October 16 - Thompson School District

Transcription

BOARD OF EDUCATION
MEETING AGENDA
October 16, 2013
850 Spartan Avenue, Berthoud, Colorado 80513
“The Thompson School District will be a school district that empowers, challenges and inspires
students, faculty, staff, parents, school leaders and community members to learn, achieve, and excel.”
Empower to Learn – Challenge to Achieve – Inspire to Excel
Jeff Berg
800 South Taft Avenue
Loveland, CO 80537
[email protected]
BOARD OF EDUCATION
Director District A
970-290-4216
Term Expires 2013
Pam Howard
Loveland, CO 80537
[email protected]
Bob Kerrigan
2028 Elmwood Street
Berthoud, CO 80513
[email protected]
Director District D
970-691-2224
Term Expires 2015
Janice Marchman (Vice President)
Loveland, CO 80537
[email protected]
Director District B
970-679-9706
Term Expires 2013
Denise Montagu
Loveland, CO 80537
[email protected]
Director District C
970-679-9705
Term Expires 2015
Sharon Olson (President)
Loveland, CO 80537
[email protected]
Director District E
970-669-3297
Term Expires 2013
Leonard Sherman (Treasurer)
Loveland, CO 80537
[email protected]
Director District F
970-667-3807
Term Expires 2013
Stan Scheer, Ed.D.
[email protected]
Director District G
970-290-3610
Term Expires 2015
ADMINISTRATION
Michael Jones
[email protected]
Steve Towne
[email protected]
Paul Bankes, Ed.D.
[email protected]
Charlie Carter
[email protected]
Margaret Crespo, Ed.D.
[email protected]
Diane Lauer, Ed.D.
[email protected]
Michael Hausmann
[email protected]
Erv Klein
[email protected]
Shana Garcia
[email protected]
Superintendent of Schools
970-613-5013
Assistant Superintendent of HR/School Support
970-613-5081
Chief Financial Officer
970-613-5051
Executive Director of Elementary Education
970-613-5054
Executive Director of Student Support Services
970-613-5055
Executive Director of Secondary Education
970-613-5032
Executive Director of Instruction
970-613-6784
Public Information Officer
970-613-5015
Chief Technology Officer
970-613-5158
Executive Assistant to Superintendent/BOE
970-613-5013
THOMPSON SCHOOL DISTRICT R2-J
Board of Education Meeting Agenda
800 South Taft Avenue, Loveland, CO
October 16, 2013
1.0
OPENING OF REGULAR BUSINESS MEETING – 6:00 P.M.
1.1
Pledge of Allegiance/Mission Statement
2.0
ADOPTION OF AGENDA
3.0
APPROVAL OF MINUTES
3.1
September 18, 2013 Regular Business Meeting; October 2, 2013 Special Meeting
– Work Session I; October 9, 2013 Special Meeting – Work Session II
4.0
PUBLIC PARTICIPATION
4.1
Board and Superintendent Reports – Inspiring Students’ Awards
4.2
Public Comments
5.0
ACTION ITEMS
5.1
**Consent Agenda
5.1.1 Approval of Personnel/Extra Duty/Coaching Recommendations
5.1.2 Approval of Gifts/Donations to District
5.1.3 Approval of 2013- 14 Memorandum of Understanding Between District
and Front Range Community College Regarding Secondary Career and
Technical Program Instruction
5.1.4 Approval of Verizon Proposal for Lease of Cell Tower Space at Lucile
Erwin Middle School
5.1.5 Approval of New Courses – Music and Physical Education
5.1.6 Approval
of
Proposed
Revision/Deletion
of
Board
Policy/Regulation/Exhibit
AE – Accountability/Commitment to Accomplishment
AE-R – Accountability/Commitment to Accomplishment
AE-R-1 – District Accountability Committee
AE-E-1 – Accountability Process Timeline
AED – Accreditation
AED-R – Accreditation/Accountability/School Improvement Process
5.1.7 Approval of Proposed Revision/Adoption of Board Policy
BC – School Board Member Conduct
BCB – School Board Member Conflict of Interest
BEAA – Electronic Participation in School Board Meetings
BEC – Executive Sessions
BEDF – Voting Method
BID/BIE – Board Member Compensation/Expenses/Insurance/Liability
5.1.8 Approval of Proposed Revision of Board Policy/Regulation
JFBA/JFBB – School of Choice/Open Enrollment
JFBA/JFBB-R – School of Choice/Open Enrollment
5.2
Approval of Classified Staff Appreciation Week – October 13 – 19, 2013
5.3
Approval of National Principals’ Month – October 2013
6.0
DISCUSSION ITEMS
6.1
Monthly Financial Report – September 2013
30 Minutes
30 Minutes
Written Report
**The Board president will ask if any members of the Board wish to speak on any issues listed on the consent agenda. If so, these
items will be removed from the consent grouping and considered immediately after consent grouping. For all items remaining on
the consent agenda, adoption of the consent agenda will be considered as adoption of staff recommendations furnished.
7.0
FUTURE AGENDA ITEMS AND REQUESTS FOR INFORMATION
8.0
ADJOURNMENT
**The Board president will ask if any members of the Board wish to speak on any issues listed on the consent agenda. If so, these
items will be removed from the consent grouping and considered immediately after consent grouping. For all items remaining on
the consent agenda, adoption of the consent agenda will be considered as adoption of staff recommendations furnished.
ACTION ITEM 3.1
Approval of Meeting Minutes
Date:
October 16, 2013
Submitted by:
Shana Garcia, Executive Assistant to Superintendent/BOE
Recommendation:
That the Board approve the meeting minutes as written or
amended.
The following minutes are attached for Board review:
•
•
•
September 18, 2013 Regular Business Meeting
October 2, 2013 Special Meeting – Work Session I
October 9, 2013 Special Meeting – Work Session II
These minutes are not a transcription of what was said by each individual Board member rather
they are recordings of what was done at the meeting [Robert’s Rules of Order, §47]. However,
individual comments that were specifically requested to be included are noted under “For the
Record.”
Board of Education Regular Meeting Minutes
September 18, 2013
The Board of Education of the Thompson School District met September 18, 2013 at Thompson
Valley High School, 1669 Eagle Drive, Loveland, Colorado.
1.0
OPENING OF MEETING
Vice President Janice Marchman called the meeting to order at 6:00 P.M. Jeff Berg led the
audience in the Pledge of Allegiance. Bob Kerrigan read the mission statement.
Board Members Present:
Jeff Berg, Director District A
Bob Kerrigan, Director District G
Janice Marchman, Director District B
Denise Montagu, Director District C
Leonard Sherman, Director District F
Board Members Absent (Excused):
Sharon Olson, Director District E
Thompson School District Staff Present:
Dr. Stan Scheer, Superintendent of Schools
Michael Jones, Assistant Superintendent of Human Resources/School Support
Steve Towne, Chief Financial Officer
Dr. Paul Bankes, Executive Director of Elementary Education
Dr. Margaret Crespo, Executive Director of Secondary Education
Dr. Diane Lauer, Executive Director of Instruction
Michael Hausmann, Public Information Officer
Erv Klein, Chief Technology Officer
Shana Garcia, Executive Assistant to Superintendent/Board of Education
2.0
ADOPTION OF AGENDA
Denise Montagu moved that the Board adopt the agenda as presented. Leonard Sherman
seconded.
The motion carried by unanimous roll call vote: Jeff Berg, yes; Bob Kerrigan, yes;
Janice Marchman, yes; Denise Montagu, yes; Sharon Olson, absent; Leonard Sherman, yes.
3.0
APPROVAL OF MINUTES
Jeff Berg moved that the Board approve the minutes from the August 21, 2013 Regular
Business Meeting; September 4, 2013 Special Meeting – Work Session I; and September 11,
2013 Special Meeting – Work Session II. Denise Montagu seconded.
4.0
PUBLIC PARTICIPATION
4.1 Board and Superintendent Reports
• Dr. Scheer presented the following people with Inspiring Students’ Awards for
going above and beyond for students: Joel Sexson, Berthoud Elementary School
student; Patrick Mount, District Data Fellow; Kim Skoric, Berthoud High School
teacher.
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September 18, 2013
•
Dr. Scheer introduced the following administrators either new to the district or
new to a position within the district: Clint Richards, English Language
Acquisition Coordinator; Dan Cox, Walt Clark Middle School Assistant Principal;
Kim Tymkowych, Centennial Elementary School Principal; Jason Hanford,
School Support Services Coordinator; Matt Brungardt, Conrad Ball Middle
School Assistant Principal; Diane Lauer, Executive Director of Instruction; Jesse
Nino, Mountain View High School Assistant Principal; Tim Ridder, Loveland
High School Assistant Principal,; Michael Healy, Network Systems Engineer;
Mary Barron, Turner Middle School Assistant Principal; Tiffany Miller, Conrad
Ball Middle School Principal.
•
Kim Akeley-Charron, Executive Director of the Thompson
Foundation, provided an update regarding TEF activities.
•
Board Member Bob Kerrigan expressed appreciation to Superintendent Scheer
for his leadership and district personnel for their work and assistance during the
recent flooding devastation.
•
Board Member Jeff Berg reported meeting with many district parents, attending
the Namaqua Elementary School birthday party, attending the new teacher
orientation breakfast and attending the licensed staff professional learning
community training.
•
Board Member Janice Marchman reported visiting Lincoln Elementary School
staff and students and provided an update on their activities.
Education
4.2 Public Comments
Laurie Shearer, 809 North Colorado Avenue, Loveland, CO – Spoke on the following
topic:
• Thompson Education Association activities update
5.0
ACTION ITEMS
5.1
Consent Agenda
5.1.1 Approval of Personnel/Extra Duty/Coaching Recommendations
5.1.2 Approval of 2013-14 Annual Fundraising Drives – Thompson Education
Foundation and United Way
5.1.3 Approval of 2013-14 District Accountability Committee Membership
5.1.4 Approval of 2013-14 Curriculum Improvement Council Membership
5.1.5 Approval of Memorandum of Understanding Between District and Front
Range Community College’s Center for Adult Learning for 2013-14
5.1.6 Approval of Proposed Revision to Board Policy/Regulation/Exhibit
JEA – Compulsory Attendance
JFC – Student Withdrawal from School/Dropouts
JH/JHA/JHB – Student Absences and Excuses
JH/JHA/JHB-R – Student Absences and Excuses
JIC – Student Conduct
JICDA – Code of Conduct
JICH – Drug and Alcohol Involvement by Students
JICH-R – Drug and Alcohol Involvement by Students
JICI – Weapons in Schools
-2-
September 18, 2013
JIH – Student Interviews, Interrogations, Searches and Arrests
JJJ – Extracurricular Activity Eligibility
JK – Student Discipline
JK-R – Student Discipline
JKD/JKE – Classroom Removal/Suspension/Expulsion/ Denial of
Admission
JKD/JKE-E – Grounds for Suspension/Expulsion
JKF – Educational Alternatives for Expelled Students
JKG – Expulsion Prevention
5.1.7 Approval of Proposed Adoption/Revision of Board Policy/Regulation
KB – Family/School Partnership
KB-R – Family/School Partnership
5.1.8 Approval of Proposed Revision to Board Policy
CCA – Thompson School District Organizational Chart
Bob Kerrigan requested consent agenda item. 5.1.3 2013-14 Approval of DAC
Membership be pulled for further discussion.
Leonard Sherman moved that the Board approve consent agenda items 5.1.1 - 5.1.2 and
5.1.4 – 5.1.8. Denise Montagu seconded.
The motion carried by unanimous roll call vote: Jeff Berg, yes; Bob Kerrigan,
yes; Janice Marchman, yes; Denise Montagu, yes; Sharon Olson, absent; Leonard
Sherman, yes.
Discussion of 5.1.3 Approval of 2013-14 DAC Membership
Kodi Fidler, DAC Chairperson, was in attendance to answer questions regarding student
membership and involvement in DAC.
Bob Kerrigan moved that the Board approve consent agenda items 5.1.3, Approval of
2013-14 DAC Membership. Denise Montagu seconded.
The motion carried by unanimous roll call vote: Jeff Berg, yes; Bob Kerrigan,
yes; Janice Marchman, yes; Denise Montagu, yes; Sharon Olson, absent; Leonard
Sherman, yes.
6.0
DISCUSSION ITEMS
6.1
Monthly Financial Report – July & August 2013
A written report regarding the July and August 2013 monthly financial
statements was provided to the Board. Steve Towne was in attendance to answer
questions.
7.0
FUTURE AGENDA ITEMS AND REQUESTS FOR INFORMATION
• Number of students by grade level that choice out of district
• Provide number/percent of those third grade students who are not reading at
grade level (approximately 250) that participated in preschool
8.0
INTERVIEWS FOR DIRECTOR DISTRICT D VACANCY
Board of Education members interviewed two applicants, Susie Goppert and Pam
Howard, for the director district D vacancy. The following questions were asked:
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September 18, 2013
•
•
•
•
•
•
•
Tell about yourself and what led you to apply for this seat on the school
board?
What is your view of TSD and public education in general?
What are the current educational issues in the district? What ideas would you
propose to address these issues?
What personal qualities, skills and/or experiences do you have that would be
assets to the board?
How have you informed and prepared yourself for this position? Have you
attended board meetings? Have you spoken to board members or district
staff? Have you spent time at district schools?
What expectations do you have of the board/district to assist in your
transition to this role?
How will you judge your Board member effectiveness?
Board Discussion
The following topics were discussed:
• The BOE will reflect on interview questions and answers provided at tonight’s
meeting by both applicants and return for discussion at the October 2, 2013 BOE
work session
• Following discussion a new BOE director will be appointed, sworn in and seated at
the October 2, 2013 BOE work session
9.0
ADJOURNMENT
Bob Kerrigan moved to adjourn the meeting. Denise Montagu seconded. The meeting
was adjourned by unanimous consent at 7:07 P.M.
Respectfully Submitted,
Sharon Olson, President, Board of Education
Shana Garcia, Secretary to Board of Education
Read and approved or corrected and approved on_____________.
-4-
Board of Education Special Meeting – Work Session I Minutes
October 2, 2013
The Board of Education of the Thompson School District met October 2, 2013 at Thompson
Valley High School, 1669 Eagle Drive, Loveland, Colorado.
OPENING OF MEETING
Vice President Janice Marchman called the meeting to order at 6:00 P.M.
Pam Howard, Director District D (Seated at 6:20 P.M.)
Bob Kerrigan, Director District G
Stan Scheer, Ed. D., Superintendent of Schools
Michael Jones, Assistant Superintendent of HR and School Support
Steve Towne, CFO
Paul Bankes, Ed.D., Executive Director of Elementary Education
Charlie Carter, Executive Director of Student Support Services
Margaret Crespo, Ed.D., Executive Director of Secondary Education
Diane Lauer, Ed.D., Executive Director of Instruction
Erv Klein, CIO
Michael Hausmann, PIO
Skip Armatoski, Planning and GIS Manager
ADOPTION OF AGENDA
Denise Montagu moved that the Board adopt the agenda as presented. Leonard Sherman
seconded.
2.0 Honoring Recognizing Excellence Award Winners
Kendrick White, Excellence Committee Chairperson, announced the 2013 Excellence Award
Winners to the audience and the Board.
3.0 Adoption of Proposed New Board Policy: EJ – Service Animals
A person with a disability, including but not limited to a blind, visually impaired, deaf, hard of
hearing, or otherwise physically disabled person, has the right to be accompanied by an
assistance dog specially trained for that person without being required to pay an extra charge for
the assistance dog in or on the following places and subject to the conditions and limitations
established by law and applicable alike to all persons:
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October 2, 2013
•
•
•
Public streets, highways, walkways, public buildings, public facilities and services, and
other public places
Any place of public accommodation or on public transportation services
Any housing accommodation offered for rent, lease, or other compensation in the state
Increasingly, the use of service animals is becoming more common; as a place of public
accommodation and under the Americans with Disabilities Act (ADA), school settings are
prohibited from discriminating against individuals with disabilities. Because the district
educates students who require the use of a service animal, there is a need to have an appropriate
policy in place to address compliance issues and to best meet students' diverse needs.
Charlie Carter and Barb Swanson, risk manager, were in attendance to answer questions.
Denise Montagu moved that the Board adopt new Board Policy EJ – Service Animals. Leonard
Sherman seconded.
4.0 Appointment of Board of Education Member Director District D
Due to the resignation of Leslie Young, Board of Education Director District D representative,
and in compliance with Colorado Revised Statute 22-31-129, a resolution officially declaring a
vacancy in Director District D was approved at the August 21, 2013 Board regular meeting. The
application process and timeline were posted on the district website along with solicitation of
interested parties via the Loveland Reporter Herald. Two applications were received and
interviews were held at the Board work session on September 18, 2013.
Board members discussed the strengths of Candidates Pam Howard and Susie Goppert.
Denise Montagu moved that the Board appoint Pam Howard to fill the vacant BOE Director
District D seat. Leonard Sherman seconded.
The motion carried by a 4-1 roll call vote: Jeff Berg, yes; Bob Kerrigan, no; Janice
Marchman, yes; Denise Montagu, yes; Sharon Olson, absent; Leonard Sherman, yes.
Vice President Marchman presented the oath of office and seated Pam Howard as the new
Board of Education Director District D.
WORK SESSION
• 2013-14 Accreditation of Thompson School District and District Schools
• Proposed Revision/Deletion of Board Policy/Regulation/Exhibit
-2-
October 2, 2013
•
•
•
•
•
•
Annual Payment in Lieu of Report
District On-Site Fueling Program Update
2013 District Summer Food Program Summary
2013- 14 Memorandum of Understanding Between District and Front Range Community
College Regarding Secondary Career and Technical Program Instruction
Professional Learning Community Update
Other
No action was taken on any of these items.
Guest Participation
Kodi Fidler, DAC Chairperson
ADJOURNMENT
Denise Montagu moved to adjourn the meeting. Jeff Berg seconded. The meeting was
adjourned unanimously at 7:43 P.M.
Read and approved or corrected and approved on
-3-
Board of Education Special Meeting – Work Session II Minutes
October 9, 2013
The Board of Education of the Thompson School District met October 9, 2013 in the
Administration Building Board Room, 800 South Taft Avenue, Loveland, Colorado.
OPENING OF MEETING
Vice President Janice Marchman called the meeting to order at 6:01 P.M.
Pam Howard, Director District D
Bob Kerrigan, Director District G (Exited at 7:23 P.M.)
Steve Towne, CFO
Charlie Carter, Executive Director of Student Support Services
Erv Klein, CIO
Michael Hausmann, PIO
Nicole Bird, Aquatics Manager
Patricia Davis, Facility Use Coordinator
Pete Toews, Band and Orchestra Teacher
Bob Kreutz, Band and Orchestra Teacher
Kris Ayers, PE Teacher
ADOPTION OF AGENDA
Leonard Sherman moved that the Board adopt the agenda as presented. Denise Montagu
seconded.
The motion carried by unanimous roll call vote: Jeff Berg, yes; Pam Howard, yes; Bob
Kerrigan, yes; Janice Marchman, yes; Denise Montagu, yes; Sharon Olson, absent; Leonard
Sherman, yes.
2.0 Approval of 2013-14 Accreditation of Thompson School District and District
Schools
In compliance with the 2013 accreditation contract between the Colorado State Board of
Education and the Thompson School District, district administration submitted the school
accreditation report to the Board. The contract requires that the accreditation system include
accreditation categories that are comparable to the accreditation categories for school districts
-1-
October 9, 2013
specified in section 22-11-207, C.R.S, and that accreditation determinations emphasize school
attainment on the four statewide performance indicators. Paul Bankes, Margaret Crespo and
District Accountability Committee (DAC) Chairperson Kodi Fidler were in attendance to answer
questions.
Accreditation Process
Each district school was evaluated by the Colorado Department of Education (CDE) in August
2013 and assigned a school improvement plan category. District administration reviewed the
plans to determine if any challenges to designations were possible and found none. Each charter
school reviewed their designation and also chose not to challenge. DAC examined the CDE plan
categories and provided input to accept the CDE designations for accreditation at the October 8,
2013 DAC meeting.
The Board was asked to approve the district’s recommendations regarding the accreditation
status for all district schools for the 2013-14 school year as indicated in Table 3. Five schools,
meeting or exceeding 80% of performance indicator targets, will be accredited with distinction.
Twenty district schools will be designated as accredited. Eight schools will be designated as
accredited with an improvement plan. One district school will be accredited with a turnaround
plan.
District Accreditation
As a district, the Thompson School District was accredited by CDE for the 2013-14 school year.
The district met 67.3 % (increase from 66.7%) of performance indicator targets. Based on an
overall evaluation as an accredited district, we have been assigned the category of performance
plan to guide our improvement process. While we are in a category that does not require state
oversight, we are required to submit our performance plan to CDE no later than January 15,
2014.
Board/Staff Discussion
• Clarification of State designations
• Prior year criteria included wellness and safety areas – removed by approval of DAC
• Number of performance indicators and percentage calculations clarified
Denise Montagu moved that the Board approve the 2013-14 accreditation of the Thompson
School District and district schools. Jeff Berg seconded.
The motion carried by unanimous roll call vote: Jeff Berg, yes; Pam Howard, yes; Bob
Kerrigan, yes; Janice Marchman, yes; Denise Montagu, yes; Sharon Olson, absent; Leonard
Sherman, yes.
WORK SESSION
• Annual District Aquatic Center Operations Report
• 2012-13 Facility Use Report
• Verizon Proposal for Lease of Cell Tower Space at Lucile Erwin Middle School
-2-
October 9, 2013
•
•
•
•
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New Course Approval – Music and Physical Education
Personal Performance Council Update – HB-1338
Proposed Revision/Adoption of Board Policy
Proposed Revision of Board Policy/Regulation
2012-13 District Preliminary Financial Results
Other
No action was taken on any of these items.
ADJOURNMENT
Leonard Sherman moved to adjourn the meeting. Jeff Berg seconded. The meeting was
adjourned unanimously at 8:25 P.M.
Read and approved or corrected and approved on
-3-
ACTION ITEM 5.1.1
Approval of Personnel/Extra Duty/Coaching Recommendations
Date:
October 16, 2013
Submitted by:
Stan Scheer, Ed.D., Superintendent of Schools
Recommendation:
That the Board approve the personnel/extra
recommendations for 2013-14 as listed.
duty/coaching
The individuals listed on the attached pages are recommended for hire, separation, leave of
absence, transfer, increased or decreased appointment, extra help, extra duty, coaching and/or
assignment change as indicated. All expenditures related to these personnel recommendations
are within the confines of the 2013-14 district budgets.
FTE TRACKER VS FY 13-14 BUDGET
Update as of October 8, 2013
Board
Employee
Trades &
Approved
Group
Conversions
Budget
Current
Budget
Reserved
Actuals
at
10.08.13
Available
Licensed
914.78
8.48
923.26
-
911.47
11.79
Classified
580.46
-
580.46
-
567.89
12.57
96.00
(1.00)
95.00
-
92.97
2.03
1,591.24
7.48
1,598.72
-
1,572.33
26.39
APT
Totals
Board Approved Budget – The FTE shown in this column agrees to the corresponding employee
group totals shown on pages 5 (Licensed), 8 (Classified), and 10 (APT) of the FY 13-14 budget as
adopted on June 19, 2013.
Trades & Conversions – These adjustments to budget are always cost neutral even though the
FTE by themselves are not all equivalent in cost. A total positive net change indicates that
higher cost FTE have been converted to lower cost FTE or that additional FTE have been
purchased with operating budget dollars.
Current Budget – This column is the original Board Approved Budget adjusted for Trades &
Conversions. It is the same dollars as approved by the Board but restated into FTE categories
which will more accurately reflect current deployment status.
Reserved – This category reflects positions which have been removed from “available” status
because the vacancy posting and fulfillment is in process or the position is on hold at this time.
Actuals – This category reflects FTE for which an active pay assignment is currently in place.
Available – This category reflects FTE for which there remains budget availability.
Personnel Recommendations 2013-2014 Separation/Leave
Effective
Last, First Name
Assignment Percent
Administrative/Professional/Technical
None
Location
Type
Reason
Big Thompson Elementary
Non-Probationary
Personal LOA - Correction
from Sept - Listed as 100%
Licensed
9/20/2013 8/1/2014
Bricker, Jennifer
Learning Center Teacher 50%
9/13/2013
10/18/2013
Shockency, Kathleen
Smiddy, Jennifer
Language Arts Teacher - 54% Loveland High
Physical Therapist - 100%
District Wide
Probationary
Probationary
Resignation
Resignation
5/29/2013
Ames, Kimberly
NS Manager Trainee
Nutrition Services
Regular
Resignation
10/4/2013
Clarke, Allison
Nutrition Services
Regular
Resignation
9/5/2013
5/29/2013
Cobaugh, Gloria
Coe, Lillian
Sarah Milner Early Childhood
Carrie Martin Elementary
Regular
Regular
Resignation
Resignation
9/30/2013
9/23/2013
10/18/2013
Heid, Anastasia
Hernandez, Priscilla
Hultman, Robert
Facilities Services
Mountain View High
Facilities Services
Regular
Regular
Regular
Resignation
Resignation
Resignation
10/25/2013
9/16/2013
Jarnagin, Lisa
Matzdorff, Carl
District Wide
Transportation
Temporary
Regular
Resignation
Resignation
9/24/2013
Miller, Kasey
Winona Elementary
Regular
Moved to a Licensed Position
10/11/2013
Negrete, Roberto
Transportation
Regular
Resignation
9/20/2013
Osilka, Sebrina
Lucile Erwin Middle
Regular
Resignation
10/3/2013
Pankau, Kristen
Coyote Ridge Early Childhood
Regular
Resignation
9/25/2013
Speck, Lawrence
District Wide
Temporary
Resignation
Classified
Secretary Department/Director - 100%
Early Childhood Lunch Aide 37%
NS Aide
Plans and Documents Clerk 100%
Registrar - 100%
HVAC/R Technician - 100%
Family Outreach Liaison 70%
School Bus Driver
Paraprofessional - Special
Needs - 100%
Lube Technician/Mechanic
Apprentice - 100%
Faculty Assistant - 50%/
Bookkeeper - 50%
Paraprofessional - ECH
Classroom - 100%
Paraprofessional - Special
Needs - 100%
1
October 16, 2013
Personnel Recommendations 2013-2014 Assignment Change/Transfer/Increase/Decrease
Effective
Last, First Name
Current Assignment-Location-Percent
New Assignment-Location-Percent
Type
Reason
None
Licensed
Speech Language Pathologist - New Vision Charter School 50%
Speech Language Pathologist - Berthoud Elementary - 90%
Permanent
English Teacher - Loveland High - 81%
Physical Education and Health Teacher and Before School - Con Ball
Middle - 108%
Temporary
Clark, Kevin
Physical Education and Health Teacher - Con Ball Middle 100%
Increase - Buiilding Needs
Increase - Replacing K
Shockency
Temporary
8/26/2013
Davies, Christine
GT Teacher - Van Buren and Ponderosa Elementary - 83%
GT Teacher and Title I - Van Buren and Ponderosa Elementary - j100%
Temporary
8/19/2013
Dixon, Michael
Fernandez-Brown, Alice
Guseman, Lacee
Language Arts - Berthoud High - 72%
Art Teacher - Lincoln, Mary Blair, BF Kitchen and Cottonwood Plains
Elementary - 42%
School Counselor - Winona Elementary - 80%
Temporary
9/5/2013
9/16/2013
Language Arts - Berthoud High - 54%
Art Teacher - Lincoln, BF Kitchen and Cottonwood Plains
Elementary - 30%
School Counselor - Winona Elementary - 50%
Temporary
Temporary
9/19/2013
Hoberg, Richard
Temporary
Increase - Building Needs
Increase - Replacing K
Shockency
9/5/2013
Knapp, Theresa
Temporary
9/17/2013
Neujahr, Stephanie
Physical Education - Mary Blair Elementary - 63%
Physical Education - Mary Blair and Edmondson Elementary - 100%
Music and Consumer Family Studies Teacher - Con Ball Middle
- 92%
Music and Consumer Family Studies Teacher - Con Ball Middle - 100%
Temporary
9/10/2013
Shandra, Cast
School Psychologist - Berthoud Elementary - 50%
School Psychologist - Berthoud and Big Thompson Elementary - 70%
Temporary
8/19/2013
Strey-Kieser, Jessica
Art Teacher - Berthoud High - 45%
Art Teacher - Berthoud High - 54%
Temporary
9/25/2013
Vaughn, Sarah
School Counselor - Monroe and Truscott Elementary - 100%
School Counselor - Monroe Elementary - 50%
Temporary
Decrease - Employee
Request -
9/17/2013
Weber, Pamela
Kindergarten Intervention - 50%
Kindergarten Intervention - 80%
Temporary
10/8/2013
Borgman, Tanesha
9/19/2013
Caikowski, Colleen
8/28/2013
Classified
9/3/2013
Brunner, Jennifer
Paraprofessional - ECH Classroom - Berthoud Early Childhood 50%
Paraprofessional - ECH Classroom - District Wide - ECH - 90%
Regular
9/16/2013
Brunner, Jennifer
Paraprofessional - ECH Classroom - District Wide - ECH - 90% Paraprofessional - ECH Classroom - District Wide - ECH - 100%
Regular
9/24/2013
9/26/2013 5/30/2014
9/24/2013 5/30/2014
Chadsey, Linda
Secretary, School - Mountain View High School - 100%
Regular
Christopher, Karyl
Landis, Stephanie
Classroom Aide - Ivy Stockwell Elementary - 50%
Classroom Aide - Namaqua Elementary - 100%
Paraprofessional - Special Needs - Conrad Ball Middle School 100%
Paraprofessional - Special Needs - Mary Blair Elementary - 100%
Temporary
9/19/2013
Maes, Fumi
NS Manager Trainee - Nutrition Services
Cook - Bill Reed Middle - 100%
Regular
8/26/2013
8/26/2013 6/13/2014
Morin, Kathy
Registrar - SOARS - 50%
Registrar - SOARS - 50%/ Grant Assistant - Ferguson High - 30%
Regular
Pyle, Tina
Secretary, School - Thompson Online - 75%
Secretary, School - Thompson Online - 100%
Temporary
Registrar - Mountain View High - 100%
2
Regular
Increase - Additional
Position
Position
Assignment Change Replacing Priscilla
Hernandez
Assignment Change Additional Position
Transfer - Additional
Position
Assignment Change Replacing Carolyn
Groenveld
Assignment Change Additional Position
Position
October 16, 2013
Personnel Recommendations 2013 - 2014 New Hire
Effective
Last, First Name
Assignment-Percent
Location
Type
Reason
None
Licensed
9/10/2013
Altomare, Tracie
Counselor - 25%
9/23/2013
Gau, Jer-Aye
9/27/2013
Thompson OnLine
Temporary
New Hire - Relacing Anna Morris
Speech Language Pathologist - 25% Early Childhood - Winona
Temporary
Hanks, Heather
Art Teacher - 100%
Bill Reed Middle
Temporary
10/7/2013
Henke, Garrett
School Psychologist
Garfield Elementary
Temporary
10/6/2013
9/24/2013
9/25/2013
Johnson, Michele
Laney, Amy
Lockwood, Jennifer
2nd Grade Teacher - 70%
Literacy Support - 64%
2nd Grade Teacher - 100%
Winona Elementary
Berthoud Elementary
Centennial Elementary
Temporary
Temporary
Temporary
9/24/2013
Miller, Kasey
Big Thompson Elementary
Temporary
10/18/2013
10/14/2013
Myers, Ellen
Steffen, Richard
Learning Center - 50%
English Language Acquisition
Teacher - 50%
3rd Grade Teacher - 50%
Mary Blair Elementary
Namaqua Elementary
Temporary
Temporary
New Hire - New Position
New Hire - Replacing Carrie
Johansing
New Hire - Replacing Neely
Harris
Rehire - Current Sub - New
Position
New Hire - Replacing Jennifer
Bricker
New Hire - Replacing Tanya
Brown
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
Ballagh, Dena
Chase, Gary
Conn, Jared
Devilbiss, Ellen
Dipilato, James
Grasmick, Gina
Groathouse, Julee
Harthan, Ashley
Krumpelmann, Ashley
Limbeck, Janet
McFarland, Sarah
Morgan, Paige
Mullins, Antoinette
Nierman, Joanne
Phillips, Frances
Ratliff, Amy
Scezney, Leonard
Schaefer, Michael
Licensed Substitutes
3
October 16, 2013
Effective
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
9/10/2013
Assignment-Percent
Last, First Name
Location
Licensed Substitutes Continued
Type
Reason
Shearer, Shawna
Sloan, Danielle
Smith, Sally
Springsteen, Stephen
Sword, Toni
Turriago, Natalie Salazar
Classified
10/7/2013
Angel, David
9/30/2013
Bermudez, Alicia
10/3/2013
10/1/2013 5/30/2014
9/30/2013 5/30/2014
9/18/2013 6/13/2014
Boesiger, Teri
Coffman, Hillary
Cortese, Mary
Cunningham, Julie
Support Services Center
Regular
Van Buren Elementary
Regular
New Hire - Replacing Delores
Alvarez
New Hire - Replacing Devon
Widner
Winona Elementary
Regular
Rehire - Replacing Kasey Miller
Classroom Aide - 100%
Paraprofessional - Special Needs 100%
Ivy Stockwell Elementary
Temporary
New Hire - Additional Position
Ponderosa Elementary
Temporary
Rehire - Additional Position
Registrar - 50%
Bookkeeper - 50%/Faculty
Assistant - 50%
LEAP
Temporary
Lucile Erwin Middle
Regular
New Hire - Replacing Sebrina
Osilka
Temporary
Berthoud High
Temporary
New Hire - Replacing Gloria
Cobaugh
New Hire - Replacing Douglas
Ross
9/30/2013
9/30/2013 5/30/2014
9/30/2013 5/30/2014
Divine, Kathleen
Ekart, Emily
Classroom Aide - 50%
10/2/2013
Elbert, Maureen
Early Childhood Lunch Aide - 37%
Sarah Milner Early Childhood
Regular
10/16/2013
Fanelli, Joseph
Custodian - 260 Days - 100%
Mountain View High
Regular
9/26/2013
9/30/2013 5/30/2014
Fields, Eric
Regular
Truscott Elementary
Temporary
Stansberry Elementary
Regular
New Hire - Replacing Josh Engle
New Hire - Replacing Rachel
Montany
New Hire - Replacing James
Campbell
Coyote Ridge Elementary
Temporary
10/1/2013
10/7/2013 5/30/2014
Davies, Mark
Finnerty, Teresa
Foose, Jaclyn
Fredericks, Whitney
4
October 16, 2013
Effective
Last, First Name
Assignment-Percent
Location
Classified Continued
Type
Reason
10/1/2013
Garcia, Evelia
Paraprofessional - Early Childhood
Child and Family Support - 100%
Early Childhood - District Wide
Regular
9/17/2013
Hoyt, Jodie
Coyote Ridge Elementary
Regular
9/30/2013
Hyatt, Kevin
Facilities Services
Regular
10/3/2013
9/30/2013 5/30/2014
9/25/2013 5/30/2014
Lennon, Tara
Loveland High
Regular
New Hire - Replacing Cindy Sims
New Hire - Replacing Garrett
Hayes
Temporary
Ochoa, Ricardo
Loveland High
Temporary
10/2/2013
Rangel, Micaela
Child and Family Support - 50% /
Special Needs - 40%
Early Childhood - District Wide
9/18/2013
8/21/2013 5/30/2014
10/7/2013 5/30/2014
10/7/2013 5/30/2014
9/24/2013 12/16/2013
Suess, Joseph
Norris, Beverly
Truelove, Morgan
Vaughan, Patricia
Wagers, Matthew
Wareing, Kristal
School Bus Driver
Classroom Aide - Learning Center 50%
New Hire - Replacing Ester
Quinonez and Kathy Donaire
Rehire - Replacing Juan
Marquez
Transportation
Regular
Lucile Erwin Middle
Temporary
New Hire - Replacing Kathy
Donaire/Additional Position
New Hire - Replacing Carl
Matzdorf
New Hire - Replacing Meghan
Spieker
District Wide
Temporary
Lucile Erwin Middle
Temporary
Conrad Ball Middle
Regular
New Hire - Replacing Stephanie
Landis
Regular
Classified Substitutes
Classified BWE/MWE
9/4/2013
9/10/2013
Shaffer, Logan
Classified - Nutrition Service Substitutes
Chaves, Mariah
5
October 16, 2013
Extra Duty Contracts
October 16, 2013
The individuals listed below have been recommended by their principal/administrator to assume
duties and responsibilities as indicated.
School/Name
Elementary
Smith, Christina
Riffle, Sherri
Geragthy, Angela
Royer, Ann
Beyers, Stephanie
Norton, Julie
Rowland, Boneta
Elliott, Julie
Neibauer, Raili
Lehmann, Kelsey
Cunningham, Cory
Hyland, Dana – Cottonwood Plains
Reed, Crystal – Cottonwood Plains
Laugel, Stephanie – Coyote Ridge
Walker, Sarah – Coyote Ridge
Bartlow, Terry – Carrie Martin
Rauer, Steven – Carrie Martin
Ballinger, Diana – Namaqua
Stubbe, Stephanie – Namaqua
Campbell, Angelique – Coyote Ridge
Rowland, Boneta – Namaqua
Howard, Alane – Cottonwood Plains
Berthoud High
Adams, Matthew
*Dixon, Michael
King, Michael
Morrison, Christine
Johnson, Tammy
Mountain View High
Degi, Kristyn
Horn, Stephanie
Holmberg, Anna
Aringdale, Todd
Swayze, Steven
Frayer, Tom
Encinias, Santos
Thompson Valley High
Evans, Daniela
Naujokas, Taylor
Naujokas, Taylor
Position
Level
Step
Elementary Curriculum Liaison
Student Council – 50%
Lead Teacher
Lead Teacher
Lead Teacher
7
7
7
7
7
7
7
7
7
7
7
10
10
10
10
10
10
10
10
10
10
10
1
2
1
4
1
1
1
1
1
1
6
1
1
1
1
1
1
1
1
1
1
1
Band Assistant
Auditorium Coordinator - $800
Flag Team – 50%
Forensics
Drama Head
7
1
7
2
6
1
1
1
Odyssey of the Mind – 75%
Video Productions – 50%
Choir Accompanist
Journalism – 25%
Odyssey of the Mind – 25%
10
7
6
7
7
7
10
1
1
1
1
1
1
1
Family Career and Community
Leaders of America
Spirit Assistant – Fall
Spirit Assistant – Winter
6
7
7
1
1
1
BACKGROUND
*
Indicates a position paid from fund-raising money.
**
Indicates a noncertified coach/sponsor who will always work under the supervision of a
certified teacher.
***
Indicates a noncertified coach/sponsor for whom special CHSAA certification by Letter of
Authorization is requested.
Coaching Contracts
October 16, 2013
The individuals listed below have been recommended by their principal/administrator to assume
duties and responsibilities as indicated.
School/Name
Bill Reed Middle
Cox, Joshua
Christensen, Kris
Schubert, Matthew
Conrad Ball Middle
Steele, Amanda
Luthman, Gene
Knox, Matthew
Lucile Erwin Middle
Truelove, Morgan
Berthoud High
**Sommers, Malik
Mountain View High
Clark, Kevin
Swayze, Steven
**Franklin, Brad
Appelhans, Kyle
**Cheney, Alison
Thompson Valley High
Frazier, James
**Britton, Whitney
Duval, Carey
***Leonhart, Dale
**Graf, Felicia
**Vodjansky, Joseph
**Paul, Larry
Fick, Clint
Position
Level
Step
Volleyball Assistant
Cross Country Aide – 50%
Cross Country Aide – 50%
8
10
10
5
1
1
B & G Swimming Assistant
Boys Basketball Aide
Boys Basketball Assistant
8
10
8
1
10
1
8
1
4
1
Boys Tennis Assistant – 50%
Boys Tennis Assistant – 50%
Boys Soccer Assistant – 50%
Girls Basketball Assistant
6
6
5
4
4
1
1
1
1
1
Head Girls Tennis
Volleyball Assistant
Head Girls Swimming
Softball Assistant – 60%
Football Assistant – 50%
Football Assistant – 50%
Football Assistant
4
5
4
3
6
4
4
4
2
1
6
5
1
1
1
5
BACKGROUND
*
Indicates a position paid from fund-raising money.
**
Indicates a noncertified coach/sponsor who will always work under the supervision of a
certified teacher.
***
Indicates a noncertified coach/sponsor for whom special CHSAA certification by Letter
of Authorization is requested.
Extra Duty Contracts - October 16, 2013
353
Athletics
274.9
FTE
Budgeted
262
Activities
183.55
FTE Hired
to date
209
184.9
Curriculum
0
100
200
300
400
ACTION ITEM 5.1.2
Approval of Gifts/Donations to District
Date:
October 16, 2013
Submitted by:
Recommendation:
That the Board approve the following gifts/donations and authorize letters
of appreciation be sent to the donors.
Recipient
Berthoud High
School/Turner Middle
School/Berthoud
Elementary School/Ivy
Stockwell Elementary School
Ponderosa Elementary
School
Donation
$10,900 – 30 HP LJ 4350,
19 Dell flat panel display
Donator
State Farm Insurance
1555 Promontory Circle
Greeley, CO 80634
$2,000 – Monetary
donation for early literacy
intervention
Anonymous
$3,000 – Soccer goals,
nets, installation
Richard and Melinda Denney
John and Sara Turner
Rudolph and Katie Runko
Matt and Sonia Meisenbach
Jason and Brandi Clark
6069 Spring Glade
Loveland, CO 80538
ACTION ITEM 5.1.3
Approval of 2013-14 Memorandum of Understanding Between District and Front
Range Community College Regarding Secondary Career and Technical Program
Instruction
Date:
October 16, 2013
Submitted by:
Stan Scheer Ed.D., Superintendent of Schools
Recommendation: That the Board approve the MOU between the district and Front Range
Community College (FRCC) for Secondary Career and Technical
Program instruction for the 2013-14 school year.
For many years the district has worked in conjunction with Front Range Community College to
provide secondary career and technical program instruction to students within the district who
elect this education option.
For the 2013-14 school year there are approximately 184 students enrolled in the FRCC
program. There are nine career programs that students can participate in.
The associated expense will be incremental to the 2013-14 district budget.
The primary purpose of this agenda item is to seek Board approval of the estimated expenditure
in question in accordance with Board Policy DJA which requires board approval of purchases
$50,000 and above.
This agenda item remains unchanged from the October 2 Board work session. Margaret Crespo
will be in attendance to answer questions.
ACTION ITEM 5.1.4
Approval of Verizon Wireless Contract for Lease of Cell Tower Space
at Lucile Erwin Middle School
Date:
October 16, 2013
Submitted by:
Stephen Towne, CFO
Recommendation: That the Board approve the contract with Verizon Wireless for lease of cell
tower space at Lucile Erwin Middle School.
At present, the district leases space for four telecommunication installations currently installed
at Berthoud High School and Loveland High School with three cellular phone companies for
antennas and supporting equipment.
Pending both Board and City of Loveland approval, Black & Veatch for Verizon Wireless has
proposed the district allow them to lease space on district property in order to place new
telecommunication installations at Lucile Erwin Middle School. Black & Veatch is filing an
application for special review to install a rooftop telecommunications facility with a related
ground based equipment shelter behind the school. The entire lease area of approximately 672
square feet will be contained within chain link fence with slats and barbed wire to match existing
fencing at the school. The shelter and the installation will be unmanned and will produce no
noise, dust, fumes, glare or other pollutants. The shelter will not be lighted.
Black & Veatch’s proposed equipment installations are not for district use, but for their
commercial use. The proposed telecommunication equipment is for 4G LTE and 3G cellular
phone network transmissions. The equipment used for the proposed installation would not
interfere with current district wireless equipment and systems. Board policy DFB, Use of School
Owned Real Estate for Telecommunications Installations, has been followed for the proposed
lease and installation.
The contract includes a five year initial term with the option to extend an additional five year
renewal. CRS 22-32-110 (1)(f) provides that a school district can lease its property not needed
for its purposes for terms not exceeding ten years. The option and land lease agreement
includes a lease payment of $2,000 then a rent payment of $1,000 per month with an escalator
of 2% per year for the term of the lease. All repair and maintenance costs needed for the
telecommunications equipment is solely the responsibility of Black & Veatch. The contract is
consistent with previous contracts for these types of services.
Michael Jones and Traci Burtnett, director of materials and procurement, will be in attendance
to answer questions.
ACTION ITEM 5.1.5
Approval of New Courses – Music and Physical Education
Date:
October 16, 2013
Submitted by:
Recommendation:
That the Board approve the new courses: Music Ensembles, Guitar,
Piano and Fit for Life.
In accordance with policy IGD, the Board of Education shall, after planning by the faculty and
with the approval of the administration, consider all new courses of study for action.
The Thompson P-12 Curriculum Councils for Music and Physical Education brought forth to the
Curriculum Improvement Council (CIC) several concepts for new courses during the 2o11-2012
school year for consideration and development through the curriculum improvement process.
During the 2012-2013 school year, curriculum was developed by teacher leaders and approved
by CIC for the following courses: Music Ensembles, Guitar, Piano, and Fit for Life.
Music Ensembles
Over 80% of professional musicians find employment in small music ensembles. In order to
effectively prepare students for their potential career goals, the Thompson P-12 Council of
Music desires to extend its offerings to students to provide them with the experience of playing
in small chamber ensembles. These will include wind and percussion, guitar, keyboard, as well
as string and vocally focused groups. Music Ensembles is a one-semester course that allows
students to apply essential music fundamentals in self-directed focus areas aligned to selected
genres and styles. Each semester, music instructors will approach the course as a music coach,
grouping students into like and mixed instrument ensembles to create trios, quartets, and
quintets. These students will set their own learning outcome goals and work with the teacher to
apply musical theory and develop their musical skills. Students will perform before audiences
as an expectation of the course.
Guitar
An increasing number of students have requested to learn the guitar. However, this course is not
one of our current offerings. The Thompson P-12 Council of Music desires to extend its offerings
to students to provide them with the experience of learning to play the guitar. Guitar is a onesemester course covering the basics of the instrument and an application of essential music
fundamentals. Students will learn the basics of playing guitar at a beginning level through
studying music notation, chord symbols, and peer modeling. A brief history of the guitar along
with a study of its respective musical styles will also be covered in this course. The main
objective of this course is to create an enhanced appreciation for music through playing the
guitar. Students will learn how to read music notation, chord symbols, and tablature. Students
will also gain a better understanding of many different musical genres including classical,
flamenco, blues, jazz, rock, and pop music.
Piano
An increasing number of students have requested to learn the piano and/or keyboard. However,
this course is not one of our current offerings. The Thompson P-12 Council of Music desires to
extend its offerings to students to provide them with the experience of learning to play the piano
and/or keyboard. Piano is a one semester course designed to teach the concepts and
fundamentals needed to perform on the piano. Students will increase their musical
understanding beyond just reading notes by teaching students a vocabulary of chords and keys,
accompaniment patterns, and improvisational techniques. Students will play melodies in
several positions and have the opportunity to participate in ensemble playing. Students will
develop good practice habits, and learn techniques to increase the muscular agility and
flexibility of their hands. Students will delve into music at its source, find out how music is
constructed, and discover the composers and history behind the music. Through the use of
school keyboards and MIDI laptop labs, students will have the opportunity to explore music
technology, and its applications to composition, arrangement, and even recording industry
techniques. At the completion of this course, the student will have learned to play some of the
standards of piano repertoire while gaining a thorough understanding of the history and basic
concepts of music.
Fit for Life
The goal of all physical education courses is to prepare students for lifelong activity, fitness, and
wellness. Our current physical education offerings endeavor to meet these goals through a
variety of course offerings that focus on teams sports and group activities through an athletic
lens. Fit for Life is a one semester course designed to support the student who wishes to explore
personal fitness through individualized approaches to cardiovascular health and flexibility
utilizing easy to apply strategies that include walking, stretching, core strength development,
basic yoga, and nutritional information. Through this course students will be able to assess their
own level of wellness, fitness, and diet, thus enabling them to develop an individualized fitness
program through personal choices that will lend itself to a longer and healthier existence.
Additional supporting documents included in this written report are: course description, course
syllabus, curriculum map, course concept information.
This agenda item remains unchanged from the October 9 Board work session. Diane Lauer will
be in attendance to answer questions.
Music Ensembles Curriculum Map
Music Scope and Sequence: Beginning/Intermediate Piano, Grades 9-12
Time
Frame
Grade level curriculum for:
Brief Description
Standard
Benchmarks
The student will:
Assessment Activities
Term One:
Focus on:
Skill Expression, Creation of Music and Theory
Application
III. Theory :
1.1 (melody,
rhythm,
harmony)
2.1 read music
2.2 play instrument
1. Learning goal:
Students apply knowledge of basic music
terminology.
On-going
August
through
December
or
January
through
May.






Apply Basic Skills
o Rhythm:
o Dynamics
o Harmony
o Tempo
o Expression
o Notation
o Major and relative minor scales and
arpeggios
o Augmented or diminished triads,
starting on any given pitch
I. Expression:
1.1 rehearse and
perform music
IV. Aesthetic
Valuation
Assessment Activity:
Knowledge:
You will play music that measures your
understanding of: music terminology, key and
time signatures, note names, letter names,
identification of note names on your
instrument of choice, and the arrangement of
keys on the piano.
(There will be several assessments throughout
the semester to check for understanding)
Apply specific criteria from similar or
exemplary models of musical compositions,
arrangements, and improvisations.
Identify basic elements of written examples
of musical vocabulary
Transcribe rhythms within musical examples
that incorporate combinations of dotted notes
and corresponding rests in various meters
Demonstrate written rhythms using various
tempo and dynamic markings
Create music by composing and/or arranging
what is heard or envisioned, in notated or
non-notated form, with or without the use of
music technology, demonstrating originality
and technical understanding
2. Learning Goal:
Students perform piano techniques and skills
by individually playing selections from duet
literature.
Evaluation Criteria
Evaluation Criteria:
Rubric that scores
performance critieria
Play entire piece with
fluency:

correct posture and
hand position



steady beat
accurate rhythms
correct notes
Performance assessment:
You will perform a duet with another student.
You will demonstrate fluent playing of the
entire piece that includes; steady beat,
accurate rhythms, and correct notes.
(Excellent opportunity to pair intermediate
students with beginners)
1
End of
Semester
Recital (each semester – involvement required as
part of final grade for term)









Student selects enemble piece from music
learned during term
Student researches composer of piece and
style
Memorizes music
Performs at recital by memory
Concert etiquette
Stage presence
Group interdependence
Introduces recital piece
Written reflection of performance:
o
o
o
o
o
o
What were the challenges?
What was easy?
What will you work on for next
performance? (technique/skill)
Information about composer
Information about musical style
Background of piece
III. Theory:
1.2 (melody,
rhythm,
harmony)
2.1 read music
2.2 play instrument
I. Expression:
1.1 rehearse and
perform music
1.2 revise based on
self-reflection
IV.
Respond/Critique:
1. Learning goal:
Students will rehearse and perform a student
selected solo of their choice by reading music.
Teacher discretion and advice given in music
selection.
 Performs at recital
 Completes written
reflection
You will select a piece of music from your
method book that you will rehearse and
perform at the end of term student recital.
You will do research in order to understand
the style of the music and what the composer
meant to express with this music.
You will memorize the music and perform at
the recital from memory.
Your performance will use appropriate stage
presence and concert etiquette.
After the performance you will write a
reflection that includes; what were the
challenges, what was ease, what you will
work on for next time, information about the
style of this music and information about the
composer.
Exploratory learning at this time:
How do I access my background knowledge
to create my own piece of music.
2
Musical Ensembles
Course Description/Ensemble Goals: This class is a listening-focused, process-oriented course that
provides an opportunity for the student to emphasize interactive musical skills. Chamber ensembles are
the prime training ground for student leaders. Students develop a heightened level of awareness that
eventually becomes second nature. In addition to musical concepts, students develop skills in effective
decision-making, interpersonal dynamics, and conflict resolution. It develops and reinforces individual
musicianship:



Materials:
Understanding various historical periods and stylistic characteristics
Understanding basic theory
Understanding directing and rehearsal skills
3-ring binder dedicated to Musical Ensembles
Loose manuscript paper (available at local music stores)
Loose notebook paper
Pencil
Instrument & accessories (reeds, valve oil, etc.)
1 GB USB Drive
Assigned music
Classroom Expectations: Become Musically Convincing and Artistically Viable:
Be Accountable Character protects your talent.
Honest work demonstrates and expresses your beliefs and convictions.
Be Confident
Belief lifts your talent.
Believe in yourself; support faith with convincing and credible convictions.
Be Cooperative Teamwork multiplies your talent.
Collaboration develops alliances while earning trust and respect.
Be Courageous
Courage tests your talent.
Stand your ground; do the right thing and accomplish the impossible.
Be Demanding
Standards elevate your talent.
Expect a lot, but require more from yourself than you do from others.
Be Dependable
Responsibility strengthens your talent.
Live your word; people must be able to count on you.
Be Determined
Focus directs your talents.
Process manages product; every failure contributes to the next success.
Be Dynamic
Initiative activates your talent.
Taking action is a prerequisite for achieving goals.
Be Forgiving
Compassion amplifies your talent.
Understand, even the most well-intentioned humans may not always succeed.
Be Passionate
Passion energizes your talent.
Enthusiasm is contagious; accomplished goals are fulfilled dreams.
Be Patient
Practice sharpens your talent.
Consistently devote time, energy, and attention to improving skill.
Be Persistent
Perseverance sustains your talent.
Stick to your purpose, but remain flexible enough to adapt.
Be Positive
Tolerance reinforces your talent.
Negativity interferes with and diverts you away from your personal best.
Be Prepared
Preparation positions your talent.
Do your work ahead of time; luck happens when preparation meets opportunity.
Be Teachable
Teachability expands your talent.
Learning develops informed intuition and invigorates perspective.
Be Wise
Relationships influence your talent.
Spend time with those who contribute to you; disengage from those who do not.
Are You Ready to Receive the Message?
Focus

Become Quiet and Still

Invest Time

Pay Attention

Direct Energy

Stop – Look – Listen – Think – Feel

REMEMBER
what you know (Activating Background Knowledge)
RESPOND
to the information (Determining Importance &
Drawing Inferences)
RETAIN
the information (Making Connections)
REACT
to the stimulus or situation (Asking Questions &
Problem Solving)
RECOGNIZE
feelings, thoughts, patterns, sounds (Creating Sensory
Images)
REINVENT
the musical self (Retelling or Synthesizing)
Classroom Rules: Due to the somewhat intimate nature of music performance, and in light of the fact that
this course is designed to push students outside their comfort zones, all students, and their work, must be
given the highest respect. Therefore, all students are expected to demonstrate POWER:
PRIDE
 Act like a
professional
 Encourage your
peers
 Display a
quality image
of MVHS and
our ensembles
OWNERSHIP
 Preserve all
facilities and
equipment at
MVHS and other
venues
 No food or drink
(except water) is
allowed
WORK
 Practice outside
of class.
 Give 100%
effort and
quality
 Ask questions
or get help.
EFFORT
 Be on-time
 Have a positive
mental attitude
 Challenge
yourself
 Strive for
excellence
RESPECT
 Use positive
language
 Be polite
 No talking
during
rehearsals &
performances
 Stay on task
Consequences for Breaking Rules: If students violate a rule, they may be assigned a consequence.
Depending on the severity and frequency of the misbehavior, students may receive one or more of the
following consequences:
 Loss of participation points
 Parent contact
 Change in seating/part assignment
 Detention
 Office referral
Classroom Procedures: Students are expected to be in their seat at the beginning of the class period with
their instrument in working order, all music and exercises, as well as a pencil and paper. Students are
expected to be in rehearsal for the entire class period.
Activities/ How We Will Study Our Art: Students will study basic theory and history (including chord
structures, scales, articulations, major artists, style periods, etc.) through activities specifically focusing on
unifying tempo, tuning, rhythm, phrasing, and style as well as developing rehearsal plans/reflections,
writing program notes, and performance at recitals/concerts.
Grading: Grades will be determined as follows:
 Affective (daily participation/behavior/concerts)
60%
 Cognitive (written work and performance landmarks)
40%
 A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = below 60%
REHEARSAL PLANNING
WHAT EQUIPMENT DO YOU NEED?

Tuner

Metronome

Recording device

Other
PLAN




Essential Questions/Understandings
o What are your goals for this rehearsal?
o What pieces do you intend to rehearse

Entirety vs. segments (does one section of the piece need more rehearsal? If so, why?)
o Approximately how much time do you anticipate needing to spend on this work before it is
performance ready?
Warm-Up
o How long?
o What? How will it relate to your rehearsal goals?
Tune and Tuning Activities
o Play a scale or chorale over a drone
o Play chorale that has all Major and minor triads marked for intonation tendencies
o Play a passage and identify who has the root, 3rd, or 5th of each chord and the quality of the
chords
o Play simple melodies in unisons and octaves
o Play simple melodies in open fifths
o Complete an intonation chart
o Play scales in offset rhythm (round)
o Start with the root. Add the 5th, then 3rd, then color tones
Rehearse piece(s) with focused outcomes in mind
o Tempo Activities

Sit back to back with a metronome in the middle

Use a visual metronome

Set the metronome only on a particular beat (only on 1, etc.) to help maintain pulse
between measures and beats

Everyone play subdivision on their parts

Only one person hears the metronome (headphones) – leads tempo

Play even notes (i.e. all quarter notes) and accell/ritard with various group members
leading

Practice coming in and playing one measure at a specific tempo from the “leaders”
downbeat

Use a drum machine with downbeats and subdivisions
o Rhythm Activities

Play the piece on one pitch – focus entirely on rhythm

Isolate troubling rhythms

Mark beats

Count (traditional or words)

All play together

Move air without tone

Put it under the microscope (blow it up)

Eliminate slurs to focus on precision

Practice subdivision exercises as part of the warm-up
o Phrasing Activities

Everyone play and stop when they feel they have reached the end of the phrase

Play a scale in repeated 8th notes. Grow for a measure then back off on the next
measure. Grow for 2 measures then recede the next two measures. Etc.

Identify the note(s) outside the key/chord and grow into the note

Identify the highest pitch in the melodic contour and grow to that note

o
o
Practice stagger breathing by pairing with another member and agreeing that one will
not breathe until the other person has

Mark the high point of each phrase with an X

Mark all breaths

Have the person with the melody play it multiple ways and everyone determine which
works best

Alter dynamics so whole notes are piano, half notes are mezzo-piano, quarter notes are
mezzo forte, eighth notes are forte, and sixteenth notes are fortissimo – this will
emphasize the moving line.
Style Activities

Enter the piece in Finale without stylistic markings. Create a second file with
appropriate articulations and dynamics.

As a group, determine why the composer wrote the piece

Come up with a story line that fits the music – consider the character and contrasting
themes in the piece

Write an emotional word at the beginning of each section to remind you of what you
are trying to portray

Move to the music as you are playing it

Dance to a recording of the music

Record the ensemble and listen for consistency of style and articulation as well as
dynamics
Other Activities

Identify the unique aspects (i.e. melodic features, rhythms, articulations, dynamics,
textures, etc.) of the piece

Rehearse in pairs (using all permutations of the set) while other members watch the
performers’ parts

Play in different combinations with a great tone to hear what the various results sound
like – this develops the inner ear to have a basis to compare what you are hearing from
your own performance

Practice cut-offs – both at specific times (off on 1 with a metronome) and off on visual
cues from members of the ensemble (fermatas)

Color the melodic line in a score so you can see how melodies move from one
instrument to another – this also brings awareness to the need to adjust volume for
melody v. accompaniment

Define all terms in the piece

Breathing exercises to help dictate tempo and style of an entrance

Change seating at each rehearsal so you hear different parts more clearly

Rehearse in a circle to emphasize communication between members

At least 1 member plays off a score to check for interplay of parts
REFLECT

Are there any sections/ideas/concepts that you encountered that you will be focusing on in the next
rehearsal?

Overall, did you achieve your goals for the rehearsal? How?

Did you rehearse all the material you intended?

Did you feel the rehearsal addressed all the sections/ideas/concepts adequately to be prepared for your
next coaching? If not, how could your rehearsal time have been used differently to achieve your goals?

How did you rehearse difficult sections or work with specific ideas and concepts?
o Approximately how much time was spent honing these sections/ideas/concepts?

What other questions or concerns should your coach know about so they can help you in your next
rehearsal?
SAMPLE Musical Ensemble Weekly Goals Log:
Ensemble:_________________________________
Week 1:




Week 2:





Week 3:





Week 4:




Week 5:




Week 6:





Week 7:




Week 8:


Piece:_____________________________
Select a piece (read through 2-3 pieces and select 1 piece or movement)
Set performance metronome marking goal(s)
Assign group member roles (leader, secretary, etc.)
Set week 2 rehearsal agenda
o Scores and recordings
o Number all measures
o Mark score with phrasing/form/etc.
o Practice parts
Read through piece
Set rehearsal tempo
Identify challenging sections (list measures; describe why it is challenging)
Member role check (are people completing assigned tasks?)
o Be specific with regard to measure numbers to rehearse, rhythm spots, intonation spots, other
pit-falls
Rehearse rhythm spots
Rehearse intonation spots
Rehearse other pit-falls
Assign program note duties (each member should have a responsibility – composer background, piece
background, pictures, compile/type, etc.)
o Specific measure numbers, articulation spots, phrasing spots, other spots
Rehearse articulation spots
Rehearse phrasing spots
Rehearse other spots
o Specific measure numbers, entrances/cues, balance spots, other spots
Rehearse entrances/cues
Rehearse balance spots
o Specific measure numbers, melodic exchanges, other spots, run-through (no stops)
Rehearse melodic exchanges
Play 1 time through without stopping (check performance tempos)
Compile and type program notes
o Specific spots that need touch-ups
Rehearse specific spots
Play through 3 times without stopping at performance tempo
Print and submit program notes
Discuss concert dress, set-up, etc.
Concert performance
Post concert evaluation and Summary of ensemble experience
o What went well?
o What needs to improve?
Piano Curriculum Map
Music Scope and Sequence: Beginning/Intermediate Piano, Grades 9-12
Time
Frame
Grade level curriculum for:
Brief Description
Standard
Benchmarks
The student will:
Assessment Activities
Term One:
Focus on:
Theory
III. Theory :
1.1 (melody,
rhythm,
harmony)
2.1 read music
2.2 play instrument
1. Learning goal:
Students demonstrate knowledge of basic
music terminology.
On-going
August
through
December
or
January
through
May.




Music terminology
o Rhythm:
o Note and rest values: whole, half,
quarter, eighth, and dotted half with corresponding rests
o Ties
o Time signature 4/4, 3/4, 2/4
o Note names – through eighth notes
(clapping or fingers)
o Clefs
o Middle C
o Phrasing – legato, staccato
o Dynamics introduced
I. Expression:
1.1 rehearse and
perform music
IV. Aesthetic
Valuation
Knowledge:
You will complete a written test that measures
your understanding of: music terminology,
key and time signatures, note names, letter
names, identification of note names on the
piano, and the arrangement of keys on the
piano.
Evaluation Criteria
Test Key that defines
accurate responses
(There will be several assessments throughout
the semester to check for understanding)
Reading letters used in music (A – G)
Elements of rhythm, melody and harmony
Reading musical notation that includes:
o
o
o
o
o
o
o
o
o
o
o
o
Staff
Leger lines (right and left hands)
Bar line and double bar
Treble and Bass clefs - lines and spaces
Introduce octaves and 8va
Sharps & flats and concept of
enharmonics
Keys of C and G Major
Accidentals (sharps, flats and naturals)
Melodic direction
Reading first five finger notes
Playing right and left together
Know keyboard by reading and playing
notes ascending and descending
1
2. Learning Goal:
Students perform piano techniques and skills
by individually playing selections from duet
literature.
Instrument Operation & Care:


Digital Piano: Power on and controls – using
systems to follow music
Acoustic Piano Care
Performance assessment:
You will perform a duet with another student.
You will demonstrate fluent playing of the
entire piece that includes; steady beat,
accurate rhythms, and correct notes.
Piano Technique:






End of
Semester
Posture & position of hands
Knowing how to find Middle C
Patterns on keyboard
Fingers exercises
Cross-over finger patterns

Student selects solo piece from music
learned during term

Student researches composer of piece and
style
Memorizes music
Performs at recital by memory
Concert etiquette
Stage presence
Introduces recital piece
Written reflection of performance:
o
o
o
o
o
o

correct posture and
hand position



steady beat
accurate rhythms
correct notes
Articulation – legato and staccato
Recital (each semester – involvement required as
part of final grade for term)






(Excellent opportunity to pair intermediate
students with beginners)
Play entire piece with
fluency:
What were the challenges?
What was easy?
What will you work on for next
performance? (technique/skill)
Information about composer
Information about musical style
Background of piece
III. Theory:
1.2 (melody,
rhythm,
harmony)
2.1 read music
2.2 play instrument
I. Expression:
1.1 rehearse and
perform music
1.2 revise based on
self-reflection
IV.
Respond/Critique:
1. Learning goal:
Students will rehearse and perform a student
selected solo of their choice by reading music.
Teacher discretion and advice given in music
selection.
You will select a piece of music from your
method book that you will rehearse and
perform at the end of term student recital.
You will do research in order to understand
the style of the music and what the composer
meant to express with this music.
You will memorize the music and perform at
the recital from memory.
Your performance will use appropriate stage
presence and concert etiquette.
After the performance you will write a
reflection that includes; what were the
challenges, what was ease, what you will
work on for next time, information about the
style of this music and information about the
composer.
 Performs at recital
 Completes written
reflection
2
I. Foundations:
Music Improvisation and Composition (optional)


Improvise a simple melody over a block
chord
II. Create/Make:
1.1 improvise and
compose music
Introduce students to “St Paul Listens”
composition activity
III.
Present/Perform:
Exploratory learning at this time:
How do I access my background knowledge
to create my own piece of music.
IV.
Respond/Critique:
3
CLASS GUITAR I – CURRICULUM MAP
GRADING PERIOD 1
Accompaniment Guitar
UNIT 1
Guitar Basics
GRADING PERIOD 2
Melodic Guitar
UNIT 2
Accompaniment
Parts of the Guitar
Intro to Chords
Reading Charts
Basic Rhythms and Rest
Time Signatures / Slash Notation
Guitar History
Posture, Position, and Picking
Tuning
Singing w/Guitar Accompaniment
Guitar Music by Genre
Expanding Chord Vocabulary
More Complex Rhythms
UNIT 3
Intro to Standard Notation
Standard Notation Conventions
Note Naming on the Fretboard
Expand Vocabulary of Chords
Rhythmic Figures
Overarching Essential Questions
What are the origins of the guitar and
how have cultural changes affected
its evolution?
What is the role of rhythm in music?
How do chord selections affect the
mood of a piece?
What are the elements of a successful
performance?
How does reading music affect one's
ability to communicate with other
musicians?
How are intervals used as melodic
building blocks?
GRADING PERIOD 3
Classical Guitar
Classical Guitar Technique
Posture
Hand Positions
PIMA and Fingering
Arpeggios
Ear Training - Intervals
Sing Intervals
Moveable Chords
Major Scales
Introduce Concept of Relative Minor
Performance
How is the guitar used to accompany?
How do proper techniques improve
sound quality, increase speed, and
reduce injuries?
UNIT 5
Finger Style
UNIT 4
Applied Theory
GRADING PERIOD 4
Creativity / Alternative Notation
UNIT 6
Performance / Analysis
Listening
Baroque
Classical
Romantic
Contemporary
Evaluating Guitar Compositions
Solo Piece
UNIT 7
Creativity / Alternative Notation 1
Tablature
12 Blues
Sing/ play pentatonic and blues scales
Improvisation
- Improvise a 12 Bar Blues Melody
UNIT 8
Nashville Numbers
Composition
- Compose 4 and 8 Measure Melody
Performance
What is the role of the right hand in
classical guitar?
What is the relationship between
singing and playing?
What is the role of rhythm in
improvisation?
improvisation and composing?
arpeggios and chords?
How does active listening improve
appreciation and performance?
How has the blues influenced popular
music?
What are the applications of your
musical training?
What are the strengths and weaknesses of each notational system?
CLASS GUITAR II – CURRICULUM MAP
GRADING PERIOD 1
UNIT 1
Guitar Basics
Parts of the Guitar
Intro to Barre Chords
Reading Charts
Guitarist History
Relative Tuning
GRADING PERIOD 2
Melodic Guitar
UNIT 2
Accompaniment
Exploring Accompaniment Styles
UNIT 3
Expand Rhythmic Figures
Who are the founding fathers of
guitar? Bios/ Background
reduce injuries?
What are the identifying characteristics
of accompaniment styles for various
genres?
Posture
Hand Positions
PIMA and Fingering
Familiar Arpeggio Patterns
Sight Read
Ear Training – Intervals, Harmonies
Sing Call and Response, and Intervals
Moveable Chords
Major and Minor Scales
Major and Minor Key Signatures
Solo and Ensemble Performance
mood of a piece?
performance?
musicians?
How are the intervals used as harmonic
building blocks?
GRADING PERIOD 3
Classical Guitar
UNIT 5
Finger Style
UNIT 4
Applied Theory
GRADING PERIOD 4
UNIT 6
Listening
Baroque
Classical
Romantic
Contemporary
Solo Piece
UNIT 7
Tablature
12 Blues and Song Form
Improvisation
UNIT 8
Nashville Numbers and Figured Bass
Composition
- Compose a song with Chords,
Melody, and Bass Line
Performance
classical guitar?
improvisation?
music?
musical training?
CLASS GUITAR III – CURRICULUM MAP
GRADING PERIOD 1
UNIT 1
Guitar Basics
Parts of the Guitar
Identify Left-hand finger positions
Barre Chords and Moveable Shapes
Reading Charts
Guitarist History
Relative Tuning
GRADING PERIOD 2
Melodic Guitar
UNIT 2
Accompaniment
UNIT 3
reduce injuries?
genres?
Posture
Hand Positions
PIMA and Fingering
Sight Sing
Sight Read
Moveable Chords
mood of a piece?
performance?
musicians?
building blocks?
GRADING PERIOD 3
Classical Guitar
UNIT 5
Finger Style
UNIT 4
Applied Theory
GRADING PERIOD 4
UNIT 6
Listening
Baroque
Classical
Romantic
Contemporary
Solo Piece
UNIT 7
Tablature
Improvisation
UNIT 8
Composition
Performance
Analyze Music
Arrange for Guitar
classical guitar?
improvisation?
music?
musical training?
CLASS GUITAR IV – CURRICULUM MAP
GRADING PERIOD 1
UNIT 1
Guitar Basics
Parts of the Guitar
Identify Left-hand finger positions
Barre Chords and Moveable Shapes
Reading Charts
Guitarist History
Relative Tuning
GRADING PERIOD 2
Melodic Guitar
UNIT 2
Accompaniment
UNIT 3
reduce injuries?
genres?
Posture
Hand Positions
PIMA and Fingering
Sight Sing
Sight Read
Moveable Chords
mood of a piece?
performance?
musicians?
building blocks?
GRADING PERIOD 3
Classical Guitar
UNIT 5
Finger Style
UNIT 4
Applied Theory
GRADING PERIOD 4
UNIT 6
Listening
Baroque
Classical
Romantic
Contemporary
Solo Piece
UNIT 7
Tablature
Improvisation
UNIT 8
Composition
Performance
Analyze Music
Arrange for Guitar
classical guitar?
improvisation?
music?
musical training?
Bodies in Motion=Fit For Life
Brief Class Description
This class has been created for the person who doesn’t wish to participate in team sport
activities yet strives to achieve personal health, flexibility, stress management, nutrition
education and life-long fitness through an innovative approach.
It will meet or exceed the components of health related fitness by creating a very
individualized personal wellness plan with essential fitness components. These components will
be pre and post tested and will lay a foundation for which students are able to apply and
evaluate their progress.
A non-competitive environment that supports individual differences, focuses on
improving self-esteem, and motivates the student to enjoy Moving their Bodies for life is
the goal! Goal setting and teambuilding activities will be employed.
Utilizing guest speakers (ex. Local chefs, district nutritional services, community life
coaches, fitness professionals etc.) will supplement the nutritional components to exceed
personal wellness and fitness standards. Some lessons will focus on easy to prepare, low fat,
inexpensive healthy meals.
Technology in the form of Polar Heart rate monitors, pedometers, Smart phone/iPad
apps, music and internet will support and teach components that also meet or exceed our state
wellness and fitness standards. It will be used as a fitness tool where students can create and
manage workouts, meal plans, calories and other exercise information that will provide them
with feedback (and motivation) as they progress toward meeting their goals.
The curriculum will also include research assignments that focus on consumerism and
financial literacy (purchasing products such as gym memberships, clothing, fitness gadgets,
costs of being fit versus unfit in terms of medical costs etc.) and discovering/ evaluating various
types of exercise plans.
Daily activities will include journaling, lecture / research / evaluation on a variety of
wellness topics, stretching/ yoga, and participating in a variety of fun, innovative workouts. The
workouts and this class will lead students to accomplishing personal fitness goals while engaging
in activities that are aerobic and fitness based that they may enjoy for a lifetime!
Fit For Life
Improving fitness and flexibility through pre and post tests
 Cardio: 20 minute cardio on the track. Record # of laps AND heart rate using Polar
Heart Rate monitors.
 Flexibility: variety of basic yoga poses, sit and reach test
Nutrition and Weight Management / cooking
 Analyze various articles on nutrition
 Invent a Healthy recipe explaining the components of healthy cooking
 Basal metabolism; Calorie expenditure (in versus out)
 How does food affect mood?
 Exposure to learning healthy methods of preparing food
 Field trip to Nutritional Services
 Organic versus Non-organic
Creating a personal wellness plan
 Goal setting
 Journaling
 Components of Health: Nutrition, Hydration, Stress Management, Sleep, Exercise,
Fun=Balance=Quality of Life
 Personal Fitness plan that monitors progress, motivates, challenges
Exploring Consumerism
 Fad diets (research)
 Facts/myths in purchasing athletic clothing, shoes health clubs, nutrition, fitness
gadgets, fitness videos.
 Guest speakers, homework assignments that may include visiting health clubs, nutrition
centers. Evaluation several fitness videos for safety, effectiveness and cost.
Stress Management / Yoga
 Daily “Grateful Journal” with prompts
 Introduction and practice of Progressive relaxation techniques
 Beginning level stretching / yoga poses
 Importance of breath
 Power of Positive thinking (assignment, projects, “Happiness Project”)
Technology
 Use of Apps on the iPad or smart phone to monitor progress of one’s personal wellness
plan. Apps can help create and manage workouts, nutrition information / calorie count /
BMI etc.
 Using information from the Polar Heart Rate monitors to graph progress
Risk and Safety Factors
 Learn appropriate progression in creating a fitness plan (how much is too much?)
 Advantages of Cross Training
 What role does nutrition / hydration have in personal performance?
Financial Literacy
 Cost analysis of fit versus unfit
o Insurance
o Medical Cost
Daily Activities within the Class
 Low impact, Lifelong Cardiovascular exercise such as walking, Pilates, dancing, pool
workouts, etc.
 Stretching
 Journaling (variety of topics with prompts- focus on self-esteem, gratefulness, quality of
life, exercise and nutrition awareness, personal choices and empowerment)
 Lecture
Supplemental Lessons
 Field Trips to Nutritional Services
 Guest Speakers (fitness, nutritional chefs, life coaches in the community, physicians,
etc.)
 Visits to health clubs in town to evaluate facility for personal use (homework
assignment)
 Research, reading ad evaluation of variety of topics
 Cooking activities and practice
 Hike Devils Backbone
Bodies in Motion Unit Organizer
STANDARDS
1.
2.
1.
2.
1.
2.
3.
1.
1. Movement Competence and Understanding
2. Physical and Personal Wellness
3. Emotional and Social Wellness
4. Prevention and Risk Management
Improving
cardiovascular
fitness and
flexibility through
pre/post tests
Nutrition and
weight
management /
cooking
Creating a
personal fitness /
wellness plan
Research
community
resources
Exploring
consumerism
(facts/myths in
purchasing clothing,
gadgets, health clubs,
diets)
Stress
Management/Yoga
Technology (use of
heart rate monitors,
smart phones,
pedometers,
internet, GPS,
downloadable apps
to phones)
Risks and Safety
factors that may
affect
participation
Participates at a competent level in a variety of lifelong activities
Understands the cognitive impact of movement
Establish goals based on fitness assessment data and develop a fitness plan
Identify community resources to maintain lifelong physical activity
Demonstrates respect for individual difference s in physical activity settings
Demonstrates collaboration, cooperation and leadership skills
Demonstrates responsible behavior in group settings
Understand the risks and safety factors that may affect participation in physical activity
Bodies in Motion= Fit for Life
is about
Critical Thinking
The importance of selfacceptance, positive
thinking, and stress
management
Learning to enjoy an
innovative approach
to lifelong health
and fitness concepts
in a physical activity
setting.
Analyzing the
importance of lifelong
skills and healthy food
choices
Collaboration
Utilizing community
resources to evaluate
personal fitness options
ASSESSMENTS
FORMATIVE, SUMMATIVE, QUIZZES,
ESSAYS, CLASS PRESENTATIONS, PRE AND
POST TESTING, INTERVIEWS
Self-Direction
Create and apply
S.M.A.R.T. goals toward
personal
wellness/fitness
Invention
Create an individual
plan for the proper
care needed to
maintain a healthy
body.
Information
LIteracy
Utilizing technology
to monitor/evaluate
individual progress
Final Review 2013
Fit For Life
.5 Physical Education elective at TVHS
Grades 10-12

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68 students completed the class 2012-13
During registration in 2013, the counselors/administrators had an oversight of the grade
levels in which the class would be offered as an elective and ONLY allowed SENIORS to
register.
Guest speakers in the areas of nutrition, dance, weight training, yoga, Pilates, Zumba, a
guest chef from Boulder, and a life coach supplemented the curriculum.
We were allowed to cook in the foods room twice a month preparing healthy foods and
making formal presentations with use of iPads, PowerPoint’s, music and apps on smart
phones.
Field trips to the nutrition conference held at Mountain View and hiking Devils
Backbone.
Heart rate monitors were used to monitor cardiovascular improvement as well as
perceived exertion methods of measurement. All showed improvement.
Students created a variety of workouts that they also taught to others in the class
Students created a vision board and presented their goals and dreams (I invited Kathy
Schlepp to attend and listen to one class’ presentations)
It is my opinion this is a worthwhile, extremely important, option for our students to take as a
physical education elective. lt is taught in a non-competitive manner that focuses on lifelong
wellness. That wellness includes nutrition, stress management, goal setting, volunteering,
cardiovascular fitness and leadership skills. The class utilized technology, reading, writing and
math skills. We discussed financial literacy concepts such as the cost of healthy versus
unhealthy.
I sincerely hope you will honor this as a permanent option for our high schools students to earn
credit! It meets the needs of so many of our kids that do not wish to participate in team or
competitive sport but can learn to enjoy moving and eating well!
Physical Activity Pyramid for Teens
From Fitness for life teacher resources and materials, 5th ed, by Charles B. Corbin, Karen McConnell, and Darren Dale, 2005, Champaign, IL: Human Kinetics.
From Physical Best activity guide: Middle and high school levels, 2nd edition, by NASPE, 2005, Champaign, IL: Human Kinetics.
ACTION ITEM 5.1.6
Approval of Proposed Revision/Deletion of Board Policy/Regulation/Exhibit
Date:
October 16, 2013
Submitted by:
Recommendation:
That the Board approve
policy/regulation/exhibit.
the
proposed
revisions
to
Board
Proposed revisions to the attached Board policy/regulation/exhibit are the result of statutory
requirements, alignment with procedure and best practice. Proposed revisions follow Colorado
Association of School Board (CASB) sample policies which include a review by CASB legal
counsel. In addition, department administrators and district accountability committee (DAC)
members have reviewed the proposed revisions for specific district applicability and practice.
These revisions were previously discussed at the August 14, 2013 Board work session.
This agenda item remains unchanged from the October 2 Board work session. Paul Bankes and
DAC Chairperson Kodi Fidler will be in attendance to answer questions.
File: AE
ACCOUNTABILITY/COMMITMENT TO ACCOMPLISHMENT
The Board of Education accepts its ultimate responsibility for the academic accomplishments of
district students. Consistent with this responsibility and as required by law, the Board shall
adopt and maintain an accountability process to measure the adequacy and efficiency of the
educational program.
All district accountability committee meetings and school accountability committee meetings
shall be open to the public. Meeting notices for district accountability committee meetings shall
be posted in the same place and manner as notices of Board meetings. Notices for school
accountability committee meetings shall be posted by the school. at least one week in advance.
In accordance with state law, the Board shall appoint members of the district accountability
committee. School accountability members shall be appointed by the school principal. The
district accountability committee and school accountability committees shall have those powers
and duties prescribed by state law. The Board and the district accountability committee shall, at
least annually, cooperatively determine the areas and issues, in addition to budget issues, that
the district accountability committee shall study and the issues on which it may make
recommendations to the Board.
District Accountability Committee
The district accountability committee shall have the following powers and duties:
1.
To Rrecommend to the Board priorities for spending school district monies funds. The
district accountability committee shall make reasonable efforts to will consult in a
substantive manner with school accountability committees of the school district. in
making its recommendations. The Board shall consider these recommendations in
adopting the school district budget each fiscal year.
2. To Aadvise the Board concerning preparation of, and annual submittal of
recommendations regarding the contents of the district’s unified improvement plan.
3. Annually review each school’s unified school improvement plan and make
recommendation for the accreditation of each school. In advising and preparing the
recommendation, the district accountability committee shall consult in a substantive
manner with each school’s accountability committee.
4. To Rreview any charter applications and provide input to the received by the Board
prior to consideration of the charter by the Board.
To Pprovide input and recommendations on an advisory basis to principals concerning the
development and use of assessment tools used for the purpose of measuring and
evaluating student academic growth as it relates to educator effectiveness and
evaluationteacher evaluations.
To consider input and recommendations from the school accountability committee to
facilitate the evaluation of the performance of the school’s principal.
5. To provide input to the Board concerning the creation and enforcement of its school
conduct and discipline code.
6. Advise the Board on issues related to school safety and wellness.
The Board and the district accountability committee will, at least annually, cooperatively
determine the areas and issues, in addition to the budget issues, that the committee shall study
and which the committee may make recommendations to the Board.
Thompson School District R2J, Loveland, Colorado
Page 1 of 3
File: AE
School Accountability Committee
Each school accountability committee shall have the following powers and duties:
1. To Rrecommend to the principal priorities for spending school moniesfunds. The
principal shall consider the school accountability committee's recommendations
regarding spending state, federal, local, or private grants and any other discretionary
funds and take them into account in formulating budget requests. for presentation to the
Board, if the school is a district public school, other than a charter school, or in creating
the school budget if the school is a district or institute charter school. The school
accountability committee for a district public school shall send a copy of its
recommended spending priorities to the school district accountability committee and to
the Board.
2. To Ssubmit recommendations and advise the principal and superintendent in the
preparation and contents of a school performance or, improvement, priority
improvement, or turnaround plan, if whichever is applicable.
3. To Ssubmit recommendations and advise the Board in the preparation and contents of a
school performance, improvement, priority improvement, or turnaround plan, if
applicable required pursuant to statute.
4. To Mmeet at least quarterly monthly to discuss whether school leadership, personnel
and infrastructure the school’s progress toward meeting the goals of the unified
improvement plan and if the actions of the school are advancing or impeding
implementation of the school's unified improvement plan or other progress pertinent to
the accreditation contract.
To Pprovide input and recommendations on an advisory basis to the district accountability
committee and district administration concerning:
Development plans for the principal
5. Principal evaluations , if the school is a district public school, other than a charter
school, or to the governing board if the school is a district or institute charter
school, concerning school leadership, personnel, and infrastructure advancing or
impeding implementation of the school performance, improvement, priority
improvement, or turnaround plan, whichever is applicable, in accordance with
statute and Board policy.
6. Advise and provide input to the principal on issues related to school safety and wellness.
Adopted: date of manual adoption
Revised October 6, 1993
Revised August 6, 1997
Revised November 3, 1999
Revised March 20, 2002
Legal refs.: C.R.S. 22-2-117 (waivers from State Board of Education)
C.R.S. 22-11-101 et seq. (Educational Accreditation Act of 2009)
Page 2 of 3
File: AE
C.R.S. 22-11-210 (public schools annual review)
C.R.S. 22-11-301 and 302 (district accountability committee)
C.R.S. 22-11-401 and 402 (school accountability committees)
C.R.S. 24-6-402 (open meeting law)
1 CCR 301-1, Rules 2202-R-2.011.00 et seq. (accreditation rules)
Cross refs.: ADA, Thompson School District Goals
AEA, Standards Based Education
AED, School District Accreditation
BDF, Advisory Committees to the Board, and sub codes
IEA*, Improvement of Instruction
KDA, Parent Involvement in Education
Page 3 of 3
File: AE-R
ACCOUNTABILITY/COMMITMENT TO ACCOMPLISHMENT
(District/School Accountability Committees)
Purpose
The District Accountability Committee (DAC) offers parents, students, community members and
staff the opportunity to become involved with the improvement of the educational system.
DAC serves as an advisory committee to the Board of Education in compliance with the Educational
Accountability Act of 2009.
One of the tasks of DAC is to provide input for the annual report to district patrons. The input shall
summarize the accomplishments of DAC.
DAC is obligated to respond to the charge(s)/areas of study which shall be cooperatively determined
by the Board and DAC annually.
Membership
The district accountability committee (DAC) shall consist of at least:
• three parents of students enrolled in district schools
• one teacher employed by the district
• one school administrator employed by the district
• one person who is involved in business in the community within the district’s boundaries
• one student representing a district high school
• one Board of Education representative
A person may not serve in more than one of the required membership roles on DAC. A person who is
employed by the district or related to a district employee shall not be eligible to serve as a parent on
DAC. “Related” is defined as the person’s spouse, son, daughter, sister, brother, mother or father. If,
however, the district makes a good faith effort and is unable to identify a sufficient number of
parents that meet these criteria, a person may serve as a parent on DAC and also be employed by the
district or related to a district employee.
The Board shall appoint persons to DAC for two-year terms (in September). In making these
appointments, the Board shall ensure, to the extent practicable, that:
• the parents appointed reflect the student populations significantly represented within the
district;
• at least one of the parents is a parent of a student enrolled in a district charter school
authorized by the Board, if one exists; and
• at least one of the persons appointed has demonstrated knowledge of charter schools.
If the Board chooses to increase the number of persons on DAC, it shall ensure that the number of
parents appointed exceeds the number of representatives from the group with the next highest
representation.
Members of DAC will serve terms of two years. DAC shall select a parent representative to serve as
chairperson and another parent representative to serve as vice-chairperson for one year. Vice-chair
person will then serve as chairperson in the consecutive year. In the event the vice-chairperson
cannot fulfill the duties of chairperson, DAC shall select a parent representative to serve as
Page 1 of 3
File: AE-R
chairperson for that year. DAC shall also establish a schedule of meetings and adopt general rules for
its operation. All DAC meetings shall be preceded by public notice and shall be open to the public.
DAC will make every effort to sustain and transfer institutional knowledge with the addition of new
members.
Officers
The chairperson and vice-chairperson shall be elected annually at the April meeting. The
chairperson shall preside at all committee meetings and establish the agenda. The vice chairperson
shall preside in the absence of the chairperson.
The secretary shall take minutes for all committee meetings and maintain attendance records,
minutes, agendas and other pertinent papers.
Terms of office shall be for one year beginning in June.
Meetings
A regular meeting shall be held once a month from August through April. Regular meetings shall be
publicized at least 24 hours in advance and open to the public. Additional meetings may be called as
needed.
Quorum and Voting
A simple majority of the total membership shall constitute a quorum for the transaction of business
and the validity of any vote. A majority of those present and eligible to vote shall be necessary to
elect and to decide a question.
Amendment of General Rules of Operation
The general rules of operation may be amended by submitting the proposed change in writing at any
regular meeting. A vote on the proposed change will be held at the next meeting.
School Accountability Committees
Membership
Each school accountability committee (SAC) shall consist of at least:
• three parents of students enrolled in the school
• one teacher who provides instruction at the school
• the school principal or designee
• one person from the community
• one adult member of an organization of parents, teachers, and students recognized by the
school
A person may not serve more than one of the required membership roles on the SAC. If, after making
good-faith efforts, a principal or an organization of parents, teachers and students is unable to find
sufficient number of persons who are willing to serve on SAC, the principal, with advice from the
organization of parents, teacher, and students, may establish an alternate membership plan for SAC.
Such alternate plan shall reflect the required representation stated above as much as practicable.
Members of SAC shall be appointed by the principal of each school for a two year term. The
principal shall ensure, to the extent practicable, that the persons appointed reflect the student
populations significantly represented within the school.
If the principal chooses to increase the number of persons on any SAC, the principal shall ensure that
Page 2 of 3
File: AE-R
the number of parents appointed exceeds the number of representative from the group with the next
highest representation.
Officers
Members of the SAC shall serve terms of two years. The SAC shall select a parent representative to
serve as chair or co-chair, who shall serve a term of two years.
Adopted August 1997
Revised April 7, 2004
Page 3 of 3
File: AE-R-1
This regulation is recommended for deletion as it is included entirely in
Regulation AE-R
DISTRICT ACCOUNTABILITY COMMITTEE
(General Rules of Operation)
Purpose
The Thompson School District Accountability Committee (DAC) offers parents, students, other
residents and staff of the district the opportunity to become involved with the improvement of
the educational system.
DAC serves as an advisory committee to the Board of Education in compliance with the
Educational Accountability Act of 2009.
One of the tasks of DAC is to provide input for the annual report to district patrons. The input
shall summarize the accomplishments of DAC.
DAC is obligated to respond to the charge(s) (areas of study) which shall be cooperatively
determined by the Board and DAAC each year.
Membership
(DAC) shall consist of at least:
• three parents of students enrolled in district schools
• one teacher employed by the district
• one school administrator employed by the district
• one person who is involved in business in the community within the district’s
boundaries
• one student representing a district high school
• one Board of Education representative
Members shall be appointed by the Board (in September) for two-year terms.
Attendance
All DAC meetings shall be preceded by public notice and shall be open to the public. Three
consecutive unexcused absences from committee meetings may result in the member being
dismissed from the committee and a replacement being appointed, unless the committee by
resolution approves any additional absences or unless such absences are due to temporary
disability or illness.
Officers
The chairperson shall be elected annually at the April meeting. The chairperson shall preside at
all committee meetings and establish the agenda.
The vice chairperson shall preside in the absence of the chairperson. It is essential that the vice
chairperson serve as chairperson in a consecutive year.
The secretary shall take minutes for all committee meetings and maintain attendance records,
minutes, agendas and other pertinent papers.
Terms of office shall be for one year beginning in June.
Thompson School District R2-J, Loveland, Colorado
Page 1 of 2
File: AE-R-1
Meetings
A regular meeting shall be held once a month from August through April. Regular meetings
shall be publicized at least 24 hours in advance and open to the public. Additional meetings
may be called as needed.
Quorum and Voting
A simple majority of the total membership shall constitute a quorum for the transaction of
business and the validity of any vote. A majority of those present and eligible to vote shall be
necessary to elect and to decide a question.
Amendment of General Rules of Operation
The general rules of operation may be amended by submitting the proposed change in writing at
any regular meeting. A vote on the proposed change will be held at the next meeting.
Approved March 6, 1986
Page 2 of 2
File: AE-E-1
ACCOUNTABILITY PROCESS TIME LINE
By October 15
Based on DAC recommendation, After consultation
with
DAC,
district
administrators
submit
recommendations and the Board assigns an
accreditation category to each of its schools and an
evaluation used for that accreditation assignment. If
the district disagrees with the school’s initial plan
assignment, it must submit additional information to
CDE for consideration. C.R.S. § 22-7-205(2)
By first work day in November
2nd Friday in September
The school accountability committee (SAC) adopts
building goals/objectives and a plan to improve on the
four key performance indicators identified in the
Educational Accountability Act of 2009 using CDE’s
school unified improvement plan template.
C.R.S. § 22-7-205(1)
By November 15 December 4
CDE formulates a final recommendation for each
school as to whether the school should implement a
performance plan, an improvement plan, a priority
improvement plan or a turnaround plan dependent on
the school exceeding, meeting, approaching or not
meeting the state expectations on the four
performance indicators.
C.R.S. § 22-11-105 (2) and 1 CCR 301-1, Rules 2202-R
0.00)
By December 15
District/School UIP(s) Goals/objectives and plans are
reviewed by the district accountability committee
(DAC) and recommendations submitted to the Board.
C.R.S. § 22-7-205(1)
By January 15
The Board adopts a performance, improvement,
priority improvement or turnaround plan for a school
and/or district if as applicable. The district submits
priority improvement and turnaround UIP(s) to CDE
for review.
C.R.S. § 22-7-606
By April 15
The district submits all school plans to CDE for
publication on SchoolView.
Prior to adopting budget for fiscal year
SAC makes recommendations to the Board,
superintendent, and DAC relative to prioritization of
expenditures of district monies by the school.
C.R.S. § 22-7-207
DAC makes recommendations to the Board and
superintendent relative to prioritization of
expenditures of district monies.
Page 1 of 2
File: AE-E-1
The superintendent considers recommendations by
SACs and DAC when formulating budget requests
presented to the Board.
C.R.S. § 22-7-207
The Board considers recommendations prior to
adopting the budget. C.R.S. § 22-7-105
Page 2 of 2
File: AED*
ACCREDITATION
The Board of Education believes that its primary responsibility is to provide leadership in the area of
student achievement. To foster greater accountability and enhance improvement in student
achievement, the Board shall enter into an accreditation contract with the State Board of Education
regarding district accreditation and shall accredit the schools within the district.
District Accreditation
The accreditation contract shall bind the Board to manage the district and its schools to meet certain
standards, goals and requirements over the term of the contract, in accordance with the Education
Accountability Act of 2009 and applicable State Board of Education rules. At a minimum, the
accreditation contract shall address the following elements:
•
•
•
•
the district’s level of attainment on the four key performance indicators: student longitudinal
academic growth, student achievement on statewide assessments, postsecondary and
workforce readiness, and progress made on closing the achievement and growth gaps;
the district’s adoption and implementation of its performance, improvement, priority
improvement or turnaround plan (whichever is required based on the district’s assigned
accreditation category);
the district’s implementation of its system for accrediting its school; and
the district’s substantial, good-faith compliance with the provisions of title 22, C.R.S. and
other statutory and regulatory requirements applicable to school districts.
In conjunction with accreditation, the Board is committed to adopting content standards for student
learning, achievement performance levels, systems for measuring student achievement, and methods
for improving student achievement.
School Accreditation
While the state accredits the district, the Board accredits the schools within the district including
district charter schools. The Board’s accreditation of district schools shall emphasize attainment on
the four key performance indicators: student longitudinal academic growth, student achievement on
statewide assessments, postsecondary and workforce readiness, and progress made on closing the
achievement and growth gaps. Schools are also accredited on school culture and climate which
includes school safety and wellness plans. The Board may adopt additional accreditation indicators
and measures for district schools in all four plans; performance, improvement, priority
improvement, or turnaround. In accordance with law, the school accreditation process shall include
a review of each full-time online program’s alignment to the State Board of Education quality
standards for online programs.
The Board directs the superintendent to develop a school accreditation process for the Board’s input
and approval. Such process shall be developed in accordance with the Education Accountability Act
of 2009 and shall assign an accreditation category to each district school on an annual basis. The
accreditation process shall also require each district school to enter into an accreditation contract
with the Board that is comparable to the accreditation contract between the Board and the State
Board of Education. By October 15 of each year, the district shall provide the Colorado Department of
Education with the accreditation category assigned to each district school
In accordance with the process required by the Education Accountability Act of 2009 and applicable
State Board of Education rules, the superintendent, principals, and other district administrators
Page 1 of 2
File: AED*
shall develop a proposed school performance, improvement, priority improvement or turnaround
plan for each district school. The district shall notify parents/guardians of students enrolled in each
school that is required to adopt a school improvement, priority improvement or turnaround plan of
the required plan, the identified issues to be addressed by the plan and the timeline for the plan’s
development. A public hearing shall be held prior to the adoption of a school improvement, priority
improvement or turnaround plan.
Pursuant to the Board’s constitutional and statutory authority to control instruction in its schools
and determine the allocation of district resources, the Board shall review and approve all school
plans, regardless of whether the plan is a performance, improvement, priority improvement or
turnaround plan. Each school plan shall be submitted to the Colorado Department of Education in
accordance with the timeliness prescribed by applicable State Board of Education rules.
Adopted November 3, 1999
Legal refs.:
Colorado Constitution Article IX, Section 15, (board has control of instruction
within the district)
C.R.S. 22-7-407 (adoption of content standards)
C.R.S. 22-11-101 et seq. (Educational Accreditation Act of 1998)
C.R.S. 22-11-307 (board accreditation of district schools)
C.R.S. 22-30-105 (school district organization planning process)
C.R.S. 22-30.5-104(2)(b) (district charter schools subject to accreditation by local
board)
C.R.S. 22-32-109(1)(t) (board duty to determine educational program and prescribe
textbooks)
C.R.S. 22-32-109(1)(mm) (board duty to adopt policy for accreditation of district
schools)
C.R.S. 22-32-142(2)(parent notice and public hearing requirements)
1 CCR 301-1, Rules 2202-R-1.00 (accreditation rules)
Cross refs.:
ADA, Thompson School District Goals
AE, Accountability/Commitment to Accomplishment
AEA Standards-Based Education
IEA*, Improvement of Instruction
IK, Academic Achievement
KB, Family-School Partnership in Education
Page 2 of 2
File: AED-R
ACCREDITATION/ACCOUNTABILITY/SCHOOL IMPROVEMENT PROCESS
The Thompson School District accreditation, accountability and school improvement process affirms
the district’s commitment to high standards of achievement and well-being for all students. The
process of accreditation has been designed to conform to statutory accreditation requirements, to
incorporate the accountability processes and requirements, and most important, to enhance and
encourage continuous school improvement that results in improved student achievement.
The school improvement process should incorporate the following fundamentals:
1.
The accountability, accreditation and school action planning processes are merged into a single
process that avoids redundancy of reporting.
2.
The acquisition and preparation of achievement data is primarily the responsibility of district
administrators the director of accountability and accreditation.
3.
The review and analysis of achievement data is primarily the responsibility of the school
administrator and staff with assistance and support from the division of learning services.
4.
The primary responsibility of the school accountability committee (SAC) is to provide a “means
of determining whether decisions affecting the educational process are advancing or impeding
student achievement and safety.”
5.
The district is accredited for a one year term after annual review by the Colorado Department of
Education.
6.
The Board of Education district accredits each school annually based on the district’s
recommendations which are informed by CDE assignment and DAC input. district
accountability committee The recommendations following an annual review of academic
growth, academic growth gaps, postsecondary and work force readiness,., culture and climate,
wellness data, action planning and implementation of strategies for improving student
achievement.
7.
The SAC shall discuss safety issues related to the school environment and develop, revise, and
implement a safe school plan consistent with the district safe school plan and policy.
8.
In addition, the Board of Education will provide regular annual updates on school performance
for the local community.
98. A school that fails to meet district accreditation criteria will be required to implement a priority
improvement or turnaround plan with guidance and support from district staff.
Adopted March 20, 2002
Page 1 of 1
ACTION ITEM 5.1.7
Approval of Proposed Revision/Adoption of Board Policy
Date:
October 16, 2013
Submitted by:
Recommendation:
That the Board approve the proposed revision/adoption of Board
policy.
Proposed revision/adoption of the attached Board policies are the result of statutory
counsel. District legal counsel has also reviewed these policies for specific district applicability.
BEAA, Electronic Participation in School Board Meetings, follows statutory recommendation
that states in part “the board may adopt policy allowing board members to attend and
participate electronically in regular or special board meetings”. Therefore Board members are
encouraged to discuss this proposed policy and its impact thoroughly.
This agenda item remains unchanged from the October 9 Board work session.
File: BC
SCHOOL BOARD MEMBER CONDUCT
Public office is a trust created by the confidence which the public places in the integrity of its public
officers. To preserve this confidence, it is the desire of the Board to operate under the highest ethical
standards.
In carrying out his/her fiduciary duties, a Board member shall not:
1.
2.
3.
4.
Disclose or use confidential information acquired in the course of official duties to further
substantially the member’s his or her personal financial interests.
Accept a gift of substantial value or substantial economic benefit tantamount to a gift of
substantial value which would tend to improperly influence a reasonable person in the
member's position to depart from the faithful and impartial discharge of the Board
member’s public duties or which the member knows or should know is primarily for the
purpose of rewarding him or her for official action taken.
Engage in a substantial financial transaction for the member’s private business purposes
with a person whom the member supervises in the course of his or her official duties.
Perform an official act, which directly and substantially confers an economic benefit
tantamount to a gift of substantial value on a business or other undertaking in which the
member has a substantial financial interest or is engaged as a counsel, consultant,
representative or agent.
The phrase "economic benefit tantamount to a gift of substantial value" includes a loan at a rate of
interest substantially lower than the prevailing commercial rate and compensation received for
private services rendered at a rate substantially exceeding the fair market value.
It is permissible for a Board member to receive:
1.
2.
3.
4.
5.
6.
7.
Campaign contributions and contributions in kind which are reported in accordance with
state law.
An occasional nonpecuniary gift, which is insignificant in value.
A nonpecuniary award publicly presented by a nonprofit organization in recognition of
public service.
Payment or reimbursement for actual and necessary expenditures for travel and
subsistence for attendance at a convention or other meeting at which the member is
scheduled to participate.
Reimbursement for or acceptance of an opportunity to participate in a social function or
meeting which is not extraordinary when viewed in light of the member's position.
Items of perishable or nonpermanent value including, but not limited to, meals lodging,
travel expenses or tickets to sporting, recreational, educational or cultural events. Tickets
to these events may have to be reported in accordance with the public official disclosure
law.
Payment for speeches, appearances, or publications reported in accordance with the
public official disclosure law.
It shall not be considered a breach of conduct for a Board member to:
1.
2.
Use school facilities and equipment to communicate or correspond with constituents,
family members or business associates.
Accept or receive a benefit as an indirect consequence of transacting district business.
Page 1 of 2
File: BC
Adopted November 16, 1988
Legal refs.:
C.R.S. 1-45-101 et seq. (Fair Campaign Practices Act)
C.R.S. 22-32-110 (1)(k) (specific powers of boards)
C.R.S. 24-6-2013 et seq. (Public Official Disclosure LawAct)
C.R.S. 24-18-104 (rules of conduct for all public officers, general assembly, local
government officials and employees)
C.R.S. 24-18-109 (rules of conduct for local government officials and employees)
Cross refs.:
BCA, School Board Member Ethics
BCB, Board Member Conflict of Interest
BEDF, Voting Methods
DJE, Bidding Requirements and Procedures
GBGN, Professional Staff Political/Legislative Leave
Page 2 of 2
File: BCB
SCHOOL BOARD MEMBER CONFLICT OF INTEREST
Public office is a trust created in the interest of the common good and for the benefit of the people.
A conflict of interest can arise when a public officer is unable to devote himself/herself with complete
loyalty and singleness of purpose to the general public interest.
It is the intent of this policy to protect the public trust placed in directors of the district. For purposes
of this policy, the Board declares that a conflict of interest is a personal, pecuniary interest that is
immediate, definite and demonstrable and which is or may be in conflict with the public interest.
A Board member who has a personal, pecuniary interest in a matter proposed or pending before the
Board shall disclose such interest to the Board, shall not vote on the matter, and shall not attempt to
influence the decisions of other Board members in voting on the matter.
However, if a Board member has complied with statutory disclosure requirements by notifying the
secretary of state of a personal, pecuniary interest in the matter, the member may vote if
participation is necessary to obtain a quorum or otherwise enable the Board to act. If a member votes
under these circumstances, that member shall state for the record the fact and summary nature of
the potential conflict of interest.
The written disclosure to the secretary of state shall list as applicable the amount of the member’s
pecuniary interest, the purpose and duration of any services rendered, compensation received for
services or such other information necessary to describe the interest.
The Board considers it a conflict of interest for a Board member to also be employed by the district.
Therefore, the Board shall not hire any of its members as an employee of the district nor shall the
Board approve any compensation for a member for services rendered to the district as an employee
except for services rendered to the Board as provided by law.
Therefore, an employee elected to the Board shall be required to relinquish employment with the
district prior to taking office. Employees are encouraged to consider this prior to running for the
Board.
Members may be reimbursed for authorized expenses in carrying out Board duties as provided by
law.
The Board shall not enter into any contracts with any of its members or with the firm or corporation
in which a member has a pecuniary interest, unless one or more of the following apply:
1.
2.
3.
4.
5.
The contract is awarded to the lowest responsible bidder based on competitive bidding
procedures.
The merchandise is sold to the highest bidder at a public auction.
The transaction involves investing or depositing money in a financial institution, which is
in the business of loaning money or receiving money.
If, because of geographical restrictions, the district could not otherwise reasonably afford
the contract because the additional cost to the district would be greater than 10 percent of
the contract with the interested member, or if the contract is for services that must be
performed within a limited time period in which no other contractor can perform the
services.
If the contract is one in which the Board member has disclosed a personal, pecuniary
interest and is one on which the member has not voted or has voted as allowed in state law
Page 1 of 2
File: BCB
following disclosure to the secretary of state and to the Board.
Except as described above, a Board member shall not be a purchaser at any sale or a vendor for any
purchase made by the district.
A member of the Board may request an advisory opinion from the secretary of state concerning
issues relating to the member's conduct and potential conflict of interest.
A copy of this policy will be filed with the Colorado Department of Education according to the
provisions of Colorado statute. Following acknowledgment of receipt of the copy by CDE, the Board
shall be exempt from the provisions of C.R.S. 18-8-308(1).
Adopted prior to 1985
Legal refs:
Colorado Constitution, Article X, Section 13
C.R.S. 22-32-109(1)(y) (duty of board to adopt bylaws on conflicts of interest)
C.R.S. 24-18-109 through 111 (government rules of conduct)
C.R.S. 24-18-201 (standards of conduct – interests in contracts)
C.R.S. 24-18-202 (standards of conduct – interests in sales)
Cross refs:
BC, School Board Member Conduct
BCA, School Board Member Ethics
BEDF, Voting Methods
DJE, Bidding Requirements and Procedures
Page 2 of 2
New File: BEAA
ELECTRONIC PARTICIPATION IN SCHOOL BOARD MEETINGS
Board members may attend and participate by electronic means in regular or special meetings of the
Board in accordance with this policy and state law. For purposes of this policy, “electronic means”
shall be defined as attendance via telephone, video or audio conferencing, or other electronic device.
Board members may attend and participate by electronic means in a regular or special Board
meeting only when extenuating circumstances prevent the Board member from physically attending
the meeting. For purposes of this policy, “extenuating circumstances” means the Board members’ job
or military service requires the member to be outside of the district at the time of the meeting or an
acute illness prevents the Board member from physically attending the meeting.
A meeting at which one or more Board members attend and participate by electronic means shall be
open to the public, except for periods in which the Board is in executive session. A quorum of the
Board shall be physically present at the meeting for a Board member to attend and participate by
electronic means.
The electronic means used shall allow the public to hear the comments made by the Board
member(s) participating by electronic means and allow the Board member(s) to hear the comments
made by the public. A Board member participating by electronic means may vote and will be
included in the recording of the Board meeting.
A Board member who seeks to attend and participate by electronic means in a Board meeting shall
notify the Board president and superintendent at least one week prior to the meeting and shall
explain the extenuating circumstances that prevent the Board member from physically attending the
meeting. If such notification is not possible, the Board member shall notify the Board president and
superintendent as soon as is reasonable possible of the request to attend by electronic means. The
Board president or, in his or her absence or inability, the Board vice-president, is delegated the
authority to consider and approve the request, subject to appeal to the Board members who are
physically in attendance at the meeting in the event attendance by electronic means is denied.
If the request is approved, a Board member who attends and participates by electronic means shall
identify the location from which he or she is participating, those present, and the extenuating
circumstances that prevented the Board member from physically attending the meeting. If the Board
convenes in executive session, the Board member attending and participating by electronic means
shall ensure confidentiality during that portion of the meeting.
A Board member may attend and participate by electronic means in a maximum of two Board
meetings per calendar year. Unless otherwise approved by the Board, additional requests to attend
and participate by electronic means will be denied. In accordance with state law, the Board shall
declare a vacancy if a Board member fails to attend three consecutive regular Board meetings, unless
the Board member’s absence is otherwise excused by the Board.
A Board member’s failure to comply with this policy may result in the Board’s refusal to allow the
member to participate by electronic means in Board meetings.
Adopted
Legal refs.:
C.R.S. 22-31-129 (board vacancies)
C.R.S. 22-32-108 (7)(a) (board may adopt policy allowing board members to attend
and participate electronically in regular or special board meetings)
Page 1 of 2
New File: BEAA
C.R.S. 24-6-401 et seq. (open meetings law)
Cross ref.:
BE, School Board Meetings
Page 2 of 2
File: BEC
EXECUTIVE SESSIONS
All meetings of the Board shall be open to the public except that at any regular or special meeting,
the Board may proceed into executive session upon the affirmative vote of two-thirds of the quorum
present.
The Board shall not make final policy decisions nor shall any resolution, policy or regulation be
adopted or approved nor shall any formal action of any kind be taken during any executive session.
However, the Board is authorized in executive session to review, approve and if necessary amend
written minutes of an executive session, if written minutes are taken.
Prior to convening in executive session, the topic for discussion shall be announced, as well as the
specific citation to statute authorizing the Board to meet in executive session (see items 1-8 above)
and the particular matter to be discussed in as much detail as possible without compromising the
purpose for which the executive session is authorized. This information shall be reflected in the
minutes of the public session.
The only matters for which the Board may hold an executive session are:
1.
Purchase, acquisition, lease, transfer or sale of any real, personal or other property interest.
However, no executive session shall be held to conceal the fact that a member of the Board has
a personal interest in such property transaction. [C.R.S. 24-6-402 (4)(a)]
2.
Conferences with an attorney for the purpose of receiving legal advice on specific legal
questions. The mere presence or participation of an attorney at an executive session shall not
be sufficient to satisfy this requirement. [C.R.S. 24-6-402 (4)(b)]
3.
Matters required to be kept confidential by federal or state law or regulations. An
announcement will be made indicating the specific legal citation of the state or federal law
which requires the matter to be kept confidential. [C.R.S. 24-6-402 (4)(c)]
4.
Specialized details of security arrangements or investigations. [C.R.S. 24-6-402 (4)(d)]
5.
Determination of positions relative to matters that may be subject to negotiations, development
of strategy for negotiations and instruction of negotiators. [C.R.S. 24-6-402 (4)(e)]
6.
Personnel matters except if an employee who is the subject of an executive session requests an
open meeting. If the personnel matter involves more than one employee, all of the employees
must request an open meeting. Discussion of personnel policies that do not require discussion
of matters specific to particular employees are not considered “personnel matters.”
The Teacher Employment, Compensation and Dismissal Act shall prevail in teacher dismissal
hearings. (It provides that a dismissal hearing shall be open unless either the administration or
employee requests the hearing be closed.)
Discussions concerning a member of the Board, any elected official or the appointment of a
Board member are not considered personnel matters. [C.R.S. 24-6-402 (4)(f)]
7.
Consideration of any documents protected under the mandatory nondisclosure provision of the
Open Records Act, except that work product documents and documents subject to the
governmental or deliberative process privilege must be considered in a public meeting unless
they involve subject matter for which an executive session is otherwise allowed.[C.R.S. 24-6402 (4)(g)]
Page 1 of 2
File: BEC
8.
Discussion of individual students where public disclosure would adversely affect the person or
persons involved. [C.R.S. 24-6-402 (4)(h)]
Only those persons invited by the Board may be present during any executive session regardless of
the topic of the session (including personnel matters).
The Board shall cause an electronic recording to be taken of the executive session in accordance with
applicable law, which shall be retained by the Board for 90 days following the session. The electronic
recording must include the specific statutory citation authorizing the executive session. No electronic
recording need be taken of an executive session discussion of an individual student matter or of an
executive session discussion involving a privileged attorney-client communication at which the
attorney is present (in person or via electronic means).
Revised to conform with practice: July 13, 1988
Revised July 9, 1997
Revised July 12, 2006
Legal refs.:
C. R. S. 22-32-108(5) (meetings of the board)
C. R. S. 24-6-402 (open meetings law)
Cross refs.:
BEDA, Notification of Board Meetings
GBEE, Electronic Mail (Board Use of Electronic Mail)
KDB, Public’s Right to Know/Freedom of Information
Page 2 of 2
File: BEDF
VOTING METHOD
All voting shall be by roll call with each member present voting "Aye" or "No" alphabetically.
However, election of the president and vice president may be by secret ballot. If a vote is taken
by secret ballot, the outcome of the vote shall be recorded contemporaneously in the minutes.
A Board member may abstain from voting only if excused by action of the Board for good cause.
However, aA Board member who may abstain without Board action when he has disclosed a
personal, pecuniary conflict of interest. in any proposed or pending matter which presents a
conflict of interest in accordance with Board policy shall disclose such interest and shall not vote
unless participation is necessary to obtain a quorum or otherwise enable the Board to act.
Under such circumstances, the member shall comply with the voluntary disclosure
requirements set out in state law.
To pass, any motion must be approved by a majority of the members present except as state law
or policies of this Board may require a majority of full membership or a two-thirds majority.
Legal Ref: C.R.S. 22-32-104 (3) (president and vice president must be elected by majority of the
entire membership)
C.R.S. 22-32-108 (6) (voting by roll call, excused for good cause)
C.R.S. 22-32-109 (1)(y)(II)
C.R.S. 22-32-108 (7)(a) (a board member who participates electronically in
conformance with the board’s policy on electronic meeting participation is
considered present)
C.R.S. 24-6-402 (2)(d)(IV) (outcome of a secret ballot vote must be recorded
contemporaneously in the minutes)
C.R.S. 24-6-402 (4) (a two-thirds majority of the quorum present is required to
go into executive session)
C.R.S. 24-18-109 (3) (conflict of interest and voting)
C.R.S. 24-18-110 (voluntary disclosure of conflict of interest)
Cross Ref:
BDB BCB, School Board Member Conflict of Interest
BE, School Board Meetings/Regular Meetings/Special Meetings
BEDC, Quorum
Page 1 of 1
File: BID/BIE
BOARD MEMBER COMPENSATION/ AND EXPENSES/INSURANCE/LIABILITY
Board members shall receive no compensation for their services. However, upon submitting
vouchers and supporting bills for expenses incurred in carrying out specific services previously
authorized by the Board, Board members may be reimbursed from district funds.
Such expenses may include the cost of attendance at conferences of school board associations
and other professional meetings/visitations when such attendance and expense payment has
had prior Board approval.
The Board shall purchase liability insurance and errors-and-omissions insurance to protect its
members individually and collectively for claims made against them as a result of their
membership on the Board.
The Board shall rely on the Colorado Governmental Immunity Act, C.R.S. 24-10-101 et seq. (the
Act) as the statement of its obligation to defend and indemnify Board members. If the Board
elects to provide for the defense of a Board member in a claim which alleges willful and wanton
conduct by the Board member, the Board may require the Board member to post a reasonable
bond to ensure reimbursement of any amounts advanced, in accordance with the Act. Members
of the Board shall be reimbursed for their reasonable attorney fees and other costs incurred in
defense of any claim made or legal action taken against them as a result of action taken by them
within the scope of their office. This right of reimbursement shall be granted in accordance
with the Colorado Governmental Immunity Act. Such right of reimbursement shall not be
construed to provide indemnification for any judgment or other expense in excess of the
provisions of the act.
Revised to conform with practice: date of manual adoption
Minor Revision August 18, 2004; Revised Legal Reference April 15, 2008
Legal refs.:
C.R.S. 22-12-1012 et seq. (limited liability for good faith actions)
C.R.S. 22-32-104 (5) (board member compensation)
C.R.S. 22-32-109.1(9) (immunity provisions in safe schools law also apply to
school board members)
C.R.S. 22-32-110 (1)(n),(u) (power to provide necessary expenses)
C.R.S. 24-10-1012 et seq. (Colorado Governmental Iimmunity Act)
C.R.S. 24-18-104 (3)(d), (e) (reimbursements not considered gifts)
20 U.S.C. 2361 through 2368 (Coverdell Teacher Protection Act limits liability)
Cross ref.:
EI, Insurance Management
Page 1 of 1
ACTION ITEM 5.1.8
Approval of Proposed Revision to Board Policy/Regulation
Date:
October 16, 2013
Submitted by:
Recommendation:
That the Board
policy/regulation.
approve
the
proposed
revision
to
Board
Proposed revisions to the attached Board policy/regulation are the result of statutory
counsel.
This agenda item remains unchanged from the October 9 Board work session. Margaret Crespo
will be in attendance to answer questions.
File: JFBA/JFBB
SCHOOL OF CHOICE/OPEN ENROLLMENT
The Board of Education is committed to providing a variety of learning opportunities to meet
the diverse needs of students. The Board endorses the neighborhood school concept and makes
many decisions based on student population within the attendance areas of residence. The
Board recognizes, however, that students may benefit from having a choice of schools to attend
within the public school system that is not limited by district boundaries or individual school
attendance area boundaries. Therefore, resident and nonresident students shall be allowed to
attend any school or participate in any program of their choice based on the prioritization
considerations in the accompanying regulation JFBA/JFBB-R, provided they meet the approved
guidelines, are eligible for enrollment, and follow the approval process established by the Board
within this policy and the accompanying regulation.
As used in this policy, the term “school of choice/open enrollment” means parent/guardian
initiated enrollment of a student in a district school or program other than the school or
program in which the student is currently enrolled or to which the student is currently assigned.
In implementing its school of choice/open enrollment program and applying it in particular
circumstances, the district is not required to:
1. Make alterations in the structure of a requested school or make alterations to the
arrangement or function of rooms within a requested school.
2. Establish and offer any particular program in a school if such program is not currently
offered in such school.
3. Alter or waive any established eligibility criteria for participation in a particular program,
including age requirements, course prerequisites, and required levels of performance.
4. Create additional space in the school or program by changing resources or staffing
allocations.
5. Open enroll any nonresident student in any school or program after the pupil enrollment
count day for the then-current school year.
Notwithstanding the provisions of this policy, a student may be assigned outside the attendance
area by the superintendent or designee in the special interest of the student and/or school.
DISTRICT RESIDENT STUDENTS
Resident students and their parents/guardians shall be notified on an annual basis of the
options available through choice enrollment in sufficient time to apply.
Students, including home-schooled students desiring to take classes on a part-time basis, within
a designated neighborhood attendance area shall have priority in registering in the
neighborhood school. Students may apply for school of choice/open enrollment in a school
outside their neighborhood attendance area (including another neighborhood district school or
charter school), and such applications shall be approved if there is space available, the
application has been submitted in accordance with the procedures in the accompanying
regulation, and the other requirements specified in this policy and the accompanying regulation
have been met.
Students accepted for school of choice/open enrollment shall have the same curricular and
extracurricular opportunities as all other students attending the school, as determined by
subject to the limitations provided in state applicable law, bylaws and the rules of the Colorado
High School Activities Association, and the district’s eligibility requirements.
Page 1 of 4
File: JFBA/JFBB
Subject to the provisions of this policy and the accompanying regulation, students accepted for
school of choice/open enrollment shall be enrolled at their school of choice for the duration of
the grades served by the school. The school of choice/open enrollment becomes the student’s
home school. After leaving the elementary or middle school level, a student must reapply for
school of choice/open enrollment at the next level, unless the student is to attend the
neighborhood school in the area in which the student resides.
The district reserves the right to rescind and/or amend any or all school of choice/open
enrollments, including reassigning students to their neighborhood schools, if it determines that
there is overcrowding of facilities, the choice school discontinues a particular program or cannot
continue to meet the special needs of a student, the student no longer participates in the
program that caused the school of choice/open enrollment to be made in the first place, or for
other reasons authorized by law and considered by the district to be in the best interest of the
student and/or the school.
NONRESIDENT STUDENTS
Nonresident students from other school districts within the state who apply in accordance with
this policy and the accompanying regulation may enroll in particular schools or programs in the
district without the payment of tuition (except tuition required for participation in all-day
kindergarten) on a space-available basis as authorized by law and subject to the same provisions
specified for school of choice/open enrollment in the immediately preceding section of this
policy. School of choice/open enrollment of any nonresidential student in any program or
school after the pupil enrollment count day may be considered on a case by case basis.
Before considering school of choice/open enrollment from nonresidents, priority shall be given
to resident students who apply under the district's school of choice/open enrollment policy. In
addition to other reasons for denial of admission authorized by law or as described in this policy
and the accompanying regulation, students who were expelled from another school district
during the preceding 12 months or whose behavior in another school district during the
preceding 12 months was detrimental to the welfare or safety of other students or school
personnel as determined through a safe schools check may be denied admission.
CLOSED SCHOOLS AND/OR CLOSED GRADE LEVEL
A school or a grade level within a school may be closed to school of choice/open enrollment and
nonresident admission on an annual basis due to lack of space as described in the accompanying
regulation.
The planning office will recommend to the superintendent or designee the school(s) or grade
level(s) within a school that meet the closed school/closed grade level requirement.
CHANGE IN RESIDENCE
Students whose place of residence changes during the school year may remain at the school they
are currently attending for the duration of the grades served by that school. Transportation will
not be provided.
ADMINISTRATIVE PLACEMENTS
Notwithstanding the provisions of this policy, a student may be assigned outside his/her
attendance area by the superintendent or designee. The administrative placement option is
only available for the purpose of moving a student from one school to another where
circumstances indicate that moving schools is in the best interest of the student and the school.
These circumstances include, but are not limited to, disciplinary placement, a placement to
Page 2 of 4
File: JFBA/JFBB
finish the school year, or placement in a special program.
Students exercising choice under the federal law (when a school is on Title I improvement status
or designated as persistently dangerous or when the student is a victim of a violent crime at
school) shall be treated as an administrative placement.
TRANSPORTATION
Transportation for resident students accepted for school of choice/open enrollment shall be
furnished by their parents/guardians unless it is determined that transportation is necessary for
the district to comply with the requirements of state or federal law concerning homeless
students and students with disabilities. Students attending under the federal choice option shall
be provided transportation at district expense to the extent required by law. If space is available
in district buses and a resident student desires to utilize existing school bus routes/stops
without modifications, parents should request transportation from the transportation
department. By mutual agreement, the transportation department designee and school
administration may grant temporary permission for choice enrolled students to ride a bus.
Transportation for nonresident students who enroll in the district shall be furnished by the
parents unless it is determined that transportation is necessary for the district to comply with
the requirements of state or federal law concerning homeless students and students with
disabilities.
SPECIAL EDUCATION STUDENTS
Parents of special education students applying for school of choice/open enrollment to another
school or program shall be considered in accordance with applicable state and federal laws. The
student’s current Individualized Education Program (IEP) shall be considered by the student’s
IEP team in determining if the requested school or program can meet the student's needs. The
final determination of school of choice/open enrollment is by the director of special education.
The responsibility of notifying parents/guardians of the final decision rests with the director of
special education.
UNLAWFUL DISCRIMINATION
In implementing this policy and the accompanying regulation, the district shall not discriminate
on the basis of race, color, sex (which includes marital status), sexual orientation, national
origin, ancestry, religion, ethnicity, disability or any other status protected by law.
Revised June 5, 1991
Revised October 17, 2007 (CASB-July 07)
Revised May 5, 2010
Legal refs.:
20 U.S.C. 1116 (choice options under NCLB Act of 2001)
20 U.S.C. 7912 (safe schools under NCLB Act of 2001)
C.R.S. 15-14-1045 (delegation of custodial power)
C.R.S. 19-1-115.5 (child in foster care placement in considered resident of school
district in which foster home is located)
C.R.S. 22-1-102 (definition of a resident student)
Page 3 of 4
File: JFBA/JFBB
C.R.S. 22-1-102.5 (definition of homeless child)
C.R.S. 22-20-106 (designation of general and special education responsibilities for
students with disabilities)
C.R.S. 22-20-107.5 (defining district of residence for students with disabilities)
C.R.S. 22-20-109 (tuition for special education services)
C.R.S. 22-32-109(1)(II) (enrollment decisions nondiscriminatory)
C.R.S. 22-32-110(1)(m) (power to fix boundaries)
C.R.S. 22-32-113(1)(c) (transportation of students residing in another district)
C.R.S. 22-32-115 (district may pay tuition for student to attend in another district)
C.R.S. 22-32-115 (2)(b) (attend without paying tuition)
C.R.S. 22-32-115(4)(a) (tuition liability pursuant to written agreement)
C.R.S. 22-32-116 (if a student becomes non-resident)
C.R.S. 22-33-103 (payment of tuition options, resident and non-resident)
C.R.S. 22-33-106 (3) (grounds to deny admission)
C.R.S. 22-36-101 et seq. (open enrollment)
C.R.S. 22-54-103 (10.5) (definition of pupil enrollment count day)
C.C.R 301.1 Rule 3.02 (l)(j) (opportunities and options for choice)
Cross refs.:
IHB, Special Instructional Programs
IIB, Class Size
JC, School Attendance Areas
JFABD, Homeless Students
JHD, Exclusion and Exemptions from School Attendance
JJJ, Extracurricular Activity Eligibility
LBD, Charter Schools
Page 4 of 4
File: JFBA/JFBB-R
SCHOOL OF CHOICE/OPEN ENROLLMENT
Students will attend the district school determined by their residence unless an application for
school of choice/open enrollment to attend another school or program is approved. No student
will be enrolled in a school outside their attendance area without prior approval in accordance
with this regulation.
The principal or designee of each school will be responsible for checking student enrollment
records to determine that each student is a legal resident of that school’s attendance area or has
an approved application for open enrollment or transfer.
An “open enrolled” student is one who is a resident or nonresident of the Thompson School
District attending a district school other than the school within his/her attendance area or
school district of residence.
When a school and/or grade level within a school has been identified as “open”, the district will
consider school of choice/open enrollment applications from the parent/guardian of students
who do or do not reside within district boundaries but who wish to attend a particular school or
education program within the district in accordance with this regulation. However, nonresident
requests will only be considered after all resident applications have been approved. Any
questions regarding a student’s residence must be resolved prior to application for school of
choice/open enrollment.
When a school and/or grade level within a school has been identified as “closed,” no new school
of choice/open enrollment applications will be accepted.
Upon open enrollment at a school outside the attendance area, the student should plan to
remain at the choice school for all remaining grade levels served by that school, subject to the
terms of policy JFBA/JFBB and this regulation.
Students who wish to transfer to a different school must reapply under school of choice/open
enrollment in accordance with this regulation. Students who wish to return to their
neighborhood school shall contact the school of residence regarding this decision.
In the event that any information is falsified or withheld from the district in connection with the
school of choice/open enrollment process, any approval for admission and continued
enrollment may be immediately withdrawn. If an applicant is not approved for a given school
year, the student must reapply under the school of choice/open enrollment process if admission
is desired for the following year.
In general transportation will not be provided. However, transportation requests may be
reviewed on a case-by-case basis to ensure equitable access to focus programs.
APPLICATION PROCESS AND TIMELINE – (FOR THE FOLLOWING YEAR)
Step 1: Application Process
a. The annual application window for school of choice/open enrollment is the Monday
following Thanksgiving break to the last school day prior to winter break.
b. Applications for school of choice/open enrollment are available at all schools and on the
district website in accordance with the schedule described below. Applicants may apply
for enrollment in any school with appropriate grade levels and programs and must
submit their application directly to their school of choice. The school shall stamp
Page 1 of 6
File: JFBA/JFBB-R
completed applications with the official time and date of receipt, and a copy shall be
given to the parent/guardian.
Step 2: Determining Space and Program Availability
a. The planning office will determine and notify schools of open or closed status by
December 1.
b. A school will be closed to school of choice/open enrollment and nonresident admission
on an annual basis if enrollment is at or exceeds 95% of its capacity or is projected to
reach 95% capacity within the following three years. Modular buildings will not be taken
into consideration when determining availability of classroom space.
c. A grade level within a school may be closed to school of choice/open enrollment and
nonresident admission on an annual basis if enrollment at that grade level is projected to
exceed 95% of its capacity.
Step 3: Determining Student Eligibility
The receiving school shall determine each applicant’s eligibility for attendance including:
a. The student meets established eligibility criteria for enrollment in the school and/or
participation in a particular program that has been requested, including but not limited
to age requirements, course prerequisites, safe schools check, and required levels of
performance.
b. The school and/or particular program are able to meet the applicant’s special needs.
c. The student has not been expelled or is not in the process of being expelled as a
habitually disruptive student or for a serious violation in a school building or in or on
school property.
d. There are no other grounds that may exist for denial of admission under policy
JFBA/JFBB, this regulation, or governing law.
Step 4: Accepting Applicants
Eligible applicants at each grade level shall be placed where space is available. If applicants are
not accepted, they may reapply under the school of choice/open enrollment for the following
year.
Step 5: Notifying Applicants
The school shall provide written notification of placement by January 10 for grades K*-12. If
January 10 falls on a weekend, the date is the first Monday following January 10.
*For all day kindergarten, written notification of approval will be tentative until program
funding is secured. Principals will ensure the written notification includes a clear explanation
of the tentative nature of the placement.
Step 6: Acceptance
Applicants must confirm in writing their intent to enroll in the requested school/program no
later than January 25. If January 25 falls on a weekend, the date is the first Monday following
January 25. If no response is received from the applicant they will be deemed to have declined
the acceptance.
A student whose school of choice/open enrollment application for the upcoming school year has
been approved in accordance with policy JFBA/JFBB and this regulation will begin attending
the school of choice in August of the new school year.
Page 2 of 6
File: JFBA/JFBB-R
A student admitted through school of choice/open enrollment shall be allowed to stay at the
choice school for all remaining grade levels served by that school, subject to the terms of policy
JFBA/JFBB and this regulation. After leaving the elementary or middle school level, a student
must reapply for school of choice/open enrollment at the next level. Approval or denial of that
request will be made in accordance with this regulation.
Step 7: Appeal
If the application for school of choice/open enrollment is denied, the principal of the requested
school shall notify the parent/guardian at the time of the denial that a written appeal may be
filed with the appropriate level executive director for elementary/secondary education within
ten (10) business days of the denial. Appeals will not be accepted or considered for schools
identified as “closed” by the district.
The appropriate level executive director for elementary/secondary education will review the
decision of the principal and may request additional information from and/or a meeting with
the parent/guardian, student, and/or affected principal(s). The appropriate level executive
director for elementary/secondary education will use discretionary authority to review and
approve applications due to unique circumstances/hardship. The decision of the appropriate
level executive director for elementary/secondary education will be communicated to the parent
or legal guardian within ten (10) business days after receipt of the appeal and will be final and
not subject to further appeal.
Siblings
Applications for all siblings should be submitted at the same time if it is desired that they attend
the same school of choice. Siblings will be enrolled in the school if space is available at each
grade level and eligibility requirements set forth in policy JFBA/JFBB, this regulation, and
governing laws are met.
GROUNDS FOR DENIAL OF SCHOOL OF CHOICE/OPEN ENROLLMENT
APPLICATION
Grounds for denial of admission to a resident student who otherwise complies with the district’s
policies and procedures are limited to the following:
1. The school and/or grade level within the school has been identified as “closed” due to
lack of space or teaching staff within the school.
2. There is a lack of space or teaching staff within a particular program or grade level of the
school requested.
3. The school requested does not offer appropriate programs or is not structured or
equipped with the necessary facilities to meet the special needs of the student or does not
offer a particular program requested.
4. The student does not meet the established eligibility criteria for participation in a
particular program including age requirements, course prerequisites, safe schools check,
or required levels of performance.
5. The student has been expelled or is in the process of being expelled as a habitually
disruptive student or for a serious violation in a school building or in or on school
property.
6. There are other grounds that exist for denial of admission under policy JFBA/JFBB, this
regulation, or governing law.
Grounds for denial of admission to a nonresident student who otherwise complies with the
district’s policies and procedures are limited to the following:
Page 3 of 6
File: JFBA/JFBB-R
1. The school and/or grade level within the school has been identified as “closed” due to
lack of space or teaching staff within the school.
2. There is a lack of space or teaching staff within a particular program or grade level of the
school requested.
3. The school requested does not offer appropriate programs or is not structured or
equipped with the necessary facilities to meet special needs of the student or does not
offer a particular program requested.
4. The student does not meet the established eligibility criteria for participation in a
particular program including age requirements, course prerequisites, safe schools check,
or required levels of performance.
5. The student is not eligible for enrollment in the district pursuant to state statute.
6. The student has been expelled from any school district in the preceding 12 months or is
in the process of being expelled because of habitually disruptive behavior or for
committing a serious offense for which expulsion is mandatory.
7. The student has demonstrated behavior in another school district during the preceding
12 months that is detrimental to the welfare or safety of other students or of school
personnel.
8. The student has graduated from the 12th grade of any school or is in receipt of a
document evidencing completion of the equivalent of a secondary curriculum.
PRIORITIZING SCHOOL OF CHOICE/OPEN ENROLLMENT REQUESTS
Students who reside within a school’s designated attendance boundary have the highest priority
in registering at that school. When a receiving school cannot accommodate all of its school of
choice/open enrollment applications because it lacks available space, the following criteria may
be considered in prioritizing them:
1. Sibling(s) are already attending the receiving school.
2. Plans by a student’s family to build or lease a residence in the receiving school
attendance area when documented by evidence of construction authorization, legal
purchase or a rental/lease agreement with occupancy to be actualized within a
reasonable amount of time.
3. Personal adjustment or behavior problems that would make it advantageous for a
student to be relocated to another school.
4. Special programs or course offerings that may make it advisable for a student to attend
another school when his or her academic background and objectives are shown to be
strongly supported by such a transfer.
CONTINUING ENROLLMENT CRITERIA
Any student enrolled pursuant to this policy shall be allowed to remain enrolled in the school or
program through the level unless:
1. The student is expelled from the school or program.
2. The student is no longer participating in the program which caused the application for
school of choice/open enrollment.
3. The student’s continued participation in the school or program requires the district to
make alterations in the structure of the school or to the arrangement or function of
rooms.
4. There is a lack of space or teaching staff.
5. The school does not offer a program requested by the student.
6. The student does not meet established eligibility criteria.
7. The school does not offer appropriate programs or is not equipped to meet the special
needs of the student.
Page 4 of 6
File: JFBA/JFBB-R
Case by case exceptions to the actions described above may be made and based on a discussion
between the school principals at both the sending and receiving schools and the appropriate
level executive director for elementary/secondary education, particularly when such exceptions
are in the best interest of all parties involved. Continuation of school of choice/open enrollment
will be contingent upon the continued appropriateness of the school or program for a student.
ATHLETICSACTIVITIES
Eligibility for participation in extracurricular and interscholastic activities athletics will be
determined in accordance with applicable law, the bylaws rules of the Colorado High School
Activities Association and the district’s eligibility requirements.
Any student who enrolls in a school outside of his/her attendance area by falsifying the address
forfeits eligibility to participate in athletic activities.
ADMINISTRATIVE PLACEMENTS
Administrative placement is a tool for meeting the needs and best interests of individual
students. Administrative placements are initiated at the district level, and may be used in cases
involving special programs, truancy, behavior events, safety, and instances not otherwise
specifically covered in this regulation.
The final determination of an administrative placement and the notification to the
parent/guardian of such placement is made by the appropriate level executive director for
elementary/secondary education. Any party aggrieved by an action or decision regarding the
administrative placement process may appeal the action or decision to the superintendent
whose decision will be final and not subject to further appeal.
EXCEPTIONS FOR BOUNDARY CHANGES
These exceptions supersede other sections of this regulation.
Elementary Schools – current 4th grade students who would be moved into a new attendance
area by a boundary change would be able to open enroll back to their current school for their
final year whether the school was open or closed.
Middle Schools – current 7th grade students who would be moved to a new middle school
attendance area by a boundary change would be able to open enroll back to their current school
for their final year whether the school was open or closed.
High Schools – No high school student will be moved out of their attending school due to a
boundary change.
In cases where a school affected by boundary changes is designated as open, the applicable
school of choice/open enrollment procedures would be followed with the exception that
students previously enrolled at the school would have priority over new students. After
completion of the second year of operation of a new middle or high school, the new school would
revert to standard school of choice/open enrollment procedures.
Revised to conform with practice: date of manual adoption
Page 5 of 6
File: JFBA/JFBB-R
Revised December 8, 2004
Revised December 7, 2005
Revised May 5, 2010
Page 6 of 6
ACTION ITEM 5.2
Approval of Resolution Proclaiming Classified Staff Appreciation Week
Date:
October 16, 2013
Submitted by:
Recommendation:
That the Board approve the resolution proclaiming October 13-19,
2013 as Classified Staff Appreciation Week.
Proclaiming this date as Classified Staff Appreciation Week will be helping to promote public
awareness of the importance of classified employees in the public school system. As much as any
other group of employees, classified employees are a valued and integral part of the school system
and their work is vital to the success of children.
RESOLUTION
CLASSIFIED STAFF APPRECIATION WEEK
WHEREAS, classified school employees are an essential part of the Thompson R2-J School
District's educational system; and
WHEREAS, classified employees are dedicated to assisting in the provision of quality
education for the students of this district; and
WHEREAS, classified employees perform the daily cleaning and maintenance of school
property, safely transport students, prepare and serve nourishing lunches, maintain records and
reports, and assist in classrooms and on school playgrounds; and
WHEREAS, the Thompson School District would like to recognize the role classified school
employees hold in our education system and to salute them for the invaluable service they provide to
our students and to our community;
NOW, THEREFORE, BE IT RESOLVED that the Board of Education of the Thompson School
District proclaims October 13 –19, 2013 as Classified Staff Appreciation Week and urges parents,
students and administrators to salute these dedicated men and women.
THOMPSON R2-J SCHOOL DISTRICT
By:
______________________________
Sharon Olson, President
Board of Education
Attest:
______________________________
ACTION ITEM 5.3
Approval of Resolution Proclaiming National Principals Month
Date:
October 16, 2013
Submitted by:
Recommendation:
That the Board approve the resolution proclaiming October 2013 as
National Principals Month.
Governor John W. Hickenlooper has proclaimed October as National Principals Month at the state
level. The district would also like to proclaim October as National Principals Month to honor our
elementary, middle, and high school principals and to recognize the importance of school leadership
in ensuring that every child has access to a high-quality education.
RESOLUTION
NATIONAL PRINCIPALS MONTH
WHEREAS, school leaders are expected to be educational visionaries, instructional leaders,
assessment experts, disciplinarians, community builders, public relations experts, budget analysts,
facility managers, special programs administrators, and guardians of various legal, contractual and
policy mandates and initiative as well as being entrusted with our young people, our most valuable
resource; and
WHEREAS, principals set the academic tone for their schools and work collaboratively with
teachers to develop and maintain high curriculum standards, develop mission statements, and set
performance goals and objectives; and
WHEREAS, the vision, dedication, and determination of a principal provides the mobilizing
force behind any school reform effort; and
WHEREAS, leadership is second only to classroom instruction among all school-related
factors that contribute to what students learn at school, according to research conducted by the
Wallace Foundation; and
WHEREAS, the celebration of “National Principals Month” honors elementary, middle and
high school principals and recognizes the importance of school leadership in ensuring that every
child has access to a high-quality education;
NOW, THEREFORE, BE IT RESOLVED that the Board of Education of the Thompson School
District proclaims October 2013 as National Principals Month.
THOMPSON R2-J SCHOOL DISTRICT
By:
______________________________
Sharon Olson, President
Board of Education
Attest:
______________________________
DISCUSSION ITEM 6.1
Monthly Financial Report - September 2013
Date:
October 16, 2013
Submitted by:
Stephen Towne, CFO
Consideration:
Does the Board have any questions or need additional information
regarding the enclosed September 2013 financial report.
It should be noted the first few months of a fiscal year often show larger than normal variation
from the previous year, positive or negative, due to the normal variation of individual month’s
activities. As the year progresses YTD information by its nature will smooth that normal
variability making meaningful deviations more apparent.
Revenues
Overall, revenues for 2013-14 appear to be tracking as expected in comparison to prior year data
and budget with the following exceptions:
A) ECEA Special Education supplement for 2013-14 was received a month earlier than last
year. Receipts will be comparable year-to-date on next month’s report.
Expenditures
Overall, expenditures for 2013-14 appear to be tracking as expected in comparison to prior year
data and current year budget.
Cash Balances
2013-14 cash balances appear as expected in comparison to prior year balances.
Steve Towne will be in attendance to answer questions.
THOMPSON SCHOOL DISTRICT
FINANCIAL REPORT
GENERAL FUND
SEPTEMBER 2013
10/11/2013
REVENUES
SFA - PROPERTY TAXES
SFA - SPECIFIC OWNERSHIP TAXES
SFA - STATE EQUALIZATION
PROPERTY TAXES FROM OVERRIDES
SO TAXES FROM BOND & OVERRIDES
TRANSPORTATION REIMBURSEMENT
ECEA FUNDING
VOC ED/CTE REIMBURSEMENT
INDIRECT COST REIMBURSEMENT
CHARTER SCHOOL CHARGEBACKS
INVESTMENT EARNINGS
INSTRUCTIONAL MATERIALS FEES
E-RATE REIMBURSEMENTS
CELL & BROADBAND TOWER LEASES
NATIONAL FOREST & OTHER
TOTALS
EXPENDITURES
STUDENT INSTRUCTION
STUDENT SUPPORT
INSTRUCTIONAL STAFF SUPPORT
GENERAL ADMINISTRATION
SCHOOL ADMINISTRATION
BUSINESS SERVICES
FACILITIES/OPERATIONS
STUDENT TRANSPORTATION
CENTRAL SUPPORT
ALLOCATIONS TO CHARTERS
TRANSFERS TO OTHER FUNDS
TOTALS
FISCAL 2012-13
BUDGET
YTD ACTUAL
FISCAL 2013-14
BUDGET
YTD ACTUAL
% OF BUDGET
2012-13
2013-14
28,380,585
2,169,965
60,041,478
12,803,752
1,513,399
873,803
2,839,850
400,000
254,400
914,428
15,000
225,000
165,000
72,192
54,500
110,723,352
842,355
503,989
14,933,715
362,675
437,999
231,128
23,631
64,437
11,916
9,408
17,421,253
30,444,044
2,142,185
62,153,749
12,848,692
1,878,033
1,007,133
3,212,387
350,000
227,500
914,428
44,400
225,000
165,000
72,192
54,500
115,739,243
1,004,475
592,420
15,605,428
435,228
467,048
2,792,561
244,806
11,224
68,793
19,642
30,407
21,272,032
3.0%
23.2%
24.9%
2.8%
28.9%
0.0%
0.0%
0.0%
0.0%
25.3%
157.5%
28.6%
0.0%
16.5%
17.3%
15.7%
3.3%
27.7%
25.1%
3.4%
24.9%
0.0%
86.9%
0.0%
0.0%
26.8%
25.3%
30.6%
0.0%
27.2%
55.8%
18.4%
62,748,909
6,554,367
7,593,219
821,292
7,422,103
1,947,322
10,887,638
3,631,588
3,433,476
6,731,490
2,224,218
113,995,621
15,847,020
1,678,572
2,059,790
149,219
1,842,618
487,446
2,338,507
409,802
1,291,561
1,682,573
27,787,108
65,418,464
7,976,572
9,248,539
704,609
7,957,037
2,001,765
11,258,509
3,960,815
3,610,357
6,940,221
2,110,328
121,187,216
16,825,115
1,758,619
2,202,543
124,344
1,874,899
480,414
2,628,163
565,778
1,368,726
1,736,062
29,564,664
25.3%
25.6%
27.1%
18.2%
24.8%
25.0%
21.5%
11.3%
37.6%
25.0%
0.0%
24.4%
25.7%
22.0%
23.8%
17.6%
23.6%
24.0%
23.3%
14.3%
37.9%
25.0%
0.0%
24.4%
CODE
CDE PROG
<2100
2100's
2200's
2300's
2400's
2500's
2600's
2700's
> 2800
CASH AND EQUIVALENT BALANCES - DOES NOT INCLUDE FUNDS DISTRICT HOLDS IN TRUST (FUND 72 - MEMORIAL TRUST, FUND 74 - STUDENT ACTIVITIES, FUND 85 - TEF)
GENERAL FUND
BOND REDEMPTION
BUILDING FUND
ALL OTHERS
2012-13
2013-14
2012-13
2013-14
2012-13
2013-14
2012-13
2013-14
1ST NATIONAL BANK
12,301
(1,134,479)
(1,405,461)
284,483
99,819
4,671,799
6,278,870
COLOTRUST
29,601,300
34,166,856
456
196,761
513,277
514,087
UMB BANK
15,661,093
12,470,359
344,580
344,580
OTHER
INTERFUND AR
TOTALS
29,613,602
33,032,377
14,256,088
12,470,359
481,243
99,819
5,529,656
7,137,536
A
TOTALS
2012-13
3,563,121
30,311,794
16,005,673
49,880,588
2013-14
5,244,210
34,680,943
12,814,939
52,740,092

October 16 - Thompson School District

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