in the community and four children attending 7 of the 11 Kuna public schools, I understand the critical need for an education that prepares our kids for their future. Drawing on my experience as a former preschool teacher and active involvement in various school committees, I’ve gained valuable insights. Years of attending school board meetings and volunteering have highlighted essential priorities that need adjustments. I’m driven by the desire to contribute and ensure the voices of the community are heard in shaping their children’s education.

Russ Johnson, Incumbent (Zone 5): To continue the work I started in 2019, including mitigating the effects of growth in our district to help provide for learning spaces and quality education for students in the district, to continue to be frugal and wise with taxpayers funds, and to partner with all stakeholders to improve and move public education forward in our district. Public education is vital to our economy, our families, and the community.

Michael Thornton, Challenger (Zone 5): I am running for School Board Zone 5 this fall to give back to my beloved Kuna community. As a fourth-generation local, I’ve seen the positive impact of a quality education in our schools. I cherish the memories of my own education here and want to ensure my children and others have the same opportunities. My family has a deep- rooted history of community involvement, inspiring me to continue that legacy. I aim to plan for Kuna’s future, adapting to its growth and ensuring our children receive the best education to thrive and contribute to our wonderful community.

What do you hope to accomplish as a trustee? What are your top three priorities?

Thomas: 1. Our kids need to have safe places to learn. That includes having smaller class sizes. The best way to do that is building more space. All of our schools are either at capacity or over. That is not acceptable for me! In addition to being creative in ways to fund building we need to pass a bond and soon.

2. Our test scores are not at the level we would like to see. I believe that test scores are not the end all and be all, but we need to do better. That includes making sure that teachers have the curriculum they need to guide the learning and we need excellent leaders to get there.

3. I love that since I have been on the board that our CTE Program has gone from 6 choices to 27! I am always looking for ways to help build that program. I feel like it is very important in a community like Kuna that kids know they don’t have to go to a four year college to provide for their families in the future!

Lowe: Leadership – The Board of Trustees is the decision-making body for the policy and should set the direction of the Kuna School District, not respond to it. As a Trustee, I will ask hard questions, listen intently, and make decisions for the good of the students and community. Clear communication is important, including listening to stakeholders. I will prioritize logic over emotion in making decisions.

Support and Accountability – I intend for Kuna to be the district of choice for the best quality teachers and administrators. I will wholeheartedly support those who serve our children and hold them accountable for equally high standards.

Financial Responsibility – Operation of the Kuna School District requires a substantial investment from taxpayers. I will direct those resources where they will make the most impact on students, reduce waste and inefficiencies, and plan wisely for the future. If required, bonds and levies should be presented to voters with full transparency. I value private property rights and recognize the effects of property taxes on school district stakeholders.

Parental Involvement – The proper role of public schools is to support the family in educating children. Policies and practices should allow and encourage parental involvement in every step of their childrens’ education.

Grant: 1. Increase student achievement.

2. Decrease class sizes.

3. Work with the city and developers to collect mitigation fees.

4. Push for legislation to be able to collect impact fees for education.

Hardy: 1. Better parental partnerships: I aim to implement policies that foster strong parental involvement in education, emphasizing transparency and guarding against unwelcome agendas.

2. Greater fiscal responsibility: Given the urgent need for more classroom space in Kuna, gaining community trust is vital for garnering public support. I’m committed to responsible allocation of every dollar to ensure efficient use.

3. Increased student achievement: Kuna’s ISAT scores have consistently fallen below State averages during the incumbent’s tenure in both math and language arts. Kuna Middle School’s recent identification for comprehensive improvement underscores the need for urgent action.

Johnson: 1- Continue to develop communication and partnerships with the City of Kuna, other planning agencies and developers in our area to find innovative and strategic ways to mitigate growth. We have increased our level of communication and trust with the City greatly, I would like to continue that effort and do more to use new and existing strategies to mitigate the impact on existing taxpayers.

2- Continue our work with “defeasance” and levy rates to keep tax rates as low as possible, and still provide quality learning and quality learning spaces.

3- Continue with our innovations and expansion with all learning programs such as CTE as well as existing and well established programs such as FFA. Keep our partnerships with all stakeholders to find win/win solutions to the problems that face us in our District.

Thornton: Empowering Parents: I believe in involving parents in their children’s education and policies. Transparency and collaboration ensure a quality education and a safe, informed environment for our students.

Fiscal Responsibility: Kuna’s growth demands responsible spending by focusing on essential needs like, classroom expansions and building maintenance, while remaining transparent about financial decisions.

Property Taxes: As a farmer, I understand the impact of property taxes. I aim for a balance that respects private property rights, maintains low taxes, and invests in our community’s future.

Growth is one of the biggest factors impacting Kuna schools right now. What is your plan to help the district deal with growth, especially considering that there won’t be another opportunity to float a bond or levy until May 2024?

Thomas: I think it is not what we would do it is what we ARE doing. We are striving to use every space we have to educate kids safely. In the future, if we are not able to pass a bond, we may have to consider year round school, redraw the attendance boundaries, or possibly a four day school week. No options are off the table at this point. Even if we do pass a bond soon, it will be 2 to 3 years before a school is built and ready to be used. We are going to have to be creative, with the help of the community, to find solutions! I will continue to push for impact fees with our state legislature. We will continue to work with the cities on development. In partnership with developers we can make the amount we ask for in a bond lower. I want the smallest burden on our tax payers as possible.

Lowe: Crowded schools are certainly something to be concerned about. To build more schools, the district will need money. I don’t know of another way.

Grant: First growth should pay for growth. In the last 3-4 years I have been spear heading the work with the city and developers to collect mitigation fees. We have collected 5.5 million dollars for eduction with this process. We have worked with the state to help pass legislation to collect impact fees. Then lastly we have to educate the public of the need for bonds and levies if the options are not working. My goal is to continue this work for another 4 years.

Hardy: Serving on the year-long capital planning committee makes me uniquely equipped to evaluate how to use our current spaces and find solutions temporarily. My priority is to optimize existing spaces by adjusting school boundaries and reducing underused programs. Through strategic changes to the last bond initiative, I am confident we can secure approval in 2024. I have identified ways to implement substantial taxpayer savings of over $25 million compared to the previous bond request. With the right leadership we will gain the trust of the community that is necessary to pass a bond.

Johnson: We have already undertaken the process to identify our strategies. We are pretty good at working hard to identify areas we need to improve, and that process has already started and has happened throughout the summer.

Obtaining more “buy-in” and urgency from our parents and other stakeholders will be important.

Grow and expand our partnerships with the City of Kuna, other planning agencies in our District, as well as expand our willing partnerships with developers to mitigate.

Explore all options for additional positive changes to State law, ordinances and implementation of existing law.

Thornton: Focus on utilizing the resources that we do have available and making sure that we are taking care of immediate needs.

How do school trustees fit into the web of agencies and individuals that oversee what happens in Idaho classrooms? Check out our graphic to find out.

With the Nov. 7 election day approaching, EdNews reached out to each candidate to ask about their campaign priorities and strategy for serving on an elected board.

Here’s what they had to say.

Why are you running for a spot on the Caldwell School Board?

Manuel Godina, Incumbent (Zone 2): I am running because I have a heart of service. I care about the place I live and the people who live here. I care about the children of our community and am committed that they grow up to be contributing citizens. Having been on the board for the past four years has provided me with knowledge of how our education works and what our state constitution requires of a school board when it comes to local governance; which is to establish and maintain a general, uniform and thorough system of public, free common schools.

Ray Horrell, Challenger (Zone 2): Obviously, the current board of trustees is not getting the job done. 2022-23 Caldwell school stats: Reading proficiency = 31%, Math proficiency = 17%, Meeting college readiness benchmarks = 11%.

Travis Manning, Incumbent (Zone 3): I am running because I care deeply about my community and making sure all kids receive a quality education. I want all kids to attend strong schools with safe, focused learning environments. We need teachers and staff who all feel supported in this important work. Being a teacher is a challenging profession. I know from firsthand experience.

As a parent and educator myself, I’m also running to be a common sense voice for public schools. I have a lot of insight into how to best help maintain a strong public school system. It’s an important responsibility to help prepare and mentor the next generation of community, nation and world leaders.

A strong Caldwell School District means a strong Caldwell community. Well-prepared kids are more likely to create stronger families, the backbone of society. We cannot create this stronger society alone; we must work together.

Nicole Trakel, Challenger (Zone 3): I am running for Caldwell School Board Trustee, foremost, because I have three children, two of which are currently enrolled in Caldwell schools. I have been attending nearly all the board meetings for over three years now. I had been thinking about running when I learned of an awful thing that had happened. A lady who had been teaching preschool to developmentally delayed children was abusing non-verbal 3 and 4 year-olds. The board has had at least three parents, myself included, and I’m sure some requests through email, ask for cameras to be put into the developmental preschool, yet the board has not even acknowledged the request during any meeting where it was brought up. Parents need to be listened to and acknowledged; time and time again over the last three years I have seen them being ignored.

Andrew Butler, Incumbent (Zone 4): My reason for running is simple. It is because of my kids. I want to make sure that they are getting the best education possible. That they have the same opportunities or better opportunities than I did when I was in school. Knowing that the decisions I make in the boardroom directly affect my family and the hundreds of families in Caldwell is what keeps me focused.

Nicole Hyland, Challenger (Zone 4): I am seeking the Caldwell School Board Trustee zone 4 seat because I believe that I can and will bring a fresh attitude and perspective to not only the school board but to the students and the staff. I am seeking to restore quality education in our schools and integrity in our administration.

What do you hope to accomplish as a trustee? What are your top three priorities?

Godina: I want to continue the collaboration we have between our board, our district office, our educators, all school personnel, and our patrons. We have set a mission of nurturing growth, eliminating obstacles, and strengthening our community.

The goals I will always strive for are to 1) recruit and retain educators, 2) increase our graduation rate and 3) add to our CTE programs. It is important for our students to have options to be successful after graduating from high school.

I care about our students struggle with academics, the increase in depression and anxiety our kids are facing, the behavior challenges that are being experienced in our classrooms. I will strive to work with the board to address these issues.

Horrell: I hope to return to a quality education free from anti-family and anti-American curriculum. Ensure that the parents are involved in all situations regarding their children. Nothing will be hidden from the parents and they will be given the ultimate authority over all decisions regarding their children. We need to use our tax dollars wisely and frugally. Cut all unnecessary expenses and overhead.

Manning: Early learning. Caldwell offers full-day kindergarten for all families who choose it. It’s critical our youngest children learn how to function in a school setting and begin learning the basics. CSD preschool programs also provide extra support for many kids in need.

Building student leaders. Whether it’s the Caldwell Mayor’s Youth Advisory Council or Future Hispanic Leaders of America, Everyday Leadership or TechGirlz, it’s critical to help our kids learn to be leaders and contributing members of society.

Community partnerships. In collaboration with our schools and families, CSD works with dozens of community stakeholders to help our kids and families.

Trakel: My top three priorities at a trustee would be: improve academic achievement, increase parental involvement at the class, school and district level and to use precious tax dollars wisely in order to get the maximum benefit for the dollars spent. We have to do better for our graduates than sending them off into adulthood with only 11% being considered college/career ready. There are several benchmarks Idaho uses to assess college/career readiness. Caldwell spends more than the state average per student yet their assessment scores continue to fall way below the state averages. We are consistently told money fixes low test scores but I believe parent involvement plays a huge roll. I want to help schools and classrooms create opportunities for parents to volunteer, share a skill or talent, and overall be more involved and invested in their child(ren)’s education. I also want to revaluate our budget and curriculums to be sure we are making the most of each dollar and that those precious tax dollars are making it all the way into the classrooms where they most benefit the teachers and students.

Butler: I am proud of the work that was accomplished the past couple of years on the Caldwell School District’s Strategic Plan. We had an amazing group of parents, patrons, business owners, educators, students, and trustees work on what the next 5 years Caldwell School District needs to focus on. I believe that is where our focus needs to be. With that being said a couple of points that I feel are important are: ensuring every student has opportunities for success, providing strong stewardship of taxpayer investments, and preparing every student for future success.

Hyland: As the next CSD zone 4 trustee, I hope to accomplish direct working relationships with all students, teachers and staff and the current district administration. My top 3 priorities are/will be:

1) Getting Parents and students involved more. Including future workshops and better School board meeting attendance and parental input. Parents are the FIRST and should be the only stakeholder in their children’s education.

2) Drastically improving student success and test scores- right now only 17% of CHS graduates are proficient (at basic levels) in Math and 31% are proficient in Reading.

3) Restoring quality education in the classroom- right now Caldwell schools are distracted by woke ideologies and inappropriate books and propaganda. Caldwell School District needs a complete redesign, and, in these situations, the best avenue is to start over with the basics and find out what works and move forward. This should be a priority for all parents.

How do you plan to help the Caldwell School District navigate difficult conversations and controversial issues?

Godina: I am the incumbent and take seriously the training provided by the Idaho School Board Association to better understand the duties of a school board trustee. I do not promote fear and extremism. I understand what programs are funded by federal monies and the need for federal funds. My goal is to sit at the table with my fellow trustees to work on solutions to reach attainable goals especially those set out in our Continuous Improvement Plan. I aim to focus on students’ needs. We can achieve this by making decisions based on evidence, research, and the needs of our kids versus political ideology or partisanship. I strongly believe in open communication, transparency, accountability, diverse representation and most importantly, RESPONSIBLE GOVERNANCE.

Horrell: Listening to all parties involved, especially the parents and students. Hear all sides of the story. Recommend proper help on a case by case situation. One size does not fit all.

Manning: Partisanship has no place in governing public schools where kids are the main clientele. Focusing on student academic growth and development is, and should be, the main focus of school trustees; it has been for me. It’s unfortunate that some have attempted to hijack school board meetings for partisan purposes. Political grandstanding has no place in the governance of our local public schools. I will do as I have done my past two terms in office and remain focused on making sure our kids, teachers and schools have the resources they need to maximize their growth and potential.

Trakel: The first part of my plan would be to listen. I would read and respond to as many emails as I could. This is huge given my experience and that of many others I know, who have tried emailing board members. If there was a topic which necessitated its own meeting in order to give parents and community members time to share their thoughts, I would encourage the board to host a special meeting at a bigger venue. This would allow time for people to weigh in on the issue. I would reach out to people on both sides of an issue to learn as much as I could.

Butler: One of the things that I feel I have done well as a trustee the past 4 years is being able to listen to all sides of a situation before making a decision. Being able to hear another point of view that challenges your own is the best way to navigate difficult situations to find solutions. Making decisions based on emotions or outside influences is a recipe for disfunction. All I can promise is my own actions and continue to be respectful when disagreements arise. I think this is something that our current board has done very well.

Hyland: Parents! Parents are the common denominator in this broken equation. In my opinion, CSD has treated district parents like a numerator that gets pushed all over the place. I truly believe that if parents were knowledgeable or were encouraged to take their seat at the head of the table, the district would have an easier time communicating during any conversation to be had. So, I do plan to incorporate parents (as much as possible) back into the equation.

I would like to see positive changes with how the CSD communicates as a whole, which would include open dialogues regarding difficult topics- including controversial subjects. It is important that we, as a board, promote an open and friendly line of communication between our district students, teachers/staff, and administrators. I think one of the reasons why CSD schools are struggling is because of the lack of meaningful and diligent conversations between the current school board and the school admin directly. Therefore, I do plan to ask a lot of questions of teachers/staff/admin and of parents too. After all, parents just want to know their concerns/comments are heard.

I want everyone to know that I WILL listen to you, but more importantly, I will hear you!

School districts statewide are gearing up for another busy election season.

On Nov. 7, voters across 14 counties will see bond or levy asks on their ballots, totaling $168.2 million. The proposals include Pocatello’s $45 million ask — partly to upgrade and restore Highland High School after a devastating fire in April — and a $67.8 million bond that would fund the construction of a new high school in Shelley.

Not sure how to vote? Visit the secretary of state’s voter information website to check your voter registration status, identify your polling place, and preview your November ballot. You can also request an absentee ballot.

November’s election is the last chance for districts to pass ballot measures before May, after the Idaho Legislature eliminated the March election date during the 2023 legislative session.

Bonds and levies are complicated. Read our in-depth explanation of each type of school ballot measure to make sure you’re prepared before election day.

Shelley

• What: A $67.8 million school bond.
• What’s at stake? The proposal would pay for a new high school.
• Impact: The tax burden would be about $259 per $100,000 in taxable assessed value per year. But with expected reductions from the state, the district expects the total tax burden to be about $221 for all its bonds and levies. Bonds need a 66.67% supermajority vote to pass.
• For more information, visit the district’s voter information page.

Pocatello

• What: A $45 million school bond.
• What’s at stake? If passed, the bond would pay for renovations and enhancements at Highland High, which was damaged in a fire, and improvements to Century High School’s gyms.
• Impact: The bond would add to the tax burden about $37 per $100,000 in taxable assessed value, per year. Already on the books, voters approved the renewal of the district’s 2-year supplemental levy in March 2023, and voters approved the renewal of the district 10-year school plant facility levy in March 2020. The district expects to receive from the state’s bond equalization fund an amount each year that will exceed the annual payments on the bond.
• For more information, visit the district’s voter information page.
• Check out past coverage of the bond issue: What does it take to pass a bond in Idaho? Maybe Pocatello-Chubbuck has the answer.

Nampa

• What: A two-year, $14,780,000-per-year supplemental levy ($29,560,000 total). 
• What’s at stake? This proposal would fund a myriad of school operations costs, including: $4.53 million for continued and supplemental salaries, $2 million for maintenance, $2 million for curriculum, $2 million for technology, $1.5 million for athletic turf, $1 million for other athletics, and a slew of lower costs for security, playgrounds and more. This levy would replace the district’s existing levy, which is set to expire in June.
• Impact: The tax burden would be about $72 per $100,000 in taxable assessed value, an increase of about $13 from the rate under the existing levy. However, the district expects the bond equalization fund to reduce that amount by about $20 per $100,000. Supplemental levies need a simple majority vote to pass.
• For more information, visit the district’s voter information page.

Kellogg

• What: A two-year, $2.95 million-per-year supplemental levy ($5,916,800 total).
• What’s at stake? This replacement levy funds up to 25% of Kellogg’s annual operating budget.
• Impact: The tax burden would be about $215.37 per $100,000 in taxable assessed value. That is a $146.42 drop from the district’s existing levy.
• For more information, visit the district’s voter information page.

Minidoka

• What: A two-year, $2,250,000-per-year supplemental levy ($4.5 million total). 
• What’s at stake? This proposal would replace the district’s existing levy. It allots $1.26 million for technology, safety and security projects, and another $1 million for maintenance, repairs, equipment and furniture.
• Impact: The tax burden would be about $81.64 per $100,000 in taxable assessed value.
• For more information, visit the district’s voter information page.

Wallace

• What: A two-year, $1,700,000-per-year supplemental levy ($3.4 million total). 
• What’s at stake? This replacement levy would fund the gap between state funding and actual operating costs in Wallace. The levy makes up approximately 33% of the district’s annual budget.
• Impact: The tax burden is expected to stay the same, at $268.74 per $100,000 in taxable assessed value.
• For more information, contact the Wallace School District.

Mountain View

• What: A one-year, $3.136 million supplemental levy.
• What’s at stake? The proposal would fund salaries, benefits, educational materials, technology and special education costs throughout the district. According to the district, it will use all of its reserves during the 2023-24 school year, minus the equivalent of four operating weeks. For 2024-25, this levy would keep schools operating.
• Impact: The tax burden would be about $171 per $100,000 in taxable assessed value.
• For more information, visit the district’s website.

Middleton

• What: A two-year, $1.5 million-per-year supplemental levy ($3 million total).
• What’s at stake? The proposal would renew the district’s existing supplemental levy, which is set to end in June. It would fund a range of costs, including: $500,000 for curriculum adoption, over $700,000 for certified and classified staff salaries, $80,000 for a school resource officer and $100,000 for building maintenance.
• Impact: The tax burden would be about $38 per $100,000 in taxable assessed value per year. But taxpayers shouldn’t see a change, since the current levy also costs $38 per $100,000.
• For more information, visit the district’s voter information page.

Kimberly

• What: A two-year, $800,000-per-year supplemental levy ($1.6 million total).
• What’s at stake? The proposal would fill the gap between state allocations and actual operating expenses. It’s an extension of the district’s existing levy.
• Impact: The tax burden would be about $69 per $100,000 in taxable assessed value, a reduction of $6.28 from the district’s existing levy.
• For more information, visit the district’s voter information page.

Basin

• What: A two-year, $792,000-per-year supplemental levy ($1,584,000 total).
• What’s at stake? The proposal would fill gaps in state funding for salaries and benefits, school safety, curriculum, transportation and more.
• Impact: The tax burden would be about $73.11 per $100,000 in taxable assessed value, but that amount is expected to decrease after state reductions from the bond equalization fund.
• For more information, visit the district’s voter information page.

Salmon

• What: A two-year, $540,000-per-year supplemental levy ($1,080,000 total).
• What’s at stake? The proposal would fund arts and education programs throughout the district, including: $150,000 for athletics, $90,000 for music, $95,000 for vocational agriculture education, $18,000 for drama, $12,000 for the library and art and yearbook, and $70,000 for education materials. It would replace an existing levy that is set to expire in June.
• Impact: The tax burden would be about $25.27 per $100,000 in taxable assessed value, a $3.40 increase from the district’s current levy.
• For more information visit the district’s website.

Filer

• What: A two-year, $500,000-per-year supplemental levy ($1 million in total).
• What’s at stake? The bulk of this levy — $400,000 per year — would fund classified and certified staffing positions. The remainder would fund supplies and extracurriculars. This is a replacement levy.
• Impact: The tax burden is expected to stay at $51 per $100,000 in taxable assessed income, which is the current rate under the district’s existing levy.
• For more information, contact the Filer School District.

North Gem

• What: A two-year, $350,000-per-year supplemental levy ($700,000 total).
• What’s at stake? The proposal would fill in gaps in state funding to allow the district to maintain and operate its schools.
• Impact: The tax burden would be about $213 per $100,000 in taxable assessed value. The district did not provide any details about whether it expected contributions from the bond equalization fund.
• For more information, contact the North Gem School District.

West Side

• What: A five-year, $120,000-per-year plant facilities levy ($600,000 total).
• What’s at stake? Plant facilities levies go toward building updates, repairs and remodels, or other facilities needs. This proposal would replace an existing plant facilities levy in the district.
• Impact: The tax burden would be about $37.30 per $100,000 in taxable assessed income. That’s an increase of  $24.87 from the current rate of $12.43 under the district’s existing levy. This plant facilities levy needs a 55% majority vote to pass.
• For more information, contact the West Side School District.

“I think that’s an ant, but it could be this,” said one girl, pointing to an insect diagram. “We’re learning our outside skills,” she told EdNews. “And trying not to get sucked into the mud.”

“I love digging!” exclaimed a boy from a few feet over, his hands buried. “I like getting my hands dirty!”

That’s just a glimpse of one week at the McCall Outdoor Science School (MOSS), a University of Idaho program that serves K-12 students through hands-on science education.

From Oct. 2-6, students from Boise’s Future Public School and Meridian’s Project Impact STEM Academy headed to the McCall field campus to apply their classroom knowledge to the great outdoors.

Led by a team of University of Idaho graduate students, the middle schoolers formed questions about the world around them, and used science to find the answers — they breathed the fresh air, worked with the earth and together, improved their scientific literacy.

Immersive experience expands the idea of who can be a scientist

When most students arrive at MOSS, they’re used to learning about science in a standard classroom. But MOSS bucks the traditional setting, trading in worksheets and fluorescent lighting for field work under the sun.

Students stay in yurts, eat locally sourced meals and immerse themselves in the natural world around them. They develop their own research ideas, work with a team to answer scientific questions and apply their classroom knowledge to the real world.

By encouraging students to engage with each other and the world around them, MOSS hopes to push the limits on who can be a scientist.

“Who can be a scientist? Who is able to engage in that process?” inquired Beth Kovechar, K-12 Program Development Coordinator for MOSS. “It’s not just fancy professors. We can all make observations and connections between what we’re seeing, and then contribute to the community and based on those observations.”

“Science isn’t just for ‘smart kids,'” added Gary Thompson, MOSS’s Marketing and Leadership Coordinator.

That attitude has a huge impact on kids, Kovechar continued — especially kids who don’t typically thrive in traditional classroom settings.

“They go out, explore, make observations and work together with their classmates, and they do so knowing that distractions are all around, and that’s the point,” Kovechar said. “In a classroom setting, those types of distractions are seen as maybe detrimental to learning, whereas here, it really adds to the learning. They thrive really well here because they can get in the mud, look at bugs and do all the things they’re normally not supposed to do.”

And the kids take that to heart.

In the field, the sixth graders were invested in the research.

They identified insects and got their hands dirty. They dug holes and stuck probes into the ground to analyze the soil temperature and makeup.

They became scientists.

Students of all ages learn together

An extension of the University of Idaho, MOSS doubles as a graduate program.

Graduate students studying Environmental Education and Science Communication live, teach and learn at the McCall field campus. They lead the daily lesson plans, and every week, guide their young counterparts through the scientific inquiry process and through field work. After 10.5 months at MOSS, they’ll receive their masters of natural resources degrees.

This  allows students to put what they’re learning in the classroom — whether that’s pedagogical styles, research methods or science literacy — into practice immediately.

“It’s really rewarding to be able to learn teaching strategies in class and then be able to apply it almost immediately the next week,” said one graduate student at MOSS. “And then the next week we review it, so there’s immediate feedback, which is really awesome. It’s really nice to have that intentional time to digest and reflect and go back over everything we’ve done.”

Another student, a former classroom teacher, said that MOSS has allowed him to expand his idea of what education can look like.

“Outdoor education has been a really interesting and fun challenge to dive into,” he said. “To be out here with nature as your classroom is just wildly awesome. It’s full of opportunities. We’re given a lot of space to try things and it’s really rewarding to get to try those things with students who are up here to have a positive education experience.”

The grad students incorporate different ways of learning into their lesson plans. They explore different scientific theories and ways of working with the land. MOSS has cultivated partnerships with the Nez Perce and Shoshone-Bannock tribes to bring indigenous knowledge to the McCall campus.

Kochevar, a MOSS graduate, said watching the graduate students and middle school students learning and exploring their environment together is powerful.

“There’s a genuine and authentic piece that comes with that,” Kochevar said. “When grad students are starting out, they feel like they need to know everything and be able to explain all the concepts in depth with students. But really, we’re just asking them to learn together with the young people, ask questions and explore those questions and observations together to build a holistic understanding of this place.”

MOSS’s reach extends beyond the Ponderosa

Every student, Kovechar says, deserves to experience what happens at MOSS.

But that isn’t always possible.

MOSS is a paid experience, and financial barriers prevent many school districts from signing up. Plus, it can be difficult for teachers and students to take a week away from the classroom, even if they’re still learning.

So, MOSS leaders are working to expand opportunities and remove barriers for students who might not have the opportunity to join, especially those in low-income communities and groups who are typically underrepresented in STEM fields.

“We’re trying to be creative with ways for other teachers and schools and kiddos to participate,” Kovechar said. She said MOSS is considering a different pricing structure, as well as different outreach programs that would allow the graduate students to do site visits to schools and districts with local green spaces nearby.

“If you’re a privately funded school, then you have less constraints and more resources. If you’re in public education, you have more constraints and less resources,” she continued. “We’re finding ways to…alleviate some of those barriers and plan inclusive programs for everybody.”

With test scores dipping and stagnating across the country, concerns about student reading levels have escalated over the past decade, especially considering COVID-19 learning loss, and increased awareness about reading challenges like dyslexia.

So as education leaders began to reexamine the way schools teach reading, some landed on “the science of reading,” a body of research that digs into the way kids learn to read, and what literacy models are and aren’t getting students where they need to be.

Thursday’s forum was broadcast by Idaho Public Television. A link will be available at a later date.

That research was the focal point of Thursday’s forum, sponsored by education services nonprofit Bluum. Journalist Emily Hanford, who has spent years digging into the reading problem, spoke at the event.

A dive into how students learn to read

Hanford’s award-winning investigative podcast, Sold a Story, upended long-held beliefs.

Teachers across America have been, and still are, teaching reading based on expired research, Hanford says. And it creates a literacy gap that disproportionately harms students of color and low-income students.

Kids in elementary classrooms across the country learn “cueing,” a strategy that directs them to skip words that they don’t know when reading, and use pictures, sentence context and individual letters to try to figure out its meaning.

But students need a combination of decoding and word recognition, as well as phonics and language comprehension, in order to understand what they read. But cueing skips the process that allows a young reader to commit a word to memory — instead of sounding out words, students learn that reading is about looking at photos or contextual information outside of a word itself.

“That is not the way skilled readers read,” Hanford said. “That’s the way struggling readers read. Struggling readers use cues.”

And ultimately, that long-held practice leaves behind those struggling readers, and doesn’t give teachers the tools to help them catch up — widening an already prevalent literacy gap.

Throughout her time investigating reading, Hanford spoke with parents of struggling students. They expressed their frustrations with reading education openly, and ultimately took actions either inside or outside their district to come up with options — meaning the wealthy families ended up with solutions (like diagnostic testing, tutoring, private schooling, etc.) that lower-income families couldn’t access.

The reading problem is complex, said Hanford. Even educating every teacher in the country about the science of reading and encouraging them to implement science-based practices in the classroom wouldn’t solve it. From school funding to teacher pay to curriculum selection to state policy to teacher preparation programs, a medley of things factor into teaching kids to read.

“We don’t have a system that is making this easy on anyone,” Hanford said.

Following Hanford’s discussion, the crowd heard from two Idaho charter school leaders who have begun to implement new reading curricula and practices in their schools — the results are palpable, they said.

State superintendent Debbie Critchfield closed out the meeting, sharing her own passion for the science of reading, which formed one of the main tenets of her 2022 campaign.

Within the past few years, Idaho passed legislation regarding reading practices and dyslexia training in schools to help fill the literacy gap. Education takes up over 50% of the state budget, and reading is a top priority for Gov. Brad Little.

Critchfield said she’s excited about what the future of reading education in Idaho holds.

“There’s a momentum in our state to make significant progress,” she said. “That is very exciting to me.”

Bluum and Idaho EdNews are both funded by the J.A. and Kathryn Albertson Family Foundation.

Since 2010, Idaho has seen a 23% percent population increase — vastly higher than the national and regional averages, according to the latest data. On average, the state has grown at an annual rate of 2.5% in the last five years.

For districts like Kuna, Vallivue and West Ada, growth has meant higher enrollment in schools that are already bursting at the seams. But in districts like Boise and Coeur d’Alene, K-12 enrollment is shrinking, even as the overall population increases — that’s true for 65 districts statewide, according to data from 2019-2022.

At a Tuesday webinar, Department of Labor economist Lisa Grigg took a look at what statewide growth and population data could mean for the future of Idaho’s public schools — and the workforce.

Here’s what she found.

Growth isn’t always equal

Idaho is growing — but public school data doesn’t reflect that growth equally.

Statewide, K-12 enrollment has grown — but only by about 1.1% annually over the past five years — a little less than half of the annual population growth of 2.5% in that same time. Most of that growth has occurred in Southwest Idaho, including the Treasure Valley.

Public school enrollment and population growth at large are diverging, Grigg says. And the reasons for that mismatch are numbered.

On one hand, the vast majority of growth (just under 90%) has occurred due to in-migration — people moving into Idaho. Most of those newcomers fall in the 18-64 age range. Only 10% of the total population growth from 2019-2022 was from youth aged 0-17, said Grigg. Without in-migration, Idaho’s K-12 enrollment would have declined.

Additionally, Idaho’s birth rates have been on the decline since the late 2000s — a trend that can be seen at a national and global scale. The state has seen a -29% drop in births since 2007.

And school choice is likely a factor, although it’s hard to track.

“It can also be that we’re seeing more homeschooling and private school enrollment growth…” Grigg said. “We know that that’s something that is happening.”

K-12 enrollment outlook is unsure

It’s hard to tell where the future of K-12 enrollment in Idaho is headed, based on the data. But with an already pinched workforce, Idaho could be headed toward larger struggles if net growth slows, and birth rates continue to dip.

Department officials touted Idaho Launch, Gov. Brad Little’s incentive plan, as a tool to keep youth working and living in Idaho.

Launch will provide up to $8,000 in scholarships to Idaho high school graduates who go into “in-demand” career fields. Applications opened last week.

Overall, Grigg said growth data is worth watching.

“The demographics look like we could be headed for trouble, but we may not be,” Grigg said. “But don’t just assume…because we have stellar growth in Idaho that everything is going to grow equally.”

A longtime language arts teacher at the Vallivue School District’s Sage Valley Middle School, Martin places books on her shelves that reflect the diversity of her classroom. She chooses curricula that inspire her students to think outside the box. And she encourages kids to explore, research and think critically about the world around them. 

Her efforts have earned her statewide recognition — she’s this year’s recipient of the Human Rights Educator of the Year Award — an accolade awarded by the Wassmuth Center for Human Rights to educators who go above and beyond to ground their classrooms in justice and joy, and honor every person’s dignity. 

But as the public education arena grows increasingly polarized, and fraught with political tensions, championing human rights in the classroom has become a controversial act. Some conservatives would see Martin’s teaching philosophy — and her award — as an example of alleged indoctrination in schools. 

And with the threat of policies and laws that would censor her in the classroom, and put her at risk of private lawsuits, Martin says she’s had enough. She’s not willing to compromise her values for politics, so she’s taking an early retirement. This is her last year teaching. 

“I’m not leaving a bad place,” Martin said Thursday in an interview with EdNews. “I’m leaving a good place, but (retirement) will be a safer place. I won’t feel any pressure to bend to things I know I will not bend to.” 

Representation in the classroom is a ‘life or death’ matter, says Martin

Martin’s classroom is filled with diversity — her students come from different countries, different states and different religious backgrounds. Some speak multiple languages. Some are minorities. Some are members of the LGBTQ+ community. As their teacher, Martin knows it’s part of her responsibility to help them all feel valued — if they don’t feel safe at school, learning becomes even more challenging.

So, she focuses on representation. She wants her students to be able to see themselves in the books they read and the materials they study.

But that practice has brought challenges. From course textbooks to the Harry Potter series, Martin has heard complaints from parents who believe certain materials aren’t suitable for their children.

Martin provides free curricular materials for educators in need. Head to her website to learn more.

“Every ELA teacher has had parents push back on certain books for one reason or another and request that their child not read a particular text. They don’t always give us a reason,” Martin said. “Sometimes it’s because they feel the content is too mature for their child. Sometimes people in their religious community admonish them to avoid certain titles.”

So, Martin accommodates those requests — that, too, is a part of helping students feel included in the classroom.

“Parents have always had the right to be involved in what their child reads — it’s their child.”

But the right of one student/family shouldn’t trump the right of another student/family, Martin says. LGBTQ+ students should have access to books with LGBTQ+ characters. Latino students should have access to books with students who look and speak like them and their families. That type of representation can, Martin said, be the difference between life and death.

“I am never going to reject a child. I don’t care who it is demanding or telling me. I’m not doing it.” — Daisy Rain Martin, Idaho’s Human Rights Educator of the Year.

LGBTQ+ youth and minorities are at higher risk for developing depression, anxiety and suicide — especially in middle schoolers, who are already prone to low self-esteem and mental health challenges.

But as lawmakers attempt to place restrictions on what can and can’t be read and said in schools, Martin says educators are sitting in a difficult position.

“We have two choices as teachers: eliminate anything that might bring down the wrath of a stakeholder (which, at the end of the day, includes just about everything) and participate in the erasure of minorities and marginalized kids or…walk around flinchy all the time, waiting for the other shoe to drop,” Martin said.

For Martin, that isn’t a choice.

“I don’t work for adults, I work for kids,” Martin said. “I am never going to reject a child. I don’t care who it is demanding or telling me. I’m not doing it. I am not going to have the blood of a child on my hands. I’m not going to be part of a child’s decision to leave this planet.”

Martin also encourages her students to be inclusive of each other. At the beginning of each year, she challenges her students to a year-long research project — choose one country to research thoroughly. Dive into its government, customs, environment, and myths and legends. The big question she’s asking them: What could we achieve if we looked at the world through someone else’s eyes?

It’s not only a research project — it’s an exercise in empathy. At the end of the year, she wants them to be able to appreciate the country they researched, no matter how different it is from home.

“No matter the form of government…we want kids to know that there are beautiful children just like them and beautiful families just like theirs in every country,” Martin said.

It’s that unfailing commitment to human rights that won Martin the Wassmuth Center’s award.

Jess Westhoff, education programs manager for the Wassmuth Center, said that beyond her work, the overwhelming support for Martin made her stick out — four of her colleagues separately nominated her.

“Her nominators talked about the way that she focuses on creating experiences for her students in the classroom, making sure to connect them with diverse texts, opportunities for them to tell their stories, and explore other people’s stories,” Westhoff said. “But then also she’s such a strong advocate for her students outside of the classroom as well. That was another thing that was really impressive.”

When Martin found out about the award, she was “baffled.” Westhoff, she said, had to tell her four times before she believed it.

“I still cannot wrap my brain around this, but I can tell you that I am incredibly honored,” Martin said.

Martin seeks refuge in retirement because she’s ‘better unfettered’

At the end of this school year, Martin will retire. She’s seeking refuge from legislation and policy that could force her to compromise her values.

Because if the time came, Martin said, she wouldn’t bend to rules that would force her to eliminate books from her shelves, or censor her speech in the classroom.

“I’m better unfettered,” she explained.

During her retirement, she’ll focus full-time on children’s literature — a hobby that has been a side gig throughout her career in education. She already has one manuscript done. She’ll also focus on providing resources to teachers — curricular materials, professional development opportunities and more.

And she looks forward to working with the Wassmuth Center. After she accepted the award at the center’s gala on Saturday, Martin said she felt at home among the group who attended.

“When you’re on the side of love, compassion, mercy, justice, all of these things, it’s easy to feel like you are swimming upstream,” Martin said. “But once you get in a place where everyone loves everyone, and everyone is committed to justice and mercy — you need that. We all need that.”

Boulton was placed on administrative leave on Sept. 7 — a move that has prompted a student walkout, countless questions and concerns fired at the district, and a Thursday press conference spearheaded by students and parents.

The district says Boulton, a 23-year teacher, was suspended due to an investigation over “allegations that she undermined colleagues and academic programs, spread misinformation to students and staff, manipulated students, harassed colleagues, and preyed upon vulnerable youth for her own purposes.” The district says Boulton’s suspension is not related to any reports of inappropriate sexual relationships with students.

But parents and students say they aren’t sure — Boulton had a hand in helping students file reports with the district over harassment and assault claims, both physical and sexual. Some have accused the district of suspending the high school math teacher in retaliation.

All school district staff are mandatory reporters, meaning they’re required to report any suspicion or knowledge of sexual abuse occurring in or in relation to the school district.

But Boulton’s suspension has given rise to a larger movement highlighting current and former students in the Boise district who feel that their sexual harassment or abuse reports were mishandled. As reported by Emily White of the Idaho Press, Boulton’s suspension resulted in at least 10 people who reported assault or harassment to the district using the proper methods coming forward to the Press about their frustrations with the district processes.

District officials maintain that all Title IX complaints are investigated thoroughly — according to federal rules.

“It is clear, however, that while the processes worked in accordance with federal Title IX, the results left many feeling unsatisfied and hurt. This is where we can do better,” the district wrote in a mass email sent to patrons Thursday evening, prefacing the press conference.

Title IX is aimed at protecting all students and staff from discrimination and sexual misconduct. But the federal law has been historically fraught — there are countless examples nationwide of schools ignoring or overlooking sexual misconduct claims, or conducting thorough investigations that ultimately side with the perpetrator.

And reporting sexual misconduct is generally complicated — victims often don’t immediately recognize their abuse due to trauma, and some victims don’t report abuse for a number of reasons, including a fear of retaliation, fear that they won’t be believed, or a lack of information about how and when to report abuse. Reporting can be cumbersome, and the process often forces victims to relive their trauma.

The Boise district outlines its Title IX processes on its website — a rule all districts are required to abide by. And in the Thursday email, district leaders seemed to acknowledge the challenges of Title IX.

“We understand and recognize that the Title IX process can feel very impersonal and bureaucratic based on the steps we are required to take in accordance with Federal Title IX,” the email reads. “For those seeking help, if you are aware of any report that has been made to Boise School District staff regarding sexual harassment or sexual assault that has not been addressed, we need to hear about it. Please report this directly to the district at titleixcoordinator@boiseschools.org.”

“As always, if you are the victim of sexual harassment or sexual assault involving students or staff, whether it happened on campus or not, please report this to the district. The district has a broad array of support for you whether you wish to file a formal complaint or not. You may do this through a variety of district channels: talk to your counselor, tell a teacher, send an email to titleixcoordinator@boiseschools.org, or use our online reporting form.”

Despite district efforts, students and parents still have their concerns — and they want Boulton back in the classroom.

Timberline students are calling on their peers statewide to walk out of school on Oct. 5 to show solidarity with assault victims in the Boise district.

A full version of Boise’s statement can be found below.