April 16 - Thompson School District

Transcription

BOARD OF EDUCATION
MEETING AGENDA
April 16, 2014
Berthoud High School, 850 Spartan Avenue, Berthoud, Colorado
“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
Bryce Carlson, Vice President
940 Crabapple Drive
Loveland, CO 80538
[email protected]
BOARD OF EDUCATION
Director District B
970-744-0247
Term Expires 2017
Pam Howard
800 South Taft Avenue
Loveland, CO 80537
[email protected]
Director District D
970-691-2224
Term Expires 2015
Lori Hvizda Ward
Loveland, CO 80537
[email protected]
Director District E
970-663-3518
Term Expires 2017
Bob Kerrigan, President
2028 Elmwood Street
Berthoud, CO 80513
[email protected]
Director District G
970-290-3610
Term Expires 2015
Carl Langner
1674 Monarch Circle
Loveland, CO 80538
[email protected]
Director District F
970-663-6464
Term Expires 2017
Denise Montagu, Treasurer
Loveland, CO 80537
[email protected]
Director District C
970-412-5256
Term Expires 2015
Donna Rice, Secretary
1598 West 29th Street
Loveland, CO 80538
[email protected]
Director District A
970-667-3046
Term Expires 2015
Stan Scheer, Ed.D.
[email protected]
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
970-613-5026
Executive Director of Student Support Services
970-613-5055
Executive Director of Secondary Education
970-613-5032
Executive Director of Instruction
970-613-5056
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 REVISED
Berthoud High School
850 Spartan Avenue, Berthoud, CO
April 16, 2014
1.0
OPENING OF REGULAR BUSINESS MEETING – 5:00 P.M.
1.1
Pledge of Allegiance/Mission Statement
2.0
ADOPTION OF AGENDA
EXECUTIVE SESSION – Matters Subject to Negotiations with Licensed Staff
Pursuant to C.R.S. 24-6-402 (4)(e)
50 Minutes
3.0
APPROVAL OF MINUTES
3.1
March 19, 2014 Regular Business Meeting; April 9, 2014 Special Meeting – Work
Session I
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 Head Start Self-Assessment Report and Continuous Quality
Improvement Plan
5.1.4
Approval of Head Start and Colorado Preschool Program Significant Risk
Factors and Program Selection Criteria and Enrollment Process
5.1.5
Approval of Supplemental Funding Application for Head Start Grant
5.2 Approval of Proclamation – Month of the Young Child – April 2014
5.3 Approval of Proclamation – Colorado Children’s Day – April 23, 2014
5.4 Approval of Proclamation – National Volunteer Week – April 6 – 13, 2014
5.5 Approval of Proclamation – Teacher/Substitute Teacher Appreciation Week – May
5-9, 2014
5.6 Approval of Memorandum of Understanding between Thompson
School District and Thompson Education Association (Additional)
6.0
DISCUSSION ITEMS
6.1 Agricultural Careers Pathway
6.2 2014-15 District Budget Development Update
6.3 Monthly Financial Report – March 2014
6.4 2014-15 and 2015-16 Revised School Calendars
(Additional)
30 Minutes
30 Minutes
40 Minutes
Written Report
10 Minutes
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:
April 16, 2014
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:
•
•
March 19, 2014 Regular Business Meeting
April 9, 2014 Special Meeting – Work Session I
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
March 19, 2014
The Board of Education of the Thompson School District met March 19, 2014 in the Thompson
School District Board Room, 800 South Taft Avenue, Loveland, Colorado.
1.0
OPENING OF MEETING
President Bob Kerrigan called the meeting to order at 5:01 P.M. Carl Langner led the audience
in the Pledge of Allegiance. Lori Hvizda Ward read the mission statement.
Board Members Present:
Bryce Carlson, Director District B
Pam Howard, Director District D
Lori Hvizda Ward, Director District E
Bob Kerrigan, Director District G
Carl Langner, Director District F
Denise Montagu, Director District C (Arrived at 5:07 P.M.)
Donna Rice, Director District A
Board Members Absent (Excused):
None
Thompson School District Staff Present:
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
2.0
ADOPTION OF AGENDA
Carl Langner moved to approve the agenda as presented. Donna Rice seconded.
The motion carried by unanimous roll call vote: Bryce Carlson, yes; Pam Howard,
yes; Lori Hvizda Ward, yes; Bob Kerrigan, yes; Carl Langner, yes; Denise Montagu, absent;
Donna Rice, yes.
EXECUTIVE SESSION – Matters Subject to Negotiations with Licensed Personnel
Pursuant to CRS 24-6-402 (4)(e)
Bryce Carlson moved that the Board of Education convene into executive session pursuant to
Colorado Revised Statute § 24-6-402(4)(e) to discuss matters subject to negotiations with
licensed personnel. Donna Rice seconded.
yes; Lori Hvizda Ward, yes; Bob Kerrigan, yes; Carl Langner, yes; Denise Montagu, absent;
Donna Rice, yes.
-1-
March 19, 2014
Present in Executive Session: Bryce Carlson, Pam Howard, Lori Hvizda Ward, Bob Kerrigan,
Carl Langner, Denise Montagu (Arrived at 5:07 P.M.), Donna Rice, Michael Jones, Vicki
Thompson, Steve Towne, Superintendent Scheer.
The executive session began at 5:05 P.M.
Bryce Carlson moved to adjourn the executive session. Pam Howard seconded.
yes; Lori Hvizda Ward, yes; Bob Kerrigan, yes; Carl Langner, yes; Denise Montagu, yes;
Donna Rice, yes.
The executive session adjourned at 6:08 P.M.
President Kerrigan recognized the licensed, classified and administrative staff in the audience.
3.0
APPROVAL OF MINUTES
Carl Langer moved that the Board approve the minutes from the February 19, 2014 Regular
Business Meeting; March 5, 2014 Special Meeting – Work Session I; and March 12, 2014
Special Meeting – Work Session II. Donna Rice seconded.
Donna Rice, yes.
4.0
PUBLIC PARTICIPATION
4.1 Board and Superintendent Reports
• Superintendent Scheer presented the following persons with Inspiring Students’
Awards for going above and beyond for students: Coach Karin Nichols, Coach
Krisha Sibrel, Coach Alison Cheney, Sherry Allerheiligen, LHS Student, Becca
Bollinger, Charla Varner, Danny Davis
• Board Member Donna Rice
o Attended CASB legislative conference
o Attended “Shrek the Musical” at Mountain View High School
o Visited Ferguson High School
o Attended town hall meeting regarding High Plains Area proposed school
• Board Member Denise Montagu
o Site visits with ISTS, CCR, Instruction/GT, Facilities, Elementary
Education, Business Services, and M&P departments
o Attended Classified Staff Advisory Council meeting
o Participated in “Read Across America Day” at Stansberry Elementary
School
o Attended Peacekeeper Circle
o Visited Winona Elementary School
o Attended “Day of Arts” at Mountain View High School
o Attended Thompson Education Foundation “Educator Appreciation
Breakfast” – announced award winners to audience
o Volunteered at Mary Blair Elementary School
o Attended District Stakeholder meeting
-2-
March 19, 2014
Announced Thompson Education Foundation “Loveland Classic” held on
April 26
Board Member Carl Langner
o Met individually with Superintendent Scheer, Mike Jones, Brad Miller
and Kim Perry regarding High Plains Area proposed school
o Attended monthly meeting with Superintendent Scheer
o Visited Ponderosa Elementary School
o Participated in “Read Across America Day” at Winona Elementary School
o Held town hall meeting to gather public input regarding High Plains Area
proposed school
o Visited Carl Sandburg Elementary School (STEM school) in Centennial,
Colorado
o Received numerous emails, call, and personal visits regarding High Plains
Area proposed school
Board Member Lori Hvizda Ward
o Site visits with Facilities, ISTS, Instruction, Business Services, CCR and
Student Support Services departments
o Visited Truscott Elementary School
o Visited Garfield Elementary School – presented information related to
serving on BOE
o Participated in “Read Across America Day” at Garfield Elementary and
Bill Reed Middle Schools
o Attended Garfield Elementary School parent meeting related to Master
Plan Committee report
o Attended Loveland High School band concert
o Attended Bill Reed Middle School orchestra concert
o Attended CASB legislative conference and CASB convention planning
meeting
o Attended Community Connections “Appreciation Breakfast”
o Attended Thompson Education Foundation “Educator Appreciation
Breakfast”
o Attended town hall meeting regarding High Plains Area proposed
o Attended agriculture education meeting
o Attended Early Childhood Policy Council meeting
Board Member Bryce Carlson
o Visited Centennial Elementary and Edmondson Elementary Schools
o Participated in “Read Across America Day” at Lincoln Elementary School
o Attended District Accountability Committee meeting
o Attended town hall meeting regarding High Plains Area proposed school
Board Member Pam Howard
o Attended CASB legislative conference
o Visited BF Kitchen Elementary, Carrie Martin Elementary, Walt Clark
Middle, Turner Middle, Berthoud High Schools
o Attended Thompson Valley High School School Accountability Committee
meeting
o Participated in “Read Across America Day” with elementary music class
o Site visits with Instruction/Curriculum/Assessment, ISTS, CCR and
Facilities departments
o
•
•
•
•
-3-
March 19, 2014
Attended Classified Staff Advisory Committee meeting
Attended Thompson Education Foundation “Educator Appreciation
Breakfast”
o Attended Loveland Rotary Club meeting
Board President Bob Kerrigan
o Attended Ivy Stockwell Elementary School STEM night
o Attended “Berthoud Bash”
o Attended Loveland Classical Schools fundraising event
o
o
•
Donna Rice moved that the Board entertain all persons who signed up to speak. Carl Langner
seconded.
Donna Rice, yes.
4.2 Public Comments
Amie Toerge – Spoke on following topic:
• Board Member Bryce Carlson
Chris Belmar – spoke on the following topic:
• In support of working together to move High Plains area school forward
Gil Barela – Spoke on the following topic:
• Current proceedings of BOE meetings - Robert’s Rules of Order
Todd Bessey and Carin Barrett – Spoke on the following topic:
• Invited Board to attend Thompson Education Association “Crystal Apple Awards”
presentation – April 18
Judy Kob – Spoke on the following topic:
• In support of conservative efforts of BOE
Candie Joshi – Spoke on the following topic:
• In support of building High Plains area school and presented a petition to Board
Laura Stroud – Spoke on the following topic:
• In support of building High Plains area school
Nancy Rumfelt – Spoke on the following topic:
• Disruption at BOE meetings
Robert Rumfelt – Spoke on the following topic:
• Lack of leadership regarding long term fiscal stability of district
Maia Mattise-Lorenzen – spoke on the following topic:
• In support of offering competitive employee salaries
Marcia Venzke – Spoke on the following topics:
• In support of following existing BOE policies
• In support of allowing public participation at BOE meetings
Evelyn King – Spoke on the following topic:
• In support of holding district-wide BOE public forums
• Wait to move forward with High Plains area school
Jim Welker – spoke on the following topic:
• Order at BOE meetings
John Byrd – spoke on the following topic:
• Concern for education of students
-4-
March 19, 2014
John Chilson – spoke on the following topics:
• Lack of respect
• Decision making being focused on student needs
Jeff Goody – Spoke on the following topics:
• In support of moving forward with High Plains area school
• In support of allowing public participation at BOE meetings
Kim Perry, President Board of High plains something check tape – Spoke on the
following topic:
• Urban Renewal Authority and TIFF funding related to High Plains area school
Peg Baumgartel – Spoke on the following topic:
• Variety of choice programming/schools within district
Jody Shadduck-McNally- spoke on the following topics:
• In support of district staff
James Trull – Spoke on the following topic:
Liam Weston – Spoke on the following topics:
• Freedom of speech
• Board Members Denise Montagu and Pam Howard
Margaret McKenzie – Spoke on the following topic:
• In opposition to proposed district law enforcement program
Lyle Thomas – spoke on the following topic:
• Rules of decorum at BOE meetings - Robert’s Rules of Order
Lewis Brightheart-Headrick – spoke on the following topic:
• In support of allowing public participation
Board President Kerrigan called a 10 minute recess.
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 Joint Insurance Committee (JIC)District Insurance Renewal
Recommendation
5.1.4 Approval of Athletic Stadium Bleacher Replacement – Berthoud High
School
5.1.5 Approval of Gymnasium Flooring Replacement – Lucile Erwin Middle
School
5.1.6 Approval of Thompson Online Program Change Status
5.1.7 Approval of District Law Enforcement Program – School Marshal
Program
Board/Staff Discussion
The following topics were discussed:
• Non-renewal practice clarified
• Request for proposal process clarified
Lori Hvizda requested consent agenda item 5.1.7, Approval of District Law Enforcement
Program – School Marshal Program, be removed for further discussion.
-5-
March 19, 2014
Denise Montagu moved that the Board approve consent agenda items 5.1.1 – 5.1.6.
Donna Rice seconded.
Pam Howard acknowledged donations to the district.
The motion carried by unanimous roll call vote: Bryce Carlson, yes; Pam
Howard, yes; Lori Hvizda Ward, yes; Bob Kerrigan, yes; Carl Langner, yes; Denise
Montagu, yes; Donna Rice, yes.
5.1.7 Approval of District Law Enforcement Program – School Marshal
Program Discussion
The Larimer County Sheriff’s Department (LCSD) offered to provide additional
law enforcement security for district schools. The proposed program title is
“School Marshal”.
Currently the Thompson School District works with six school resource officers
from the Loveland Police Department and one for Berthoud schools through the
Larimer County Sheriff’s Department (formerly Berthoud Police Department).
The School Marshal program sponsored by the Sheriff’s Department will be
coordinated and administered in partnership with the district security office,
district schools, and other law enforcement agencies.
The deputies involved in the School Marshal program will be Larimer County
Sheriff Department Reserve Deputies. All reserve deputies are Colorado Post
Certified Reserve Officers/Deputies.
Rick Frei, Security Manager, Captain Manago, LCSO, and Sargent Van Hook,
LCSO, were in attendance to answer questions.
• Clarification of visits to schools – schedules and physical presence
• Clarification of collaboration with SROs
• Parent notification meeting prior to program start
Bryce Carlson moved that the Board approve consent agenda items 5.1.7. Donna Rice
seconded.
5.2
Approval of Proposed Revision to Board Policy:
BEDH – Public Participation at Board Meetings
Comments and concerns that were sent to Brad Miller LLC., as per Board
President Bob Kerrigan’s request at the February 19, 2014 Board meeting and
Attorney Dustin Sparks follow-up email, were incorporated into a draft of Board
-6-
March 19, 2014
policy BEDH and introduced at the March 5, 2014 Board work session. At that
work session, President Kerrigan requested BOE members provide additional
input to Attorney Brad Miller for further policy revision.
The second drafts of proposed revisions to Board policy BEDH were discussed at
the March 12, 2014 Board work session. Following that discussion Attorney Brad
Miller was directed to prepare additional revisions to Board policy BEDH. These
additional revisions were discussed.
Pam Howard moved that the Board approve revisions to Board policy BEDH version I,
Limited Public Participation, with change of verbiage from five to three minutes. Lori
Hvizda Ward seconded.
• Allowing public comment at work sessions
• Process for allowing public comment at business meetings – amount of time
allotted at beginning of meeting vs. amount of time allotted at end of meeting
• Clarification or lack thereof, regarding BOE consensus at March 12 BOE work
session regarding public comment at work sessions
• Monthly town hall style meeting specifically to allow public comment
• Purpose of work sessions – staff presentation/discussion primarily
o Except in extenuating circumstances, no business transacted at work
sessions
• Clarification needed for special meetings, work session, regular meetings
• Variety of ways to communicate with BOE – email, letters, telephone calls
• Options for public comment prior to voting
• Unusually high number of persons interested in public comment in past months
• Confusion around limitations on public comment as practiced in past months
• Clarification of request for presentations by community members
The motion failed by a 5-2 roll call vote: Bryce Carlson, no; Pam Howard, yes;
Lori Hvizda Ward, yes; Bob Kerrigan, no; Carl Langner, no; Denise Montagu, no;
Donna Rice, no.
Bryce Carlson moved that the Board adopt revisions to Board policy BEDH version II
as written. Donna Rice seconded.
Denise Montagu moved that Bryce Carlson’s motion be amended to approve Board
policy BEDH version II to include the verbiage all persons signed up to speak be
allowed three minutes each prior to the business portion of the meeting. Donna Rice
seconded.
-7-
March 19, 2014
Carl Langner moved to approve the amended motion to approve BEDH version II to
include the verbiage all persons signed up to speak be allowed three minutes each prior
to the business portion of the meeting. Denise Montagu seconded.
Board President Kerrigan called a five minute recess.
6.0
DISCUSSION ITEMS
Carl Langner moved that High Plains Area School Design Phase be moved up the agenda to
6.1. Lori Hvizda Ward seconded.
Donna Rice, yes.
THIS ITEM WAS MOVED UP ON THE AGENDA TO 6.1, THEN TO 5.3
6.3
High Plains Area School Design Phase
On January 8, February 5 and February 12, 2014 respectively, the Board heard
several updates on the High Plains area school and further discussed proceeding
with the design phase of the project. The initial design has been started but was
placed on hold pending approval by the Board. The design phase includes
architectural, mechanical, electrical, plumbing, and structural design
components through final design and state building permit approval.
Approval of the design phase of the High Plains Area school was tabled at the
February 12, 2014 Board meeting.
Michael Jones, Traci Burtnett, and Brian Erickson were in attendance to answer
questions.
• Clarification on proposed boundaries for High Plains area school
o Neighboring school boundaries at Monroe Elementary School and
Winona Elementary School may be impacted
• Clarification regarding closing elementary schools – BOE decision
• Clarification of licensed staff needed at schools (FTE) based on enrollment
• Impact or lack thereof regarding approved/failed bond measures
• Carl Langner read a prepared statement regarding support for moving forward
with High Plains area school design phase
• PreK-8 school design unique to district
• Growth on east side of I25
• Clarification of payment and performance bond
• Clarification of design phase completion report/monthly report/weekly meetings
• Clarification of management overrun approvals
-8-
March 19, 2014
•
•
Clarification of costs for design phase for preK-8/potential cost savings – Mike
Jones will provide to BOE by March 28
Clarification of use of TIFF dollars
Carl Langner moved that the Board revisit the tabled motion to proceed with the design phase
of the High Plains K-8 school. Pam Howard seconded.
Carl Langner moved that the Board remove from the table the design phase. Pam Howard
seconded.
Donna Rice, yes.
Carl Langner moved that the Board approve moving High Plains Area School Design Phase
from discussion to action. Denise Montagu seconded.
Donna Rice, yes.
Carl Langner moved that the Board move High Plains Area School Design Phase up the
agenda to item 5.3. Denise Montagu seconded.
Donna Rice, yes.
Carl Langner moved that the Board vote on approval of the High Plains Area School Design
Phase. Pam Howard seconded.
Donna Rice, yes.
6.1
2014-15 District Budget Development Update
Steve Towne presented information regarding the 2014-15 budget development
process that included:
• Sub-population costs for Special Education
• Sub-population costs for Early Childhood, English Language Acquisition,
Gifted and Talented
• School finance monies and uncertainties
• 2013-14 expenditure monies by category
• 2014-15 cost updates - removal of one time 2013-14 costs
• 2014-15 cost updates – recurring costs inflation
• 2014-15 cost updates – one time cap reserve requests
-9-
March 19, 2014
•
•
6.2
Clarification of reserve balance
Impact of economy on budget
Monthly Financial Statements – February 2014
A written report was provided to the Board regarding the February 2014 monthly
financial reports. Steve Towne was in attendance to answer questions.
• Clarification of property tax collections
• Actuals against budget and prior year
7.0
FUTURE AGENDA ITEMS AND REQUESTS FOR INFORMATION
• STEM Coordinator
• Impact of testing on students/staff
• BOE public forum to be held on Saturday, May 3 @ 10:00 am at TVHS
(tentative)
• Contact state legislators regarding state superintendents’ plan regarding school
finance
8.0
ADJOURNMENT
Denise Montagu moved to adjourn the meeting. Carl Langner seconded. The meeting
was adjourned by unanimous consent at 10:56 P.M.
Respectfully Submitted,
Bob Kerrigan, President, Board of Education
Donna Rice, Secretary, Board of Education
Shana Garcia, Secretary to Board of Education
Read and approved or corrected and approved on_____________.
-10-
Board of Education Special Meeting – Work Session I Minutes
April 9, 2014
The
Board
of
Education
of
the
Thompson
School
April 9, 2014 in the Boardroom, 800 South Taft Avenue, Loveland, Colorado.
District
met
OPENING OF MEETING
President Bob Kerrigan called the meeting to order at 5:00 P.M.
Board Members Present:
Bryce Carlson, Director District B
Lori Hvizda Ward, Director District E
Pam Howard, Director District D
Bob Kerrigan, Director District G
Carl Langner, Director District F
Denise Montagu, Director District C
Donna Rice, Director District A (Arrived at 5:16 P.M.)
Board Members Absent (Excused):
None
Thompson School District Staff Present:
Steve Towne, CFO
Paul Bankes, Ed. D., Executive Director of Elementary Education
Charlie Carter, Executive Director of Student Support Services
Diane Lauer, Executive Director of Instruction
Erv Klein, CIO
Michael Hausmann, PIO
Brad Miller, BOE Legal Counsel
Theresa Clements, Early Childhood Principal
Mary Buirgy, CPP Coordinator
Kathy Sather, Early Literacy Coordinator
ADOPTION OF AGENDA
Bryce Carlson moved that the Board adopt the agenda as presented. Carl Langner seconded.
Donna Rice, absent.
EXECUTIVE SESSION – Matters Subject to Negotiations with Licensed Personnel
Pursuant to CRS 24-6-402 (4)(e)
Carl Langner moved that the Board of Education convene into executive session pursuant to
Colorado Revised Statute § 24-6-402(4)(e) to discuss matters subject to negotiations with
licensed personnel. Bryce Carlson seconded.
Donna Rice, absent.
-1-
Board of Education Special Meeting – Work Session I Minutes
April 9, 2014
Present in Executive Session: Bryce Carlson, Pam Howard, Lori Hvizda Ward, Bob Kerrigan,
Carl Langner, Denise Montagu, Donna Rice (arrived at 5:16 P.M.), Michael Jones,
Superintendent Scheer, Steve Towne, Vicki Thompson, and Brad Miller.
The executive session began at 5:06 P.M.
Pam Howard moved to adjourn the executive session. Carl Langner seconded.
Donna Rice, yes.
The executive session adjourned at 6:07 P.M.
WORK SESSION
The following agenda items were discussed:
3. Entrepreneurship and Business Start Up Course Pilot Update
4. Proposed Head Start Self-Assessment Report and Continuous Quality Improvement
Plan
5. Proposed Head Start and Colorado Preschool Program Significant Risk Factors and
Program Selection Criteria and Enrollment Process
6. Head Start Training
7. Supplemental Funding Application for Head Start Grant
8. Digital High Volume Copy Services Solution – District Wide
9. Proposed New Board Policy/Regulation:
ILBC – Early Literacy and Reading Comprehension
ILBC-R – Early Literacy and Reading Comprehension
10. Long Range Numeracy Plan Update
No action was taken on any of these items.
Guest Participation
Michael Robeson
ADJOURNMENT
President Kerrigan declared the special meeting was adjourned at 8:20 P.M.
Respectfully Submitted,
Bob Kerrigan, President, Board of Education
Donna Rice, Secretary, Board of Education
Shana Garcia, Secretary to Board of Education
Read and approved or corrected and approved on _____________.
-2-
ACTION ITEM 5.1.1
Approval of Personnel/Extra Duty/Coaching Recommendations
Date:
April 16, 2014
Submitted by:
Stan Scheer, Ed.D., Superintendent of Schools
Recommendation:
That the Board approve the personnel/extra
recommendations for 2013-14 and 2014-15 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 and 2014-15 district budgets.
FTE TRACKER VS FY 13-14 BUDGET
Update as of April 9, 2014
Board
Employee
Trades &
Approved
Group
Conversions
Budget
Current
Budget
Reserved
Actuals
at
03.12.14
Available
Licensed
914.78
7.91
922.69
1.00
925.71
(4.02)
Classified
580.46
7.82
588.28
1.09
583.92
3.27
96.00
(0.09)
95.91
-
94.77
1.14
1,591.24
15.64
1,606.88
2.09
1,604.40
0.39
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 has 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.
NOTE: Though we are now at budget in total FTE being expended (+/-) we are still on track to
underspend the FTE dollars budget due to staff turnover savings (lower salaries) and benefit
savings (less participation in the district health & dental insurance). These savings allow us to
meet additional unplanned needs in schools and other departments.
REVISED Personnel Recommendations 2013-2014 and 2014-15 Separation/Leave
Effective
6/20/2014
Last, First Name
Assignment - Percent Location
Administrative/Professional/Technical
Assistant
Principal/Athletic Director
Bates, Glenda
- 100%
Loveland High
7/28/2014
Cook, Cheryl
6/30/2014
Jones, Michael
6/30/2014
Lauer, Diane
6/13/2014
Patterson, David
5/30/2014
Digsby, Kathy
5/30/2014
4/26/2014 8/14/2014
4/25/2014 5/30/2014
8/14/2014 8/15/2015
5/30/2014
Doak, Tamara
5/30/2014
5/30/2014
5/30/2014
5/30/2014
Norrdin, Christopher
Rosborough, Margaret
Sprain, Ruth
Wilson, Georgia
5/30/2014
5/30/2014
5/30/2014
Licensed - Non Renewal
English Language
Lambert, Suzanne
Acquisition - 100%
Neujahr-Jones, Stephanie
Music Teacher - 100%
Patterson, Kellilyn
1st Grade Teacher - 100%
Physical Education and
Stine, Christopher
Industrial Arts - 100%
5/30/2014
Prinicpal - 100%
Garfield Elementary
Assistant Superintendent
Human Resources/ School
Support Services
School Support Services
Executive Director
Curriculum/Instruction 100%
Learning Services
Cottonwood Plains
Principal - 100%
Elementary
Licensed
Frayer, Thomas
Ghelli, Emily
Marcus, Adrienne
McCambridge, Sarah
1st Grade Teacher - 100%
English Language
Acquisition Teacher 100%
Industrial Arts Teacher 100%
Speech Language
Pathologist - 80%
Social Studies Teacher
54%
3rd Grade Teacher - 100%
World Language Teacher 100%
Literacy Teacher - 40%
Instructional Coach - 50%
3rd Grade Teacher - 100%
Mary Blair Elementary
Type
Reason
Regular
Resignation
Regular
LOA - 2014-15 School Year
Regular
Resignation
Regular
Resignation
Regular
Resignation
Non-Probationary
Resignation
Ivy Stockwell and BF Kitchen ENon-Probationary
Resignation from LOA
Mountain View High
Non-Probationary
Personal LOA
Ponderosa Elementary
Probationary
Personal LOA
Thompson Valley High
Carrie Martin Elementary
Probationary
Non-Probationary
Personal LOA
Mountain View High
Coyote Ridge Elementary
Probationary
Temporary
Temporary
Non-Probationary
Retirement
Retirement
Retirement
Lucile Erwin Middle
Con Ball Middle
Sarah Milner Elementary
Probationary
Probationary
Probationary
Probationary Non-Renew
Con Ball Middle
Temporary
Temporary Non-Renew
1
April 16, 2014
REVISED Personnel Recommendations 2013-2014 and 2014-15 Separation/Leave
Effective
5/30/2014
5/30/2014
Last, First Name
Assignment - Percent
Licensed - Non Renewal Continued
Learning Center Teacher Hall, Ryane
100%
Nichols, Jennifer
4th Grade Teacher - 50%
Randinitis, Karen
Academic Intervention Rechkemmer, Kathie
50%
English Language
Acquisition - 100%
Ternes, Theresa
Wakeman, David
Consumer Family Studies Webb, Tonia
100%
Williams, Elisabeth
Math Teacher - 100%
3/26/2014
Classified
Adamson, Theran
3/31/2014
Beecher, Michael
5/30/2014
Crossman, Mary
4/11/2014
3/25/2014
3/4/2014
4/7/2014 4/11/2014
Diagana, Youssouf
Fink, Carolyn
Gannon, Heather
5/30/2014
5/30/2014
5/30/2014
5/30/2014
5/30/2014
5/30/2014
3/28/2014
3/28/2014
3/28/2014
4/4/2014
6/20/2014
3/28/2014
3/5/2014
School Bus Driver
Lead Custodian - Night,
Middle School - 100%
Library Media Assistant Secondary - 50%/ InHouse Suspension
Monitor - 50%
Technologist I - 100%
NS Lead Aide
NS Production Manager
Custodian - 260 Days 100%
Morado, Michelle
Classified Continued
Lead Custodian Elementary - 100%
Pfleiger, Jeffery
Custodian - 260 Days 100%
Pham, Tuyet
School Crossing Guard
Rodarte, Gloria
Lead Custodian - Night,
Rodriquez, Ramon
Middle School - 100%
Clerk - Mail
Rollison, Pamela
Room/Purchasing - 100%
NS Satellite Kitchen
Manager
Rumery, Theda
Paraprofessional - Special
Needs - 100%
Schmidt, Kaylan
Location
Type
Reason
Ivy Stockwell Elementary
Probationary
Probationary
Probationary
Probationary
Con Ball Middle
Namaqua Elementary
Probationary
Probationary
Mountain View High
Temporary
Probationary
Temporary Non-Renew
Transportation
Regular
Resignation
Walt Clark Middle
Regular
Resignation
Bill Reed Middle
Instructional
Support/Technology Services
Mountain View High
Sarah Milner Elementary
Regular
Retirement
Regular
Regular
Regular
Resignation
Resignation
Resignation
Regular
Personal LOA
Centennial Elementary
Regular
Resignation
Transportation
Regular
Regular
Resignation
Resignation
Lucile Erwin Middle
Regular
Resignation
Materials and Procurement
Regular
Reduction in Force
Regular
Resignation
Regular
Resignation
2
April 16, 2014
Personnel Recommendations 2013-2014 and 2014-15 Assignment Change/Transfer/Increase/Decrease
Effective
Current Assignment-Location-Percent
Last, First Name
New Assignment-Location-Percent
Buyer & Warehouse Operations Manager - Nutrition Services 100%
03/10/2014
Rolfe, Miles
Warehouse Supervisor - Nutrition Services - 100%
7/1/2014
Brown-Utoft, Tiffany
Teacher on Special Assignment - Learning Services 100% Strategic Data Project Fellow - Learning Services - 100%
None
Type
Regular
Regular
Code Reason
AC Replacing Alan Piper
Support continued work
AC with integration
Licensed
Classified
4/7/2014
Barnum, Gina
NS Lead Aide - Lucile Erwin Middle
NS Satellite Kitchen Manager - Mary Blair Elementary
Regular
3/31/2014
Green, Paul
Custodian - 260 Days - Thompson Valley High - 100%
Lead Custodian - Elementary - Centennial Elementary - 100%
Regular
3/25/2014
Holoun, Trever
Grounds Services Technician III - Facilities Services 100%
Grounds Services Supervisor - Facilities Services - 100%
Regular
3/3/2014
Marez, Renee
NS Aide - Thompson Valley High
NS Aide - Lucile Erwin Middle
Regular
Assignment Change Replacing Theda
AC Rumery
Assignment Change Replacing Jeffery
AC Pfleiger
Assignment Change Replacing Seth
AC Wooldridge
Transfer - Vacant
T Position
4/7/2014
Naill, Jessica
NS Aide - Lucile Erwin Middle
NS Lead Aide - Lucile Erwin Middle
Regular
Assignment Change AC Replacing Gina Barnum
3/18/2014
Shaffer, Amy
NS Manager Trainee - Nutrition Services
NS Satellite Kitchen Manager - Namaqua Elementary
Regular
3/18/2014
Welch, Alison
NS Satellite Kitchen Manager - Namaqua Elementary
NS Production Manager - Single Unit - Sarah Milner Elementary
Regular
3
Assignment Change AC Replacing Alison Welch
Assignment Change Replacing Heather
AC Hannon
April 16, 2014
Personnel Recommendations 2013 - 2014 and 2014-15 New Hire
Effective
7/28/2014
Assignment-Percent
Last, First Name
Davis, Deon
Principal - 100%
Location
Type
Regular
Licensed
8/14/2014
Mooney, Angela
Academic Intervention - 67%
Consumer & Family Studies 100%
3/24/2014
Webb, Tonia
3/7/2014
3/26/2014
3/26/2014
3/14/2014
3/13/2014
3/11/2014
Licensed Substitutes
Hipp, Darren
Mann, Holly
Moehling, Malory
Neely, Erin
Sanchez, Erik
Schwind, Samantha
Classified
Ivy Stockwell Elementary
Temporary
Mountain View High
Temporary
Nutrition Services
Regular
Griffith, Serenity
Secretary Department/Director - 100%
Paraprofessional - Special
Needs - 100%
Mountain View High
Regular
3/24/2014
Kaminski, Andrew
Custodian - 260 Days - 100%
Carrie Martin Elementary
Regular
4/7/2014
Mares, Daniel
Custodian - 260 Days - 100%
Regular
3/18/2014
Prentiss, Rebecca
NS Manager Trainee
Nutrition Services
Regular
3/11/2014
Rodriguez, Arturo
3/17/2014
Stewart, Jay
School Bus Driver
Technology Equipment Repair
Technician - 100%
Transportation
Regular
Instructional Support/Technology
Services
Regular
4/7/2014
Downs, Rachael
3/17/2014
4
Reason
Replace Diane Spearnak
Rehire - Temporary NonRenew
Current Sub - Replacing
Laura Ulmer
New Hire - Replacing Ann
Mallamo
New Hire - Replacing Grace
Hansen
New Hire - Replacing Kayla
Wiggins
New Hire - Replacing Tuyet
Pham
New Hire - Replacing Amy
Shaffer
New Hire - Replacing Diana
Montoya-Barnes
New Hire - Replacing Gerald
Walker
April 16, 2014
Personnel Recommendations 2013 - 2014 and 2014-15 New Hire
Effective
3/10/2014
3/25/2014
3/21/2014
3/10/2014
3/28/2014
3/25/2014
3/10/2014
Assignment-Percent
Last, First Name
Classified Substitutes
None
Location
Type
Reason
Classified - Transportation Substitutes
Bailey, Rodger
Buckardt, Brent
Miller, Deanna
Oertel, Charles
Rodarte, Gloria
Treaster, Breanna
Willis, Maria
Classified - Nutrition Service Substitutes
None
Facility Use Event Staff/Production Technicians
None
Extra Hours/Extra Help
4/15/2014
Anderson, Nina
3/17/2014
Barlow, Amanda
5
April 16, 2014
Extra Duty Contracts
April 16, 2014
The individuals listed below have been recommended by their principal/administrator to assume
duties and responsibilities as indicated.
School/Name
Lucile Erwin Middle
*Togbe, Julie
Loveland High
Batlle, Erin
Mountain View High
Garcia, Armando
Graham, Robert
Position
Level Step
Assistant Drama - $814
Head Drama
6
1
Forensics - 25%
Career Tech Student Organization – 21%
2
6
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
April 16, 2014
The individuals listed below have been recommended by their principal/administrator to assume
duties and responsibilities as indicated.
School/Name
Conrad Ball Middle
Brown, Brian
Turner Middle
Duncan, John
Duncan, John
Hull, Tyson
Hull, Tyson
Frye, Steven
Frye, Steven
Walt Clark Middle
Sharp, Jon
Loveland High
***Neubert, Erich
Mountain View High
***Hogue, Tracy
***Felton, Randy
Stine, Christopher
***Sishc, Taylor
Horsch, Megan
***Heck, Margaret
***Heck, Margaret
***Tosch, Kyle
***Pickert, Megan
***Pickert, Megan
Position
Level
Step
B & G Track Aide – 2
10
1
B & G Track Assistant – 33%
B & G Track Aide – 33%
B &G Track Assistant – 33%
8
10
8
10
8
10
1
1
1
1
1
1
B & G Track Aide
10
1
Head G Soccer
2
1
Baseball Assistant
Baseball Assistant
Baseball Assistant
B Swimming Assistant – 50%
5
5
5
6
4
1
1
1
1
1
G Lacrosse Assistant – 33%
Head G Lacrosse – 33%
G Lacrosse Assistant – 66%
G Swimming Assistant – 25%
Head G Swimming – 25%
7
2
7
6
2
1
1
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.
Extra Duty Contracts April 16, 2014
353
327.55
Athletics
Activities
205.55
FTE Budgeted
262
FTE Hired to
date
209
190.9
Curriculum
0
100
200
300
400
ACTION ITEM 5.1.2
Approval of Gifts/Donations to District
Date:
April 16, 2014
Submitted by:
Recommendation:
That the Board approve the following gifts/donations and authorize letters
of appreciation be sent to the donors.
Recipient
Berthoud Elementary School
Ivy Stockwell Elementary School
Turner Middle School
Donation
$7000 – AEDs for
Berthoud Schools
District-wide
$4,090 – Chairs
Walt Clark Middle
$3000 – Greenhouse
Donator
Berthoud CARES
Martha Simmons
216 16th Street
Suite 1600
Denver, CO 80202
Home State Bank
935 Cleveland Avenue
Loveland, CO 80537
Live, Laugh, Love, Believe Inc.
Rick Moehling
4821 Soaring Peaks Drive
Loveland, CO 80537
ACTION ITEM 5.1.3
Approval of Head Start Self-Assessment Report and Continuous Quality
Improvement Plan
Date:
April 16, 2014
Submitted by:
Recommendation:
That the Board approve the Head Start self-assessment report and
continuous quality improvement plan.
Every year the Head Start program is required to complete a self-assessment. The completion of
this self-assessment is a requirement to receive federal Head Start funds. The self-assessment is
an opportunity for the early childhood program to take a thorough look at the strengths and
needs of the program. The self-assessment team consisted of parents, staff members, district
staff, and community members. We are required to look at each component of Head Start and
write a final report and quality improvement plan. Both Policy Council and the Board of
Education must approve this report and continuous quality improvement plan. On March 10,
2014, the Policy Council approved the attached report and quality improvement plan. Theresa
Clements, early childhood administrator, will be in attendance to answer any questions.
The entire self-assessment report and quality improvement plan has been included in the Board
packet. Below is a summary of the key points.
Key Points from 2013-2014 Head Start Self-Assessment
Summary of Strengths:
• 100% Compliance for families completing required health and dental exams
• Vision screening partnership with Kids Sight and Loveland Lions Club
• Consistently maintain full enrollment for the Head Start program
• Staff is implementing state academic standards and referencing standards on IEP goals
• Transdisciplinary model allows for all children to benefit from having Speech Therapists,
Occupational Therapists, and family workers as members of the lesson planning team
• Seamless application process for all children entering the program
• Implementation of the Pyramid Model for Positive Behavior Interventions and Support
• Strong community partnerships – Head Start staff took an active role in planning and
developing the Community Life Center which will open Fall 2014 in Loveland
• For the third year in a row, our CLASS stores have improved. In the area of emotional
supports, our program average is now a 6.1; in the area of Classroom Organization, our
program average is now a 5.3; and in Instructional Supports, our program average is now
4.5. According to Head Start, the most recent national average in the same areas are as
follows: Emotional Supports-5.9, Classroom Organization-5.45, and Instructional
Supports-2.98
Summary of Quality Improvement Plans:
• Increased physical activity throughout the program – strengthen the “I am Moving I am
Learning” Program in all classrooms
•
•
•
•
•
•
•
•
•
•
Revise and update the “Pedestrian Safety Training” for staff
Develop a Disabilities Service Plan
Provide additional coaching and training on Positive Behavior Support Tier Two
Supports and Strategies
Revise Kindergarten Transition Plan
Increase mentoring for staff who are conducting home visits
Refine data collection on family outcomes
Provide additional training on best preschool math practices
Continue to develop school readiness plans – meet 100% of “Elements of Quality” for
School Readiness as defined by the National Center for Quality Teaching and Learning
Update job descriptions
Provide additional training for staff on recording attendance
This agenda item remains unchanged from the April 9, 2014 BOE work session.
Thompson Integrated Early Childhood
2014 Head Start Self Assessment Report and
Continuous Quality Improvement Plan
Self-Assessment Completed November 2013 – January 2014
Report Presented to Policy Council on February 10, 2014
Approved by Policy Council on March 10, 2014
Areas Identified Last Year as Needing
Improvement
Integration of Site School Nurses into Early
Childhood Centers and coordination of Health Care
Plans
Health Services
Action Taken
Training to District site Nurses around Early Childhood rules
and regulations as well as special health needs.
Attended and provided training at monthly Nursing meetings.
Monitoring and support provided for shared documentation
including delegation and health care plans.
Has this action
been resolved?
Yes/No
Yes
Health Services
Strengths of the Program
• 100% compliance for students submitting physical exam, dental exam, and hematocrit/lead testing.
• 100% of students with health concerns are identified and a Health Care Plan (HCP) is in place in classroom
• Annual vision and hearing screening available to all students with referrals and resources provided to families in need of support
• Implementation of I Am Moving I Am Learning and Food Friends provides healthy nutritional choices, educates families, and encourages
regular exercise indoors and outdoors. All centers are using the curriculum
• Each center practices monthly drills for fire evacuation, extreme weather response, and lock downs
• Response time to health and safety needs of students, families, classrooms, or staff is very good
• Vision screening partnership with Kids Sight - Lions Club
• Partnership with the Thompson School District wellness committee
Areas Needing Improvement
Increased physical activity and healthy food
choices.
Health Services
Plan for Improvement
Participate in Schools on the Move
Challenge
Participate in I am Moving I am Learning
Participate in the Healthy Kids Club 5210
initiative.
Partnership with District Wellness
Committee.
Thompson Integrated Early Childhood Program 2014 Self-Assessment
Improvement Monitoring
Staff Survey
2
Nutritional Services
Improvement
Action Taken
No further need identified at this time
Has this action
been resolved?
Yes/No
• Centers were observed to model family style meals, conversation, and student engagement
• Increasing amounts of fresh fruit and vegetables available to students at meal time
• Food Friends strategies being used at all centers
• Standard Precautions observed being used by staff in classrooms; training done annually
• Annual Health & Safety Fair is now a part of our PBiS Family Night and includes demonstrations of healthy nutritional choices, exercise
activities for families and young children, resources for food, & dietary consultation
• Health and nutrition are incorporated into our program
• Participate in CACFP (Child and Adult Care Food Program) for snacks and USDA breakfast and lunch programs
No further need identified at this time.
Ongoing meal audits to assure quality and
identify any area needing improvement
Continued meal/nutritional assessments.
3
Improvement
Continuing audits/ surveys to assure the highest
level of safety
Safe Environments
Action Taken
Has this action
been resolved?
Yes/No
Yes
Continued and ongoing safety checks
Participated in the District Disaster Incident Response Team
All classrooms had a safety check completed the first weeks of
school.
Safe Environments
• First Aid kits regularly stocked and Emergency Guidelines accessible to staff
• Fire extinguishers location easily identified and monthly drills are performed and documented
• Gloves readily available to classroom staff
• Exit signs are clearly visible
• Centers are free of pests and evidence of pests
• Centers are clean, free of debris and hazards
• Early Childhood program was part of the district-wide safety audit
• District Safety and Security Manager is working with the Early Childhood staff to review safety protocols
• Daily safety checklist posted in each classroom
None at this time
Safe Environments
4
Transportation Services
Improvement
Action Taken
Has this action
been resolved?
Yes/No
None at this time
• All bus drivers are first aid, first responders, student management, and child safety restraint trained and certified
• Busses are equipped with emergency radios, first aid kits, belt cutters, and fire extinguishers; all equipment placement identified with
brightly colored labels
• Regular safety checks are conducted
• Transportation Coordinator works closely with EC staff to ensure timely and efficient process of requests
Update Pedestrian Safety Training for Staff
Updated Training will be provided
during beginning of year mandatory
safety training - August 2014
Staff Sign-in at Training
5
Disabilities Services
Improvement
Provide specific training on the philosophy of
writing functional, standards based Individualized
Education Plan goals.
Action Taken
A three-part series was presented to staff in written form:
January 2013 – Philosophy of Functional Goal Writing
February 2013 – Rationale of Writing Functional Goals
March 2013 – How to Write Functional Goals
Has this action
been resolved?
Yes/No
Yes
April 19, 2013 staff development: Review of written
information and targeted practice for staff to write functional
IEP goals.
• Program continues to have highly qualified staff providing services via a transdisciplinary model.
• Scheduled plan time allows for classroom teams to individualize activities based on students’ needs.
• Scheduled plan time allows for classroom teams to discuss teaching strategies, specific to students’ needs.
• Additional consultation and classroom support is available by the Behavior/Autism Coach and the Mental Health Service Provider.
• Program maintains at least 10% enrollment of students with disabilities.
• Program staff is implementing State Standards in the classroom and reference standards on Individualized Education Plans.
• Program uses a researched based early childhood curriculum that is cross-walked with Colorado State Standards of Education.
• Based on district survey, parents report they are satisfied and comfortable with the Individualized Education Plan process.
• Kindergarten transition plans for students with disabilities are based upon the individual needs of the student
6
Currently the program does not have a
specific “Disabilities Service Plan” which is
recommended by Head Start Performance
Standards
Create a Disabilities Service Plan, separate
from the program Work Plans, that would
meet the Head Start Performance Standard
requirement and service as a resource for the
Thompson School District and Early
Childhood Program staff.
November-December 2013: review Head
Start Performance Standards, gather
information about components of a
Disabilities Service Plan
December 2013: review program’s current
work plans, create a draft Disabilities Service
Plan
January 2014: request peer review of
document, revise/amend as needed
February 2014: Finalize Draft Disabilities
Service Plan and present to Policy Council
7
Mental Health Services
Improvement
Increase parent education on Pyramid Model and
social/ emotional development
Increase the amount of information parents receive
on community trainings.
Action Taken
Consistent articles in monthly program-wide newsletter
Has this action
been resolved?
Yes/No
Yes
Flyers promoting community trainings
On-going postings on Program Facebook page
The PBIS team is creating a library of materials that
addresses home Pyramid strategies and other parenting
information. Each teacher will receive these resources so that
can send them home to families as is applicable to the
families in their classrooms.
During Spring 2013 Para trainings, we spent 2 of these PD
days focusing on the Family Modules. Also a parent training
on the Family Modules will be offered during the Spring of
2014.
Staff requests more resources that they can provide
to parents around social/emotional development.
Staff was trained in August of 2013 on the referral process for
community mental health resources.
Yes
8
• We have a Positive Behavior Interventions and Supports (PBIS) team that promotes a positive climate and general social emotional
strategies and approaches for all children
• PBIS team provides a family night event that teaches parents the various Pyramid strategies they can use at home to promote their child’s
social and emotional development – 740 people attended the October 2013 Event
• Communication between Child and Family Support Paraprofessionals and classroom teams has improved through the Child and Family
Support Paraprofessionals participation at team meetings
• The TPOT (The Pyramid Observation Tool) is being used in classrooms to analyze the fidelity of the Pyramid implementation in each
classroom. The Colorado Department of Education is supporting this effort and providing a stipend to assist with training and materials
that will help to increase fidelity of implementation
• The Positive Behavior Interventions and Supports (PBIS) team is researching ways to use targeted interventions for those children who
are demonstrating challenging behavior and emotional delays
• Student Success Team continues to train staff in using the Pyramid model approach, mental health resources and other best practices and
to coach them around implementing these practices
• Student Success Team continues to support families with resources and home visits.
• Child and Family Support Paraprofessionals use the family strategies of the Pyramid Model on home visits
• Continued district participation in the Larimer County Pyramid Model team
• Three members of the Student Success team have continued to receive training on Cognitive Coaching to help staff process ideas and
problem solve
• Program Health and Wellness Leadership Team was formed to address Mental Health and Wellness needs of staff and families
Tier Two Supports/Strategies
•
Individualized supports and
consistent implementation
Provide coaching on Tier 2 strategies
PBIS Minute at staff meetings (4 times)
focus on Tier 2 Strategies
PBIS Leadership Team revise Early
Childhood Pyramid Tiered Strategies form
Monitor lesson plans for intentional
planning for children who need Tier 2
strategies – increased individualization on
lesson plans
Coaching Logs
9
Family and Community Services
Areas Identified Last Year as
Needing Improvement
Classroom paraprofessionals and Child
and Family Support Paraprofessionals
will have continued support for
changing roles.
Action Taken
Full day of training with materials and guides provided for CFSPs and
classroom paras prior to the first day of the school year. Seven staff hired
after first of year received 1:1 training. Total number of staff
planning/providing family visits and collecting family engagement data is
27. Adjustment to coaching plan is needed.
Has this action
been resolved?
Yes/No
Yes
Whole group PD and PLCs included goal-setting, CLASS, mental health
support, GOLD, and community resources. PD planned based on
expressed needs of paras, coordinator input and program goals. Certified
staff will have input on remaining PD for the year.
New safety guidelines require 2 staff members on every home visit, which
required some adjustments on staff time and availability. Two
experienced CFSPs remained on staff this year and were asked to “buddy”
with classroom paras and new CFSPs on family supports and home visits.
Data will be collected on:
Learning at Home activities on home
visits
Family goals related to school readiness.
Data was collected from Interests and Needs, Reading and Activity
surveys, number and type of family visits. Paras are required to turn in
data on GOLD marking dates. The first data collection was reviewed by
paras in November and their observations recorded. In January,
observations were shared and discussion was held on how that data drives
their work with families. The second marking is February 7 when we can
look at family progress.
Progress is being
made. Work on
data collection
continues.
Paper forms were updated and used this year to collect data. We project
using Google docs in school year 2014/2015 for data collection and
reporting.
Opportunities for Spanish speaking
families to network.
Abriendo Puertas class offered in Spanish in collaboration with Title I with
17 participants. Further discussion with Title I program manager planned
for engaging participants when class is completed.
Planning session held with Hispanic Leadership group first semester. First
gathering will be held second semester.
Yes
10
• Movement towards a well-integrated program where classroom staff and Child and Family Support Paraprofessionals (Child and
Family Support Paraprofessionals) share responsibility for school readiness and family engagement. Both classroom
paraprofessionals and Child and Family Support Paraprofessionals have family caseloads. Child and Family Support
Paraprofessionals have increased time in the classroom. Cross-training opportunities provided in scheduled Professional
Development.
• Frequent communication between staff and families
• Regular visits with families that include home visits, community site visits and meeting at centers.
• Home visit worksheets guide home visit planning and promote learning at home.
• Strong community partnerships such as the Early Childhood Council of Larimer County, Thompson School District and Title I
program, Family Consumer Council and the Loveland Community Life Center, House of Neighborly Service, Museum of Discovery,
District Homeless Liaison, Philo Service Club, Bright Beginnings, Loveland Parks and Recreation, local dentist and pediatrician.
• Increasing numbers of bilingual staff
• Program staff was instrumental in the planning of the Loveland Community Life Center which will open Fall 2014
• Four staff members are participating in the NCPFCE Program Foundations Course. We received a new publication Measuring What
Matters: Using Data to Support Family Progress.
• Family and Community Partnership Coordinator was first in state to be trained on the face-to-face course “Bringing the Protective
Factors Framework to Life in Your Work – A Resource for Action” by the National Alliance of Children’s Trust and Prevention Funds.
Classroom paras and CFSPs begin the course second semester.
• Collaboration with community partners and participation in the county-wide “BE Ready” campaign. This campaign, with the support
of United Way of Larimer county, is bringing awareness to the community about the importance of early learning in preparation for
school
11
Update system of support for families
transitioning to Kindergarten.
Update Kindergarten transition plan
Completed Plan by October 1, 2014
Mentoring/coaching plan for classroom
paraprofessionals and Child and Family
Support Paraprofessionals
Mentoring/coaching will be available for all
paraprofessionals
Mentoring/coaching logs
Professional Development Plans
Data collection on family engagement
Create a google doc for data collection.
Review data 3 times/year
Create a cohesive system of activities and
materials to support families’ transition into
Kindergarten.
Further research what data we want to
collect in order to measure progress on
family outcomes
Provide opportunities to review data for
planning and individualizing family visits
and events
12
Education and Early Childhood Development Services
Improvement
Concept Development on CLASS Program average
will increase by 1 point by December of 2013.
Increase score from 2.6 to 3.6
Increasing math concept teaching in preschool
classrooms teachers will use GOLD math as a
formative assessment and specifically plan for math
during their planning sessions
Action Taken
Concept development program average is now 4.4. Individual
coaching, PLC time, and whole-staff professional development
time has focused on increasing CLASS scores in all areas,
increasing Concept Development
11 staff members took an offered “Kids Play Math” online
course in developmentally appropriate math practices for
preschool. The course connects preschool math education with
elements of CLASS professional development
Has this action
been resolved?
Yes/No
Yes
Yes
*CLASS stands for Classroom Assessment Scoring System, which is an observation tool that allows for objective
feedback on teacher behavior related to quality education in preschool settings.
*UbD refers to Understanding by Design, a rigorous curriculum design that uses a scope and sequence and backwards
design to ensure that the end of the school year will meet all state standards.
13
• We have a highly qualified teaching staff even as we grow our program. We have 100% of our 23 teachers who have their BA in Early
Childhood and all either have their Master’s degrees in Early Childhood Special Education or are currently working on their Master’s
degrees. All of our main support paraprofessionals meet the qualifications of Early Childhood Teacher as defined by Colorado
Childcare licensing.
• Our program remains dedicated to serving children from all funding sources in a transdisciplinary model, providing all children with
language and motor services in the classroom environment, embedded in everyday preschool activities. We feel strongly that all
children learn best in nurturing and responsive environments with adults that create quality relationships with them. Because of this,
we begin our year teaching children how to be in a group environment, how to label their own feelings and the feelings of others, and
how to develop their social and emotional skills. Using a social emotional foundation for learning, all concepts can be developed in
appropriate ways, meeting the needs of all children.
• Using a backwards design model, our preschool program is using unit planners built around meeting preschool state standards in a
systematic manner. The unit planners provide structure and alignment to a year of teaching standards and are also aligned to our
curriculum and GOLD assessment system.
• For the third year in a row, our CLASS stores have improved. In the area of Emotional Supports, our program average is now a 6.1; in
the area of Classroom Organization, our program average is now a 5.3; and in Instructional Supports, our program average is now 4.5.
According to Head Start, the most recent national average in the same areas are as follows: Emotional Supports-5.9, Classroom
Organization -5.45, and Instructional Supports- 2.98
• In completing the National Center for Quality Teaching and Learning (NCQTL) School Readiness Implementation Indicators and
Action Plan Tool, our program has 47 out of 58 elements of quality in place.
*CLASS stands for Classroom Assessment Scoring System, which is an observation tool that allows for objective feedback
on teacher behavior related to quality education in preschool settings.
14
Preschool Math Practices to Increase Math
Skills for Preschoolers
Increase awareness of School Readiness
within our program and within the district
and community
Professional Development will focus on
developmentally appropriate math practices
in the preschool classroom with a focus on
data-driven instruction
Using the NCQTL as a guide, a task force will
meet 2 times within the next year to provide
input on moving forward
School Readiness Math Goals will increase
so that program-wide data reflects that 85%
of all 4 year olds meet the state standard
level
We will have all elements of quality on the
NCQTL School Readiness Implementation
Indicators and Action Plan in place by May
2015
*CLASS stands for Classroom Assessment Scoring System, which is an observation tool that allows for objective feedback
on teacher behavior related to quality education in preschool settings.
*NCQTL stands for National Center for Quality Teaching and Learning
Fiscal Management
Areas identified last year that needed
improvement
Training for Human Resources Staff on
Performance Standards Regarding Wage
Comparability Reports
Action taken
EC Administrator met with Human Resources Staff and
shared with them the information on Wage
Comparability Studies.
Yes
Has this action been
resolved? Yes/No
15
Fiscal Management
Strengths of Program
•
•
•
•
•
•
•
•
•
Highly qualified Fiscal staff
Policy Council feels the budget training is very beneficial and informative
The Head Start Fiscal Manager also oversees the other fiscal components of the early childhood program -this allows for
increased efficiency and communication
The system for fiscal management is well established and has checks and balances - the entire District financial staff is involved
with the fiscal management of Head Start funds
Credit card expenditure reports are developed and shared on a regular basis
Working closely with the Accounting Specialist and other fiscal and purchasing department staff we were able to expend 100%
of the Head Start grant dollars
Accounting Specialist is working closely with Head Start director in order to track center budgets and expenses in addition to
the supply budget throughout the year
Timely turn around for reimbursements and mileage
System in place for tracking time and effort sheets
Fiscal Work Plans Reviewed and Updated
Fiscal Management
Fiscal Manager will review Work Plans and
Present to Policy Council for approval
Feb. 2014 Work Plans will be presented to
Policy Council for discussion and review
March 2014 Action Item at Policy Council
Update Written Process for Determining
Fair Market Value
Update Written Process for Time and Effort
Procedure will be written and presented to
Policy Council at the March 2014 Policy
Council Meeting
Early Childhood Secretary will work with
Fiscal Manager to review process
Approved Process – Process will be
implemented by early childhood secretary
Standard Operating Procedure will be
updated by April 2014
16
Program Design and Management
Governing Body, Policy Council, Planning, Ongoing Monitoring, Communications,
Record Keeping and Reporting, Human Resources
Areas identified last year that needed
Action taken
Has this action been resolved?
improvement
Yes/No
Define and Implement a Program-Wide Coaching
Coaching Plan in Place for 13-14 School Year –
Yes
Plan for all staff – both licensed and classified.
every teacher will work with an instructional
coach and develop a Quality Improvement Plan
based on needs identified through classroom
observations.
Strengths of Program
• Staff survey reported strong communication throughout the program
• Human Resource Department completes immediate criminal background checks as soon as a request to hire form has been
completed. This is followed up with a CBI/FBI fingerprint check and a central registry check through childcare licensing.
• Strong Policy Council with active members
• Training plan and timeline for Policy Council helps to ensure that all required training takes place
• Policy Council has representation from different centers
• A coordinator is assigned to each center in order to improve on-going communication between admin and classroom staff
• All teachers are highly qualified and meet new requirements in the Head Start Act
• All main paraprofessionals in the classroom are required to be Early Childhood Teacher qualified as defined by the State Department
of Health and Human Services Childcare Licensing Division
• 2013 State TELL Survey Question: “Faculty and Leadership have a Shared Vision” increased from 78.85 TO 89.7% (38% strongly agree)
• 2013 TELL Survey Question “Overall my school is a good place to work and learn” 93.3% agree.
Update Family and Community Partnership
Coordinator Job Description
Update job description and present to Policy
Council at the meeting in March 2014
New job description in place
17
Eligibility, Recruitment, Selection, Enrollment and Attendance
Improvement
Create Task Force to update Recruitment Plan
Action Taken
Task Force met on 10-30-13 and developed plan of action for
recruitment activities.
Has this action
been resolved?
Yes/No
Yes
• Application process is efficient - same application for all district preschool programs
• We maintain 100% enrollment from the beginning of the school year and maintain a wait list in order to fill any open slots within 30
days
• We are able to track attendance on Infinite Campus and print out reports so that we can determine % of absenteeism
• We have a new recruitment plan in place which includes new flyers, new signs, and increased communication with elementary school
staff about the application process
• EC staff is participating in a community task force to increase student access to developmental screenings and referrals
• Parent feedback on the application process has been positive – parents who were on the waitlist were interviewed
Training for early childhood staff on
recording reason for absences
Provide training by March 30, 2014
Program Secretary will monitor Infinite
Campus attendance and report any concerns
to the EC Administrator.
18
ACTION ITEM 5.1.4
Approval of Head Start and Colorado Preschool Program Significant Risk Factors
and Program Selection Criteria and Enrollment Process
Date:
April 16, 2014
Submitted by:
Recommendation: That the Board approve the Head Start and Colorado Preschool Program
significant risk factors and program selection criteria and enrollment
process.
Each year the Early Childhood Program reviews the selection criteria for both the Colorado
Preschool Program (CPP) and Head Start Program. Both the CPP and Head Start grant require
the Governing Board to review and approve the selection criteria. Both the Head Start Policy
Council and the CPP District Advisory Council have approved the proposed selection criteria.
This year the CPP District Advisory Council looked carefully at the Colorado state eligibility
criteria and made recommendations for Thompson Early Childhood (EC) eligibility criteria. The
eligibility form has been updated to reflect Colorado State Legislature and Thompson EC
eligibility criteria.
Theresa Clements, early childhood administrator, and Mary Buirgy, Colorado Preschool
Program coordinator, will be in attendance to answer any questions.
Risk Factors and Selection Criteria
Head Start has only two eligibility requirements: age and income. The identified significant risk
factors are used to determine priority for enrollment - a child with a higher number of risk
factors will be placed in a classroom before a child with a lower number risk factors. However, if
a child is homeless as defined by the McKinney-Vento Act, we must give priority enrollment to
that child. A child who is homeless will be placed before all other children regardless of the
number of risk factors.
CPP eligibility is based on significant risk factors, which have been defined by the Colorado State
legislature. Districts may add risk factors to reflect the need in their communities. The attached
form outlines the proposed risk factors that the Thompson School District Early Childhood
Program would like to use in determining eligibility and priority for enrollment. In order to be
eligible for CPP, a student must have at least one significant risk factor. However, a school-aged
three year old must have at least three risk factors. The number of risk factors present will
determine a child’s priority for enrollment – a child with a higher number of risk factors will be
placed in a classroom before a child with a lower number of risk factors.
The average number of risk factors for the 218 children enrolled in CPP for the 2013-2014 school
year is 3.5. Below is a chart depicting numbers and percentages of children with identified risk
factors for the 2013-2014 school year.
Table: Number and Percentage of Students in CPP with Identified Risk Factors
Risk Factors
Low Income
No Group
Experience
Developmental
Delay
Single Parents
No High School
Diploma or GED
Social/Emotional
Concerns
Language Needs
(ELL)
Family History of
Drug/Alcohol Abuse
Frequent Moves
Health Monitoring
Homelessness
Teen Parent
Primary Caregiver
Other Than Parent
History of Abuse or
Neglect
Foster Child
Special
Circumstances
Number of CPP
Students
2013-2014
Number of Children
With Risk Factor
181
145
2013-2014
Percentage of Children
With Risk Factor
83%
67%
57
26%
60
76
28%
35%
36
17%
49
22%
32
15%
30
8
31
10
6
14%
4%
14%
5%
3%
23
11%
3
14
1%
6%
218
218
Enrollment Process
The starting point for all families in the enrollment process is to attend a developmental
screening. At the screening, families complete the application process and receive results from
the developmental screening. Families receive a summary of their child’s development in the
following areas: cognitive, language, motor, socioemotional, vision, and hearing.
After the screening, staff compiles all the information from screening and determines the
number of risk factors for each child. Children are placed on the waitlist and the waitlist is used
when placing children in classrooms.
EC PROGRAM SELECTION CRITERIA
NAME_________________________________DOB_________________Date______________
Fund Eligibility:
HS
HS+
HS/OI
CPP
Category of Eligibility (Head Start): □ FOSTER
+
# Eligibility
Factors
□ HOMELESS*
=
Extra
Points
□ TANF
□ SSI
Total
Ranking
□ Income
Colorado State Preschool Program (CPP) Eligibility Criteria
_____Poor social skills of the child as evidenced by:
_____ Social/emotional concerns as indicated at screening
_____ Disenrolled from other programs
_____ ASQ/SE
_____Has not had group experience
_____In need of Language development, including but not limited to the ability to speak English
______ First/primary Lang. is not English
_____ Lang.
_____ Articulation
_____An abusive adult residing in the home (and/or history of abuse and neglect)
_____FOSTER CHILD (Receiving services from the State Dept. of Social Services as neglected or dependent children)
_____Child’s parent or guardian has not successfully completed a HS education or its equiv.
_____Teen Parent (Either parent of the child was less than 18 and unmarried at the time of the birth of the child)
_____Drug or Alcohol Abuse in child’s family (past or present)
_____HOMELESSNESS OF THE CHILD’S FAMILY*
_____Child is eligible to receive Free or Reduced-Cost Lunch
Low income household: _____ HS guidelines _____ HS+ _____ CPP ____ SSI
____ TANF
_____Frequent moves (more than 1 in the last year)
Thompson Integrated Early Childhood CPP Eligibility Criteria
_____Developmental concern at screening:
_____ Concepts
_____ Fine/Gross Motor
_____Health monitoring: _____ Hearing _____ Vision _____ Medical ____ Dental
_____Single Parent Household
_____Instability of Family Structure: _____Parent Incarcerated _____Family Member Deported _____Military Deployment
_____Primary care giver is other than parent (Not established through Social Services)
Extra Considerations – to be used for ranking only
_____Early Head Start Participant
_____Family member with significant illness or disability
_____Special circumstances_____________________________________________________
* Homelessness of the family is given priority in placing children from the waitlist
*Four year olds are given priority for placement
Approved by Head Start Policy Council 3/10/2014
Approved by CPP Advisory Council 3/10/2014
ACTION ITEM 5.1.5
Approval of Supplemental Funding Application for Head Start Grant
Date:
April 16, 2014
Submitted by:
Paul Bankes, Ed.D., Executive Director Elementary Education
Stephen Towne, CFO
Recommendation:
That the Board approve the Head Start supplemental funding grant
application.
The Office of Head Start has notified grantees of the opportunity to apply for supplemental
funding. This supplemental funding is the result of sequestration restoration and Cost of Living
Adjustment (COLA). The completed application is due to the Office of Head Start before April
25, 2014. Head Start regulations require that the governing board and policy council approve all
grant applications.
Increase to Base from $923,725 to $975,113 = $51,388 increase
COLA = $12,676
The COLA funds are required to go to salaries and benefits. The proposed budget for the base
increase is below:
Salaries
$16,800
Benefits
4,640
Supplies/Equipment
14,429
Purchased Services
2,450
Travel/Mileage/Staff Development 10,500
In-Direct
2,569
TOTAL
$51,388
Steve Towne will be in attendance to answer questions.
ACTION ITEM 5.2
Approval of Proclamation “Month of the Young Child – April 2014”
Date:
April 16, 2014
Submitted by:
Recommendation:
That the Board proclaim April 2014 as “Month of the Young Child”.
“Month of the Young Child” is a national celebration sponsored by the National Association for
the Education of Young Children.
“Month of the Young Child” is a time to recognize that providing opportunities for children is a
shared responsibility, and to recommit the district to ensuring that each and every child
experiences the type of early environment - at home, at child care, at school and in the
community - that will promote early learning.
Theresa Clements, early childhood administrator, will be in attendance to answer questions.
PROCLAMATION
WHEREAS, the Thompson School District Integrated Early Childhood Program and
the Early Childhood Council of Larimer County, in conjunction with the National
Association for the Education of Young Children, are celebrating the Month of the
Young Child, April 2014; and
WHEREAS, these organizations are working to improve early learning opportunities,
including early literacy programs, that can provide a foundation of learning for children
in Larimer County Colorado; and
WHEREAS, “Early Years are Learning Years”; and
WHEREAS, by calling attention to the needs for quality early childhood care and
education for all young children and families within the community we can hope to
improve the quality and availability of such services, and
WHEREAS, teachers and others who make a difference in the lives of young children
deserve thanks and recognition; and
WHEREAS, public policies that support early learning for all young children are
crucial to young children’s futures;
NOW THEREFORE, we, the Thompson School District Board of Education, do hereby
proclaim April 2014, as the
“MONTH OF THE YOUNG CHILD”.
Approved and Proclaimed April 16, 2014 by:
Board of Education
Pam Howard
Lori Hvizda Ward
Carl Langner
ACTION ITEM 5.3
Approval of Proclamation - Colorado Children’s Day April 23, 2014
Date:
April 16, 2014
Submitted by:
Recommendation:
That the Board proclaim April 23, 2014 as “Colorado Children’s Day.”
On March 7, 2001, the Colorado State Legislature passed Senate Joint Resolution 01-015, resolving
that on the first week in March and thereafter, “each adult citizen of Colorado is encouraged to set
aside a special time to support, embrace, and listen to a child of Colorado.” This proclamation
celebrates and honors the children of the Loveland, Berthoud and southern Ft. Collins communities
and offers an opportunity to recognize their many accomplishments. Annie Hall, retired Loveland
rancher and noted children’s advocate, was instrumental in ensuring local recognition of Children’s
Day by the City of Loveland and its community members.
PROCLAMATION
“Colorado Children’s Day– April 23, 2014”
WHEREAS, the Thompson School District enjoys and values the children who live in the Loveland,
Berthoud and Ft. Collins communities; and,
WHEREAS, the children in the Thompson School District are doing many positive things that will
help guide the future of Loveland, Berthoud and Ft. Collins; and,
WHEREAS, as parents, teachers, mentors, and leaders, we all share the responsibility for modeling
positive behavior to the children of Colorado; and,
WHEREAS, reserving a specific day each year to reflect on the children of Colorado will help to
ensure that we remember our collective and individual obligations to the children of Colorado and
that we acknowledge the importance of these children to our future, celebrating their triumphs and
accomplishments; and,
WHEREAS, the Thompson School District Board of Education joins with the Loveland City Council
in encouraging and maintaining intergenerational programs in the community by sponsoring a day
for children;
NOW THEREFORE, BE IT RESOLVED that the Board of Education proclaims Wednesday,
April 23, 2014 as “COLORADO CHILDREN’S DAY” in the Thompson School District to
celebrate and honor the youth of Loveland, Berthoud, and Ft. Collins and recognize their many
accomplishments.
Adopted and Approved April 16, 2014.
THOMPSON R2-J SCHOOL DISTRICT
BOARD OF EDUCATION
Pam Howard
Lori Hvizda Ward
Carl Langner
ACTION ITEM 5.4
Approval of Proclamation National Volunteer Week April 6 – 13, 2014
Date:
April 16, 2014
Submitted by:
Stan Scheer Ed. D., Superintendent of Schools
Recommendation:
That the Board proclaim April 6 – 13, 2014 as “National Volunteer
Week.”
Established in 1974, National Volunteer Week has grown exponentially in scope each year since,
drawing the support and endorsement of all subsequent U.S. presidents, governors, mayors and
other respected elected officials.
National Volunteer Week is about inspiring, recognizing and encouraging people to seek out
imaginative ways to engage in their communities.
At the district, this week is designated in appreciation and celebration of the countless hours
and dedication of the nearly 4300 district volunteers who give tirelessly of their time each day.
Volunteers strengthen the quality of education by sharing valuable time and knowledge. They
provide a positive and productive learning experience for students.
PROCLAMATION
“National Volunteer Week – April 6 – 13, 2014”
WHEREAS, the Thompson School District appreciates and honors the dedicated work of
volunteers; and,
WHEREAS, more than 4300 volunteers are working to support programs, students and
families throughout the district; and,
WHEREAS, it is estimated that the Thompson School District volunteers contribute more than
100,000 hours of service annually; and,
WHEREAS, these volunteers are an essential part of that team that ensures students and
families – who are our neighbors, coworkers, and friends – are empowered to learn, challenged
to achieve, and inspired to excel; and,
WHEREAS, National Volunteer Week provides the opportunity to recognize the contributions
of caring volunteers and raise awareness of the importance of education;
NOW THEREFORE, BE IT RESOLVED that the Board of Education of the Thompson
School District, does hereby proclaim April 6-13, 2014 as “NATIONAL VOLUNTEER
WEEK” in the Thompson School District and encourages the support and participation of all
citizens in learning more about and participating in, educating the children of our community.
BOARD OF EDUCATION
Pam Howard
Lori Hvizda Ward
Carl Langner
ACTION ITEM 5.5
Approval of Proclamation – Teacher/Substitute Teacher Appreciation Week May
5-9, 2014
Date:
April 16, 2014
Submitted by:
Stan Scheer Ed. D., Superintendent of Schools
Recommendation:
That the Board proclaim May 5-9, 2014 as “Teacher/Substitute
Teacher Appreciation Week.”
As the district celebrates “Teacher/Substitute Teacher Appreciation Week”, it is to honor the
dedication, passion and caring nature of teachers. Not only are teachers the backbone of the
education system, they are a guiding force in helping children develop into healthy, happy and
successful adults.
This week is designated in appreciation and celebration of all that teachers accomplish every
day. During this week, thousands of communities take time to honor their local educators and
acknowledge the crucial role a teacher plays in making sure every student receives a quality
education.
PROCLAMATION
“Teacher/Substitute Teacher Appreciation Week - May 5-9, 2014”
WHEREAS, a strong and effective system of education is an indispensable part of a free and
educated society; and
WHEREAS, teachers are the cornerstones of our schools and are entrusted with the
educational development of our citizens; and
WHEREAS, the Thompson School District has many qualified and enthusiastic teachers who
work to ensure that our children meet their full educational potential; and
WHEREAS, a great teacher will have a lasting impact in the hearts and minds of his or her
students; and
WHEREAS, teachers should be accorded high public esteem, reflecting the value the
community places on education; and
WHEREAS, it is appropriate that teachers be recognized for their dedication and commitment
to educating their students,
NOW THEREFORE, BE IT RESOLVED that the Thompson School District Board of
Education proclaims May 5-9, 2014 as “TEACHER/SUBSTITUTE TEACHER
APPRECIATION WEEK” and encourages citizens to pay tribute to our public school
teachers.
BOARD OF EDUCATION
Pam Howard
Lori Hvizda Ward
Carl Langner
ACTION ITEM 5.6
Approval of Memorandum of Understanding (MOU) between Thompson School
District and Thompson Education Association (TEA)
Date:
April 16, 2014
Submitted by:
Recommendation: That the Board approve the MOU and other negotiated items between the
district and TEA.
Annually, the negotiations team, comprised of district representatives and TEA representatives
meet to discuss and approve the MOU between the district and the TEA, including
compensation and/or benefits.
On Monday, March 17, the negotiations team reached a tentative agreement. Following
discussion between district representatives and Board of Education members and a follow-up
negotiations team session on Monday, April 14, a revised tentative agreement was reached. As
of this date, TEA has ratified the revised agreement with their employees.
It is recommended that the Board approve the attached 2014-15 revised MOU (revisions in bold)
and other negotiated items as per the tentative agreement.
Michael Jones, Vicki Thompson, director of HR, and Laurie Shearer, president of TEA, will be in
attendance to answer any questions.
2014 - 2015
Memorandum of
Understanding
Between the Thompson Education Association
and the Thompson School District R2-J
Board of Education
Loveland, Colorado 80537
BOARD OF EDUCATION
Pam Howard, Director
Lori Hvizda Ward, Director
Carl Langner, Director
SUPERINTENDENT
Stan Scheer, Ed.D.
THOMPSON EDUCATION ASSOCIATION OFFICERS
Laurie Shearer, President
Andy Crisman, President-Elect, Walt Clark Middle School
Rob Porzycki, Vice President, Thompson Valley High School
Jill Date, Secretary, Sarah Milner Elementary School
Leanne Porzycki, Treasurer, Bill Reed Middle School
Ericka Griess, Special Services, Mountain View High School
Amy Burch, Member Rights, Loveland High School
Carin Barrett, Communications, Berthoud High School
David Moore, High School Representative, Mountain View High School
Jeff Karas, Middle School Representative, Bill Reed Middle School
Susan Harding, Elementary School Representative, Mary Blair Elementary School
Jeanna Dolezal, Civic Action Representative, Cottonwood Plains Elementary School
NEGOTIATION COMMITTEE MEMBERS
District Team
Todd Ball
Charlie Carter
Margaret Crespo, Ed.D.
Michael Jones
Camilla Lojeske
Anne Marie Sanchez
Bill Siebers
Vicki Thompson
TEA Team
Andy Crisman
Jill Date
Sarah Kaveny
Janet Kincaid
Rob Porzycki
Laurie Shearer
Mike Shearer
Tom Southard
TABLE OF CONTENTS
Article 1 – Preamble ..........................................................................................................1
Article 2 – Definitions ........................................................................................................1
Article 3- General Provisions ...............................................................................................3
Article 4 – Recognition .......................................................................................................3
Article 5 – Associate Rights ................................................................................................4
Article 6 – Collaborative Decision Making..............................................................................6
Article 7 – Negotiations Schedule and Procedure ...................................................................7
Article 8 – Conflict Resolution .............................................................................................10
Article 9 – Leaves ..............................................................................................................13
Article 10 – Insurance Benefits ...........................................................................................20
Article 11 – Flexible Spending Accounts Program ...................................................................21
Article 12 – Payroll Arrangement for Teachers.......................................................................22
Article 13 – Teacher Compensation......................................................................................22
Article 14 – Extra Duty Salaries...........................................................................................30
Article 15 – Department Chairpersons ..................................................................................30
Article 16 – Working Conditions ..........................................................................................31
Article 17 – Teacher Files ...................................................................................................36
Article 18 – Professional Concerns Committee .......................................................................36
Article 19 – Teacher Evaluation ...........................................................................................37
Article 20 – Professional Staff Assignments and Transfers ......................................................39
Article 21 – Procedure on Class Size ....................................................................................46
Article 22 – Concluding Statement .......................................................................................50
Categories of Memorandum Items .......................................................................................51
Addendum A – Performance Management Incentive Plan ........................................................52
Addendum B – Payment For In-House Class Coverage ...........................................................53
Addendum C – In The Event Of A Catastrophic Illness During The 110 Transition Year ...............54
Addendum F – Special Educational Services Review Process for Additional Support ...................55
Attachment 1 – Collaborative Decision-Making Guidelines ......................................................56
Attachment 2 – Calendar Considerations For Parent Conferences and Work Days ......................57
Attachment 3 – Evaluations ................................................................................................58
Attachment 4 – Thompson Staff Development Incentive Program ............................................59
Attachment 6 – Posting of Professional Staff Vacancies ..........................................................60
Attachment 7 – In-District Teacher Exchange Procedures .......................................................61
Attachment 8 – Voluntarily Modified Secondary Teaching Assignments ....................................62
Attachment 8A – Worksheet (Hard to Fill Position) ................................................................63
Attachment 10 – Extra Duty Salary Schedule Rubric ..............................................................64
Attachment 11 – Adoption of Dual Salary Schedule ...............................................................65
Attachment 12 – Severance Transition Leave Plan .................................................................66
Appendix A – Testing Days .................................................................................................68
Appendix B – Conflict Resolution Form .................................................................................69
Appendix C – Informal Problem Solving ...............................................................................70
Appendix D – Grievance Form .............................................................................................71
Appendix E – Partial/Additional Conditions of Employment Contract .........................................72
Appendix G – Staff Protection (Board Policy GBGB) ...............................................................74
Appendix H – Waiver of District Policies, Procedures or Practices Memorandum .........................76
Appendix I – Donate-A-Day Application Form Tea Sick Leave Bank ..........................................77
Appendix K – Teacher Salary Schedule Regulations ...............................................................79
Appendix L – Request for Credit Form ..................................................................................83
Appendix M – Notification of Assignment Change ..................................................................84
Appendix N – Sick Leave Bank Opt Out Form ........................................................................85
Appendix O – Personal Leave Request Form .........................................................................87
PCC Charges – 2014-2015 School Year ..............................................................................88
Adjournment A – Tuition Reimbursement .............................................................................89
Adjournment A – Tuition Reimbursement Form .....................................................................90
Protocols – 2014 ..............................................................................................................91
Distribution of Memorandum...............................................................................................95
Policy-MOU Cross References Index of Commonly Used Categories ..........................................96
Index Of Commonly Used Categories ...................................................................................97
Article 1 – PREAMBLE
Communications between the Board and TSD Teachers
1-1.
This Memorandum of Understanding is based upon the premise that individuals at all
levels of the Thompson School R2-J make valuable contributions to its purpose and are
committed to treating one another with respect and dignity.
The parties to this Agreement believe that a quality education is a fundamental
right of every child. All children can learn. We have the responsibility to
preserve the right of all students to succeed and to promote success for every
student. We further recognize and greatly value the extraordinary commitment
of all school employees and the efforts they make every day to meet the needs
and promote the interests of students. To that end, both parties are committed
to treating one another with respect and dignity. Quality education for all
students is our primary focus.
The Board of Education believes that an involved, valued and well-informed staff is
essential to the success of the TSD educational program and that effective internal
communications will increase mutual understanding, improve staff morale, build
common purposes, and thus help TSD reach its educational goals. In the interest of
improving relationships and building common purposes, the Board may adopt policies
and provide procedures for regular communication between staff and Board. Such
policies and procedures shall not contain anything contrary to Colorado law or other TSD
policies.
Article 2 – DEFINITIONS
2-1.
The term TEACHER shall mean all non-administrative personnel required to hold a
teacher license or a special service provider license and defined under CRS Article 2260.5-102 in the Colorado Educator Licensing Act. The parties agree that other nonadministrative/supervisory licensed personnel who are paid on the teachers’ salary
schedule(s) may obtain representation by the Association.
2-2.
A PROBATIONARY TEACHER is a teacher who has not completed three consecutive
years of demonstrated effectiveness, as determined by the district’s evaluation
instrument, and is employed on a continuous basis by the district.
Teachers: teachers beginning their fourth or more year of continuous employment.
2-3.
The term ASSOCIATION shall mean the Thompson Education Association (TEA).
2-4.
The term TSD shall mean the Thompson School District R2-J, Larimer County.
2-5.
The term BOARD shall mean the Board of Education of the Thompson School District
R2-J, Loveland, Colorado.
2-6.
The term PRINCIPAL shall mean any building administrator or assistant or the
administrator of any work location or functional division in TSD.
2-7.
The term BUILDING REPRESENTATIVE shall mean the Association’s elected or
appointed representative at any school or work location.
2-8.
The term SUPERINTENDENT shall mean the Superintendent of Schools, Thompson
School District R2-J.
2-9.
The term SCHOOL shall mean any school building grounds, or any work location or
office to which a teacher is assigned permanently or temporarily.
2-10.
The term ASSOCIATION REPRESENTATIVE shall mean any teacher employed by TSD
and elected as an Association Officer or Building Representative.
2-11.
The term PARTIES shall mean the Board and the Association as participants in this
Agreement.
2-12.
The term DAY shall mean school day, unless otherwise specified.
1
2-13.
The term WORK DAY shall mean an 8 hour day which includes a 30 minute duty free
lunch for full time employees.
2-14.
The term MEDIATION shall mean third party, nonbinding, noncompulsory intervention
and assistance by the American Arbitration Association to facilitate, continue, resume or
bring about discussion and resolution of items being considered between the Association
Representatives and the Board Representatives when they are unable to reach
agreement through their own efforts.
2-15.
The term 4 + 4 Oversight COMMITTEE shall mean the committee described in the
preamble of Article 7, composed of two administrators, two members of the Board of
Education, and four teachers. Its functions shall be to develop and monitor the
protocols, facilitate and schedule for negotiations; to serve as a general advisory
committee to the large negotiations group, in which role it reviews, helps to clarify
negotiation issues, and facilitates information sharing between the Board of Education
and the Thompson Education Association; and to serve any other functions assigned to it
by the large group.
2-16.
The terms BUILDING and SITE are interchangeable and shall mean any organization,
within TSD’s structure, with an assigned administration, that is allocated FTE and/or
resources in order to carry out their assigned functions. Primary responsibility for
evaluating the building/site staff rests with the assigned administration.
The
building/site administration may designate or recruit other TSD administrators to assist
with their building/site evaluation.
2-17.
The term SERVICE includes teaching and classified staff assignments; however, does
not include any time as a TSD substitute employee, tutor, home-bound instructor or
other similar assignments that would not constitute on-going employment with TSD.
2-18.
The term IMMEDIATE FAMILY includes anyone who lives in your household plus
persons not in your household, who are your spouse, domestic partner, children, stepchildren, parents, step-parents, parents-in-law, grandparents, grandparents-in-law,
grandchildren, brothers, sisters, brother-in-laws, sister-in-laws, sons-in-law, daughtersin-law, and others with whom the teacher has an unusually close relationship.
2-19.
PLAN TIME is defined as that time within the student contact day designed for teachers
to plan, grade student work or perform other duties in preparation for their job. When
principals need to meet with individual teachers during a planning period for the purpose
of discussing or preparing for classroom observations, evaluations or other job related
matters, they should attempt to find a mutually acceptable time for such meetings.
Teachers may volunteer to meet with an instructional coach or other colleague during
their plan time, but may find it more convenient to meet before or after school.
2
Article 3 – GENERAL PROVISIONS
3-1.
The Memorandum of Understanding shall contain the statements of mutual agreement
made between the team representing the Board of Education and the team of TEA
Representatives.
3-2.
Upon ratification by the TEA and approval by the Board, the Memorandum of
Understanding shall be signed by both parties.
3-3.
The Memorandum of Understanding shall be ratified only in total, and not in part.
3-4.
It is mutually agreed that the Parties will not subsequently change or amend this
Memorandum of Understanding without entering into negotiations, unless there are legal
or other requirements for the Board to change such Memorandum, in which case the
recommendation for the necessary Memorandum change shall be negotiated by
committees of the Board and the TEA prior to such change being made. Either party
may seek to open negotiations during the effective dates of this Agreement to discuss
changes or additions to the Agreement.
Upon mutual consent of the parties,
committees of the Board and TEA may proceed with the intent of reaching Agreement on
such mutually agreed upon issues.
3-5.
If a school-based initiative developed according to TSD shared decision-making process
requires a waiver of provision(s) of this Memorandum of Understanding, the Personal
Concerns Committee (PCC) will notify the Board of Education and the Thompson
Education Association leadership of the proposal so that they may proceed with the
process described in Article 3-4.
3-6.
The Board shall not discriminate against any teacher in accordance with federal law, or
on the basis of membership in the Association.
Article 4 – RECOGNITION
4-1.
The Thompson School District R2-J Board of Education recognized the Thompson
Education Association as the exclusive representative of the teachers employed by the
Thompson School District R2-J for the purpose of negotiation. Both parties agree that
other individuals or groups from the teaching staff have the privilege of making
presentations and providing comments to the Board on any matters of concern to them.
No teacher or groups of teachers may approach individual members of the Board of
Education about items being negotiated during the time such negotiations are taking
place; however, the TEA may, during the period set forth in this memorandum for
negotiations, meet with the Board of Education, in executive session, during the Board’s
regularly scheduled meetings for the purpose of discussing items being negotiated.
Such discussions shall not exceed 30 minutes per meeting and the number of TEA
representatives in attendance shall not exceed ten per meeting.
4-2.
The recognition shall be effective when the Thompson Education Association presents a
membership list showing names and positions of members to the Board by November 1
of each year which shows a total membership of at least 50% plus 1 teacher of all the
teachers employed by the Board of Education.
4-3.
The Thompson R2-J Board of Education agrees that any TSD level committee with
teacher involvement will have one appointed TEA representative, if available, selected by
the Association.
3
Article 5 – ASSOCIATE RIGHTS
5-1.
Payroll Deductions
5-1-1. TSD agrees to deduct from the salary of members of the Association an amount of
money sufficient to pay their dues in the Association, the National Education Association,
and the Colorado Education Association. TSD further agrees to deduct an equal amount
of money from the salaries of teachers who are not members of the Association provided
said non-members notify TSD Human Resources Office in writing of their desire to have
such an amount deducted. All money deducted as a result of the foregoing shall be
transmitted to the Association on a regular monthly basis.
a. The Thompson Education Association will pay a fee of $400 for the
processing of membership deduction and reports to the Thompson
School District by December 1 of each year.
b. Deductions referred to above will be made in equal installments each month for
which payroll authorization is effective – October through the next succeeding
August.
c. TSD will not be required to honor for any month’s deduction any authorizations
that are delivered to it later than the 15th prior to the distribution of the payroll
from which the deductions are to be made.
5-1-2. The Association will furnish the Board with a dues deduction form properly signed by the
member.
a. The Thompson Education Association is charged with all membership
decisions.
5-1-3. A member of the Association who resigns from the Association effective during the
school year, and who has authorized dues deduction through payroll deductions, will
continue to have the balance of dues deducted from his/her paycheck until the next
enrollment period if there is sufficient amount to do so after other deductions of legal
priority have been made. Any member of the Association whose employment with TSD
is severed prior to the end of the academic year and who has authorized dues deduction
through payroll deductions shall only have the pro-rated amount of dues deducted from
his/her final paycheck.
5-1-4. On November 1 of each year the Board will provide the Association with a list of those
employees who have authorized the Board to deduct dues under the provisions of this
Article. The Board will notify the Association monthly thereafter of any changes in this
list.
5-1-5. The association will be given time during new teacher orientation to present TEA
membership benefits to the entire group.
a. An explanation of TEA benefits will be presented for no more than 45 minutes.
Teachers may opt out after the first 10 minutes.
5-2.
Association Leave
5-2-1. The Thompson Education Association shall be granted release time of up to 30 days for
selected members to attend the Colorado Education Association Delegate Assembly and
other association-related activities.
Thompson R2-J School District shall furnish
substitutes for these members. The TEA shall furnish the school district, in a timely
manner, with the names of members who will be attending such activities. The TEA will
be responsible for reimbursing the school district at the current substitute rate if
additional leadership training activities exceed days allocated.
5-2-2. TSD shall grant paid release time to any TEA representative elected to a Colorado or
National Education Association position provided that the TEA causes TSD to be
reimbursed at the current substitute rate of pay for the cost of hiring a substitute
teacher, if such substitute is necessary.
4
On the approval of the Board, a teacher elected or appointed to a state or national
representative position may be granted a leave for one term of that position. Upon
return to TSD, the teacher will be assigned a comparable position with TSD, but not
necessarily at the same level (elementary, middle school, high school) or the original
building. The teacher shall receive no compensation, benefits, or movement on the
Salary Schedule during said representative leave, but will retain teacher status.
5-3.
Use of School Facilities
5-3-1. As the exclusive representative of the negotiating unit, the Association shall have the
right to use school facilities for Association business without cost. This does not apply to
rented office space as long as custodial services and utilities are provided. The principal
of a building where an Association meeting is scheduled shall be notified in advance of
the time and place for the meeting. Such meetings shall be held where no conflict exists
with the normal conduct of school activities.
5-3-2. The Association shall be permitted to deliver and receive materials through the school
delivery service, electronic mail or fax system. The Association shall be allowed the
same delivery services furnished to school buildings.
5-3-3. The Association shall have the right to place notices, circulars, and other material
relevant to the organization’s business on a school bulletin board and in teachers’
mailboxes.
5-3-4. Any TSD teacher who is a duly authorized representative of the Association shall be
permitted to transact official business on school property. National and/or State
Association officials may participate in educational programs, workshops, and related
activities presented for Association members. Also, National and/or State Association
officials may meet with individual teachers for consultation in regard to grievance
procedures. The above activities may not interfere with normal classroom activity or
normal operation of the school district, including its individual schools as determined by
the principal and/or appropriate administrator.
5-3-5. It is agreed that teachers may participate in Association activities as long as it does not
interfere with normal classroom procedure, as determined by the principal.
5-3-6. The Building Representative(s) shall be given an opportunity at faculty meetings for brief
announcements or reports, with permission of the principal.
5-3-7. The Board shall provide the Association with up-to-date copies of the school district
policies and procedures of the Board of Education of the Thompson R2-J School District,
and shall promptly provide copies of all revisions.
5-3-8. Principals shall provide each Association Building Representative a copy of any Teacher
Handbook used in the Representative’s building on request. Copies of all Teacher
Handbooks used in the school district will be provided to the Association on request.
The principal shall promptly provide copies of all revisions of each Handbook to the
Association and appropriate Association Building Representatives on request.
5-4.
Availability of Data and Information
5-4-1. Within ten working days after receiving a request for data, if possible, TSD shall provide
the Association with pertinent and accurate information.
5-5.
President’s Release Time
5-5-1. Thompson School District will support release time for the Thompson Education
Association president as follows:
 A minimum of half time release for TEA president with TEA reimbursing the
district the cost of release time salary, PERA and insurance benefits of the
elected president’s scheduled salary position.
 TSD will retain the TEA president on full salary, PERA and insurance benefit
schedule for the duration of the contract.
5



TEA president will receive all salary and step schedule increases with PERA
and insurance benefit privileges as negotiated for the contract period.
TEA will have the right to increase the release time president with the
understanding that reimbursement of salary, PERA, and benefits to the
district will reflect stated equivalent release of the elected president’s
schedule salary position. TEA will notify the district of any increase in
release time no later than May 1st of each year.
Additional days of leave will be granted provided they are mutually agreed
upon by the Association and the Superintendent. The district will provide
cost coverage for such days.
5-5-2. At the end of either the first or second year in office, the former Association
president will return to the same or comparable full-time assignment within the same
school building, if she/he so requests.
Beyond a two-year period, the former
Association president will be guaranteed a comparable full-time assignment at the same
level (elementary, middle school, high school).
5-5-3. The Teacher Performance Evaluation will follow the same process that is used
for all classroom teachers. It is understood that the TEA president will miss
more classroom time due to the nature of the position, and the TEA president’s
Teacher Performance Evaluation will not be negatively affected by this
unavoidable issue.
Article 6 – COLLABORATIVE DECISION-MAKING
6-1. The Association and the Board of Education believe in increasing the job-effectiveness,
recognition and self-respect of staff by having them share responsibility at their workplace;
and that collaboration in decisions they are asked to carry out through a well-designed
school-based, collaborative decision-making process is an appropriate means for furthering
these goals.
6-2. Collaborative decision making and collaborative processes are not meant to supersede
managerial responsibility or employee rights but to acknowledge teachers’ need and ability
to help shape their own activities. When teachers have ideas or concerns regarding specific
issues, they should be brought to the attention of the principal and/or to site designed
collaborative structures and/or processes. Collaborative decisions must conform to state
and federal laws and regulations, board policy and other TSD parameters, and the
Memorandum of Understanding. Exceptions can be made only through existing means of
appeal. (See Article 3-4)
6-3. Collaborative decisions made at individual sites need to be open and flexible to changing
circumstances. Therefore, each site shall keep records decisions in a designated location
readily accessible to staff; and shall adopt a process for reconsidering previous decisions,
as appropriate.
6
Article 7 – NEGOTIATIONS SCHEDULE AND PROCEDURE
Procedures for Reopening Previous Year’s Compensation Agreement
Thompson School Board and TEA have agreed to the following process for considering whether
to reopen the prior year’s compensation package in light of changing financial conditions.
a. No later than February 1st of each year, the 4 + 4 Oversight Committee will meet.
b. The purpose of this meeting will be to review the audited financial statement of the
previous fiscal year and the October funded pupil count for the current year.
c. After the 4 + 4 Oversight Committee analyzes the information, if the Funded Pupil Count
(exclusive of charter schools) is 50 or more students in excess of the budgeted number,
the 4 + 4 Oversight Committee will reopen the compensation negotiations.
d. If negotiations are reopened, the 4 + 4 Oversight Committee will prepare a
recommendation.
e. If the decision is not to reopen the compensation, all monetary decisions will begin with
the normal negotiations cycle.
f.
If the district outperforms the budget by $1,000,000 or more against the budgeted
projections, the 4+4 Oversight Committee will reopen the previous year negotiations.
Procedures for Current Year’s Negotiations
The negotiation process used will be the Interest Based Negotiation (IBN) process. By
November 1 of any year during the term of this agreement the 4 + 4 Oversight Committee will
meet to revisit the negotiation process and to review and develop the protocols of the
negotiation process to be recommended for the current school year to the Board and
Association. In formulating procedures, these representatives will recognize the needs of both
parties and attempt to find solutions that incorporate the needs of both in a consensus contract
development process.
7-1.
The Board’s representatives shall meet with the TEA’s representatives and shall
negotiate within the scope as defined in 7-2 for the purpose of reaching agreements.
7-2.
Written requests for negotiations between the Board and the TEA may be submitted by
either party on matters only to include teachers’ salaries, fringe benefits (including
leaves), grievance procedures, negotiations procedures, and number of annual contract
working days.
7-3.
Items outside of the scope of these foregoing matters may be presented either by the
TEA or Board for consideration by the Professional Concerns Committee (hereinafter
described). Such items must be presented by January 10 for study, information
gathering, and discussion by the committee and all others concerned.
7-4.
The negotiations teams for TEA and the Board shall meet no later than February 15 to
discuss the Protocols. Items for negotiations will be identified no later than March 1.
Discussions will begin by the first week in March but not be held during Spring Break.
These discussions will be held at times and places mutually agreeable to both parties.
The date, hour and location of each meeting after the first meeting shall be established
in advance. All negotiations will be completed by May 15 unless both parties mutually
agree to extend the negotiations past this deadline.
7-4-1. The membership of the negotiations teams shall be established according to the
established protocols. (See Table of Contents).
7
7-5.
Either party may, if it so desires, use the services of consultants for the purpose of
presentation of data or information related to topics under discussion. The consultants
need not be employees of TSD. The party using a consultant is solely responsible for
the presentation and the conduct of the consultant. Consultants are not to make
proposals or counter proposals or to enter into active discussions at the table but may
furnish rationale, legal background, financial or budgeting information. Any use of a
consultant by one party automatically reserves the right for the other party to have a
consultant of their choosing present information on the same item.
7-6.
Both parties agree to negotiate with good will towards the other and within the confines
of good faith.
7-7.
If during the course of discussions a mutually agreeable solution to an issue or issues
under discussion is not reached, the Board or the Association, through their
representatives, may submit those issues to Three on Three, mediation and/or fact
finding. To prepare for Three on Three, mediation and/or fact finding (referred to below
as “continued negotiation steps/processes) a list shall be prepared including all items
tentatively agreed upon and those items to be submitted shall show the last position
taken by each team. This list shall be signed by the spokesperson of both teams and
presented to the Three on Three teams, mediator and/or fact finder. Such continued
negotiation steps/processes shall begin no later than one week following regular
negotiations or the May 15th deadline. The current contract shall stay in effect as long
as the above-mentioned negotiations steps continue.
7-10-1. Tentative
agreements reached during negotiations will be put in writing in a
Memorandum of Understanding and will have the conditional approval of both parties.
Final agreement on any matter in negotiations is reached only when the parties have
tentative agreement on all matters in negotiations. Tentative agreement by either party
is necessarily conditional upon tentative agreement by both parties, and statements of
the agreed upon articles shall be dated and initialed by both parties.
7-8.
Selection of Mediator
7-11-1. Three on Three Negotiations
a. If no agreement is reached through the process of regular negotiations Three on
Three Intervention is a step/process that may be mutually agreed upon. Three
members appointed by the TEA and three members appointed by the Board shall
meet in informal closed meetings for no longer than one week to attempt to
resolve any issues remaining unresolved after previous negotiations.
No
additional items, not previously negotiated, shall be brought for discussion, or
issues reopened which have had previous tentative agreement.
b. If settlement is reached, such settlement shall be made in writing and submitted
to a short, reconvened session of the previously constituted negotiations teams
for formal agreement and presented for ratification to the TEA and the Board as
outlined below.
7-11-2. Mediation
a. If the parties are unable to mutually agree upon a mediator within five days of
the date that discussions were deemed to not be making progress, and the BOE
and Association have mutually agreed to mediation, the parties shall jointly
request the Federal Mediation Conciliation Service to assign a mediator or request
the American Arbitration Association to submit simultaneously by certified mail,
return receipt requested, to each party identical lists of the names of at least five
persons skilled in mediating public school issues.
8
b. Each party shall have five days from the date on which such list is received to
cross off any names to which it objects, number the remaining names in order of
preference, and mail the list to the American Arbitration Association. If a party
does not mail the list within the time specified, all names which appear on the list
shall be deemed acceptable to that party.
c. From among the persons who have been approved on both lists, and in
accordance with the designated order of mutual preferences, the American
Arbitration Association shall appoint a mediator.
d. If the parties fail to agree upon any of the persons names, or if those names
decline or are unable to act, or if for any other reason an appointment cannot be
made from such lists of names, the American Arbitration Association shall appoint
a mediator from its other members without submitting additional lists.
e. The format, dates, and times of meetings will be arranged by the mediator.
f.
The mediator will meet with representatives of the Board and Association either
separately or together.
g. The costs of mediation and for the services of the mediator, including per diem
expenses, if any, and actual and necessary travel expenses, shall be shared
equally by the Board and the Association.
h. If settlement is reached, such settlement shall be made in writing and submitted
outlined below.
7-11-3. Fact Finder
a. If the BOE and the Association have mutually agreed to fact finding, a Fact Finder
shall be selected in accordance with the procedures set forth in Article 7-9-2
above.
b. The Fact Finder will have the authority to hold hearings and make procedural
rules. All hearings by the Fact Finder shall be held in closed sessions and no
news releases shall be made concerning progress in such hearings.
c. Within a reasonable time not to exceed 30 calendar days after the conclusion of
such hearings, the Fact Finder shall submit a written report to the Board and TEA
only, which shall set forth findings of fact, reasoning and recommendations on
the issues submitted. The report shall be advisory only and binding neither on
the Board nor TEA.
d. Within five days after receiving the report of the fact finder, the negotiating
teams will meet to discuss the report. No public release shall be made until after
such meeting.
e. If settlement is reached, such settlement shall be made in writing and submitted
outlined below.
7-12.
Conduct of Mediation
7-12-1. A tentative agreement in all matters in the Memorandum of Understanding is first
subject to ratification by the TEA. Following ratification by the TEA, the tentative
Memorandum of Understanding shall be submitted to the Board of Education for
ratification at an official meeting which shall take place within 15 days of the date the
TEA ratifies. After ratification by both parties, the chief officers of the Board and the
TEA shall sign the ratified agreement.
9
7-12-2. If settlement is reached, such settlement shall be made in writing and submitted to a
short, reconvened session of the previously constituted negotiations teams for formal
agreement and presented for ratification to the TEA and the Board as outlined previously
above.
7-12-3. If no settlement is reached in these informal discussions, the current Memorandum then
in effect shall expire on its expiration date unless both sides in the aforementioned
informal discussions agree to extend it for one (only) additional calendar year from the
expiration date.
Article 8 – CONFLICT RESOLUTION
8-1.
In any organization there will be times when disagreements arise. It is the belief of the
Thompson Board of Education and the Thompson Education Association that most
disagreements can be resolved through clear communications in a problem solving
process. The Association and the Board of Education believe that concerns are best
handled at the level nearest the problem. To facilitate communication, informal and
formal methods of conflict resolution have been adopted.
8-2.
Definitions
8-2-1. The Problem Solving Process is a procedure for working through concerns or issues at
the level closest to the concern. It is by design informal and specific to the problem.
8-2-2. A
grievance is a written complaint that there has been deviation
misinterpretation or misapplication of this Memorandum of Understanding.
from
or
8-2-3. The aggrieved shall be a teacher, or a group of teachers, under contract, or the
Association.
8-2-4. Days used in both the Problem Solving Process and in the Formal Grievance Procedure
shall mean working days as designated by the school calendar. By mutual agreement,
days can be extended into any Board approved recess.
8-3.
General Statements
a. Teachers are encouraged to bring all matters of concern to their respective
principals at the building level for resolution.
b. The aggrieved may be accompanied by a TSD employee. The principal may be
accompanied by another member of the administrative staff.
c. No teacher shall be disciplined or reprimanded for entering into the Problem
Solving Process or the Formal Grievance Procedure.
8-4.
Problem Solving Process
a. A Problem Solving Process shall be for the purpose of providing a forum for
concerns to be discussed for possible resolution and shall be exercised prior to
the initiation of any formal grievance procedure. If the concern is a MOU
violation it may be grievable. The participants present in the forum shall be
specific to the concern. While no specific number of participants will be indicated,
it is understood that a representative balance of viewpoints is desirable.
b. Following knowledge of an act or condition which is the basis of the concern, the
employee will provide the administrator with Appendix B form. A Problem
Solving meeting will be scheduled within 7 working days of receipt of Appendix B.
Problem Solving meetings can be extended beyond 7 days by mutual agreement
but not to exceed 14 working days from original receipt of Appendix B. A written
statement, written by the Administrator, as to the results or decisions made
during the Problem Solving Process shall be signed by both parties and submitted
to the Association and TSD within seven working days of the final meeting.
Copies of the statement shall be sent to the Association and TSD for record
keeping purposes.
10
c. Further remedies may include the Formal Grievance Procedure. A grievance can
be initiated only after written results of a decision have been made.
8-5.
Grievance Procedure
8-5-1. Step One
If the concern cannot be resolved through the Problem Solving Process, the concern
must be stated in writing on the TSD grievance form and submitted to the appropriate
level director. (Appendix D) This must be done within seven working days following the
receipt of the written statement concluding the Problem Solving Process. Not more than
seven working days following receipt of the written concern, the appropriate level
director shall respond in writing, on the form, to the aggrieved.
8-5-2. Step Two
If the aggrieved is not satisfied with the immediate level director’s response, the
aggrieved may appeal the concern and the level director’s response to the Assistant
Superintendent within seven working days after receipt of the response.
a. The Assistant Superintendent shall meet with the aggrieved within seven working
days after receipt of the written concern. Not more than seven working days
following this meeting, the Assistant Superintendent shall respond in writing to
the aggrieved.
8-5-3. Step Three
If the aggrieved is not satisfied with the Assistant Superintendent’s response, the
aggrieved may appeal to the Superintendent within seven working days.
The
Superintendent, who may be accompanied by legal counsel, shall meet with the
aggrieved within seven working days after the receipt of the written concern. The
aggrieved may be accompanied by legal counsel and/or an Association Representative or
other person appointed or approved by the Association to act on its behalf, including
State or National Association Representatives. Not more than seven working days
following this meeting, the Superintendent or designee shall respond in writing to the
aggrieved.
8-5-4. Step Four
a. If the aggrieved is not satisfied with the Superintendent’s response, within seven
working days, the aggrieved may request an arbitrator. The parties shall meet to
select a mutually acceptable arbitrator. If unsuccessful, the parties will jointly
request the American Arbitration Association to submit simultaneously to each
party identical list of the names of five arbitrators who reside in Colorado. The
party requesting arbitration will strike the name of one arbitrator first.
Thereafter, the parties shall alternate until the name of one arbitrator remains.
The person whose name thus remains will be the arbitrator of the issue or issues
involved in the grievance.
b. The arbitrator will have the authority to hold hearings and make procedural rules.
The arbitrator will issue a report within 30 calendar days after the close of
hearings, the submission of post hearing briefs, the submission of the transcript
of the hearing, or in the event oral hearings have been waived, then from the
date the final statements and evidence are submitted to the arbitrator.
c. All hearings held by the arbitrator shall be closed, and no news releases shall be
made concerning such hearings.
d. The arbitrator’s report shall be simultaneously submitted in writing to the Board
and the aggrieved employee, and shall set forth the arbitrator’s findings of fact,
reasoning, conclusions, and recommendations on the grievance. The arbitrator’s
recommendation shall be consistent with the law and with the terms of this
Memorandum of Understanding. The arbitrator’s report shall be advisory only
and binding neither on the Board nor the aggrieved employee.
11
e. The arbitrator’s function shall be limited, after due investigation, to the
interpretation and construction of this Memorandum of Understanding.
f.
If, at any time, either party disputes the ability to arbitrate any grievance under
the terms of policy resulting directly from this Memorandum of Understanding,
such dispute may be submitted to arbitration in accordance with the procedures
established by this policy.
g. At the next regular Board Meeting after the receipt of the report of the arbitrator,
the Board will review the report. No public release may be made until such
review. Within five days of the Board’s review of the arbitrator’s report, either
party may request to meet to discuss the arbitrator’s report.
h. The cost of the services of the arbitrator, including per diem expenses, if any,
plus actual and necessary travel and subsistence expenses, shall be shared
equally by the school district and the Association.
8-6.
i.
The Board shall accept or reject, in whole or in part, the report of the arbitrator
no later than 30 days after the meeting referred to above.
j.
Either party may arrange for a stenographic record to be taken of the hearing, or
provide for the hearing to be recorded electronically. If a stenographic record is
taken, a copy of the transcript shall be provided to the arbitrator upon the
arbitrator’s request. The party requesting a stenographic record shall pay the
cost thereof, except that if the other party shall request a copy of any transcript,
or seek access to such transcript, that party shall share equally the entire cost of
making the stenographic record.
General Provisions
8-6-1. Rights of Teachers to Representation
Neither the Board nor any member of the Administration shall take reprisals affecting
the employment status or working conditions of any teacher, Association
Representative, or any other participant in the grievance procedure by reason of such
participation.
8-6-2. Rights of Administration and Board Members to Representation
Neither any teacher, any Association Representative or the Association as a group, shall
take reprisals affecting the working conditions of any Administrator or Board Member or
any other participant in the grievance procedure by reason of such participation.
8-6-3. Miscellaneous
a. No written or printed material dealing with the processing of a grievance will at
any time become a part of TSD office personnel files of the aggrieved party.
b. To facilitate operation of the grievance procedures, necessary forms for filing
shall be on line. See Appendix B, for the form.
c. If the grievance involves more than one building or more than one teacher, the
Association may initiate the grievance at Step Three, after an informal hearing
with the Superintendent. Any such grievance shall enumerate the individual
teacher grievant and/or the specifics of each individual building grievance.
d. It is the duty and responsibility for all administrators in whatever position in TSD
to make every effort to administer and implement Board policy and procedures
with fairness and equity, and with as much uniformity of application as possible.
e. Teachers, whether individually, or by group, are encouraged to express any
concerns or problems with regard to the above to the appropriate principal,
executive director, or director for resolution.
12
f.
Those areas in the Memorandum of Understanding, including the Addenda, may
be formally grieved under 8-5 Grievance Procedure, of the Memorandum.
g. No teacher will be reprimanded or disciplined without cause.
Article 9 – LEAVES
9-1.
Leave to Attend Conferences and Other Professional Activities
9-1-1. The Board of Education believes that professional staff members need opportunities to
keep abreast of current educational developments, especially those that will allow them
to contribute more effectively to adopted goals and programs. Accordingly, all levels of
district governance are expected to provide for staff development activities such as
conferences, workshops, visitations, etc., that will further such goals and improve the
education available to students. Each year, TSD will provide support, in the form of
substitute teachers, for building or unit level staff development activities.
9-1-2. During the evaluation cycle, buildings/sites will be allocated professional days according
to the following formula:
a. Two days for each mentor who is working with a probationary teacher under the
Induction Program. These days can only be used in the mentoring process.
(Generally, the mentoring process is one year.)
b. An individual teacher, as a result of conferencing with the principal and/or
evaluator, may use up to two days for individual professional development.
c. If the individual option is not selected as a result of conferencing between the
principal and/or evaluator and the teacher, then 1 and 1/2 days will be placed
in a general leave pool for their building/site. These days will be authorized
through a collaborative process between the principal and teacher. Days of
teachers with multiple building/site assignments will be allocated to the
building/site with the highest percentage of their contracts.
d. If a teacher becomes unable to use the professional days agreed to in her or his
growth plan, they will be converted into half days available in the building/site
pool. Building/sites shall account for the use of their general leave pool each
year following the procedures developed by Human Resources.
9-1-3. Fiscal guidelines for leave to attend conferences and other professional activities:
a. Mileage costs are allowable according to guidelines established by the teacher’s
building or unit.
b. Procedure: A teacher requesting leave to attend a conference, workshop, or
other similar activity must first request such leave from his/her principal or
appropriate supervisor. Requests must be made in sufficient time prior to the
event in order to process the application and get a substitute.
9-2.
Military Leave
9-2-1. Subject to conditions prescribed in C.R.S. §28-3-601 through §28-3-607, and with
appropriate advance notice, any teacher employed by TSD who is a member of the
Colorado National Guard or the reserve forces of the United States shall be entitled to
leave without loss of pay for all the timed engaged in training or active service ordered
or authorized by proper authority, but not exceeding 15 days in any calendar year.
Such leave shall be allowed if the required military service is performed satisfactorily.
The teacher must return to work immediately on being relieved from such military
service.
9-2-2. If the teacher is required by proper authority to continue in such military service beyond
the time for which leave with pay is allowed, he/she shall be entitled to leave of absence
without pay for the additional service. Reinstatement shall be in accordance with C.R.S.
§28-3-604.
13
9-3.
Jury Duty
9-3-1. Employees shall be granted leave with full pay when called to jury duty , ordered to
appear in a proceeding pursuant to subpoena or other court order. After the first three
days of jury service, the district shall deduct the state wage of $50.00 per day of jury
service from the employees pay as an offset. (Board Policy GBGK)
9-4.
Political or Legislative Leave
9-4-1. A teacher who serves in an elected or appointed governmental position may request and
receive Board of Education approval for unpaid leave to perform the duties connected
with that position when those duties require an absence from his/her position with TSD.
The request for unpaid leave should include documentation supporting the amount of
leave time requested.
9-5.
Bereavement Leave
9-5-1. Teachers shall be allowed up to 40 hours leave, with full pay for a death in the
immediate family. See definition of “immediate family” on Section 2-16. Said leave is
not cumulative and does not reduce other available leave. A teacher may use additional
leave from any annual, accrued, or grandfathered days with approval from the Human
Resources Department. Such additional leave must be for a death in the immediate
family and shall be deducted from the teacher’s accrued or annual leave. The building
principal must be notified and the accrued leave be approved by the Human Resources
Department. Part-time teachers shall be entitled to bereavement leave in the ratio that
their service bears to full-time service.
9-5-2. In addition to the above, any portion of a day, up to and including 8 hours with pay shall
be allowed for death in extended family or close friend.
9-6.
Annual Leave
Mission and Goals
Our goal is to provide a system for paid leaves that best serves the needs of TSD
employees while achieving the highest level of budget efficiency and student learning.
BELIEFS/ASSUMPTIONS
The following are the beliefs and assumptions that are central to the development and
administration of this agreement:
a. We believe that the most effective learning takes place in consistent, structured
environments. The regularly assigned teacher can best provide this environment
for students.
b. We understand that personal needs vary and may necessitate flexibility in the
administration of paid leaves.
c. We recognize the importance of site-based decision making in achieving building
and TSD goals.
d. We believe that staff development is an integral component in establishing and
maintaining successful, quality programs in Thompson, and we believe that staff
development goals can be achieved through the conscientious planning and use
of resources.
All hours stated in the definitions below are for full-time (1.0 FTE) teachers. Hours for
teachers on partial contracts will be reduced proportional to the reduction in their
contract (e.g. .5 contract entitles teacher to one-half the hours specified in the
definitions).
14
9-6-1. Definitions for Annual Leave Policy
a. Annual leave: 72 hours available to teachers each year to be used at the
professional discretion of the teacher for illness or personal business. Eight hours
from the 72 hours can be applied to a Sick Leave Bank, at the discretion of the
teacher.
b. Accrued leave: up to 360 hours from annual leave not used in previous years,
which may be used for illness and/or FMLA qualifying event only. In unique
circumstances, including immediate family illness (Section 2-16), teachers may
request the use of accrued leave for other purposes from the Human Resources
Department. Upon retirement, all accrued leave hours will be reimbursed at 50%
of the current sub rate.
c. Available leave: the total hours of both accrued and annual leave up to a total of
432 hours. Each July, the teacher will receive 75% of the hourly substitute rate
in lieu of any accumulated leave hours in excess of 360 hours. Non-probationary
teachers upon retirement, separation (excluding termination) or participation in
an approved severance plan will be reimbursed at 50% of the current sub rate for
all available leave days.
d. Grandfathered leave: up to 120 additional unused leave days beyond the 45
accrued days, acquired prior to the end of 1992-93. To be used for extended
long-term illness or accident-related injury (personal or of an immediate family
member), as verified by a physician’s statement, when available leave days have
been exhausted. Upon retirement, termination or participation in an approved
severance plan, all grandfathered leave days will be reimbursed at 50% of the
current sub rate.
e. Extended illness leave allows a teacher to reimburse TSD, up to 45 days, at the
actual cost of the substitute teacher rate (which includes PERA and Medicare
costs and the specific daily rate, i.e., standard or retiree rate) when that teacher
has exhausted his/her available leave and Grandfathered days and cannot access
days through the Sick Leave Bank. This can be done only with the approval of
the Director of Human Resources.
9-6-2. A teacher currently performing services under an employment contract may be absent
from work without losing salary subject to the following conditions:
a. Each teacher contracted for the regular school year shall be granted 72 hours of
annual leave with pay each contract year. Annual leave with pay is earned at the
rate of 8 hours for each month in which a teacher works one-half (1/2) or more
of the working days in such month (annual leave is earned on a monthly basis
beginning in September and ending in May); provided, however, that the regular
school year allowance of 72 hours of annual leave with pay shall be available to
each teacher at the beginning of each contract year. Unused accrued leave may
be accumulated to a limit of 360 hours, any part or all of which may be used
during any given school year.
b. Available leave will be reduced each year by the number of hours used.
c. Available leave may be used without loss of salary up to the maximum
entitlement.
d. After five (5) consecutive work days of absence on the part of the teacher, the
Board of Education shall have the authority to inquire into the nature and
anticipated duration of the leave.
Teachers are encouraged to provide
appropriate medical information, which will be treated confidentially.
Additionally, the Board of Education, at its own expense, may require an
examination by a physician of the Board’s choosing.
e. Absence from employment attributable to a teacher’s pregnancy and childbirth
shall be treated like any other illness.
15
f.
Licensed employees who are on an unpaid leave are not eligible to accrue any
additional leave, salary increment or retirement benefits and must pay all group
insurance premiums if they wish to continue their benefits. If they fail to pay,
their benefits shall terminate.
g. In the event that a teacher resigns or a teacher’s contract is terminated for cause
during a school year, any balance of annual leave advanced and used, but not
actually earned, shall be charged to the teacher upon termination.
h. When a teacher’s contract is interrupted by a Board of Education approved leave
of absence, the teacher shall have the option of having the dollar amount
advanced for any annual leave used but not earned deducted from the teacher’s
final pay or in the event the deduction is not fully made from the final pay, repay
TSD the advanced but unearned leave in a separate payment as requested in
writing by TSD.
The final pay is calculated and paid (if wages are due) in accordance with the
timelines of the established regular pay cycle and following board approval of the
leave of absence.
9-6-3. Teachers on consecutive temporary contracts may accrue annual leave. This policy will
be retroactive to those teachers currently on a temporary contract.
NOTE: For absences related to injury covered by Worker’s Compensation, refer to Paragraph
9-8-1.
9-7.
Personal Leave of Absence
9-7-1. Upon approval of the Board of Education, any teacher who has served a minimum of
four consecutive years (including his/her current contract year) may be granted up to a
one year leave of absence for purposes or activities approved by the Board. The Board
may approve up to a two-year leave of absence for employees who request a foreign
position related to their current educational assignment if a two-year commitment is
required. The employee shall receive no compensation, benefits or movement on the
salary schedule during said leave of absence but will retain teacher status. The Board of
Education reserves the right to grant up to a one year leave of absence for health
reasons to probationary teachers. The end of any personal leave must coincide with the
end of a quarter.
9-7-2. Requests for Personal Leave of Absence shall be submitted in writing to the Director of
Human Resources at least 30 days prior to the leave date. (Please use Appendix O –
Request for Personal Leave Form.) Exceptions to this deadline may be considered by the
Board of Education.
9-7-3. If teachers are on an approved leave of absence concluding at the end of a school year,
they shall notify Human Resources by March 1 regarding their intent to return to their
assignment the following year.
16
9-8.
Personal Injury Leave – Worker’s Compensation Benefits
9-8-1. The primary source of compensation leave shall be the indemnity payment from the
workers’ compensation section of the division of workers’ compensation of the Colorado
Department of Labor and Employment or insurance carrier as determined by state law.
The employee will use available paid leave to cover the first three days of unpaid, workrelated injury leave. Paid leave is defined as annual, accrued, grandfathered leave or vacation.
If the work related absences are compensable, as determined by the Colorado Revised
Statute 8-42-103, regarding disability indemnity payments and length of disability, the
employee will be credited back that portion of the employee’s paid leave. However,
under no circumstances shall an employee be allowed to receive more than an amount
equal to their weekly wage when combining the indemnity payment from workers’
compensation and district paid leave benefits. Where the average daily rate for
employees working less than 260 days and being paid over 12 months is less than 66
2/3% of regular wages, the employee shall be permitted to use available paid leave time
to supplement indemnity payments from the workers’ compensation carrier to reach the
66 2/3% of actual loss wages during contract or assignment days.
9-8-2. The Board shall have the right to have such teacher examined by a physician designated
by the Board to assist in determining the length of time the employee is temporarily
unable to perform duties, and that the disability is attributable to the injury involved.
9-9.
Child Care Leave
9-9-1. Any licensed employee of the Thompson School District R2-J may request voluntary child
care leave upon compliance and in accordance with the following:
9-9-2. At least 30 days prior to the date upon which the employee intends to request that
his/her leave of absence commence, said employee shall give his/her building principal
written notice of his/her intent to commence such leave of absence on the above date.
The principal shall forward this notice to the district Office.
9-9-3. The end of any childcare leave must follow guidelines of the Family and Medical leave
Act (See Policy GBGF/GBGF-R). These provide that TSD may require employees who
wish to return from FMLA leave during the last three weeks of the semester to delay
returning to work until the next semester if:
a. They have taken three or more weeks of any category of FMLA leave five or more
weeks before the end of the semester.
b. They have taken FMLA leave for a child, spouse, or parent.
1. For two or more weeks within the last five weeks of the semester; or
2. For five or more days within the last three weeks of the semester.
9-9-4. Childcare leave for probationary teachers may be granted for a period not to extend
beyond the termination of the current school year in which the childcare leave
commences. No such childcare leave shall affect the right of the Board of Education to
decline or refuse to renew the contract of a probationary employee.
9-9-5. For teachers with four consecutive years of service (including their current contract
year), childcare leave may be granted for a period not to exceed one year in addition to
the remaining portion of a year during which childcare leave commences.
9-9-6. All childcare leave shall be granted without compensation, and annual leave benefits are
not available during the childcare leave.
Annual leave, salary increments, and
retirement benefits do not accrue during the period of childcare leave. Employees on
childcare leave will retain benefits for the partial year service rendered prior to the
commencement of the childcare leave.
9-9-7. All licensed employees who have been granted childcare leave of absence shall be
entitled to return to duty on compliance with the following:
17
a. Assignment upon return to duty shall be appropriate to the qualifications of the
employee, but not necessarily to the same position held prior to commencement of
the leave of absence.
b. Provided, however, nothing herein contained shall entitle a probationary teacher to
return to duty of to be entitled to a new contract for the school semester following
the school semester in which child care leave commenced, when the Board of
Education has refused or declined to renew such employee’s teaching contract for
proper legal reasons unrelated to reasons for the child care leave.
9-9-8. Subject to the above regulations, early return to duty and the date thereof may be
recommended to the Board of Education by the Superintendent.
9-10.
Sick Leave Bank
The Thompson Education Association has established a Sick Leave Bank, which is open
to teachers, administration and exempt staff excluding staff members who are
participating in the 110 Transition Program. The term teacher in MOU, Article 13-8-5 (f)
a Transitional Teacher will NOT be eligible for the sick leave bank or the donate-a-day
program. Employees on 110 Transition will not be asked to complete an OPT OUT form
and will not be automatically enrolled, due to the status of the 110 contract. The term
teacher in items “a” through “n” below will include those groups during this period of
time. The Sick Leave Bank will operate with the following guidelines:
a. All teachers, administrators and exempt staff (excluding 110 participants) will be
automatically enrolled in the Sick Leave Bank unless the teacher completes and
returns the approved opt out form in the prescribed timeline (Section 9-10 c. and g).
b. Benefits of the Bank will be restricted to the personal illness of a teacher who is a
member of the Sick Leave Bank.
c. The deadline for opting out of the Sick Leave Bank is October 1 of each year. Opt
Out decisions will remain in effect for the duration of your employment unless you
elect, in writing, to become a member of the sick leave bank during the open
enrollment period (annually in September). The effective date of eligibility through
open enrollment is October 1 (See Appendix N). Sick Leave Bank members will give
8 hours of their annual leave or their own FTE equivalency their first year of bank
membership. In future years, the bank may require a donation of up to 8 hours.
d. Teachers hired after October 1 will be given ten contract days from the date of
contract approval to opt out of the Sick Leave Bank.
e. Teachers will remain members of the Sick Leave Bank, and will contribute up to 8
hours per year as determined by the Sick Leave Bank Committee, unless the teacher
submits the opt out form to withdraw from the bank during the open enrollment in
September.
f.
Any hours remaining in the Sick Leave Bank at the end of the school year will accrue
to the following year. By June 1, the Sick Leave Bank committee will determine if an
additional assessment of hours is needed to replenish the bank for the following
year.
g. Teachers who have opted out of participation may not opt in at a later date within
the contract year.
h. Sick Leave Bank days will not be granted until a teacher has used all of his/her
individual available and grandfathered leave hours.
i.
Responsibility for the operation of the Bank is vested in a Sick Leave Bank
Committee, which will include the TEA president or designee and one member from
the administration/exempt staff participating in the bank.
18
j.
Application for benefits from the Bank will be made in writing on a form provided by
the Thompson Education Association. The application must be accompanied by a
doctor’s statement specifying the nature of the illness, the days and extensiveness of
treatment and the anticipated date of release for return to work.
k. A maximum of 360 hours or 45 days of their FTE equivalent, each school year may
be drawn by any teacher. For a recurring illness or a medical condition that requires
periodic and consistent medical treatment of a severe disablement, Sick Leave Bank
hours may be granted for all absences resulting from these condition without loss of
pay.
l.
The Sick Leave Bank Committee will provide copies of requests for withdrawal of
hours to the Human Resources Department quarterly. Financial Services will report
hours in terms of days used to the Sick Leave Bank Committee.
m. The TEA shall report the status of the Bank to the Human Resources office at the end
of each semester and school year throughout the duration of this Memorandum of
Understanding.
n. The Thompson Education Association agrees to save the Board of Education and
administration harmless from any action by any teacher, growing out of the
operation of the Sick Leave Bank and assumes full responsibility for the distribution
of the hours contributed once they have been transmitted to the Sick Leave Bank
Committee.
o. The 4 + 4 Oversight Committee will have authority to modify the Sick Leave Bank
program.
9-11.
DONATE-A-DAY
9-11-1. PURPOSE:
Donate-a-Day is a way to help teachers who need additional hours(s)
beyond their available leave hours to help an ill member of their immediate family (as
defined in 2-16).
9-11-2. A teacher who has used all of her or his individual annual, accrued and grandfathered
sick leave hours may apply for Donate-a-Day by requesting forms from the
Benefits & Risk Management Secretary (Human Resources Department).
The
application asks for the name and relationship of the person for whom the teacher will
be caring and includes a doctor’s statement specifying the nature of the immediate
family member’s illness, its expected duration and the extensiveness of treatment.
9-11-3. The teacher or a designee will request that other employees donate up to 16 hours
each from their 72 hours of current annual leave for his/her use. Those who are willing
will sign the collection form.
9-11-4. Teacher’s participating in the 110 transition program are not eligible to receive hours;
however, they may donate if they have hours available.
9-11-5. The teacher will return the application to the Benefits & Risk Management
Secretary, who forwards copies to the Sick Leave Bank Committee and the
Payroll Department. Completed collection sheets are returned to the Payroll
Department prior to the monthly payroll cutoff date.
9-11-6. Any donated hours not used will be transferred to the Sick Leave Bank.
9-11-7. No teacher may donate more than 16 hours per year for this purpose.
9-11-8. Business Services will report hours used to the Sick Leave Bank Committee.
9-11-9. The Thompson Education Association agrees to save the Board of Education and
administration harmless from any action, by any teacher, growing out of the operation
of the Donate-a-Day program.
9-11-10. The 4 + 4 Oversight Committee will have authority to modify the Donate-a-Day
program.
19
9-12.
Family and Medical Leave
9-12-1. Unpaid family medical leave is available under the Family and Medical Leave Act and
Board Policy GBGF/GBGF-R*. Employees entitled to paid leave under other policies or
sections of the Memorandum of Understanding will use their paid leave first for part or
all of their family and medical leave in accordance with FMLA guidelines.
9-13.
Leave Related to Domestic Abuse
9-13-1. An employee who has completed at least 12 months with TSD and is the victim of
domestic abuse or related crimes may request and shall be granted up to three working
days of leave from work with or without pay in any 12-month period to attend to certain
related matters. (See Policy GBGL* for definitions and description or eligible purposes.)
9-13-2. The employee does not need to exhaust his or her annual or grandfathered leave prior
to being granted leave related to domestic abuse.
9-14.
Teachers on Special Assignment (TOSAs)
9-14-1. A teacher on special assignment (TOSA) is a teacher who is temporarily on leave from a
building in order to carry out a special assignment in TSD or at the BOCES.
9-14-2. After an assignment of one or two years, a TOSA will be able to return to the same or
comparable position within the same school building, if he/she so requests. Beyond a
two-year assignment, the TOSA will be able to return to a comparable position with TSD
but not necessarily at the same level (elementary, middle school, high school) or the
original building.
Article 10 – INSURANCE BENEFITS
10-1.
TSD will provide a group medical, dental, long-term disability and life insurance
programs for all teachers who wish to participate in such programs.
10-2.
The Thompson Education Association shall appoint four teachers, the Classified Staff
Advisory Council shall appoint three classified staff employees, and the Superintendent
shall appoint two administrators, one to be a principal, to a Joint Insurance Committee
(JIC). Committee member terms shall be for up to three years and staggered to assure
continuity.
10-2-1. The Superintendent or his designee shall serve as co-chairman of the committee.
The
other co-chairman will be selected from teacher representatives. A secretary shall be
elected from the membership.
10-2-2. The JIC shall meet at least quarterly.
At the conclusion of each meeting the secretary
shall issue a written report to all employees regarding all action taken by the committee
10-2-3. The JIC shall recommend to the Board of Education, through the Superintendent:
1. Desired qualifications of a broker/consultant
2. Insurance specifications (e.g., deductible amount, and other coverage limitations)
3. Alternative insurance financing plans (e.g., self-funding, self-insurance and
trusts).
10-2-4 The JIC shall also be responsible for:
1. Working jointly with the Negotiations’ Compensation Committee on improving
communications and education related to health care costs, wellness and
alternative benefit structures.
2. Examining changes in the policy coverage period.
10-3.
The Board of Education shall make the final decision regarding the selection of the
insurance carrier(s). All rights and privileges as owner of the policy(s) shall be reserved
by the school district.
20
10-4.
TSD agrees to pay to the insurance carrier(s) for the school year 2014-2015, an
amount equal to 100% of the individual premium for Preferred Provider Organization
(PPO) Option V medical, dental, life and disability insurance for each full time employee.
(Individual employees may choose to purchase a higher level of medical benefits
through the PPO Option IV for an additional premium).
10-5.
Teachers whose contracts call for half time or more service will have a pro rata share of
the current individual premium paid by TSD.
10-6.
The premium for a spouse or dependents of a teacher will be paid by salary deduction
from the regular salary of the teacher.
10-7.
Failure of a full time teacher to complete the carrier-approved application for
participation in the medical and dental insurance programs within thirty (30) calendar
days of their hire date shall result in enrollment in TSD provided insurance plan.
10-8.
Failure of a part-time teacher to complete the carrier-approved application for
participation in the medical and dental insurance program within thirty (30) calendar
days of their hire date shall constitute a waiver of the right of the teacher to these
benefits. Employees working at least a 50% assignment will be enrolled in TSD’s life
insurance benefit.
Article 11 – FLEXIBLE SPENDING ACCOUNTS PROGRAM
11-1.
All teachers will be eligible to participate in the flexible spending accounts program. This
flexible spending accounts program must be in compliance with the current tax laws and
state regulations, and will include, but not be limited to, a dependent day care expense
option and a miscellaneous medical, dental and vision expense option. New teachers
will be eligible starting with the first payroll date after their employment. This program
requires an annual, written enrollment or waiver. The pre-tax programs (insurance
premiums and flexible spending accounts) plan year is July 1 through June 30. All
teachers will be provided the opportunity to enroll, change, or waive their choice of
options on an annual basis, prior to July 1. Such change will be effective in accordance
with the I.R.S. guidelines.
11-2.
Following are the available salary reduction options. Teachers may use any combination
of these options. Total salary reduction limits are defined by IRS regulations and
included in the Thompson School District Flexible Spending Accounts Program
documents.
a. Employee’s Portion/Family Health Insurance Premium
b. Employee’s Portion/Family Dental Insurance Premium
c. Single/Family Vision Insurance Premium
d. Qualified Medical, Dental and Vision Costs (for employee and eligible dependents)
e. Qualified Dependent Day Care Costs
f.
11-3.
Qualified American Fidelity Assurance Company supplemental insurance plans
Responsibility for monitoring the Flexible Spending Accounts Program is vested in the
Joint Insurance Committee described in Article 10, Section 2.
11-3-1. A summary of third party administrator activity and financial reports to TSD, as well as
pertinent TSD records, shall be reviewed by the Committee on a semiannual basis. On
an annual basis, the Committee will review documents presenting the net cost
advantage or deficit derived from administration of the plans.
11-3-2. Any money forfeited under the plans which remain following offset of any deficit incurred
for administration of the plans shall be used for employee related activities and
expenditures. If the forfeited funds or the accumulation of the forfeited funds are
greater than $5,000, the Committee shall request approval for specific use(s) of these
funds from the Board of Education.
21
Article 12 – PAYROLL ARRANGEMENT FOR TEACHERS
12-1.
Teachers shall have the option of receiving their payroll checks in either ten equal
monthly installments (September-June) or 12 equal monthly installments (SeptemberAugust). In their first year of employment only, teachers who sign their contracts prior
to August 10 may opt to receive their payroll checks in 13 equal monthly installments
(August-August). Teachers who choose to participate in TSD transitional 110/110
retirement program will be paid in 10 monthly installments.
12-2.
By April 1 of each year, the Human Resources Department shall notify all teachers of the
procedures they must follow if they wish to change their pay plans. Teachers who want
to change their choice of the 10 or 12 month pay plan must pick up the change form
from the Thompson payroll department and return it no later than May 1 of each year
for implementation the following September. No change will be permitted during the
course of the teacher’s contract year. Teachers completing their first year who fail to
make a selection will default to a 12 month pay plan. Once an option has been selected,
it will remain in effect until such time that the teacher properly notifies the Payroll
Department on a change form.
12-3.
The TEA agrees to save the Board of Education and administration harmless from any
action, by any teacher, growing out of this option and assumes full responsibility for its
operation.
12-4.
All payroll checks will be distributed on the 27 th day of the month by direct deposit to
individual accounts. If the 27th is a holiday or weekend, the funds will be deposited on
the last banking day prior to the 27th. Teachers who have not yet arranged for direct
deposit will have their checks put in the city mail on the 27 th of the month or the last
banking day prior to the 27th.
12-5.
On the last working day of each month, TSD will forward amounts withheld from teacher
paychecks for voluntary tax sheltered annuities directly to the annuity companies and/or
PERA. Any changes (in either amount of agent selected) must be submitted to the
payroll office no later than the Friday before the 15 th of the month. Any changes
received after this date will not be processed until the following month.
12-6.
Summer payroll checks will be mailed to recipients meeting requirements for
establishing mailing addresses and not on duty during the summer.
Article 13 – TEACHER COMPENSATION
13-1.
The parties agree to the following salary schedules A and B for the contracted year,
notwithstanding changes referenced in Article 7.
13-2.
Placement of returning employees after separation from TSD:
a. Employees with less than twelve years of experience steps – LAST STEP EARNED
ON SALARY SCHEDULE B.
b. Employees with more than twelve years of experience steps – STEP 12 OF
SALARY SCHEDULE B.
c. Employees who have been involved in a RIF reduction in the previous two years –
LAST STEP EARNED.
d. The last step earned is defined as the step a teacher would have been placed on
if he/she had remained as an employee.
e. Returning probationary teachers must fulfill three consecutive school years of
demonstrated effectiveness, as determined through his/her performance
evaluations and continuous employment to gain non-probationary status.
f.
Teachers having earned non-probationary status in Thompson R2-J district may
request non-probationary status upon returning to TSD.
22
13-3.
Horizontal steps (columns) will be allowed on September 1, 2014 for the 2014-2015
school year only, according to the current Regulations of Teacher Salary Schedules A
and B.
a. In order to be eligible for vertical (step) advancement, a teacher must have been
under contract a minimum of one semester of the previous school year and
received an effective or highly effective at the time of their final evaluation
rating. Any teacher on an improvement plan, at the time of their final rating,
as a result of the evaluation process will be excluded from the salary
advancement available to other teachers and will be frozen at his/her current
salary level for the entire following school year.
b. The percent of contracted FTE does not restrict a teacher’s ability for vertical or
horizontal movement.
c. Hours needed to advance horizontally as indicated on either salary schedule A or
B may be semester hours of graduate level college or university credit earned
from an accredited college or university (quarter hours are converted to semester
hours at the rate of 2/3 credit for each hour earned).
d. Hours may also be achieved by successfully completing approved TSD sponsored
courses, including, but not limited to, TIC, induction, standards, licensure,
technology, assessments. Each semester credit will require 15 hours of class
time.
13-4.
National Board Certifications/Licenses
a. Teachers who receive a national certification/license in a specialized discipline
may receive a $500 annual stipend during the validity of the certificate/license if
he/she meets the following criteria:
b. Certification/License must be in addition to the teacher’s current Colorado
Professional Teacher License.
c. Certification/License is not a requirement for receiving a Colorado Professional
Teacher License.
d. Certification/License is recognized by other states as a valid/transferable
certification/license.
e. Certification/License must be authorized to receive a stipend by the Thompson
Teacher Negotiations process.
f.
Certification/Licensure must be from a program that requires:
1. Three years of teaching experience prior to applying.
2. Proof of outside hours while in the program.
3. A portfolio of work while in the program, and
4. Written assessments.
13-4-1. Proof of a teacher’s National Board Certification/License must be presented to Human
Resources by September 1 of each year in order to receive the $500 stipend.
13-4-2. Certification for Speech Language Pathologists
a. Speech Language Pathologists who receive a Certificate of Clinical Competency
(CCC) from the American Speech Language and Hearing Association (ASHA) may
receive a $225 annual stipend during the validity of the certificate if he/she
meets the following criteria:
b. Certification must be in addition to the teacher’s current Colorado Professional
Teacher License.
23
c. Certification is not a requirement for receiving a Colorado Professional Teacher
License.
d. Certification is recognized by other states as a valid/transferable certification.
e. Certification must be authorized to receive a stipend by the Thompson Teacher
Negotiations process.
f.
13-5.
Proof of the current Certificate of Clinical Competency must be presented to
Human Resources by September 1 of each year in order to receive the $225
stipend.
Performance Management
Teachers may participate in performance management with single year basic
compensation above the teachers’ salary schedules in 2014-2015. The continuation of
PMI from non-reserve funds will be subject to negotiations. For the 2014-2015 school
year a minimum amount of $150,000 will be available for PMI.
13-6.
Mandated Professional Development (Condition of Employment)
Professional Development is an important element of education. TEA and the BOE
recognize that teachers should have the opportunity to engage in quality professional
development. If TSD wide professional development, in any area, becomes a condition
of employment, TSD will pay the agreed upon daily rate for mandated professional
development (with exception to professional development agreements made during the
current contract year) outside of the school day. Mandated professional development
will provide learning that translates into the classroom.
Mandated professional
development will be offered at a variety of times to meet the needs of the professional.
A test up/test out option will be mutually developed and offered. Teachers will be given
the option to take mandated professional development during the school day, or for
commensurate credit, or the agreed upon daily rate of pay (see Appendix E).
13-7.
Pay for In-house Class Coverage
Teachers will be paid at the rate of $5.47/quarter-hour ($21.88/hour) as per the Human
Resources guidelines in Addendum B when they voluntarily cover another teacher’s class
because no substitute coverage is available, or (at the elementary level) when a teacher
loses plan time because of another staff member’s absence. This form is available on
First Class under Business Services forms.
13-8.
Severance
a. The severance plan described in Attachment 12 will be offered for those teachers
on Single Salary Schedule A only.
b. Employees who wish to participate in the severance plan must complete the form
and return it to Human Resources by the first Monday in February of each year.
c. Dollar savings to TSD will be calculated as follows:
(CURRENT SALARY + PERA) – ((PAYMENT OF 20% OF CURRENT SALARY + 20%
OF SICK LEAVE PAYMENT) + REPLACEMENT TEACHER AT BA30 STEP 3 + PERA)
d. Individuals participating in severance will receive 100% of their final year’s base
salary (not to exceed $58,414 plus computation of eligible leave) paid in equal
installments over a five year period and need to meet the other criteria as listed
in Attachment 12.
13-9.
110 Transitional Retirement Plans for the 2014-2015 school year.
a. 110 Transition Retirement Plan eligible for severance.
b. 110 Transition Retirement Plan not eligible for severance.
13-9-1. The Transitional Retirement Plan is an optional benefit that retiring licensed teachers may
select as an alternative to or in addition to the current TSD severance plan.
24
13-9-2.
The Transitional Retirement Plan allows an eligible licensed teacher to postpone
receiving severance payments for one year TO WORK a maximum of 110 additional days
in the same calendar year and 110 days in the next calendar year following sign-up for
the Transition plan. (The 220 maximum total working days allowed would be adjusted
downward to match the actual negotiated contract.)
13-9-3.
Teachers are eligible for the Transitional 110 Retirement Plan and not eligible for
severance if they:
a. Will be receiving PERA during the transitional 110 year and
b. Have 10 but less than 15 years of service to Thompson School District
c. Have an acceptable evaluation in the year in which they sign up for the plan
13-9-4.
In addition to receiving PERA benefits a transitional teacher who signs up for the
Transitional Retirement Plan will:
a. Be paid at the same per-diem rate, less the cost of PERA and Medicare of his/her
last year of service prior to retirement on a 10 month schedule.
b. Receive any TSD payments for which they are eligible, including any payments
for grandfathered days and unused leave days. Payment for these days will be
made after completing work during the transition year. The first severance
payment will be made on August 27, of the transition year.
c. Continue to have the option (based on meeting certain insurance eligibility
factors*) of Retiree, COBRA, or PERA health insurance including a PERA subsidy.
13-9-5.
In addition, a transitional teacher will:
a. Be eligible to receive a first monthly PERA retirement check beginning with the
month following the last contracted school day of the year prior to beginning the
Transition 110 program.
b. At a minimum have a partially effective rating.
c. Been an ‘at-will employee’ (any appeal of evaluation will be continued only
through the Human Resources level)
d. Receive four annual leave days (2 per semester in lieu of the nine annual days
non-probationary staff are allocated each year). However, 110 transitional
participants will not be reimbursed for these 4 days at the end of the year, if they
have not been used. Unused days will be donated to the sick leave bank.
e. Have their per-diem pay docked for any additional days absent, except for
absences covered by board policy GBGK (Staff Legal Leave) and board policy
GBGI (Staff Military Leave).
f.
NOT be eligible for the sick leave bank or the donate-a-day program – Employees
on 110 Transition will not be asked to complete at OPT OUT form and will not be
automatically enrolled, due to the status of the 110 contract.
g. Remain eligible for PMI.
h. Be assigned to the same building in which he/she worked in the year prior to the
transition, following all rules and regulations found in the Memorandum of
Understanding.
i.
Be assigned the same FTE as assigned in the year prior to the transition. (Only
exception is if beneficial to the site and TSD, agreed upon by the teacher, and
previously approved by Human Resources).
j.
Be eligible for bereavement
Bereavement Leave.
leave
subject
to
board
policy
GBGJ,
Staff
25
13-9-6.
Individual insurance premiums, per the negotiated agreement, will not be paid for
transitional teachers.
13-9-7.
In the event of a catastrophic illness during the 110 transition year, please see
Addendum C for options.
13-10. 2014-2015 Salary Schedules A and B
13-11. 2014-2015 Extra Duty Salary
See Attachment 10 for Extra Duty Salary Schedule Rubric.
26
2014-15 Licensed Salary Schedule A
30,380
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Base
B00
BA15
BA30
30,380
31,291
32,229
33,197
34,192
35,218
36,275
37,363
*
*
31,352
32,292
33,262
34,259
35,286
36,345
37,435
38,559
39,716
40,908
42,133
43,398
44,700
46,041
32,387
33,358
34,359
35,389
36,450
37,545
38,670
39,831
41,026
42,257
43,525
44,830
46,176
47,560
48,987
50,457
51,971
MA00
BA45
MA10
BA60
MA20
MA30
MA40
DOC
34,134
35,159
36,213
37,301
38,420
39,573
40,759
41,982
43,242
44,539
45,875
47,251
48,668
50,130
51,633
53,182
54,776
56,421
58,114
60,502
35,124
36,177
37,263
38,382
39,533
40,719
41,941
43,198
44,494
45,829
47,204
48,620
50,079
51,581
53,129
54,723
56,365
58,055
59,797
61,591
63,567
63,567
64,520
64,520
65,489
65,489
66,471
36,039
37,120
38,234
39,381
40,562
41,778
43,032
44,323
45,653
47,023
48,434
49,886
51,382
52,925
54,511
56,147
57,832
59,567
61,354
63,195
65,222
65,222
66,200
66,200
67,193
67,193
68,201
36,652
37,750
38,882
40,049
41,251
42,489
43,763
45,076
46,429
47,820
49,256
50,734
52,256
53,823
55,437
57,101
58,813
60,578
62,395
64,268
66,329
66,329
67,324
67,324
68,334
68,334
69,359
37,017
38,128
39,272
40,450
41,664
42,913
44,201
45,527
46,892
48,299
49,748
51,240
52,778
54,361
55,992
57,672
59,403
61,184
63,020
64,911
66,993
66,993
67,998
67,998
69,018
69,018
70,053
37,684
38,814
39,979
41,179
42,414
43,685
44,996
46,347
47,737
49,169
50,643
52,163
53,729
55,340
56,999
58,710
60,473
62,286
64,154
66,079
68,199
68,199
69,222
69,222
70,260
70,260
71,314
*Steps 9 & 10 in Column 1/BA00 are available only to
teachers who held contracts in 2001-2002 with
Thompson School District and are paid as shown below.
Step
Col 1/BA00
9
$37,916
10
$39,052
Salary schedule regulations can be located in the MOU,
Appendi x K.
***Based upon the 2011-2012 negotiations agreement:
As of September 2011, steps 23, 25 and 27 in columns
MA10/BA60, MA20, MA30, MA40, and DOC have been
added and will have a compensation increase of 1.5% at
each of those steps.
***
***
***
***
***
***
***
***
***
***
***
***
***
***
***
**Based upon the 1990 negotiations agreement:
As of September 1995, steps 15-20 in column 2 (BA15) and steps 18-20
in column 3 (BA30) are no longer available. Employees already on these
steps will be compensated as shown below.
Step
Col 2/BA15
Col 3/BA30
20
$51,316
$52,743
27
2014-2015 Licensed Salary Schedule B
32,814
Base
B00
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A
B
C
D
E
F
G
H
I
J
BA15
BA30
MA
BA45
MA10
BA60
MA20
BA75
MA30
BA90
DOC
MA40
BA105
Step 1, 2 and 3 were collapsed from the salary schedule during the negotiation process for the 2014-15 school year.
Please refer to Appendix K, 2 d.
35,338
36,221
37,126
38,054
36,398
37,307
38,240
39,196
40,177
41,181
42,209
43,264
44,346
45,455
46,592
37,490
38,426
39,387
40,371
41,380
42,416
43,475
44,562
45,678
46,819
47,989
49,069
50,172
51,302
38,613
39,579
40,569
41,583
42,622
43,687
47,863
48,983
50,130
51,306
52,512
53,623
54,761
55,924
57,113
58,329
59,846
39,579
40,569
41,583
42,622
43,687
44,781
48,983
50,130
51,306
52,512
53,748
54,888
56,053
57,245
58,464
59,709
60,984
40,569
41,583
42,622
43,687
44,781
45,899
50,130
51,306
52,512
53,748
55,014
56,182
57,378
58,599
59,848
61,125
62,431
41,583
42,622
43,687
44,781
45,899
47,046
51,306
52,512
53,748
55,014
56,313
57,511
58,734
59,987
61,267
62,577
63,914
42,622
43,687
44,781
45,899
47,046
48,223
52,512
53,748
55,014
56,313
57,643
58,871
60,127
61,409
62,722
64,064
65,436
66,372
67,321
68,285
69,263
70,255
70,927
71,605
72,289
72,982
73,681
28
BASE:
32329
2014-15 EXTRA DUTY SALARY SCHEDULE (No Step Advancement)
*Base Salary is based on Salary Schedule B (2013-14 Salary Schedule)
Ste p
1
2
3
4
5
6
7
8
9
10
Le ve l 1- (.11)
$3,556
3,663
3,773
3,886
4,003
4,123
4,246
4,374
4,505
4,640
H.S. Head Football
H.S. Head Basketball
H.S. Band
H.S. B & G Head T rack
H.S. T rainer (Fall)
H.S. A.D. (T OSA)
M.S. A.D.
H.S. Observatory
Le ve l 2 – (.10)
$3,233
3,330
3,430
3,533
3,639
3,748
3,860
3,976
4,095
4,218
H.S. Head Wrestling
H.S. Head Baseball
H.S. Head Volleyball
H.S. Head Soccer
H.S. Debate/Forensics
H.S. Student Council
H.S. T rainer (Winter)
Le ve l 3 – (.09)
$2,910
2,997
3,087
3,179
3,275
3,373
3,474
3,578
3,686
3,796
H.S. Head Swimming
H.S. Head Gymnastics
H.S. Head Softball
H.S. Head Cross Country
H.S. Vocal Music
H. S. Orchestra (with Musical)
H.S. Head Softball
H.S. T rainer (Spring)
H.S. Head B. Lacrosse
H.S. Head G. Lacrosse
Le ve l 4 – (.080)
$2,586
2,664
2,744
2,826
2,911
2,998
3,088
3,181
3,276
3,375
H.S. Assistant Football (9-12)
H.S. Assistant Basketball
H.S. Head T ennis
H.S. Assistant T rack
H.S. Head Spirit (*2)
H.S. Head Dance (*2)
Le ve l 5 - (.075)
$2,425
2,497
2,572
2,650
2,729
2,811
2,895
2,982
3,072
3,164
H.S. Assistant Wrestling
H.S. Assistant Baseball
H.S. Assistant Volleyball
H.S. Assistant Soccer
Department Chairs (10+)
E.C. Site Director - Lg class
Ste p
1
2
3
4
5
6
7
8
9
10
Le ve l 6 – (.070)
$2,263
2,331
2,401
2,473
2,547
2,623
2,702
2,783
2,867
2,953
H.S. Head Golf
H.S. Assistant Swimming
H.S. Assistant T ennis
H.S. Assistant Softball
Le ve l 7 – (.060)
$1,940
1,998
2,058
2,120
2,183
2,249
2,316
2,386
2,457
2,531
M.S. Head Cross Country
H.S. Journalism
H.S. Yearbook
H.S. Video/Production
Le ve l 8 - (.050)
$1,616
1,665
1,715
1,766
1,819
1,874
1,930
1,988
2,048
2,109
M.S. Assistant Coach
De partme nt Chair (1 or 2)
H.S. Assistant Drama (per
Jr. Class Sponsor
Le ve l 9 – (.035)
$1,132
1,165
1,200
1,236
1,274
1,312
1,351
1,392
1,433
1,476
M.S. Band
M.S. Vocal Music
M.S. Drama/Musical
(Per Production to Max of
2)
M.S. Orchestra
M.S. Student Council
M.S. MESA Advisor
M.S. LUC Advisor
Mentor T eachers
Le ve l 10 - (.025)
$808
832
857
883
910
937
965
994
1,024
1,055
M.S. Intramural Aide
* M.S. Academic/Activities
Sponsor
H.S. Assistant Cross Country
H.S. Knowledge Bowl
Department Chair (3-9.9)
H.S. Flag T eam
H.S. Orchestra
H.S. Assistant Spirit (*2)
H.S. DECA, FBLA, FCCLA
H.S. Asst. Dance (*2)
H.S. LUC Advisor
H.S. Assistant Forensics (+25)
H.S. MESA Advisor
H. S. Assistant Band
H.S. Head Drama Director
H.S. Assistant B. Lacrosse
H.S. Choir Accompanist
H.S. Assistant G. Lacrosse
M.S. Act/Intramural
M.S. Curriculum
M.S. Head Coach
Elem. Curriculum Liaison
M.S. T eam Leader
District Curriculum Representative
Sp. Ed. Liaison
**Ele mentary Lead Te achers at schools with a 50% or less assigned principal
and the principal having 50% additional responsibilities outside of the
building, will receive one contract e ach semester.
H. S. National Honor Society
M.S. Publications
(1) Yearbook/(1) Newspaper
De stination Imagination
E.C. Site Director - Sm
D e s t in a t io n Im a g in a t io n w/o
c o a c hing
Elem. Student Council
Elem. Lead T eacher
* 5 per middle school
*If traine rs are by se ason, se e above .
Certified Athletic Trainers Salary Schedule:
Step 1
$18,000
Step 2
19,000
Step 3
20,000
Step 4
21,000
Step 5
22,000
T rainers are certified by NATABOC – National Athletic T rainers’ Association Board of Certification,
*One fall and one winter
29
Article 14 – EXTRA DUTY SALARIES
14-1.
Experience Credit
14-1-1. Any person moving from an assistant coach/sponsor position to a head position in the
same sport or activity or any junior high coach/sponsor moving to a high school position
in the same sport or activity shall receive one year of credit for every two years of
experience in the former position. In the same manner, coaching experience outside
TSD can be awarded up to ten years for placement on the extra duty schedule.
1
3
5
7
9
or
or
or
or
or
2 years – Step 1
4 years – Step 2
6 years – Step 3
8 years – Step 4
10 years – Step 5
14-1-2. Any person moving from a head/coach/sponsor position to an assistant position in the
same sport or activity or any high school coach/sponsor moving to a junior high/middle
school position in the same sport or activity shall receive one year of credit for each year
of experience in the former position.
14-2.
Compensation for Post-Season Activities
14-2-1. Coaches, marching band directors, and Knowledge Bowl sponsors whose teams/bands
participate in post-season athletic contests or the state band competition beyond the
regular season or league/district tournaments (state qualifying tournaments) shall
receive a percentage of the regular season salary (one week’s extra-duty salary) for
each week that a team is involved in state competition. For individual sports, a school
must qualify at least one participant into the state tournament for the coaches to receive
one extra week’s pay. In team sports, other than football, the team must advance
through the first round of any tournament they qualify for in order to receive one or
more additional week’s pay. Due to the low percentage of teams qualifying in football,
those teams need only advance to the first round of the play-offs to receive additional
compensation. The length of the regular season will be determined by TSD athletics
manager, using the starting and ending dates of the formal seasons, as determined by
the CHSAA.
Knowledge Bowl sponsors whose teams qualify for the state Knowledge Bowl in May will
receive extra compensation limited to two additional weeks of pay based on the
sponsor’s current placement on the salary schedule.
Article 15 – DEPARTMENT CHAIRPERSONS
15-1.
Department Chairpersons or Heads are selected by the secondary school principals or
directors as appropriate. The number of Department Heads shall be determined by the
Board of Education upon recommendation of the Superintendent. The recommendation
shall be based upon one (1) or more staff members required to constitute a department.
The total number of team leaders at the middle level is determined by the projected
number of enrolled students for the upcoming year. One full team leader position is
provided for every 100 students (rounding down from 50 and up from 51). The number
of team leaders is adjusted annually. A minimum of five (5) team leaders will be
provided for every school should enrollment projections be less than 451.
15-1-2.
Department Chairs with departments of one or two will be placed on level 8 with their
appropriate step.
15-2.
Subject Areas
15-2-1. The composition of departments in each secondary school shall be determined by the
needs of said school. The usual departments are Language Arts, Mathematics, Science,
Social Studies, Applied Arts, Fine Arts, and the area of Health, Safety and Physical
Education.
30
15-3.
Duties
15-3-1 The major duties of the Department Heads are:
a.
b.
c.
d.
Coordinate department operations.
Provide leadership in curriculum development and instructional techniques.
Recommend the ordering of materials, supplies, and equipment.
Provide leadership during in-service activities.
Article 16 – WORKING CONDITIONS
16-1.
Working Days in Contract Year
16-1-1. The number of working days for teachers will be as follows:
a. 185 days for all teachers under contract with TSD; 167 of the 185 days will be
student contact days.
b. In addition to the 185 days as a condition of employment new teachers (or
teachers returning to Thompson after 5 or more years of absence) will be
required to attend not more than 3 days of new teacher orientation and
successful completion of the Thompson Induction Program.
c. Due to the above conditions of employment listed, TIC credit will be awarded for
the required Thompson Induction Program and for the second year professional
development.
16-1-2. During the contract days prior to the arrival of students, teachers will have the
equivalent of two full days of uninterrupted individual time to work in their classrooms.
The final contract day prior to student arrival will be a full teacher work day. Traveling
teachers should meet with their building principals to determine how these days will be
shared among assigned buildings.
16-1-3. Work Days/Professional Days
a. Four (4) Work Days will provide teacher’s time and opportunity for work
associated with the teacher quality standards including, but not limited
to: planning, assessment, evaluation, curriculum and instruction.
2014-15 School Year
Elementary
Secondary
October 17, 2014
October 17, 2014
November 14, 2014
January 5, 2015
February 25, 2015
February 25, 2015
March 13, 2015
March 13, 2015
2015-16 School Year
Elementary
Secondary
October 16, 2015
October 16, 2015
November 13, 2015
January 4, 2016
February 25, 2016
February 25, 2016
March 11, 2016
March 11, 2016
b. Six (6) Professional Days will support initiatives, building and district
goals using a variety of delivery methods allowing groups across the
district time to communicate and/or learn.
Professional days are designed for the enhancement of student
achievement. This time will be used for:
 Professional learning that is designed to promote articulated
curriculum, instructional delivery, and assessment practices across
levels and throughout feeder systems.
 Collaboration in teams related to professional learning.
31
 Individual reflection and implementation related to the professional
learning, which could include meeting with other professionals.
2014-15 School Year
Elementary
Secondary
September 19, 2014
September 19, 2014
October 16, 2014
October 16, 2014
January 5, 2015
November 14, 2014
January 20, 2015
January 20, 2015
April 20, 2015
April 20, 2015
May 22, 2015
May 22, 2015
2015-16 School Year
Elementary
Secondary
September 18, 2015
September 18, 2015
October 15, 2015
October 15, 2015
January 4, 2016
November 13, 2015
January 19, 2016
January 19, 2016
April 18, 2016
April 18, 2016
May 20, 2016
May 20, 2016
This chart represents an allocation of time not a schedule.
2
2
2
2
Time
hours morning
hours morning
hours afternoon
hours afternoon
Day 1
District
District
Building
Teacher
Day 2
District
Building
Teacher
Teacher
Day 3
District
Building
Teacher
Teacher
Day 4
District
District
Building
Teacher
Day 5
District
Building
Teacher
Teacher
Day 6
District
Building
Teacher
Teacher
THOMPSON EDUCATOR NETWORK (TENS Week)
Thursday,
Aug 14th
Building
Building
16-2.
16-2-1.
16-3.
16-3-1.
16-4.
16-4-1.
Friday,
Aug 15th
Work Day
Work Day
Monday,
Aug 18th
District
District
Tuesday,
Aug 19th
Work Day
Work Day
Full Time High School Teacher
Due to changes in graduation requirements at the state level, a full time high
school teacher will teach 12 sections to provide additional learning
opportunities for students. Each year a full time high school teacher may
request to exchange one teaching section for an intervention/duty section.
Every effort to honor these requests will be made.
Duty-free Lunch Time
Each licensed employee with a contract above 50% shall have scheduled an
uninterrupted and duty-free lunch period of not less than thirty minutes. The individual
staff person may choose how to use his/her time. Exceptions can seek approval through
Human Resources and TEA.
Planning Time
All teachers shall have scheduled planning time within the scheduled student day,
described below. Variations may be made through mutual agreement. Plan Time is
defined as that time within the student contact day designed for teachers to complete
meaningful tasks related to instruction and learning. When principals or teachers
want to meet with individual teachers during a planning period for the purpose of
discussing or preparing for classroom observations, evaluations or other job related
matters, they should attempt to find a mutually acceptable time for such meetings.
32
Teachers may volunteer to meet with an instructional coach or other colleague during
their plan time, but may find it more convenient to meet before or after school.
a. Elementary Level Plan Time
1. At least 300 minutes per week in a five day week will be scheduled for
elementary school teachers.
2. Elementary recess time may not be considered part of the 300 minute
weekly planning time.
3. Elementary plan time will be in at least a 20 minute block of time.
4. Travel time will not count as planning time.
5. A full-time specials teacher is at least 25 sections (calculated at
.04 per section) with 300 planning minutes, if additional time
exists it may be assigned for teaching or duty. (See Staffing
Guidelines, 21-6-e and Appendix E)
b. Middle Level Plan Time
middle school level teachers. . In an effort to enhance opportunities
for teachers to meet the level of proficiency in the Colorado
Teacher Quality Standards, the team will mutually establish time
to meet collaboratively. This team time provides administrators
an opportunity to be involved in collaboration.
2. A teacher assigned a continuous block of time scheduled at the middle of
the school day which includes a lunch period in excess of thirty minutes,
shall be expected to use such excess time for planning or preparation
time, except that teachers assigned to more than one school shall be
given necessary travel time between schools in addition to at least a thirty
minute duty free lunch period.
3. An individual teacher may choose to agree to modifications of the above
provisions.
4. Full-time teachers who travel will receive at least 390 minutes of planning
in addition to travel time.
c. High School Level Plan Time
high school level teachers.
2. In the interest of student achievement and Educator Effectiveness,
high schools will pilot a dedicated 60 minutes once a month during
planning time for professional learning.
3. A teacher assigned a continuous block of time scheduled at the middle of
the school day which includes a lunch period in excess of thirty minutes,
shall be expected to use such excess time for planning or preparation
time, except that teachers assigned to more than one school shall be
given necessary travel time between schools in addition to at least a thirty
minute duty free lunch period.
4. An individual teacher may choose to agree to modifications of the above
provisions.
5. Full-time teachers who travel will receive at least 440 minutes of planning
in addition to travel time.
33
d.
Traveling Teacher Plan Time
1. All traveling teachers shall submit the form in Appendix E per directions on
the form.
2. Situations (where planning time is not met) will commence at Step 2 of
the grievance process.
16-5.
Less than Full Time Positions (.50 to .99 Contracts)
16-5-1. Teachers’ planning and duties shall be dealt with in an equitable manner.
16-5-2. Elementary Schools
All elementary teachers (those with .5 or more contracts) are generally expected to be
present in the school building 30 minutes before and 30 minutes after the scheduled
student day or their assigned teaching/planning duty schedule.
a. Elementary classroom assignments are calculated as a proportion of time
compared to the full time school hours (8 hours including a 30 minute duty free
lunch).
b. A full-time specials teacher is at least 25 sections (calculated at .04 per
section) with 300 planning minutes, if additional time exists it may be
assigned for teaching or duty.
16-5-3. Middle Schools
All middle school teachers (those with .5 or more contracts) are generally expected to
be present in the school building 20 minutes before and 20 minutes after the scheduled
student day or their assigned teaching/planning duty schedule.
a. Middle school classroom assignments are calculated as a proportion of time
compared to the required full time school hours (8 hours including a 30 minute
duty free lunch).
16-5-4. High Schools
All high school teachers (those with .5 or more contracts) are generally expected to be
present in the school building 15 minutes before and 15 minutes after the scheduled
student day or their assigned teaching/planning duty schedule. 10 of the 15 minutes
will be dedicated to office hours for students.
a. High school classroom assignments are calculated as a proportion of time
compared to the required full time school hours (8 hours including a 30 minute
duty free lunch).
16-5-5. Less than full time teachers (.50-.99) and part time teachers (.04-.49) are required to
have a proportionate amount of plan time and duty time (e.g. – 72% teachers should
have .72 of a plan period and .72 of a duty period in addition to their .72 teaching
assignment).
The following information is provided to assist in planning for and contracting less than
full time employees.
a. The principals and the teacher must work together to complete and submit
Appendix E form. The Appendix E form shall be retained in Human Resources
and a copy given to the teacher.
b. Traveling teachers should be allotted an additional .05 FTE in their contract if
their schedule takes them to more than two buildings.
c. Non-probationary teachers who are currently a .5 FTE or more cannot be reduced
in pay or FTE percentage unless they agree to a change.
34
16-5-6. Less than full time or part time teachers are expected to perform their job and attend all
meetings that are within the time frame of their contract day.
normal work schedule shall carry the following expectations:
Meetings outside their
a. Teachers will attend Induction Classes as required.
b. Back to school night is required of all teachers.
c. Teachers should schedule parent conference proportionate to their contract to fit
within the time scheduled for their site.
d. For building or district meetings outside the normal work schedule, building
administrators will determine whether the teacher’s attendance is required. If
the district requires their attendance, TSD will pay the teacher a minimum of
$21.88 per hour. If the building requires their attendance, the building will pay
the teacher a minimum of $21.88 per hour.
e. For all teachers, compensation for building/district work, state/district initiatives,
special task forces and district mandates worked on during the summer shall be
compensated through the following teacher options:
 Pay at the minimum rate of $175.00 per day – at a minimum of $21.88/hour
OR
 Thompson Incentive Credit (see attachment 4) OR
 College Credit if available.
All options must be preapproved through Attachment 4. An initiative is a researchbased approach or program with a specified outcome, a defined timeline, allocated
resources and provisions for sustainability. An effective initiative leads to change in
practice and aligns with the organization's strategic plan.
16-5-7. A formal plan outlining planning, duty and travel will be filled for each less than full time
and/or traveling teacher. See Appendix E.
16-6.
Educational Encouragement
16-6-1. Teachers are encouraged to participate in activities designed to advance professional
preparation. These may include college and university course work, conferences,
seminars, internships and other similar activities. In order to support these activities,
leave time to attend conferences is available (See Article 9-1).
16-7.
Ownership of Professional Materials
16-7-1. The Thompson School Board and the Thompson Education Association mutually agree
that lesson plans and other instructional materials developed by staff members for use
in TSD will be considered as co-authored by TSD and the staff members involved. TSD
and staff members will be credited as co-authors. TSD will not be charged for use of the
materials. Any published work will follow copyright laws.
16-8
Professional Staff Time Schedules
16-8-1. Teachers are recognized as professionals and may utilize non-contact time in a flexible
manner, including absences from their assigned buildings. As professionals they are
expected to arrange such absences in advance with their principal so that he/she will be
adequately informed and can let them know of any circumstances that would make the
proposed absences inappropriate. Because of unforeseen circumstance, if it is not
possible to make arrangements in advance, the teacher will adequately inform the
principal or designee of the circumstances and sign out of the building with the
appropriate designee.
16-8-2. Elementary teachers are to be present in the school building 30 minutes before and 30
minutes after the student school day and on regularly scheduled staff development or
teacher/team planning times conducted on days when students are released early from
school.
35
Secondary teachers are to be present in the school building 20 minutes before and 20
minutes after the student school day and on regularly scheduled staff development or
teacher/team planning times conducted on days when students are released early from
school.
16-8-3. Recognizing the need for staff involvement at certain activities and special projects,
scheduling may be modified by agreement between the staff and the administrator.
Flexible work hours, if requested, are to be established with mutual understanding
between the staff members and their supervisors.
Article 17 – TEACHER FILES
17-1.
A teacher, as a person in interest under the law (C.R.S §24-72-204, regarding
inspection of public records), shall have access to his/her district office and building
personnel records, other than letters of reference concerning employment.
17-2.
Access to the record of a teacher or person of interest shall be permitted within two days
on the request of the teacher.
17-3.
No materials relating to the evaluation of a teacher’s performance, including but not
limited to evaluation as outlined in School Board Policy GCOA and GBJ, Thompson R2-J,
shall be placed in any file without knowledge of the teacher as evidenced by his/her
signature. Such signature shall not necessarily indicate agreement with its content, but
only that it has been read and acknowledged by him or her. A refusal by the teacher to
sign such material within five working days may be interpreted as insubordination. The
teacher shall have the right to answer any material filed within twenty (20) school days
after signing said materials, and his/her answer shall be attached to and filed with such
material.
17-4.
Teachers shall be permitted to reproduce, at their own expense, any material in their
files to which they have legal access.
17-5.
TSD shall eliminate derogatory material which is five years old or older from active
employees’ personnel files upon the written request of the employees so long as
removing such material does not interfere with the safety, physical and moral well-being
of children. Formal summative evaluations are not included in material to be eliminated.
TSD shall have the responsibility to make the decision as to whether the material is
germane and needs to be retained.
Article 18 – PROFESSIONAL CONCERNS COMMITTEE
18-1.
A district Professional Concerns Committee is hereby created, in order to improve
communications among teachers, administrators and the Board of Education, to share
and study matters of mutual concern, to provide a forum for discussion to improve
understandings, to frame recommendations to the Board for possible additions or
amendments to existing policy or discussion of possible items for future negotiations.
18-2.
The Professional Concerns Committee shall consist of seven members appointed by the
TEA and seven members appointed by the Board of Education, for a total of fourteen
(14) members. The members shall include the Superintendent of Schools and TEA
President, who shall preside jointly.
18-3.
The Committee is to meet regularly at a time it establishes. Special meetings may be
called by the Superintendent and the TEA President.
18-4.
The Committee may appoint temporary subcommittees for study or other purposes as it
may deem appropriate.
18-5.
The Professional Concerns Committee is not intended to replace curriculum study
committees or any other committees established or to be established for special
purposes.
36
Article 19 – TEACHER EVALUATION
19-1.
The teacher evaluation system shall be mutually developed, reviewed and implemented
by the TEA and TSD. Final approval of any evaluation system shall rest with the Board
of Education.
19-2.
Probationary teachers shall be evaluated fairly and in the same manner as nonprobationary teachers.
19-3.
Probationary teachers whose performance does not meet evaluation standards must
receive a written improvement plan to remediate performance. This plan may not
extend beyond the end of the current school year in which the plan was developed. No
such plan shall affect the rights of the Board of Education to refuse to renew the contract
of a probationary teacher.
19-4.
Purpose and Guidelines of the Appeals Process for Non-Probationary Staff
a. The purpose of this appeals process is to provide a system for resolving problems
with regard to the content of non-probationary teacher evaluations.
b. The teacher may use the appeals process in regards to their evaluations with
the following exceptions. This process may be used only by those teachers
whose evaluations indicate overall ineffective or partially effective final
professional practice rating and/or final measures of student learning
(outcomes) rating.
c. Upon receipt of the Performance Evaluation Rating of partially
effective/ineffective the teacher will have fifteen (15) calendar days to
file the appeal of their rating, and the process is to be completed in
forty-five (45) calendar days. These time requirements may be waived
by mutual agreement of the Teacher and the district.
d. The Teacher is permitted only one appeal per year, per Performance
Evaluation Rating of ineffective or partially effective.
e. The appeal process shall be the final determination in regard to the final
Performance Evaluation Rating and loss or retention of non-probationary
status after a second consecutive Performance Evaluation Rating of
ineffective or partially effective.
f.
A teacher filing an appeal shall include all grounds for the appeal within
an evidenced-based document or portfolio of evidence, which may
include, but not limited to: example lesson plans, student assessment
data, student work samples, communications, summaries of training
implementation, video and photos, and evidence of leadership in the
building/district/state/national settings. Any grounds not raised at the
time of the written appeal is filed shall be deemed waived.
g. The grounds for an appeal shall be limited to the following:
1. The evaluator did not follow evaluation procedures that adhere to the
requirements of statute and rule and that failure had a material
impact on the final Performance Evaluation Rating that was assigned;
(e.g. an observation was never completed or feedback was never
shared with the Teacher);
2. The data relied upon was inaccurately attributed to the Teacher (e.g.,
data included in the evaluation was from students for who the
Teacher was not responsible).
h. Any documents and/or proceedings related to the appeal process shall
be confidential.
37
19-5.
Steps in the Appeals Process
Level 1: The teacher discusses any differences he/she has with the evaluator with
association representation, if requested, regarding the substance of
his/her evaluation within seven working fifteen calendar days of receiving
the Performance Evaluation Rating. A written response from the
evaluator will be provided to the Teacher within seven calendar days.
Level 2: If disagreements with the Performance Evaluation Rating is not resolved
at Level 1, then the teacher may submit any evaluation substance concerns in
writing to a review panel of teachers and administrators within seven
calendar days.






The review panel shall serve in an advisory capacity to the
superintendent. The superintendent shall be the final decisionmaking authority in determining the teacher’s final Performance
Evaluation Rating.
The review panel shall be comprised of equal numbers of teachers
and administrators, with no more than six panel members, total.
TEA will appoint the teacher members of the review panel. The
superintendent will appoint the administrators on the review
panel.
In order to overturn a rating of ineffective or partially effective,
the panel must unanimously find that the rating of ineffective or
partially effective was inaccurate, with the potential for
submission of a majority opinion to the superintendent if the panel
is not able to reach unanimous consent.
If the superintendent determines that a rating of ineffective or
partially effective was not accurate but there is not sufficient
information to assign a rating of effective, the teacher shall
receive a “no score” and shall not lose his or her non-probationary
status. However, if in the following academic school year the
teacher receives a final Performance Evaluation rating of
ineffective or partially effective, this rating shall have the
consequence of a second consecutive ineffective rating and the
teacher shall be subject to loss of non-probationary status.
If the superintendent determines that a rating of ineffective or
partially effective was not accurate, the teacher’s final
Performance Evaluation Rating will be changed to reflect that
determination.
The teacher will receive a written response from the
superintendent
within
31
calendar
days
regarding
the
superintendent’s final decision in determining the teacher’s final
Performance Evaluation rating.
38
Article 20 – PROFESSIONAL STAFF ASSIGNMENTS AND TRANSFERS
20-1.
General Principles
20-1-1. Changes in job status are a sensitive area and TSD should make efforts to treat teachers
respectfully while fulfilling its need to assign them where they will best serve the
interests of the schools. Opportunity for personal contact should be a component of TSD
reassignment and transfer procedures, and teachers should learn of job opportunities or
changes in their status as soon as possible so that they may plan their lives accordingly.
Though some administrative transfers and reassignments are unavoidable TSD will seek
to keep them to a minimum. They shall not be used for punitive or disciplinary action.
20-1-2. The Superintendent, or his designee, is delegated the authority to assign all employees
to their duties. When special licenses, requirements, school program needs or training
are deemed necessary for filling a position in a school, employees possessing or
satisfying them shall be assigned there. No employee shall be placed into a position for
which he/she are not qualified through CDE highly qualified standards, certification or
licensure of specific authorization.
20-1-3. Personnel shall be assigned to positions where they will do their best work and thus
contribute to the total educational program.
20-1-4. Copies of contracts of less than 100% (partial contracts) and contracts involving
assignments in multiple buildings shall be sent to and monitored by the appropriate
executive staff member, after conferring with the principals involved. In all other
instances, the principal shall have the responsibility for specific assignment in his/her
school. Partial contracts and split assignment contracts shall be continuous blocks of
time whenever possible. All transfers shall be approved by the Board of Education.
(See Appendix E for required form)
20-1-5. The assignment of a teacher to a specific building will not imply permanent assignment
to that building.
20-1-6. All in-district probationary and non-probationary applicants who are licensed and meet
the minimum job requirements for a teaching vacancy shall be interviewed by the
principal of the school at which they are applying.
20-2. Building Reassignment
20-2-1. Reassignment shall mean a change of assignment within a teacher’s current building.
20-2-2. The principal or immediate supervisor shall have authority to make a reassignment after
discussing the proposed change with the affected teacher. Once the final decision has
been made the teacher will be notified as soon as feasible, preferably by May 15, and
under normal circumstances, no later than the end of the academic year.
If
circumstances change after the academic year ends, notification will occur at least one
week prior to the beginning of the new assignment whenever possible. (See Appendix E
for required form)
20-2-3. Teachers already in a building shall be considered in filling building vacancies, if they are
qualified and available at the time the vacancy occurs. Such vacancies will not be
advertised outside the building until the principal or immediate supervisor has
considered requests for reassignment.
20-2-4. Teachers shall be notified of all vacancies within their building when they occur through
the school e-mail system.
39
20-2-5. Any probationary or non-probationary teacher (.5 – 1.0) who wishes a change in
assignment within a building where he/she is currently assigned shall submit a written
request for reassignment to the principal when a vacancy occurs. The principal shall
announce and post a staff vacancy and confer with or interview all applicants and inform
them in writing of his/her decision within ten working days after the initial posting.
Teachers, who do not get the position, may ask for a personal conference to discuss the
decision.
The principal shall not be required to interview an individual teacher
requesting building reassignment more than once in a school year.
20-3.
Voluntary Transfers
20-3-1. A voluntary transfer shall mean a teacher-initiated change in assignment to another
building.
20-3-2. The purpose of voluntary transfers is to promote personal growth and development and
provide opportunities for advancement.
20-3-3. Filing a request for transfer shall be without prejudice to the teacher and shall not
jeopardize his/her present assignment. A request may be withdrawn at any time prior
to official confirmation that the transfer has been affected.
20-3-4. Voluntary transfer, if approved, shall be made effective at a time in the best interest of
TSD.
20-3-5. A teacher must submit a transfer request to the HR department to be considered for an
open position for which he/she is qualified.
20-3-6. The Department of Human Resources will send a list of employees requesting transfers
to posted vacancies to the appropriate principals.
20-3-7. Applicants shall be interviewed by the principal of the school at which they are applying
for a vacancy and shall receive written or verbal notice of the decision that has been
reached in a timely manner. The principal shall not be required to interview a candidate
more than once a year who applies for similar positions within the school.
20-4.
Involuntary Transfers
20-4-1.
An involuntary transfer shall mean a district-initiated change in assignment to another
building or an assisted transfer if the criteria are met (20-5). An involuntary transfer
should not be used in place of a staffing overage (20-6).
20-4-2.
Changing instructional requirements, workload conditions or other environmental
changes in TSD may create a need to relocate personnel in order to maintain the quality
of the educational program. Relocation shall not be made capriciously, vindictively, or
arbitrarily, but only for good cause. The Superintendent will attempt to affect all
involuntary transfers with the full cooperation of all parties concerned including TEA.
20-4-3.
TSD should try to forewarn teachers likely to be affected by involuntary transfers.
Teachers who will be transferred shall be personally notified before any general
announcement of the staffing changes and shall be given details about their new
assignments as soon as possible. They shall not be assigned without their consent to
any position outside their areas of professional competence.
20-4-4.
Involuntarily transferred teachers will retain all rights to subsequent voluntary transfer.
20-4-5.
No discrimination because of race, creed, color, sexual orientation, religion, national
origin, marital status, gender, age, disability or membership or non-membership in any
group or organization shall be shown toward any employee in assigning him/her to a
school, position or grade.
20-4-6.
Generally, involuntary transfers may be made in any of the following situations:
a. When reassignment will provide a teacher who has received an overall ineffective
or partially effective final evaluation rating report with a reasonable opportunity
for improvement.
40
b. When a new school is opened, transfers may be made based on the needs of the
school and the criteria below.
c. Where a teacher has specialized talents or training that could better serve the
school system in a different assignment.
d. When the Superintendent deems circumstances make such transfers in the best
interest of TSD educational program.
20-4-7.
In deciding which teachers to transfer, the Superintendent should consider the following
criteria:
a. Number of years of continuous licensed (teacher or administrator) employment in
Thompson School District.
b. Date employee started work under licensed (teacher or administrator) contract in
c. Years of previous employment under licensed (teacher or administrator) contract
in Thompson School District.
d. Years of previous employment in a licensed position, but not under contract (e.g.,
substitute) in Thompson School District.
e. Years of total work experience in Thompson School District.
f.
Longevity in that building or assignment.
20-4-8.
When changing needs of TSD make personnel relocation necessary, the Superintendent,
or designee, will attempt to adjust with voluntary transfers to as great an extent as
possible before resorting to involuntary transfers.
20-4-9.
The Superintendent, or his designee, and a representative from the Association will meet
individually with the teachers who are to be transferred involuntarily to inform them of
the transfer and the reasons that make it necessary. At this time they will also receive
formal, written notice of the transfer.
20-4-10. If the Administration feels there are two or more school assignments appropriate for an
involuntarily transferred teacher, the teacher may designate an order of preference and
the Administration will consider that designation in making the final assignment.
20-4-11. Teachers shall be notified in writing of any change in their assignments for the following
academic year, including the schools to which they will be transferred, the grades and/or
subjects that they will teach, and any special or unusual courses that they will have as
soon as practicable, preferably by May 15 and, under normal circumstances, no later
than the end of the academic year.
20-4-12. Teachers will be assigned to positions for which they are qualified, unless this is
impossible because of program changes or reductions in force. Should TSD determine
that an alternative position is available the department of Human Resources will provide
consult with displaced teachers on temporary licensure, alternative licensure, or avenues
to achieve highly qualified status.
20-4-13. The Department of Human Resources will work with TEA on all involuntary transfers.
20-5.
Assisted Transfers
20-5-1.
Teachers who meet the criteria (below) will be reviewed by the Superintendent or
designee, and the TEA President. The teacher may request, in writing by March 1 an
assisted transfer.
The criteria for teacher assisted transfer eligibility (must fulfill all criteria):
 Fifteen years in TSD
 Twelve years in the same position or building
 Last five years final rating of evaluations have all been acceptable (prior to the
2012-13 school year) and effective or highly effective (beginning with the 201213 school year)
41

Must have applied for and interviewed to transfer to a position for which they
meet CDE Highly Qualified Standards at least three times during the preceding
five-year period.
20-6.
Building Staffing Overages
20-6-1.
The first priority shall be to resolve the staffing overage within the building or program
where the problem originates. In order to accomplish this, building administrators are
encouraged to work with the appropriate Director of Learning Services and Director of
Human Resources to use the following approaches (in descending order) to alleviate
overages.
a) Number of years continuous licensed (teacher or administrator) employment in
b) Date employee started work under licensed (teacher or administrator) contract in
c) Years of previous employment under licensed (teacher or administrator) contract
in Thompson School District.
d) Years of previous employment in a licensed position, but not under contract (e.g.,
substitute) in Thompson School District.
e) Years of total work experience in Thompson School District.
f)
20-6-2.
Longevity in that building or assignment.
The least senior (District seniority) staff member qualified in the area of overage will be
identified as the staff member to be transferred unless unique program considerations
exist. In the event such unique program considerations do exist, these situations will be
treated as exceptions to the rule and must be coordinated with the Department of
Human Resources.
a) The teacher(s) directly affected by the decision regarding the program needs
recommendations will meet with the Department of Human Resources to review
the parties’ options and preferences in an effort to reach a mutually agreeable
decision which will resolve the staffing issue.
b) The teacher’s written request will include teacher’s preference, current resume
that includes qualifications, recent professional development and areas of CDE
highly qualified standards.
20-6-3.
The Mutual Consent Placement Team (MCPT) will consist of the hiring principal, the
building association representative (or their designee), and at least one teacher selected
by the faculty to represent them to provide input involving mutual consent placements.
The faculty will determine the number of teachers to be selected from a department,
grade level, or team. In the event that a faculty decides to have more than one
representative, the faculty and the administration will collaboratively decide how many
and which of those representatives will serve on the MCPT for individual mutual consent
input.
20-6-4.
The individual forced to transfer will be placed prior to any district-wide posting and
hiring in that person’s area(s) of license and qualification.
20-6-5.
A teacher placed in a required placement assignment may pursue a voluntary transfer
later in the hiring season according to standard voluntary transfer procedures.
20-6-6.
Continuous employment shall not be deemed to have been interrupted during the period
of any paid leave of absence, long-term unpaid leave of absence or unpaid military leave
of absence which is granted by the Board. The period of any unpaid leave of absence
(other than long-term unpaid leave or unpaid military leave) granted by the Board shall
not be considered to be an interruption of continuous employment, but the time of such
unpaid leave shall not be included in determining whether a teacher has accrued a
school year for purposes of assignment to the criteria listed above.
42
20-7.
Mutual Consent Placement Team (MCPT)
20-7-1.
Each building will establish a Mutual Consent Placement Team (MCPT) for the purpose of
making collaborative decisions regarding the proposed placement of any displaced
employee(s) due to staff overage at another building into their building. For purposes of
mutual consent, a displaced teacher is defined as any teacher whose entire FTE in a
building is eliminated. Partial loss of FTE in a building and/or changes in assignment for
specialists assigned by the district shall be considered a re-assignment and shall not be
considered a displacement and removal subject to the mutual consent procedures.
20-7-2.
The MCPT will consist of the hiring principal, the building association representative (or
their designee), and at least one teacher selected by the faculty to represent them to
provide input involving mutual consent placements. The faculty will determine the
number of teachers to be selected from a department, grade level, or team. In the event
that a faculty decides to have more than one representative, the faculty and the
administration will collaboratively decide how many and which of those representatives
will serve on the MCPT for individual mutual consent input.
20-7-3.
The district will provide all members of the MCPT with such training so that they can
discharge their duties appropriately and without bias.
20-7-4.
The MCPT will provide advisement regarding the mutual consent placement, using the
following criteria:
a) The teacher has the minimum qualifications, academic preparation, and
instructional practices needed to perform the duties for the position.
20-7-5.
The teacher will be notified in writing within 24 hours of the decision on mutual consent
placement with a copy to TEA and the Department of Human Resources.
No
representative on the MCPT will be adversely impacted due to their advocacy and service
on the MCPT.
20-7-6.
If a teacher does not secure a mutual consent placement at a building, the district will
advise the teacher of the specific reasons why the teacher was not selected within two
(2) work days based on the Colorado Quality Teaching Standards. No teacher will be
denied a mutual consent placement without just cause.
20-7-7.
Priority Hiring Pool. A teacher who has not secured a mutual consent placement shall
immediately be placed into a priority hiring pool. A teacher in the priority hiring pool
needs to apply to the principal and to the district for any position(s) for which the
teacher is interested, and holds the minimum qualifications. Teachers in the priority
hiring pool will be given the first opportunity to interview for any vacant position,
including temporary and limited term positions, for which the teacher meets the
minimum qualifications. Applying and being hired in a temporary position will not
necessarily constitute a temporary contract unless the position is less than a 50% FTE.
The teacher will be interviewed in an expedited manner by the MCPT using the
procedures and criteria established for the MCPT. Teachers in the priority hiring pool will
be considered prior to any posting, interviewing or hiring for the position by either
internal or external candidates.
20-7-8.
A teacher that does not secure a mutual consent placement remains a paid employee of
the district. In the event that a teacher does not secure a mutual consent assignment,
the Department of Human Resources will assign the teacher for one year only, to a
building that has refused to agree to a mutual consent placement. Within one week of
the notice of such assignment, the principal shall provide the teacher with a written plan
that ensures all of the reasons for denying the mutual consent placement will be
addressed through a systematic and comprehensive individualized professional
development plan. Such plan will include, but not be limited to:
a) All upcoming professional development opportunities that are available to the
teacher;
43
b) A statement describing in detail the resources that will be provided the teacher
by the building and the district, both in terms of release time and funding that
will ensure the teacher will be able to fully participate in such professional
development opportunities without loss of planning time or compensation;
c) Direct observation of the teacher’s performance of at least thirty (30) minutes
every other week that is preceded by a pre-observation conference;
d) Written feedback, within two (2) work days of the observation, that expressly
addresses reasons cited in the denial of mutual consent and whether there has
been progress towards addressing identified deficiencies including concrete,
specific suggestions for what changes must be made by the teacher to overcome
the concerns;
e) The principal shall hold a post observation conference with the teacher within two
(2) work days of the teacher’s receipt of the written feedback; and
f)
20-7-9.
20-7-10.
20-8.
A written quarterly review and adjustment of the comprehensive individualized
professional development plan to make such changes as will ensure the
transition to a mutual consent placement at the building by the end of the year.
“Hiring cycle” means the period of time during which the Board reviews the staffing
needs of the district and acts to fill vacant positions, if any. The Board engages in two
hiring cycles: first, when the Board projects and fills staffing needs for the next school
year (between approximately March of the current school year and May of the following
school year; and second, during May of the following school year through August of the
upcoming school year.
Employees that are placed through the mutual consent process shall be entitled to
return to their original building in the event that their full position or FTE becomes
available at that building. This right of return shall expire at the end of the second hiring
cycle.
Reduction in Force
A reduction in professional staff work force occurs whenever a non-probationary teacher
will lose his/her employment contract due to a justifiable decrease in the number of
district teaching positions. As soon as the Board determines that a reduction in force of
teachers may be necessary for the following school year, the Superintendent shall as
soon as practicable, but no later than May 30 of the year preceding RIF (unless state
and/or federal funding is not known by that time), present the rationale for such a
reduction to the professional concerns committee for input and discussion prior to his
recommendation to the Board.
The Board shall make every reasonable effort consistent with the need to maintain
sound educational programs within the limit of available resources to give written notice
by May 30 prior to the next school year before terminating a probationary teacher at the
end of the employment period or a teacher otherwise on continuing contract or to give
notice as soon as practical in the event a late notice of financial revenues available
makes the May 30 notice impossible. Such notice shall specify the reason or reasons for
termination of the contract.
It shall be the district’s intention to meet reduction in force requirements insofar as
possible first by normal attrition such as by resignations, retirements, leaves of absence
and transfer of assignment.
44
The Board may cancel an employment contract with a teacher without penalty to the
district when there is a justifiable decrease (i.e. financial, program reductions) in the
number of teaching positions.
Thompson School District may experience staffing
fluctuations in an individual building or district-wide because of:







Decreased enrollment
Decrease in the numbers of students selecting a given program
Elimination of or changes in instructional programs
Budget considerations
Opening of new school(s)
Closing of schools
Boundary changes
The parties agree that this policy is in the best interest of students enrolled in the
20-8-1.
Procedure
Should the District determine the need at any time for contract cancellations due to a
reduction of position(s), the affected teacher(s) and the Association, will be notified of
the conditions necessitating the reduction in force as soon as known before the
anticipated reduction in force. The Superintendent or designee will furnish the Board of
Education and the Association with identical facts, figures and relevant data justifying
the proposed reduction in force.
20-8-2.
A RIF policy shall be jointly reviewed upon request by either party for possible
clarification or modification. The policy will include an appeals process.
20-8-3.
The District will make every effort to keep reductions away from classroom teaching
positions.
20-8-4.
The first priority shall be to resolve the staffing overage within the building or program
where the problem originates.
20-8-5.
Prior to considering a district-wide RIF, it may become necessary to non-renew
probationary contracts district-wide in the affected level or assignment in order to
provide a placement for the required transfer.
20-8-6.
If it is not possible to alleviate the overage by transfer into an existing vacancy, the
following criteria (in descending order) will be used to determine the order in which
reductions in force will take place:
a) Number of years of effective service is the total number of years served in a
licensed teacher position for the Thompson School District in which the employee
was deemed to be performing at a level greater than unsatisfactory (prior to the
2012-13 school year) and effective or highly effective (beginning with the 201213 school year) through the final evaluation process used to determine
performance levels at the time of the evaluation. The reduction in force will first
consider teachers who have had no years of effective service and then those with
effective service, starting with those teachers with the fewest number of years of
effective service and ending with those teachers with the greatest number of
years of effective service.
b) Number of years of continuous licensed employment in Thompson School District.
20-8-7.
The Department of Human Resources and TEA will participate in a joint presentation to
share the information with the staff so all can be aware of the problem and can assist in
generating solutions at which time the parties may explore the following options:
a) Encourage voluntary transfer requests.
b) Offer career counseling resources to impacted teachers.
20-8-8.
A teacher placed in a required placement assignment may pursue a voluntary transfer
later in the hiring season according to standard voluntary transfer procedures.
45
20-8-9.
Continuous employment shall not be deemed to have been interrupted during the period
of any paid leave of absence, long-term unpaid leave of absence or unpaid military leave
of absence which is granted by the Board. The period of any unpaid leave of absence
(other than long-term unpaid leave or unpaid military leave) granted by the Board shall
not be considered to be an interruption of continuous employment, but the time of such
unpaid leave shall not be included in determining whether a teacher has accrued a
school year for purposes of assignment to the criteria listed above.
Any professional teacher whose employment contract is canceled pursuant to this policy
shall have the right to appeal such cancellation and to request a hearing before the
Board to consider factual issues as well as questions as to reasonableness and
preference. The right to a hearing must be expressly asserted by written request to the
Board not later that ten calendar days after receipt of notice of cancellation.
For a period of two years following the reduction in force, when positions become
available in a particular endorsement area where cancellation of teacher contracts
occurred, such positions shall be offered to those teachers, with endorsement in that
area whose contracts were canceled in the reverse order of cancellation. Furthermore,
when positions become available in a particular endorsement area where a previously
RIF’d teacher has become endorsed, such positions will be offered to those teachers in
reverse order of cancellation. However, RIF’d teachers are responsible for following
district guidelines to reapply for posted positions.
Teachers who are offered reemployment under these circumstances shall have five calendar days from the date of
receipt of notification to accept or reject the offer. Teachers rehired under these
circumstances will be placed on their salary schedule at the step above their placement
at the time of contract cancellation. If the offer is rejected by the teacher, further
consideration for other openings shall be forfeited. TEA and Human Resources will
develop and present a method of tracking effected staff.
Upon re-employment in accordance with this policy, sick leave benefits previously
earned when employed by the district and not used shall be restored to such teachers.
Any teacher that is subject to a RIF under the provision of this policy shall have a letter
placed in his/her file explaining the necessity for the action.
Article 21 – PROCEDURE ON CLASS SIZE/CASE LOAD
21-1.
The office of Instruction and each individual elementary building principal will monitor
class enrollments on the basis of review of the weekly enrollment reports to the district
office.
21-2.
Recommendations for additional aide or teacher positions shall be made only after input
from the teacher, principal and HR representative and consideration of such factors as
available classroom space, budget limitations, availability of applicants, the number of
positions approved by the Board of Education, and other considerations that may be
pertinent.
21-3.
Recommendations for the addition of a teacher aide or the addition of a classroom
teacher will be made by the appropriate director and the principal of a building, when
the criteria for such actions are met, to the Superintendent. When a request is made to
access FTE for adding positions, priority is given to K-2.
21-4.
The Superintendent may authorize the employment of additional aides of teachers within
the number of approved positions authorized by the Board of Education when
recommendations meet the established criteria for such action.
When a
recommendation is received which would result in exceeding the number of approved
positions, the Superintendent shall report the matter to the Board of Education and
request approval of an additional position.
21-5.
Principals may post anticipated openings after five consecutive school days, after getting
approval from Human Resources.
46
21-6.
For Special Education caseload procedures, see Addendum F.
21-7.
Criteria for adding positions in the Elementary Schools:
Kindergarten
a. When the kindergarten enrollment in any elementary school totals 25 students in
each section, for a total of 50 students, (such enrollment level to be maintained for a
minimum of two consecutive weeks), a third section of one half day kindergarten
shall be created. An additional half time teacher will be assigned to that section,
provided classroom space is available. (refer to 21-2)
When the kindergarten enrollment in a one round class is 25 students (such
enrollment level to be maintained for minimum of two consecutive weeks on the
weekly enrollment reports to the district office) an aide will be added. An additional
teacher will be assigned when the class size reaches 30 provided classroom space is
available. Target ranges for kindergarten class sizes are 18-22. (refer to 21-2)
If no additional space is available, a full time aide will be employed to assist the
teacher in both of the two half day sections assigned.
b. If it is determined by the classroom teacher and building principal that special
circumstances exist, the appropriate director may authorize assistance prior to the
class size reaching maximum number listed above.
Grades 1-2
c. The enrollment level for recommending that one aide is added for each two class
sections at a grade level (such enrollment level to be maintained for a minimum of
two consecutive weeks on the weekly enrollment reports to the district office) shall
be 28 students (refer to 21-2) in each class section.
The enrollment level for recommending that a half time aide is added for a one round
class at a grade level (such enrollment level to be maintained for minimum of two
consecutive weeks on the weekly enrollment reports to the district office) shall be 28
students (refer to 21-2) in the class. Target ranges for grades first and second class
sizes are 22-26.
When an aide position is allowed under this criterion, the position shall be terminated
or reassigned when the enrollment level total for both class sections declines (such
enrollment level to be maintained for two consecutive weeks on the weekly
enrollment reports to the district office) below 48 students.
d. The enrollment level for recommending that one teacher is added for each two class
be 30 students (refer to 21-2) in each class section.
The enrollment level for recommending that one teacher is added for a one round
class at a grade level (such enrollment level to be maintained for minimum of two
students (refer to 21-2) in the class.
When a teaching position is allowed under this criterion, the position shall be
reassigned when the enrollment level total for the three class sections declines (such
enrollment level to be maintained for two consecutive weeks on the weekly
enrollment reports to the district office) below 60 students.
e. If it is determined by the classroom teacher and building principal that special
47
Grades 3-5
f.
The enrollment level for recommending that one aide is added for each two class
be 30 students in each class section. (refer to 21-2)
The enrollment level for recommending that a half time aide is added for a one round
class at a grade level (such enrollment level to be maintained for a minimum of two
students in the class. Target ranges for grades third through fifth class sizes are 2430. (refer to 21-2)
When an aide position is allowed under this criterion, the position shall be terminated
or reassigned when the enrollment level total for both class sections declines (such
enrollment level to be maintained for a minimum of two consecutive weeks on the
weekly enrollment reports to the district office) below 48 students.
g. The enrollment level for recommending that one teacher is added for each two class
be 34 students in each class section.
The enrollment level for recommending that one teacher is added for a one round
class at a grade level (such enrollment level to be maintained for a minimum of two
students in the class.
When a teaching position is allowed under this criterion, the position shall be
reassigned when the enrollment level total for the three class sections declines (such
enrollment level to be maintained a minimum of two consecutive weeks on the
weekly enrollment reports to the district office) below 60 students.
h. If it is determined by the classroom teacher and building principal that special
Art, Music, PE
i.
For the purpose of delivering elementary Art, Music and PE, a teacher will have no
more than two compactions for Art, Music or PE in any one school year.
A compaction is when regular education classrooms are combined together for
instruction in Art, Music or PE. This can occur when two classes are compacted to
make one class; three classes combined into two classes or four classes combined
into three classes, etc. The combined class should be no more than 29 students for
the Art, Music or PE instruction.
Examples of Compaction:
Class Class Class
1 Compaction
(Totaling no more than 29 students)
21-8.
Class
Class
Class
Class
2 Compactions
(Each totaling no more than 29 students)
Modification of staffing under this procedure shall be applied only within a single
academic school year. Staff additions made during one school year does not carry over
to the succeeding school year.
48
21-9.
If an individual teacher feels that he/she has a class size problem which cannot be
resolved under the present procedure, he/she may bring this problem to the attention of
the building principal for resolution. If a satisfactory solution is not arrived at through
this means, the concern can be brought to the attention of the Professional Concerns
Committee.
49
Article 22 – CONCLUDING STATEMENT
22-1.
The provisions of this contract shall become effective July 1, 2014, and shall remain in
effect until June 30, 2015. Negotiations shall be reopened on or about March 1 every
year, to discuss mutually agreed upon issues. Subsequent agreements shall be effective
July 1 through June 30 of any given fiscal year.
22-2.
These policies and procedures are to be administered equally and consistently.
22-3.
This Memorandum of Understanding represents the fundamental working agreements
between the Thompson Education Association and the Thompson School District Board
of Education. We have bargained in good faith based on each team’s commitment to an
underlying trust that would be violated if either team acted in an arbitrary manner
concerning non-negotiated items of mutual concern.
22-4.
This is to certify that the members of the teams representing the Thompson Education
Association and the Board of Education, Thompson R2-J School District, respectively, do
hereby agree to the foregoing Memorandum of Understanding.
Date:
President,
Board of Education
President,
Thompson Education Association
50
CATEGORIES OF MEMORANDUM ITEMS
CATEGORY
DESCRIPTORS
I. Article
Permanent
On-going
Grievable
II. Addendum
Procedural language that refers to a specific
Article of the MOU and is, therefore grievable.
III. Attachment
An agreement that cannot be entered into legally
for multiple years or which the teams agree will
not be changed except through the negotiations
process. Attachments are not grievable.
IV. Appendix
Agreements between the Thompson Education
Association and the Thompson School District
Board of Education that are binding for the period
of the current contract. Disputes regarding
Appendices will be resolved through the
Professional Concerns Committee rather than
through the normal grievance process.
Appendices will continue into future contracts
unless one of the parties notifies the other party
prior to January 1 of the year of the contract’s
expiration that it intends to change said
Appendix.
V. Charge
A task assigned by mutual agreement of the
teams to a specific group or taskforce with
instructions to report findings and/or
recommendations to the Negotiations Oversight
(4+4) Committee on or before January 1 of the
next year. Charges are not grievable.
IV. Adjournment
Suspended for a time
Temporarily removed
Put off/delayed
51
ADDENDUM A – PERFORMANCE MANAGEMENT INCENTIVE PLAN
A-1.
In addition to the teacher’s salary schedule and extra duty salary schedule in Article 13,
teachers may participate in performance management in which additional compensation
is earned and paid on single year basis at the conclusion of the year in which it was
earned.
A-2.
All teachers receiving an overall effective or highly effective final evaluation are eligible
to participate in the performance management incentive (PMI) program in the following
year.
A-3.
Teachers who disagree with PMI decisions may appeal to the PMI Committee for further
review. If they are not satisfied with the review decision they may appeal to the
Thompson Education Association Executive Board whose decision is final.
A-4.
Payouts to PMI participants will be in June and will be reported as salary for PERA
purposes.
A-5.
The identified PMI criteria can be found on the district’s intranet site.
52
ADDENDUM B – PAYMENT FOR IN-HOUSE CLASS COVERAGE
When teachers are absent, administrators will employ substitutes whenever possible. When
substitutes are not available, teachers will be asked to volunteer for class coverage. In such
cases they will be paid at a rate of $5.47/quarter-hour ($21.88/hour). Forms can be found on
the intranet, under forms, financial – In-House Substitute Form.
Elementary Only
In elementary buildings, plan time is sometimes provided by library clerks, school technology
facilitators, counselors, and GT teachers. When elementary principals know in advance that a
library clerk, school technology facilitator, counselor, or GT teacher who provides plan time will
be absent, they should use their discretion to determine if it is more cost effective to hire a
substitute for the day or pay teachers for their lost planning time. For example, if a library
clerk only provides one hour of planning time in a day, it would be less expensive to cover the
absence in-house.
The purpose of this process is to provide planning time for teachers. Paying teachers in lieu of
providing a substitute solves the class coverage issue, but it does not solve the planning issue.
53
ADDENDUM C – IN THE EVENT OF A CATASTROPHIC ILLNESS
DURING THE 110 TRANSITION YEAR
“Catastrophic Event Pertaining to the 110 Transitional Severance”
If during the transition year, the 110 Transition employee suffers a catastrophic illness or
injury, the options below are available. A decision of which option best suits your needs must
be submitted, in writing, to Human Resources, within twenty days of the onset of the
catastrophic medical event.
1. Suspending your retirement and 110 transition and returning to regular teacher status:
Benefits include the potential for additional annual leave and/or sick leave bank benefits
and the opportunity to request severance in January (please remember that timing for
insurance purposes is critical on this option). Insurance coverage would be effective on
the first of the month, following 30 days of employment under the new assignment or
change in status.
2. Retiring and terminating the 110 contract: Benefits include the opportunity to focus all
your attention strictly on recovery without the added demands and expectations of work.
PERA retirement benefits (pension amount and insurance coverage) remain the same.
3. Taking an unpaid medical leave for up to 12 weeks, (if eligible under the FMLA
guidelines) then, if you’re able, return to the 110 assignment and finish the school year:
Benefits include allowing you time to make the decision to end your career on your own
terms. PERA retirement benefits (pension amount and insurance coverage) remain the
same.
* This will be attached to the 110 Severance form.
54
ADDENDUM F – SPECIAL EDUCATIONAL SERVICES
REVIEW PROCESS FOR ADDITIONAL SUPPORT
Because Special Education has a unique administrative structure, it requires its own review
process.
This review process allows Special Education teachers or staff members, who have concerns
about meeting the needs of their students, to request additional support. Although it is hoped
that a solution to the concern will be found, such a solution cannot be guaranteed.
Communication and team problem-solving is the main intent of this process. It is not intended
to address a cap or caseload limit. The steps for the process are given in the flowchart:
Addendum F Process
2.
1.
Limited Floating pool of
FTE
4.
Coordinator
observation/ESS team
discussion at building
site.
5.
ESSLT FTE
discussion/decision
Application form (located
in district intranet under
ESS documents) Please
include data and
observations
3.
Submit application to
appropriate coordinator
6.
Coordinator to monitor
progress
(Review at 4-6 weeks)
This is a non-grievable process.
55
ATTACHMENT 1 – COLLABORATIVE DECISION-MAKING GUIDELINES
The Board of Education, TEA and Administration are committed to the goal of having a
collaborative decision-making process, as outlined by the “Culture of Collaborative and Shared
Decision-Making” Document, implemented at every work site in TSD. A trust building and
collaborative process involving the entire staff will be used at each site to develop its protocols
for a decision-making spectrum which includes collaborative decision making.
All stakeholders (parents, teachers, administrators, business people, classified staff employees,
senior citizens, students, etc.) should be encouraged to participate in improving the
effectiveness of the educational system through their diverse input.
All employees groups will be required to share some responsibility for decision-making and
collaboration at schools and other work sites within TSD.
Any shared decision-making process in TSD should:






Include time for continued training, implementation, and assessment
Represent the diverse nature of its stakeholders
Employ a method of recording decisions and keeping other records
Include a process for revisiting decisions
Be based on a clear understanding of the division of the responsibilities in TSD.
Include a means for communicating essential information and coordinating decision with
affected groups.
56
ATTACHMENT 2 – CALENDAR CONSIDERATIONS
FOR PARENT CONFERENCES AND WORK DAYS
There will be parent conference days scheduled in both the fall and the spring. All teachers will
have a total of twenty-eight hours of parent teacher conferences in a school year. Fourteen of
those hours are in the fall and fourteen hours in the spring. Seven hours each semester will be
outside the contract time. A week will be designated for both fall and spring through a school
calendar that will include conference days and an exchange day.
Traveling teachers divide their amount of time for conferences at their respective buildings
proportionally to student needs.
This time is devoted to parent teacher conferences only.*
* Any variance to this guideline/policy must be submitted to the Superintendent’s Office for
review by the PCC thirty (30) working days prior to the scheduled conference dates. All
schools will mutually develop a plan for the following school year to be turned in to the level
director by May 15th.
57
ATTACHMENT 3 – EVALUATIONS
Evaluators are accountable for the proper administration of the evaluation policy and procedure
including, but not limited to, the issues of: timeliness; content input for master teacher
growth; ensuring all teachers are being evaluated; specificity in the description of observed
behaviors; and adequate observation of employee performance.
Staff input on a building administrator’s performance in regard to said principal’s evaluation will
be required as a data source for his/her assessment.
Give time to evaluators for evaluations.
58
ATTACHMENT 4 – THOMPSON STAFF DEVELOPMENT INCENTIVE PROGRAM
The following areas will be targeted for staff development credit:
a. Classes congruent with the goals of the Thompson School District Strategic
Plan
b. Standards
c. Assessment
d. Technology
e. Induction
For every 15 hours of class work in approved Courseware in-service programs in the targeted
areas, teachers may be allowed one semester hour of Thompson In-service Credit to move over
on their salary schedule.
A committee of three teachers appointed by TEA and two administrators appointed by the
Superintendent will meet and determine which in-service classes are eligible for compensation
or credit. Classes taken for horizontal movement on the salary schedule(s) must meet the
following criteria:
a.
b.
c.
d.
Equivalence in time to one semester hour college credit (15 classroom hours).
Equivalence in quality to one semester hour college credit.
Degree of congruence with the targeted areas of staff development.
Degree of confidence that the in-service will have an impact on the students in
the classroom.
59
ATTACHMENT 6 – POSTING OF PROFESSIONAL STAFF VACANCIES
During the school year, the principal of each school shall notify his/her staff of building
resignations or open positions as they occur. Teachers should notify the principal within five
working days if they are interested in reassignment. Any vacancies remaining after that time
shall be reported to the Human Resources Office.
With the agreement of the Assistant Superintendent of Human Resources or designee and the
Thompson Education Association President, hard to fill positions will be posted a minimum of
five working days in building and on TSD website and in other applicable arenas.
Vacancies will remain open for a minimum of five working days after posting, during which
interested TSD teachers may apply for a transfer and non-district teachers may also apply.
Principals are encouraged to interview probationary teachers who have been non-renewed or
have resigned and who have acceptable performance reviews. The principal shall not be
required to interview a candidate more than once a year who applies for a similar position
within the school.
During June, July and August interested parties may view posted vacancies on the Internet at
www.thompsonschools.org.
If new vacancies occur during the summer, the principal shall notify the Human Resources
Office, which will post on TSD website www.thompsonschools.org.
Posting requirements may be shortened or eliminated when there are emergency conditions.
60
ATTACHMENT 7 – IN-DISTRICT TEACHER EXCHANGE PROCEDURES
1. PURPOSE: To broaden opportunities for professional growth and stimulation by allowing
teachers to exchange positions for one semester or one year.
The following procedures will be followed:
2. Only qualified, non-probationary teachers are eligible for the teacher exchange
3. The exchange must be initiated by the teachers requesting exchange.
4. The principals of the respective buildings must agree to the exchange.
5. The teachers and the principals will write a joint letter to the Human Resources Department
requesting the exchange. The joint letter will include the reasons for the request and any
special circumstances that exist.
6. Approval of the transfer will be made by the Director of Curriculum and Instruction.
7. Requests for teacher exchanges must be completed by May 1. This is to allow principals
time for planning staffing assignments in their respective buildings. The teachers would
also benefit from having the summer to prepare for their new assignments.
8. Exchanges will be approved for one semester or one year at a time and may be made
permanent through the administrative transfer process.
9. No proposal which increases or decreases a teacher’s contract will be considered without
documentation and approval.
This is a non-grievable procedure.
61
ATTACHMENT 8 – RECRUITMENT INCENTIVES
Maintaining the highest possible quality of teachers is essential to maintaining the quality of the
Thompson School District. We have entered a period of increasing retirements, growing
teacher shortages and intensifying competition between districts for both new and experienced
teachers. Our district needs to do all it can to attract new teachers and to support them once
they have come here. As our resources are likely to remain limited, we need to investigate a
wide variety of no-cost and low-cost ways to accomplish these goals.
1. For the 2014-2015 school year TSD will participate in a Recruitment Incentive plan in
an effort to attract the highest quality candidates available to fill positions within the
Thompson School District. (Please complete Attachment 8A Worksheet and submit with
your request. Worksheet can be found on the intranet.)
2. With the agreement of Human Resources and the Thompson Education Association
President, new employees can be placed on the single Salary Schedule B up to Step 12
with acceptance of previous years of experience, at the time of recruitment.
a. This incentive will be open to a maximum of five new licensed employees per
year in positions for which it is difficult to recruit qualified candidates or
individuals with sufficient skills and training. As a guideline, these positions will
be recruited district-wide, and will be selected at the discretion of Human
Resources and the TEA President.
b. New employees will be hired for TSD, but not necessarily for an individual
building.
3. Placement of returning employees on Salary Schedule B:
a. Employees with less than 12 years of experience steps – LAST STEP EARNED*
b. Employees with more than 12 years of experience steps – STEP 12
c. Employees who have been involved in a RIF reduction in the previous two years –
LAST STEP EARNED
d. Returning probationary teachers must fulfill three consecutive school years in the
Thompson R2-J district to gain non-probationary status.
e. Teachers having earned non-probationary status in Thompson R2-J district may
*the last step earned is defined as the step a teacher would have been placed on if he/she had
remained as an employee
NOTE: This flexibility to offer positions up to Step 12 in items 2 and 3 is a
response to competitive pressures with other districts, which should be
reviewed if our salaries become more competitive.
62
ATTACHMENT 8A –WORKSHEET
Hard-to-Fill Positions
Please submit this form to the Human Resources Director.
Dates of postings:
Number of applicants:
Number of interviews conducted?
Was the position offered to an applicant?
If known, why was the position declined?
What steps have been taken to fill the position? Such as: Posting outside of Thompson?
Professional organizations?
What makes this position hard to fill?
The Human Resources Director and the Thompson Education Association President make the
final decision.
63
ATTACHMENT 10 – EXTRA DUTY SALARY SCHEDULE RUBRIC
Extra Duty Salary Schedule Rubric
4/15/01
Academic Extra Duty Pay
Criteria
1 (minimum)
2 (some)
3 (average)
4 (significant)
5 (maximum)
Impact on TSD staff
minimum
some
average
significant
maximum
Impact on school, department or team
minimum
some
average
significant
maximum
Expectation/responsibility placed on position by district and/or
building administration
minimum
some
average
significant
maximum
Estimated Duty Hours (outside contract day during school
year)
1-25
26-50
51-75
76-100
>100
Number of staff whose work is coordinated
1-2
3-10
11-25
26-45
>45
4
5
Scale:
Level 1
Level 2
24-25
22-23
Level 3
Level 4
20-21
18-19
Level 5
Level 6
Criteria
16-17
Level 7 12-13
14-15
Level 8 10-11
Activities Extra Duty Pay
1
Level 9
Level 10
2
8-9
0-7
3
MS
HS
MS
HS
MS
HS
MS
HS
Number of Students
<40
<20
40-59
20-39
60-79
40-59
80-99
60-79
>100
Formal Performances/contests (not practices and meetings)
<8
<8
8-11
8-11
12-15
12-15
16-19
16-19
>20
>20
-
<12
-
12-17
-
18-23
-
24-29
-
30-36
Community expectations
Low
-
Medium
-
High
Low
-
Medium
-
High
Student body expectations
Low
-
Medium
-
High
Low
-
Medium
-
High
<4
<4
4-5
4-5
6-7
6-7
8-9
8-9
>10
>10
-
1
-
2
-
3
-
4
-
5
31 & above Level 6
28-30
25-27
22-24
19-21
16-18
Level 7
Level 8
Level 9
Level 10
Number of weeks
Time outside contract day (hrs. per week) – none, if class
Number of Levels
Scale
MS:
Level
Level
Level
Level
Level
1
2
3
4
5
34-35
31-33
28-30
25-27
22-24
Level 6
Level 7
Level 8
Level 9
Level 10
19-21
16-18
13-15
10-12
6-9
Scale
HS:
Level
Level
Level
Level
Level
1
2
3
4
5
HS
MS
80-100
13-15
10-12
7-9
6 & below
Coaching Extra Duty Pay
Criteria
1
2
3
4
5
<9
9
10
11
12
Number of Hours/week
-
10-14
15-19
20-24
>25
Number of contests – each level
-
-
<12
12-15
>16
Number of paid assistants and number of levels
0
1
2
3
4
<10
10-19
20-29
30-39
>40
-
-
Low
Medium
High
Number of weeks
Number of participants
Revenue Producing/expectations, pressure as rated by district
administration
Scale:
Level
Level
Level
Level
Level
1
2
3
4
5
28-30
25-27
22-24
19-21
16-18
Level 6
Level 7
Level 8
Level 9
Level 10
13-15
10-12
7-9
4-6
1-3
All high school assistants would be four levels below the head coach in that sport (-9 points).
All middle school assistants would be two levels below the head coach in that sport (-6 points).
64
ATTACHMENT 11 – ADOPTION OF DUAL SALARY SCHEDULE
The Board and the TEA agree that their adoption of a dual salary schedule for the 2004-2005
school year constitutes a first step toward achieving their mutual goals as follows:




Attracting quality teachers
Retaining quality teachers
Ensuring an equitable distribution of resources
Encouraging continuing education
Both parties understand that severance payments are subject to annual appropriation in order
to comply with state legal and constitutional requirements.
65
ATTACHMENT 12 – SEVERANCE TRANSITION LEAVE PLAN FOR TEACHERS ON
SALARY SCHEDULE A
THOMPSON SCHOOL DISTRICT/THOMPSON EDUCATION ASSOCIATION
The Board of Education has determined that properly structured severance and retirement
transition incentives provide an opportunity for achieving financial savings for the school district
and for providing benefits to long-term school employees. The following plan has therefore,
been developed to be available for eligible employees as defined below. The plan is predicted
in part upon the fact that the school district has a preexisting form of continuing financial
obligation to its licensed employees who may have acquired tenure under the Teacher
Employment, Dismissal, and Tenure Act of 1967, with attendant rights to continuous
employment.
This plan will be available only for those eligible employees who make an election to participate
prior to February 6, 2015. If a teacher qualified for severance is subject to contract
cancellation after February 6, 2015 as a result of a reduction in force, the window will remain
open for that teacher through the second Monday in June. This plan is contingent upon the
ratification of the MOU by the Thompson Education Association and the approval of the
Thompson Board of Education.
A.
Teachers with 15 or more contract years in the district.
Service for the severance leave plan includes teaching and classified staff assignments;
however, does not include any time as a district substitute employee, tutor, home-bound
instructor or other similar assignments that would not constitute on-going employment
with the district.
1.
All teachers on Salary Schedule A, who have 15 years of contract experience in the
school district and who have non-probationary status may elect to participate in this
plan and receive the benefits described below. Teachers who elect to participate will
be required at the time of election to submit their notice of continued retirement
annually until August 2019. Teachers who request severance under this plan will be
paid the equivalent of their 2014-2015 contract salary at a rate of 20% per year over
five years not to exceed $58,414. If circumstances prevent the individual from
completing or having to reduce their current year contract, the most recent
year’s completed contract will be used to establish their final year’s base
salary.
a) 20 percent of the teacher’s base year salary and 20 percent of his/her eligible
earned leave will be paid on August 27, 2015. Effective August 27, 2015, and
continuing through June 30, 2019, the teacher will be placed on retirement
severance leave. Individuals participating in severance will receive 100% of their
final year’s base salary not to exceed $58,414 plus computation of eligible leave.
b) On or before May 15, 2015, and May 15 of each year thereafter through 2019,
the teacher must notify the school district in writing of his/her election to either
continue on retirement severance leave during the ensuing school year or apply to
return to a teaching position within the district for that year. If the teacher elects
to continue the leave, then the district will pay the teacher 20 percent of the
teacher's base year salary and 20 percent of his/her eligible leave days on August
27, 2015. A similar procedure will be followed for election and payment through
August 27, 2019.
c) Under normal circumstances, teachers receiving severance payments will not
return to a position in the school district during their severance period. However,
the district retains the right to hire staff to fill district needs.
d) If for some reason funding for the severance options is not approved for the
teachers who have elected severance under this plan for that year, all requests to
return received through June 30 will be honored.
 Upon return to teaching in any year, the teacher will be given service credit
and step advancement for the year(s) the teacher was on leave under this plan.
66
 In order to return, the teacher must hold a valid teacher’s license/licenses,
letter of authorization, or written authorization from the Colorado Department
of Education.
 The teacher is able to perform the essential functions of the positions, with or
without accommodations. In the event, a teacher is unable to perform the
essential functions of the position, the district has no obligation to continue any
payments or extend any benefits associated with district employment.
e) If a teacher returns during any school year, his/her accumulated leave will be
adjusted to reflect any payments for eligible leave that may have been made in the
prior year (s).
f) The District maintains the right to discontinue the severance option for any teacher
who has been convicted of a felony or accepted a guilty plea, a plea of nolo
contendere (no contract) or received a deferred sentence for a felony.
g) Teachers electing retirement severance leave may, during any one of the five
years, continue their individual and dependent group health, and dental insurance
coverage under the district's then existing plans at the teacher's own expense. All
payments for coverage must be made either; (i) monthly in advance by check, or
(ii) by a check payment for a six or twelve-month advance period. Should the
teacher fail to prepay coverage, the coverage will be terminated in accordance with
policy and COBRA guidelines. Reinstatement of coverage will be permitted, subject
to enrollment guidelines, if the teacher should return to the district.
h) In the event the teacher should die his/her participation in the plan shall end and
there shall be no obligation to continue any payments or benefits under the plan to
the employee’s personal representative, heirs, or beneficiaries. Any teacher who is
on retirement severance leave may convert his/her district life insurance plan to an
individual plan. The teacher will be required to satisfy the insurance company’s
requirements and will be responsible for the entire premium.
B.
Computation of Eligible Leave
Teachers who elect to retire or take retirement severance leave shall receive 50% of the
hourly substitute rate for each hour of available leave and 50% of the current substitute
rate for each day of grandfathered days beginning with hour/day one.
I understand that signing this application will begin the process of severance and that my name
will be submitted to the Board of Education for approval at the earliest possible date. I also
understand that by honoring the terms and conditions of my current teaching contract*, I may
only participate in the Severance Retirement Plan one time during my career in Thompson
School District R2J. (*Those wishing to resign from the Thompson School district for PERA
benefits prior to the last day of their contract shall be excluded from the Severance Retirement
Plan.)
___________________________________
Printed Name
___________________________________
Signature
___________________________
Employee ID Number
___________________________
Date
Must be submitted to Human Resources
on or before 4:00 p.m., February 6, 2015.
Current Assignment
For HR Department Use Only
DOH:
Approved for Severance Retirement:
Yes
Address:
Years of Service:
Location:
DOB:
Position:
Pay Information:
Column/Step:
Phone Number:
67
No
APPENDIX A – TESTING DAYS
For Elementary Teacher Responsible
for Extensive State Testing
1. To ensure adequate coverage for Elementary teachers responsible for extensive State
Testing, teachers will be allowed the following:
a.
K-3
Provide up to 2 substitute days for the completion of required
assessments outside of designated fall and end-of-the-year testing
days.
b.
K
An additional substitute day will be added for kindergarten
teachers who teach 2 half day sections.
c.
Two student contact days in the fall are designated as
K-5 assessment days.
d.
Two days in April or May, as determined by the Colorado
Department of Education assessment window, will be
designated as K-5 assessment days.
2. Changes to assessment requirements, calendar and testing days, and the need for
substitute time will likely be required due to ongoing legislation with literacy and
assessment.
68
APPENDIX B –PROBLEM SOLVING FORM
INFORMAL PROBLEM SOLVING PROCESS FOR CONFLICT RESOLUTION
Name of person submitting issue for Problem Solving:
Name of School:
Date Initiated with Principal or Supervisor:
Description of Concern:
Problem Solving Participants:
Proposed Solution:
Administrator
Date
Teacher
Date Resolved:
Date Grievance Procedure Step One:
69
APPENDIX C – INFORMAL PROBLEM SOLVING
INFORMAL PROBLEM SOLVING PROCESS FOR A WRITTEN REPRIMAND
Name of person submitting issue:
Name of Principal or Supervisor:
School Name:
Key Dates of Events:
Copies submitted to: _ _ _ HR Director(Mandatory)__
_ TEA President __
_Administrator
Description of Concern:
_____
Participants:
Proposed Solution:
_________________________________
Date of Submission
_________________________________
Teacher
Disposition by HR:
This form is to be used when a teacher feels that a written reprimand has occurred without
prior due process. The form should be submitted to Human Resources in a timely manner.
70
APPENDIX D – GRIEVANCE FORM
Name of person submitting Grievance
Name of School
Submitted to (appropriate Director/Executive Director depending on level
Date of Problem Solving Meeting:
Article violated
Nature of Grievance
Remedy sought
Signed
Signed
Grievant
For Association
Administrative Reply
Signed
Administrator
Attach problem solving statement and any prior grievance correspondence.
Dates:
___________
___________
____________
Step One
Step Two
Step Three
Director/Executive Director:
_____________
Step One
____
__
___________
________
Step Two
____________
Step Three
_____
71
APPENDIX E-PLAN TIME
Part time/Less Than Full Time/Traveling Teacher
Teaching/Planning/Duty Form
Teacher:
EID#:
Assignment and Percentage: (Eg: Art 75%):
Schools:
The principals and the teacher must work together to complete and submit this form. Provide a
copy to the teacher, all involved Principals, Human Resource, and Thompson Education
Association. Those copies are due two weeks after teacher’s schedule is finalized, but as soon
as a problem is identified to minimize student disruption.
Location
Number of
Classes Taught
Planning Time
Per Week
Duty Time
Per Week
Total Planning Time:
Elementary School: At least 300 minutes per week in a five-day week is scheduled for this
teacher. (Or the correct % of FTE) (16-4-1)
Middle School:
At least 390 minutes per week in a five day week is scheduled for this
High School:
At least 440 minutes per week in a five day week is scheduled for this
Traveling teachers divide their amount of time for conferences and professional days at their
respective buildings proportionally to student needs.
This schedule has been reviewed and the appropriate amount of planning time is scheduled.
Principal 1 Signature:
Teacher Signature:
Teacher Signature:
Teacher Signature:
Cc: Human Resources, Teacher, Principals, and Thompson Education Association President.
All traveling teachers will complete this form upon a change of schedule, and submit forms to
Human Resources, Teacher, Principals, and Thompson Education Association President.
Situations where planning time MOU agreements are not being met, immediate resolution will
be appealed by commencing at Step 2 of the grievance process.
72
APPENDIX E-TRAVELING TEACHER
Do you travel mid-day to two or more schools during the week? If yes, please give specifics of
travel. (Example: Tuesday – class ends at Sarah Milner 11:30 travel to Cottonwood where
class begins at 12:30)
Name:
Assignment:
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
School 1 (Name)
Stop Time
Takedown Time
(average amount needed)
Travel Time to School 2
School 2 (Name)
Start Time
Setup Time
School 3 (Name)
Stop Time
Takedown Time
Travel Time to School 4
School 4 (Name)
Start Time
Setup Time
Teacher Signature:
Note: Each Principal must sign below
Principal School 1:
Principal School 2:
Principal School 3:
Principal School 4:
73
APPENDIX G
STAFF PERSONAL SECURITY AND SAFETY (Board Policy GBGB)
School staff members need to work in a safe and secure environment. The Board of Education
supports actions that protect employees from personal attacks by students, fellow employees or
other persons while minimizing disruption to the normal working and learning environment.
Dealing with Student Offenders
The following procedures shall be followed in instances of assault, disorderly conduct,
harassment, knowingly making a false allegation of child abuse, or any alleged offense under
the “Colorado Criminal Code” by a student directed towards a teacher or school employee.
These same procedures apply if students damage the personal property of a teacher or other
school employee while on school district premises.
1. The teacher or employee shall file a written complaint with the building principal, the
Superintendent's office and the Board of Education.
2. The principal, after receipt both of the complaint and adequate proof of the charges,
shall suspend the student up to five days in accordance with established procedures.
3. The Superintendent shall initiate procedures for the further suspension or expulsion of
the student when injury or property damage has occurred.
4. The Superintendent or his designee shall report the incident to the district attorney or to
the appropriate law enforcement agency or officer for potential investigation and
determination of the appropriateness of filing criminal charges or initiating delinquency
proceedings.
Dealing with Non-student Offenders
Instances of assault, disorderly conduct, harassment or alleged criminal offense by a teacher,
school employee or by any other person directed against a teacher or any other school
employee shall be reported to the principal or supervisor who in turn shall report the incident to
the Superintendent or his designee for investigation and action in accordance with applicable
procedures.
Supportive Action Following Incidents
1. The principal or supervisor shall inform other employees who are impacted or affected
by the incident as necessary and report the incident and its status or resolution to his
immediate supervisor.
2. The affected employee may be offered assistance including but not limited to mandating
medical, legal, physical or mental examination and temporary leave from his position.
3. The principal or supervisor shall monitor the progress of actions taken in accordance
with this policy and recommend any further steps necessary to the Superintendent's
office.
4. The principal or supervisor shall plan with the affected employee and other impacted
employees for his return to normal duties.
Adopted prior to 1985
Revised November 18, 1987
Revised August 17, 1988
Revised January 19, 1991
Legal Refs.:
Contract Ref:
CRS 22-32-109.1 (3)
CRS 22-32-109.1 (9)
CRS 22-32-126 (5) (a)
TEA Agreement
74
APPENDIX G – Page 2
Cross Refs.:
ECAC, Vandalism
GCQF, Suspension and Dismissal of Professional Staff (And Contract
Nonrenewal)
GDQD, Suspension and Dismissal of Support Staff
JK, Student Discipline
JKD/JKE, Suspension/Expulsion of Students
JKD/JKE-2, Suspension/Expulsion of Students with Disabilities
KLG, Relations with Law Enforcement
75
APPENDIX H – WAIVER OF DISTRICT POLICIES, PROCEDURES OR PRACTICES
MEMORANDUM
TO:
Professional Concerns Committee
FROM:
DATE:
RE:
Practices
Initiative Proposal Which Requires a Waiver of district Policies, Procedures or
We need a response from PCC by:
(Allow 60 days)
Please address the following questions and attach supporting documents:
1. What is your proposal?
1. What problem or issue do you intend to solve?
2. Describe the impact of your proposal on:










Budget
Resources
Other schools/units (e.g., Transportation, Maintenance, Nutritional
Services, Special Education)
Energy
Facilities
Staffing (effect on TSD personnel)
Shareholders (students, staff, parents, community)
Curriculum/standards
Schedules/calendars
Current job descriptions
3. What are possible conflicts and proposed resolutions where there is an impact?
4. What are your short-term and long-term plans? (Include timeline, change
facilitation [how you will bring about the change], plans for assessment and
evaluation, and any modification allowance [one time startup costs.])
5. Who is supportive of this new proposal at your site? (Provide data from students,
staff, community, and other sites/units.)
6. What flexibility do you need in current district
policies/practices/agreements/contracts/procedures/ statues in order to
implement this proposal?
7. Has this idea been addressed before by TSD through project teams, councils,
committees or negotiations? If so, when and what was the outcome and
rationale for the outcome?
8. How long do you intend for this proposal to be in place? (Temporary or
permanent)
76
APPENDIX I – DONATE–A–DAY APPLICATION FORM
THOMPSON EDUCATION ASSOCIATION SICK LEAVE BANK
Donate-A-Day is a way to help teachers, administrators, and exempt staff who need additional
hours beyond their available leave days to help an ill member of their immediate family.
A teacher, administrator or exempt person who has used all of his/her individual annual,
accrued and grandfathered sick leave days may request a Donate-A-Day form from the
Benefits & Risk Management Secretary in the Human Resource Department.
Applicant’s Name
_____
(EID #)
Address
Home Phone
School
Expected Absence(s) from:
to:
Name and relationship of person for whom the teacher, administrator or exempt person will be
providing care:
_______________________________
TEA Approval Date
TEA Approval Signature
THIS PORTION TO BE FILLED OUT BY PHYSICIAN
Nature of relative’s illness
Expected duration of care needed for illness
Extensiveness of treatment
_______________
Date
Physician’s Signature
Return this completed application to: Benefits & Risk Management Secretary (HR Dept)
Fax: 970-613-6169
77
APPENDIX I – Page 2
Organized Through Thompson Education Association
Donate-A-Day is a way to help teachers who need additional hours beyond their available leave
days to help an ill member of their immediate family.
No employee may donate more than 16 hours of his/her FTE per year for this
purpose.
Any donated days not used will be transferred to the Sick Leave Bank.
The following Thompson School District employees would like to DONATE current annual leave
time to benefit:
___________________________________________
Employee’s Name
H
O
U
R
S
Employee Donator’s
Name
(please print)
Employee’s
Signature
Employee
I.D. #
Classification:
Admin
Classified Staff
Teacher
RETURN THIS FORM WITH ONE OR MORE SIGNATURES TO THE PAYROLL LEAVE
SPECIALIST.
FAX: 970-613-5085.
78
APPENDIX K – TEACHER SALARY SCHEDULE REGULATIONS
2014- 2015 School Year
1. Salaries are based on teacher services necessary for the operation of the school system for
the regular school term, including all scheduled days on the officially adopted school
calendar. Makeup of days when school is closed due to snow or other natural causes is a
part of the regular school term. Such services include days scheduled for teacher activities
when pupils are not in attendance, as well as generally recognized and accepted services
incidental to the operation of the school system.
2. General Regulations:
a. Teachers must present evidence of college work completed for salary schedule
placement in the form of official transcripts from the institution(s) where the work
was completed. These transcripts become a part of the permanent personnel file of
the teacher in the district office and will, upon request, be returned to the teacher
upon termination of service with TSD.
b. Step and column placement adjustments will be made once each year effective
September 1, 2014. Evidence of qualification for column adjustments must be
submitted on or before that date to be qualified for placement adjustment.
c. Teachers shall be placed on the salary schedule according to their education and
prior Preschool-12 parochial, private (see note) or public school (contract) teaching
experience. If there is a change in the amount of outside experience accepted for
placement on the salary schedule, it shall not be retroactive. Nurses, counselors,
psychologists, physical therapists and occupational therapists may receive additional
credit for job related experience if recommended by the Human Resources
Department only at the time of employment not to exceed Step 9.
NOTE: Private school experience will be given yearly if the school has at least 50
students enrolled on a tuition basis. Documentation from a supervisor or an
evaluator is required to verify these criteria. Experience other than Preschool-12; for
every three years of university, community college or military instructional
experience one year of experience credit will be given. Documentation from a
supervisor or evaluator is required to verify this experience.
d. The following is the procedure used in placing new staff on the Salary Schedule B:
(No one new to TSD will be placed on Salary Schedule A or be eligible for
severance).
0
1
2
3
4
5
6
years of experience
years of experience
years of experience
years of experience
years of experience
years of experience
or more years of experience
Step 4
Step 4
Step 4
Step 4
Step 5
Step 6
Step 7
e. Placement of returning employees to Salary Schedule B: (No one returning to TSD
will be placed on Salary Schedule A or be eligible for severance).
Employees
Employees
Employees
LAST STEP
with less than 12 years of experience steps – LAST STEP EARNED*
with more than 12 years of experience steps – STEP 12
who have been involved in a RIF reduction in the previous two years –
EARNED*
*the last step earned is defined as the step a teacher would have been placed on if
he/she had remained as an employee.
79
APPENDIX K – Page 2
f.
Returning probationary teachers must fulfill three consecutive school years of
demonstrated effectiveness, as determined through his/her performance
evaluations and continuous employment to gain non-probationary status.
g. Teachers having earned non-probationary status in Thompson R2-J district may
3. Regulations pertaining to vertical (step) advancement on the salary schedule:
a. In order to be eligible for a vertical (step) advancement September 1, 2014, a
teacher must have been under contract a minimum one semester of the previous
year and received an acceptable evaluation. Placement on the maximum step of any
column of the salary schedule will be allowed for a teacher who has moved through
the column to the next to the last step and remained on that step sufficient time so
as to qualify for placement on the maximum step.
b. Teachers who reach the maximum step on any column in the schedule shall remain
at that placement, receiving only the increases in value of the step, until
requirements for advancement to another column are met. Once the requirements
are met, the teacher will be advanced September 1, 2014, to the appropriate
column and downward one step if there is a step lower (vertically) than the one they
are on.
c. In accordance with state law, licensed staff on the teacher salary schedule with less
than 50% contracts do not accrue credit towards non-probationary status; however
the Thompson School District wishes to reward their experience in TSD by providing
them advancement on the salary schedule, both vertically and horizontally.
4. Regulations pertaining to horizontal (column) advancement on Salary Schedule A and Salary
Schedule B:
Hours to advance horizontally generally fit into two categories, namely; Graduate College or
University Credit Hours and Thompson Incentive Credit (TIC). Any exceptions to these two
categories must meet criteria as outlined below based on the salary schedule. Remember
that courses taken within the teacher contract day will not be eligible for horizontal
(column) advancement. Courses taken within the teacher contract day may be used for
recertification purposes only.
a. Hours to advance horizontally as indicated on the salary schedule may be semester
hours of college or university credit earned from an accredited college or university
(quarter hours are converted to semester hours at the rate of 2/3 credit for each
hour earned.)
b
TSD TIC (Thompson Incentive Credit). Submit a TSD transcript for column change.
(Pre-approval is not required.)
c.
To be acceptable for column (horizontal) advancement on the salary schedule,
college work shall contribute to the professional assignment, the professional growth,
and the improvement of competency of the teacher.
d.
Generally, hours earned by newly hired teachers that will not count in initial
placement above the B.A. column on the salary schedule are:
i. Hours received prior to the date of the granting of a B.A. degree.
ii. Undergraduate level hours.
80
iii. Hours needed to meet requirements for the first teaching license (Any degree
or graduate credit acquired prior to someone receiving a teaching license will
not count in the initial placement of a teacher.) However, when through no
fault of the student, the granting of a degree is delayed by the college or
university, hours successfully completed after the degree was earned and
prior to its actual conferral may be evaluated by the Department of Human
Resources.
e. Generally, approval for college or university credit hours earned will be granted to
teachers on the staff if those hours meet one or more of the following conditions:
i.
ii.
iii.
iv.
v.
They are graduate level courses in the subject area in which the teacher is
currently assigned.
They are graduate level courses in an approved advance degree program
related to the teacher’s assignment or for professional advancement.
They are graduate level courses in a general education or interdisciplinary
area.
They are TSD sponsored in-service courses carrying college/university credit.
They are special courses unique to the teaching assignment (pre-approval
required).
However, all hours applied to horizontal column change are subject to approval by
the Human Resources Department. If there is any question regarding whether or not
a course qualifies under the provisions of this section, prior approval should be
obtained.
1. For horizontal movement on Salary Schedule A after October 2004, the following options are
available.
a
Continuing Education Units (CEU’s) must be pre-approved by Human Resources.
b. Undergraduate courses and CEU’s will not be approved except in cases authorized by
prior arrangement with the Human Resources Department. Undergraduate courses
in computers, foreign language, or child abuse education are approved exceptions.
c. While working toward the completion of a Master’s Degree teachers frequently
acquire graduate level credits from non-required courses. Credit for placement
beyond the M.A. column on the salary schedule will be granted for such graduate
courses, provided:
i.
The non-required courses are taken concurrently with required courses during
the teacher’s last quarter or semester prior to the granting of the Master’s
Degree.
ii. The courses meet one or more of the requirements outlined in Items (4 e) 15 above.
iii. Written verification from the college or university, stating that the courses are
not required for graduation, is presented to the Human Resources
Department for approval prior to the quarter or semester during which the
courses will be taken. Other situations will be considered on an individual
basis.
d. As of September 1, 1989, individuals whose educational preparation would place
them on more than one column in the salary schedule, they shall be placed in the
column furthest to the right.
81
2. For horizontal movement on Salary Schedule B after October 2004, the following options are
available.
a. Acceptance into a degree end-educational degree program. The applicant must
include the acceptance letter, courses required to complete the degree and the
Request for Credit Form (Appendix L) describing how the coursework meets school,
professional, building and/or TSD goals. (Pre-approval required).
b. You must have the non-degreed coursework pre-approved Request for Credit Form
(Appendix L) describing how the coursework meets school, professional, building,
and/or TSD goals.
c. Teachers will submit a Request for Credit Form to the Thompson Incentive Review
Committee (TIC) quarterly, per deadlines published by the committee. (This form is
submitted to HR).
d. Centennial BOCES or other Colorado PDC granting units may be taken for credit with
prior approval by TSD TIC committee.
e. With the exception of TIC credit, any teacher who has not completed the preapproval process prior to taking a class will forfeit rights to count that credit toward
advancement on Salary Schedule B.
f.
Only graduate level classes or TIC credit will be approved except for teachers
accruing subject area credit to meet HR1 teacher quality regulations.
g. Any teacher who is on Salary Schedule A for school year 2004-2005, may follow the
above pre-approval procedure to “bank your credits” for possible future movement to
Salary Schedule B. Such movement is further contingent of future negotiations.
3. Teachers are responsible for verifying their own placement on the salary schedule. On
occasion a teacher may be improperly placed, resulting in an overpayment or underpayment
of compensation. The school district or the teacher will immediately notify the other if
either becomes aware of such a misplacement. Thereafter, an adjustment or repayment
may be made, as determined by the Board of Education, but only for amounts accrued or
overpaid during the then current school year. In no event shall any claim by the teacher or
the school district for overpayment or underpayment be recognized for prior school or
contract years.
82
APPENDIX L – REQUEST FOR CREDIT FORM
REQUEST FOR CREDIT FORM
Thompson School District
(Complete a form for each class)
Name:
School:
Address:
Phone:
Current Position/Grade:
College/University:
TSD TIC:
Course Title:
Course Credits:
Course Prefix:
Starting Date:
Ending Date:
Pre-Master’s/Doc
Post Master’s/Doc
Bank
Course Description:
How will this course support your school professional, building, and/or TSD goals?
Rationale for taking class: (check one and explain)
Standards
Assessment
Career Retraining/Induction
Technology
Strategic Plan
Signature of Applicant
Date
Date Received:
Application Approved
Application Denied
Resubmit
Reason for Denial
83
APPENDIX M – NOTIFICATION OF ASSIGNMENT CHANGE
Notification of Assignment Change
Educator’s Name: ____________________________________ Date: _______________
Current Assignments: _____________________________________________________
_________________________ School
_________________________ School
_________________________ School
____ FTE
____ FTE
____ FTE
Educator’s Preferences:
Stay at same assignment(s)
Change assignment(s) to consider the following:
Your teaching assignment for the __________ school year is as follows:
Location (s)
Position and Percent
Other/Split
1.
2.
3.
4.
5.
The following criteria were used in making this
decision:
____________________________________
Principal’s Signature
(school #1)
____________
Date
____________________________________
(school #2)
____________
Date
My signature indicates that my administrator(s) and I have discussed
change:
____________________________________
____________
(school #2)
Date
____________________________________
____________
Educator’s Signature
Date
(I understand that I may attach comments on this assignment if I wish)
84
APPENDIX N – SICK LEAVE BANK OPT OUT FORM
For Licensed Staff, Administrators and Exempt Personnel
Do not sign unless you have reviewed the Important Benefit Information Fact
Sheet and are electing to NOT PARTICIPATE in the Sick Leave Bank.
I understand that my OPT OUT decision will remain in effect for the duration of my current
employment unless I elect, in writing, to become a member of the Sick Leave Bank during the
open enrollment period (annually in September). I further understand that if I have been a
member of the Sick Leave Bank and am exercising my OPT OUT Option that I will not receive
any of my hours that I had previously contributed to the bank; nor will additional contributions
be made to the Sick Leave Bank in my name.
I agree that it is my responsibility to complete the form and return it to the Thompson
Education Association (TEA) by October 1 (if I’m a new employee or OPTING OUT during open
enrollment) or within 10 days of my hire date (if hired after September 20).
By my signature, I acknowledge that I have read the Important Benefit Information Fact Sheet,
I understand the benefits of the Sick Leave Bank and when and how to become a member in
the future (if I should choose to do so) and I have voluntarily decided to OPT OUT of
participation in the Sick Leave Bank.
Name (Print):
Date:
Signature:
Home Phone:
Home Address:
Street
School/District Location
City
Zip Code
Work Phone:
TEA Representative:
Date:
Only valid with TEA verification
Send to the TEA by October 1 or ten (10) days after hire date
Send Original to TEA Office (after a TEA Representative signs the form)
Make and retain a copy for your personal record
85
APPENDIX N – SICK LEAVE BANK OPT OUT FORM
For Licensed Staff, Administrators and Exempt Personnel
One of your benefits as a Thompson School District employee is the option of participation in
the Thompson Education Association sponsored Sick Leave Bank.
Benefits:

Provides financial protection to the member who has experienced a loss of salary due to
a serious medical condition as defined by the FMLA and specified by a physician, which
prevents the member from performing his or her job.

Up to 45 Sick Leave Bank days may be available to a member who has exhausted his or
her individual leave.

Additional information about the Sick Leave Bank program is available in the
Memorandum of Understanding (MOU).
Becoming a Member:

You are automatically enrolled in the Sick Leave Bank.

One day, up to 8 hours, of your annual leave will be donated to the Bank based on your
full time equivalency (FTE).
Membership is on-going:

Membership remains in effect unless you submit a completed Opt Out form during the
open enrollment period (annually in September).
In subsequent years, an additional contribution of up to one annual leave day per year
may be required.
Opting Out of Membership:

Request an Opt Out form from the Thompson Education Association.

Return the completed Opt Out form by October 1 or within 10 days of your hire date to
the Thompson Education Association.

Opt Out decisions will remain in effect for the duration of your employment unless you
elect, in writing, to become a member of the Sick Leave Bank during the open
enrollment period (annually in September).
Questions:

Contact the building Thompson Education Association Representative or TEA at 970-6671832.
86
APPENDIX O – PERSONAL LEAVE REQUEST FORM
Directions: Non-probationary teachers requesting a one (1) year Leave of Absence (LOA) must
complete and submit this form to the Director of Human Resources at least 30 days prior to the
intended beginning date of the leave.
Name:
Date:
School(s):
Position(s): _______________________________________________________________
Supervisor/Principal(s): _____________________________________________________
Beginning date of Leave:
Planned date of return:
Please state reason for leave:

Military Leave

Personal Leave

Teach Abroad
Employee Signature:
Human Resources Use Only
Date Received: _________________
Approved By: ____________________________ Date Approved: ________
BOE Packet Date: __________________
Supervisor/Principal Notification Date: ______________________________
Reason Request Denied: _________________________________________
_____________________________________________________________
87
PCC CHARGES – 2014-2015 SCHOOL YEAR
1.
PCC will review the number, types, and locations of elementary compaction classes in
art, music, and physical education by September 30, 2014, and again on January 31,
2015.
2.
The Director of Human Resources will report any secondary class sizes of over 30 or
under 18; and elementary class sizes of over 28 or under 18 students (not to include
independent study and student aide courses, stacked classes)for review by PCC by
October 30, 2014 and February 28, 2015.
3.
PCC will monitor the status and acceptance of the “Guiding Principles for Elementary
Specials Teachers Staffing” and the “Items for Discussion with Elementary Specials
Teachers Shared between Two Sites” guidelines developed by the Elementary Specials
Task Force by October 31, 2014 and posted on the district intranet.
4.
PCC will monitor two-way communication and evaluate maximizing collaboration in
November 2014 and March 2015.
5.
PCC will need to monitor these issues and look at the effectiveness of the
recommendations by February 2015. (MOU Article 18).
6.
Develop guidelines and training for the formal appeals process (19-6 – Level
2).
7.
PCC will monitor the usefulness of the professional days.
8.
Council 1338 Committee will survey and collect data related to the
implementation and usefulness of the Evaluation Handbook, reporting to PCC
in October and February, on what’s working, what’s confusing and what’s
missing.
88
CURRENTLY SUSPENDED – NOT AVAILABLE
ADJOURNMENT A – TUITION REIMBURSEMENT
Application for Tuition Reimbursement
a. The amount available to tuition reimbursement will be equivalent to one half of one
percent (.005) of the teacher FTE at the end of the previous budget year. The
continuation of tuition reimbursement from non-reserve funds will be subject to
negotiation.
b. For each year dollars available for tuition reimbursement will be calculated as follows:
2/3 (TOTAL GENERAL FUND FTE X .005 (a) X .75 OF
THE AVERAGE TEACHER SALARY)
c. Application for reimbursement must be made to Human Resources on or before
September 1 of each year for classes that end on or before June 30 th. Applications will
be reviewed by the Tuition Reimbursement Committee and notification of approval of
applications will be made by September 15. Reimbursement will be received in June of
each year or as soon thereafter as possible.
d. To be reimbursed the completed application must include proof of payment and proof of
completion such as a grade card or official transcript.
e. Tuition reimbursement can be applied for only the following:
1. Only transcripted courses will be approved.
2. The tuition for graduate level courses.
3. The tuition for undergraduate courses that have been approved by Human
Resources.
4. Fees that are associated with the cost of BOCES or Thompson Incentive Credit
courses.
f.
Any teacher who has not submitted all materials for reimbursement by September 1, for
classes taken in the preceding budget year, will forfeit all rights to tuition reimbursement
for that year.
g. No more than $1500 will be reimbursed to any one teacher for any one budget year
(July 1 – June 30).
h. Should the request for reimbursement be greater than the dollars available, the
reimbursement will be prorated.
i.
Any dollars not expended in any budget year will be carried over into the next budget
year.
j.
Due to the length of time between the completion of some classes and the
reimbursement schedule, a low cost loan will be made available by the Big Thompson
Credit Union for those employees who meet credit union criteria.
k. Only teachers who have completed a contract year (as per Colorado Revised Statutes) in
TSD may participate in tuition reimbursement.
l.
Hours accumulated during approval leaves will not be eligible for Tuition
Reimbursement.
Note: If tuition reimbursement is reinstated, discussion needs to occur surrounding the use of the
money devoted to tuition reimbursement given to teachers required by ESEA/NCLB or reduction
in professional staff work force (RIF) for retraining.
CURRENTLY SUSPENDED – NOT AVAILABLE
89
ADJOURNMENT A – TUITION REIMBURSEMENT
THOMPSON SCHOOL DISTRICT – THOMPSON EDUCATION ASSOCIATION
Tuition Reimbursement Form
(Complete a form for each class taken)
 Attach course receipt(s), verification of successful completion (transcript or grade card), and
this form to the Department of Human Resources for reimbursement.
Name
School
Address
Phone
Current Position/Grade
Percent of Contract (ex. 100%, 70%, 50%)
College/University
Centennial/BOCES/TIC
Course Title
Prefix
Starting Date:
Ending Date:
Course Description:
Each blank must be completed:
Rationale for taking class: (check one box and explain)





STANDARDS
ASSESSMENT
CAREER RETRAINING/INDUCTION
TECHNOLOGY
STRATEGIC PLAN
Total tuition requested
Signature of applicant
Date:
Date Reviewed:
Application Approved:
Denied:
Date Reimbursement was made:
90
PROTOCOLS – 2014
Protocols are agreed upon annually to assist members and the community in the
understanding of Thompson School District negotiations. The protocols and the
interest based process promotes good faith bargaining and solutions are developed
by the team.
Good Faith Bargaining:
The duty of good faith bargaining supports collective bargaining and requires that the
Thompson Education Association and the Thompson School District:




Are active and collaborative in establishing and maintaining a productive and
professional relationship.
Use their best endeavors to honor, practice, and support the Interest Based
Strategy process in a timely and efficient manner, but not to mislead, deceive,
or undermine the authority of the bargaining team participants.
To develop a comprehensive collective bargaining agreement.
Have the ability and power to fully bargain with solely those parties present.
Cross refs.: uslegal.com definition (reflective of the definition)
Membership
1. The participating bodies in the program are the Thompson R2-J Board of Education and the
Thompson Education Association.
2. Each participating body is to name its own negotiation team members. Those designated
are not subject to the approval of the other body. The Thompson R2-J Board of Education
may appoint school district administrators to participate on the TSD negotiation team.
Either body may appoint non-employees/non-BOE members to their respective team. The
Chief Financial Officer of Business Services (CFOBS) is a non-voting member of the
administration team, however; the CFOBS will be available to answer TEA questions as
needed. The CFOBS will continue to caucus with the administration team.
3. Each participating body is to name its members and to inform the other participating body
before the first large group session.
4. It is the responsibility of the appointing groups to provide for replacement of a member who
has withdrawn.
5. It will be the responsibility of the appointing groups to inform any member who misses a
meeting on the content and conclusions of that meeting.
Facilitation
6. The facilitator will be contacted by representatives of the 4+4 committee no later than
August 1st to establish bargaining dates for the successor round of negotiations.
7. The facilitator has the right to suggest any additional protocols or procedural changes for
consideration by the large group.
8. The facilitator does not offer content input on any issue under deliberation. The facilitator
deals only with the meeting arrangements, the interpretation of protocols, the group
process and conflict resolution as appropriate. Additional recommendations for agenda
content will be submitted to the facilitator by the 4 + 4 Oversight Committee prior to each
large group meeting.
91
PROTOCOLS 2014 – Page 2
Large Group
9. Each participating body will annually name a mutually agreed upon number of members to
the negotiation team, not to exceed 8. Any changes to this team composition must be
agreed to by the 4 + 4 Oversight Committee.
a. In the event consensus cannot be reached by the large group, each team will
name four voting members to try to reach an agreement.
b. The vote of the four voting members from each team will be a simple majority
vote.
10. The negotiation teams will arrive at mutually acceptable resolutions of issues through large
group sessions designed to facilitate communication. At these sessions, decisions will be
made through consensus, rather than voting, whenever possible.
11. Observers will be permitted at the large group sessions except in cases where the large
group deems it appropriate to declare an executive session. Their entry or leaving will be
monitored by the facilitator. They are to be seated away from the participants and will not
engage in the proceedings or interact with one another or with participants during the
proceedings.
12. The facilitator will present a written agenda at the beginning of each large group meeting.
This may be modified according to group needs. The starting and ending time of the
meeting shall be identified in advance of the meeting. The ending time may be extended by
one or two hour increments by group consensus, up to a maximum of 12 hours of meeting
time.
13. To the extent possible, materials and data germane to issues under discussion will be
provided at each large group session. Small group activities will be the source of these
materials and subsequent sets of analysis will be prepared by the small groups.
14. During the large group meetings there will be neither breaks nor caucuses except as
mutually agreed or called by the facilitator.
15. If at any time, due to temporary absences from the large group, the number of team
members falls below five or if the number of teachers falls below five, the large group will
be recessed unless it is mutually agreed upon to continue.
16. The first large group session will be held by March 1, of the current negotiating year, for the
purpose of establishing agreement on timelines and procedures, to establish organization
and parameters and to identify issues and small group assignments. Subsequent large
group sessions will be scheduled to hear small group reports, discuss issues/solutions, reach
tentative agreements and assign a clear final disposition for each issue. The final large
group meeting will be for the purpose of final revision and confirmation of contract
language. Every attempt will be made to complete this process within four large group
sessions.
17. The 4 + 4 Oversight Committee will limit the number of identified issues to be assigned to
subcommittees in order to maintain a high probability of successful resolution. There will be
a maximum of five subcommittees, one to deal with salary and fringe benefits and four to
deal with other issues. Carryover items, linkage between issues, complexity of issues, and
prioritization of old and new items will be considered in developing committee charges.
18. At the conclusion of the first large group session at which time the issues have been
identified and defined, small group assignments will be determined. Each participating body
will designate members on each small group committee and appoint one as a co-chair. The
first small group meeting dates will be scheduled.
92
Small Groups
19. The small groups will be responsible for developing options for resolution of the issues
assigned to them. They will be expected to present recommendations, which should be in
written form, to the large group. The large group will not be limited to options or
recommendations from the small groups.
Small groups are encouraged to make
presentations regarding all assigned issues at the second large group meeting.
20. Small groups will consist of members from each negotiating team. Co-chairs need to be
informed when consultants (non-negotiation members) are attending.
Consultants may
participate in presentations to and discussion with the large group.
21. Small groups will meet as often as necessary to discuss assigned issues. Each member will
be expected to attend the scheduled small group meetings.
22. Meetings of the small groups are open to all, with the understanding Norms will be
followed, as stated in Protocol 20, subject to legal requirement (with the exception of the
Compensation Committee, who may use a facilitator if they choose). Members are free to
bring any resource materials to the meetings; however, if possible, copies of these
materials should be provided for consideration to the other members at least 24 hours prior
to the meeting, in order to enhance the efficiency of the meeting.
23. Small groups whose work affects that of other small groups will communicate with each
other. Each team (TEA/Board of Education) will identify the members who will visit other
small groups. Each small group will:
a. Provide the office of the Human Resources with proposed meeting times/places
and the names and phone numbers of contact persons;
b. Allow the identified or designee members from other small groups to attend its
meetings to provide and/or obtain pertinent information and assure coordination
of protocols.
24. Committees that continue to work after the close of negotiations will be given a clear
charge, a timeline, expected outcomes, and a method of reporting.
4 + 4 Oversight
25. The 4 + 4 Oversight Committee will address technical concerns such as development and
monitoring of the protocols, negotiation schedules and planning for the facilitation of
negotiations. In addition, the 4 + 4 Oversight Committee serves as a general advisory
committee to the large negotiations group. In this role, the committee reviews and helps to
clarify negotiation issues and facilitates information sharing between Board of Education and
TEA. This committee will only operate by consensus.
Communication
26. Information, not of a confidential nature, will be supplied by one participating body upon the
request of the other participating body. This information or any material for consideration
by the large or small groups should be provided in advance, if possible.
27. The 4 + 4 Oversight Committee will identify the group which will be responsible for
informing staff and community about negotiations.
28. Participants, the facilitator, and observers are authorized to use the substantive material of
the process for professional research and publication purposes, provided that the individual
identities of the participants are not revealed and the members are informed in advance.
29. Large group communication to be distributed district wide will be written by two members of
the negotiation team, one member from TEA and one member from TSD.
93
Contract Development
30. The work of the Negotiation team consists of all agreements reached by the large group. It
includes the Memorandum of Understanding and any addenda, continuing committee
charges, or other items directed by the large group.
31. After agreement has been reached on all contract matters and other issues, the facilitator
will appoint a contract writing committee(s) of persons designated by the presiding officers
of each participating body.
32. The contract writing committee will prepare the draft contract, based on the agreements
reached during the large group sessions, and may submit it to legal counsel for review.
33. The contract writing committee(s) will consist of an equal number of representatives from
each participating body. This number will be determined by the large group. A contract
writer need not have been a participant in the large group sessions.
34. Meetings of the contract writing committee(s) are closed to all but committee members.
35. Following review of the recommended contract by the large group, the participating bodies
will distribute and recommend the draft contract to their respective governing bodies for
approval or ratification.
36. If approval or ratification is received from both participating bodies, the contract will be
signed appropriately.
37. Board policies related to the negotiated agreement will be adopted within two months of
ratification and approval of the contract.
38. Following approval/ratification by both participating bodies, the contract will be printed and
distributed.
39. The cost of negotiations will be shared jointly by the Thompson School District and
Thompson Education Association with Thompson School District paying the first
$15,000 and Thompson Education Association paying any cost above $15,000 with
a stop loss of $5,000.00. This does not include any cost for mediation.
94
DISTRIBUTION OF MEMORANDUM

100 hard copies (three hole punched) for TEA distribution

25 hard copies for Board of Education/administration distribution

50 hard copies (three hole punched) for general usage

1 electronic copy on TSD Website

1 electronic copy for Human Resources

1 electronic copy for TEA office

One hard copy for Colorado State Board of Education

One hard copy for the Loveland Public Library

One hard copy for the Berthoud Public Library
Updated 5/2014
95
POLICY – MOU CROSS REFERENCES
Policy
Topic
MOU Section
AC
BG
BHC
CF
CH
DKAB
DKB
DKC
EGAE
GBA
GBBD
GBGB
GBGD
GBGE
GBGF/GBGF-R
GBGG/GBGG-R
GBGH/GBGH-R
GBGI
GBGJ
GBGK
GBGL
GBGN
GBJ
GBK
GCCBF
GCOA
GCQA
GCU
GCW*
HC
HD
HH
HL
HO
HQ
IC/ICA
IIB
KF
Non-discrimination
Board Policy Development
Board-Staff Communications
School Building Administration
Regulations Implementation and Review
Payroll Procedures/Schedules
Salary Deductions
Expense Authorization and Reimbursement
Mail and Delivery Services
Open Hiring/Equal Employment Opportunity
Staff Fringe Benefits
Staff Personal Security & Safety
Workers’ Compensation
Child Care Leave
Annual Leave
Sick Leave Bank
Staff Military Leave
Staff Bereavement Leave
Staff Legal Leave
Staff Victim Leave
Professional Staff Political/Legislative Leave
Personnel Records and Files
Staff Concerns/Complaints/Grievances
Professional Staff Personal Leave of Absence
Evaluation of Instructional Staff
Reduction in Licensed Staff Work Force
Professional Organizations
Ownership of Professional Materials
Scope of Negotiations
Negotiations Procedures
Staff Negotiating Organizations
Preliminary Negotiated Agreement
Impasse Procedures
Negotiated Amendments/Renegotiations
School Year/School Calendar
Class Size
Community Use of School and
District Facilities
Article 20-4-5
Article 18
Article 1, 18
Article 15
Article 5-3-8
Article 12-4
Article 5-1
Article 9-1-3
Article 5-3, 5-3-3
Article 3-6, Article 20-4-5
Article 10, 11
Appendix G
Article 9-8
Article 9-6-2(e), 9-9
Article 9-9-3, 9-12
Article 9-6, 9-10, 9-12
Appendix I
Article 9-2
Article 9-5
Article 9-3, Article 13-8-5-e
Article 9-13
Article 9-4
Article 17
Article 8, Appendices A & B
Article 9-7
Article 19, Attachment 3
Article 20-6, Attachment 5
Article 3
Article 16-6
Article 7-2
Article 7
Article 2, Article 4, Article 5
Article 7
Article 7-8-3, 7-9-2
Article 3-4
Article 16-1
Article 21
Article 5-3
96
INDEX OF COMMONLY USED CATEGORIES
CATEGORY
Absences
Association Rights
Payroll Deductions
Association Leave
Use of School Facilities
Availability of Data
President’s Release Time
Category of MOU Items
Compensation
National Board Certifications
Performance Management
Pay for In-House Coverage
Severance
110 Transition
Conflict Resolution
Definitions
General Statements
Problem Solving Process
Grievance Procedure
General Provision
Department Chairperson
Subject Areas
Duties
Evaluations
Purpose
Steps
Files
Flexible Spending Account Programs
Insurance Benefits
Leaves
Annual
Bereavement
Conference
Military
Jury Duty
Political or Legislative
Grandfathered
Personal
Personal Injury
Childcare
Sick Leave Bank
Donate-A-Day
Domestic Abuse
Teacher’s on Special Assignment
Negotiation Schedule and Procedure
Reopening Procedures
Current Negotiations
Selecting Mediator
Mediation
Partial Contracts
ARTICLE REFERENCES
73
Article 5
Article 5-1
Article 5-2
Article 5-3
Article 5-4
Article 5-5
Category of MOU Items
Article 13
Article 13-4
Article 13-5
Article 13-6, Addendum B
Article 13-8, Addendum C
Article 8
Article 8-2
Article 8-3
Article 8-4, Appendix C
Article 8-5, Appendix D
Article 8-6
Article 15
Article 15-2
Article 15-3
Article 19, Attachment 3
Article 19-4
Article 19-5
Article 17
Article 11
Article 10
Article 9
Article 9-6
Article 9-5
Article 9-1
Article 9-2
Article 9-3
Article 9-4
Article 9-6-1-d, Article 9-11-2
Article 9-7
Article 9-8
Article 9-9
Article 9-12
Article 9-10, Appendix N pg
1, Appendix N pg 2
Article 9-11, Appendix I pg 1,
Appendix I pg 2
Article 9-13
Article 9-14
Article 7
Article 7
Article 7
Article 7-9
Article 7-9-2
Article 16-4, Appendix E (pg
1-3)
97
INDEX OF COMMONLY USED CATEGORIES
Payroll Arrangements
Planning Time
Posting of Professional Staff Vacancies
Procedure on Class Size/Case Load
Professional Concerns Committee
Professional Staff Assignment and Transfer
General Principles
Building Reassignment
Voluntary Transfers
Administrative Transfers
Assisted Transfers
Reduction in Force
Notification of Assignment Change
Recruitment Incentive
Salary Schedules
Shared Decision Making
Thompson Staff Development Incentive
Program (TIC)
Voluntarily Modified Assignments
Working Conditions
Working Days
Duty-free Lunch Time
Planning Time
Less than Fulltime Positions
Educational Encouragement
Ownership of Professional Material
Article 12
Article 16-3, Appendix E (pg
1-3)
Attachment 6
Article 21, Addendum F
Article 18
Article 20
Article 20-1
Article 20-2
Article 20-3
Article 20-4
Article 20-5
(pg 1-3)
Appendix M
Attachment 8
Article 13-9, Article 13-10,
Attachment 10, Appendix K
(pg 1-3)
Article 6
Attachment 4
Attachment 9
Article 16
Article 16-2
Article 16-3
Article 16-4
Article 16-5
Article 16-6
98
800 South Taft Avenue ● Loveland, CO 80537 ● Office (970) 613-5000 ● Fax (970) 613-5095
2014-15 Stipend Committee
The challenges in designing and implementing performance pay systems that are effective, equitable,
transparent, sustainably funded and tailored to local needs and conditions takes time and effort to
produce. A committee of six Thompson Education Association members, six administrators, six
classified employees and two Board of Education members appointed by the Board President will
explore a performance model in the Thompson School District. The team will be co-chaired by a teacher
appointed by the TEA President and an administrator appointed by the Superintendent.
If the district outperforms the budget by $500,000 in the 2013-2014 school year, a .5% stipend will be
awarded to all employees. This one-time performance model stipend will be based upon factors
established by the committee with a focus of meeting the mission and vision of the district. The
performance model stipend shall be approved by the Board of Education no later than May 1, 2015, and
payment to all employees be made no later than May 27, 2015.
Date:
President,
President,
Board of Education
www.thompsonschools.org
DISCUSSION ITEM 6.1
Agricultural Education Pathway Update
Date:
April 16, 2013
Submitted by:
Margaret Crespo, Ed.D., Executive Director of Secondary Education
Diane Lauer, Ed.D., Executive Director of Instruction
Consideration:
Does the Board have questions or require additional information
regarding the Agricultural Education Pathway update?
Agricultural education prepares students for successful careers and a lifetime of informed
choices in the global agriculture, food, fiber and natural resource systems. Agricultural education
programs have strong ties to the local community through business and public partnerships,
student workplace and entrepreneurial experiences.
Through agricultural education, students are provided opportunities for leadership
development, personal growth and career success. Agricultural education instruction
is delivered through three major components:
1)
2)
3)
classroom/laboratory instruction (contextual learning)
supervised agricultural experience programs (work-based learning)
student leadership organizations (National FFA Organization)
Therefore, to prepare all of our students for future success, Thompson School District is proud to
announce the creation of the Agricultural Education Pathways Program. This program will
prepare interested district students for workforce readiness and continuing education beyond
high school.
Initial Start-up Information
On the evening of March 13, an Agricultural Information Family Night was held in the board
room, over 50 students, parents and community members were in attendance. The response from
the family night has been overwhelmingly positive. To grow our in-house expertise, we sent a
team to Windsor High School to learn about their program, and worked closely with
representative from the state agricultural education organizations to learn best practices we can
implement in our own program.
The anticipated funding needs for a 2014-2015 start up include 1 FTE for a teaching position that
will be split at two schools where the foundations level course, Introduction to Foundations in
Agriculture, will be taught: Berthoud High School and Thompson Valley High School. This
position will also facilitate the local FFA program at each school. We have budgeted $50,000 to
purchase initial curriculum materials. In addition, we currently submitted a USDA Grant for
$150,000 for materials and FTE. As with all Career and Technical Education programs (CTE), the
monies spent on the Agricultural Education Pathway startup are reimbursable through Federal
Perkins Funds for Career and Technical Education once the program has an established
completion rate.
Program Roll Out
At this time, we anticipate 100 students will be enrolled in the Agricultural Education Pathway
starting in the 2014-2015 school year. Beginning in July 2014, an Agricultural Education teacher
will be on board and will spend the summer months planning the rollout of the Thompson FFA
Chapter and the coursework for the upcoming school year. The FFA Chapter will meet through
the summer and coursework for the Foundations in Agriculture class will begin for this cohort in
January of 2015. A second cohort group will begin in August of 2015.
Our existing middle level programs at Turner Middle School in Robotics/Engineering and Walt
Clark Middle School in Greenhouse and Environmental Systems provide an excellent beginning
for students interested in an Agricultural Education pathway. These schools feed directly to
Berthoud High School and Thompson Valley High School, schools that are fortunate to have space
within their building to afford future expansion of the program. Students attending other schools
within TSD will be welcomed into either the Berthoud or Thompson Valley program. Our
program will be further strengthened by our existing partnerships with Colorado State University,
Front Range Community College and AIMS Community College. These institutions of higher
learning will continue to offer concurrent enrollment credit courses so that students can earn early
college credit while they are still in high school.
Dr. Margaret Crespo and Dr. Diane Lauer will present an overview of the program and be in
attendance to answer questions.
PROJECT
Agricultural Education
DATE
April 16, 2014
TIME
6:00 PM
What is Agricultural
Education?
6 Pathways
Food Products & Processing
Animal Systems
Plant Systems
Natural Resources
Agribusiness
Power Structure & Technology
6 Pathways & A Variety of Course Options
Food
Products &
Processing
Ag Biotech
Animal
Systems
Vet Science
Food Product Small Animal
Processing
Care
Meat Science
Equine
Science
Food Science
Beef
Production
Food
Processing
Plant
Systems
Natural
Resources
Biotech
Wildlife
Management
Agricultural
Entrepreneurship
Power & Tech
Systems
Energy
General
Horticulture
Resource
Agricultural
Management Communication
Advanced
Fabrication
Agronomy
Environmental Farm Business
Science
Management
Agricultural
Structures
Biology of
Aquaculture
Plant Science
Turf & Land
Animal Science Management
Biology of
Agribusiness
Natural
Resources
Ag Business
Management
Agricultural
Welding
Agricultural
Leadership
Agricultural
Machinery
Why Agricultural
Education?
Workforce
Trends
Colorado has a wealth of
natural resources which
include national parks,
monuments, recreation
areas, state parks and
millions of acres of BLM
administered deserts,
forests, and range land.
Workforce
Trends
The growing interest in
worldwide standardization of
agricultural equipment should
result in increased
employment of agricultural
engineers, fabricators,
machinists, welders, and
skilled large machine
operators.
Workforce
Trends
21 million people (18.5% of
the American workforce) are
employed in the agricultural
industry. Farmers and
ranchers provide food and
habitat for 75% of the nation’s
wildlife. 1/4 of the world’s
grain, milk and eggs are
produced in the USA.
Workforce
Trends
82 million households spend
$35.1 billion annually at lawn
and garden retail outlets. US
consumers spend $44.7
billion annually on
professional landscape, lawn
and tree care services.
Colorado Careers in
Agriculture
Surge in
Ag-related Careers
Potential
Employers
How will we fund this
new pathway?
Funding
1 FTE Split – BHS/TVHS
$50,000 Curriculum
Ongoing CTE
Reimbursement
USDA Grant potential
How will we build out
this new pathway?
Any questions?
DISCUSSION ITEM 6.2
2014-15 District Budget Development Update
Date:
April 16, 2014
Submitted by:
Stephen Towne, CFO
Consideration:
Does the Board have any questions or need additional information
regarding the enclosed 2014-15 Budget Development update?
Steve Towne has prepared an update for the Board and community regarding progress in the
development of the 2014-15 district budget.
Discussion and analysis will focus on…
1.
2.
3.
4.
Review of Budget Development Calendar – key steps
Review & discussion of Non-General Fund Budget DRAFTS
Recap of General Fund Budget Progress to Date
Review of General Fund Budget new information – Prioritized Requests
All budget update slide shows are posted to the district website in the Budget Matters section.
Budget Development
2014-15
April 16, 2014
2014-15 BUDGET DEVELOPMENT
PROCESS
Red Items = 13/14 review and explanation
Green Items = updated financial info for 14/15
FEB
1. Education, Understanding & History
MAR
2. Enrollment & Revenues Update
3. Update of Recurring Costs – FTE $ & Non-FTE $
4. Proposed New Budget Requests – FTE & Non-FTE $
APR
5. Non-General Fund Budgets Reviewed
Prioritization of Requests by Senior Staff
MAY
6. BOE Feedback/Modifications/Direction
JUN
7. Public Hearing & BOE Approval
Community
Forums
NON GENERAL FUND BUDGETS
OVERVIEW
BEG.RESERVES
1 FEDERAL GRANTS
REVENUES
EXPENDITURES
NET
END.RESERVES
77,473
6,519,015
6,519,015
-
77,473
914,945
1,575,628
1,575,628
-
914,945
3 LAND RESERVE
2,169,437
722,875
2,867,312
(2,144,437)
25,000
4 FEE SUPPORTED
1,294,409
1,824,356
1,834,628
(10,272)
1,284,137
12,555,922
10,594,263
10,353,637
240,626
12,796,548
2 STATE & LOCAL GRANTS
5 BOND REDEMPTION
6 BUILDING
-
-
-
-
-
7 CAPITAL PROJECTS
1,477,931
1,791,400
2,933,195
(1,141,795)
336,136
8 NUTRITION SERVICES
1,245,512
4,739,661
4,791,987
(52,326)
1,193,186
70,967
60,100
70,000
(9,900)
61,067
1,112,677
2,676,598
2,676,328
270
1,112,947
11 NEW VISION CHARTER
665,678
3,135,165
3,120,754
14,412
680,090
12 LOVELAND CLASSICAL
320,334
4,225,646
4,174,060
51,586
371,920
21,905,285
37,864,708
40,916,544
(3,051,836)
18,853,449
9 MEMORIAL TRUST
10 ATHLETICS & ACTIVITIES
13 TOTALS
GRANTS BUDGETS
FEDERAL GRANTS
HEADSTART
TITLE I
TITLE IIA
TITLE III ELL
IDEA PRESCHOOL
IDEA PART B
CARL PERKINS
SWAP
21ST CENTURY - FHS
ALL OTHER
TOTALS
TRANSFERS INCLUDED ABOVE
Carl Perkins Match
SWAP Match
STATE/LOCAL GRANTS
GIFTED & TALENTED
ELPA
CO INTEGRATION PROJECT
EARSS - EXPELLED/AT RISK
EC - SPECIAL EDUCATION
RMC - HEALTHY SCHOOLS
ALL OTHER
TOTALS
EC - SPECIAL EDUCATION
RMC - HEALTHY SCHOOLS
REVENUES
2013-14
2014-15
936,914
1,004,868
1,533,562
1,542,596
351,778
349,792
35,607
30,513
75,889
76,260
2,573,584
2,644,357
115,269
120,944
241,475
226,555
139,825
173,130
350,000
350,000
6,353,903
6,519,015
26,500
101,614
668,405
30,957
BENEFITS
265,285
388,734
87,098
7,415
20,819
761,575
6,531
61,170
29,086
92,400
1,720,113
OTHER
53,314
62,889
19,029
1,089
3,500
93,081
4,959
9,968
6,856
254,686
RESERVES - BEGINNING
RESERVES - ENDING
NET CHANGE
26,500
90,622
REVENUES
2013-14
2014-15
139,370
146,079
78,587
62,014
230,561
100,000
213,600
601,601
668,405
30,957
30,957
338,000
338,000
1,575,628
1,402,503
601,601
30,957
SALARIES
618,999
907,046
203,229
17,301
48,578
1,777,008
15,239
142,730
67,867
215,600
4,013,596
EXPENDITURES
P.SERVICES SUPPLIES PROPERTY
41,674
23,522
2,074
100,701
83,226
33,294
7,142
1,857
2,851
1,412
1,951
10,535
2,158
43,190
35,851
15,174
10,911
1,776
49,591
18,481
1,249
27,892
9,232
4,876
321,058
186,189
23,373
SALARIES
44,992
55,011
69,300
130,082
397,701
23,218
116,248
836,552
EXPENDITURES
BENEFITS P.SERVICES SUPPLIES PROPERTY
30,202
50,244
19,282
23,576
29,700
1,000
26,435
1,333
55,750
20,303
170,443
79,958
7,739
33,333
52,032
89,697
46,690
118,570
33,333
358,522
227,292
RESERVES - ENDING
NET CHANGE
NET
CHANGE
77,473
77,473
-
OTHER
1,358
1,358
NET
CHANGE
914,945
914,945
-
LAND RESERVE (PILO) BUDGET
LAND RESERVE (PILO)
LARIMER COUNTY
CITY OF LOVELAND
TOWN OF BERTHOUD
CITY OF FORT COLLINS
TOWN OF JOHNSTOWN
INTEREST INCOME
TOTALS
REVENUES
2014-15
2013-14
36,558
29,788
311,580
380,508
72,555
102,950
226,135
110,229
72,300
97,696
1,690
1,704
720,818
722,875
SALARIES
-
BENEFITS
-
EXPENDITURES
118,155
1,509,300
408,355
437,228
387,515
6,759
2,867,312
RESERVES - ENDING
NET CHANGE
OTHER
NET
CHANGE
(88,367)
(1,128,792)
(305,405)
(326,999)
(289,819)
(5,055)
-
(2,144,437)
2,169,437
25,000
(2,144,437)
FEE SUPPORTED BUDGET
FEE SUPPORTED
FIRST STEPS
EARLY CHILDHOOD TUITION
FULL DAY KINDERGARTEN
INSTR. CLASSROOM FEES
SUMMER SCHOOL
FACILITY RENTAL
AQUATICS - MVHS
AQUATICS - TVHS
AQUATICS - LHS
AUDITORIUMS
PRINCIPALS PROF.GROWTH
ALL OTHER
TOTALS
SUMMER SCHOOL
AQUATICS - MVHS
AQUATICS - TVHS
AQUATICS - LHS
AUDITORIUMS
PRINCIPALS PROF.GROWTH
REVENUES
2013-14
2014-15
35,400
37,342
69,140
73,980
525,000
540,750
212,600
216,852
42,650
44,774
342,500
349,350
232,100
224,000
95,281
98,156
68,750
66,100
67,825
76,100
82,450
82,450
14,110
14,502
1,787,806
1,824,356
8,000
85,000
38,656
53,750
26,800
82,450
8,000
85,000
38,656
53,750
26,800
82,450
SALARIES
29,500
55,485
442,874
171,313
33,581
161,959
90,600
40,600
22,810
42,966
6,963
1,098,652
EXPENDITURES
BENEFITS P.SERVICES SUPPLIES PROPERTY
6,759
1,083
13,390
1,500
2,000
1,000
97,876
5,000
39,250
5,200
8,104
1,000
1,900
35,793
104,097
47,500
21,300
1,800
106,000
2,000
9,000
800
46,256
1,500
7,045
600
44,500
600
9,496
6,638
9,000
8,000
77,450
5,000
1,539
1,100
3,900
1,000
249,552
194,985
219,639
71,800
RESERVES - ENDING
NET CHANGE
OTHER
NET
CHANGE
605
(5,000)
1,089
189
1
2,300
(9,455)
-
-
(10,272)
1,294,409
1,284,137
(10,272)
BOND REDEMPTION & BUILDING BUDGETS
BOND REDEMPTION
PROPERTY TAXES
INVESTMENT EARNINGS
GO BOND - SERIES 2012 (05)
FISCAL AGENT FEES
TOTALS
REVENUES
2013-14
2014-15
10,584,113
10,461,163
4,500
10,150
SALARIES
BENEFITS
EXPENDITURES
OTHER
10,584,113
10,150
3,805,000
1,398,900
5,141,237
10,465,663
10,594,263
-
-
8,500
8,500
BOND PROCEEDS
INVESTMENT EARNINGS
TOTALS
REVENUES
2013-14
2014-15
100
100
-
SALARIES
BENEFITS
(3,805,000)
(1,398,900)
(5,141,237)
(8,500)
-
-
10,345,137
RESERVES - ENDING
NET CHANGE
BUILDING
NET
CHANGE
EXPENDITURES
240,626
12,555,922
12,796,548
240,626
OTHER
NET
CHANGE
-
-
-
-
-
-
RESERVES - ENDING
NET CHANGE
-
-
-
CAPITAL PROJECTS BUDGET
CAPITAL PROJECTS
GF TRANSFER IN
ATHLETICS/ACTIVITIES
LOSS PREVENTION
TECHNOLOGY
TRANSPORTATION
FACILITIES MAINTENANCE
ADMIN BUILDING LEASE
PERFORMANCE CONTRACT
CARRYOVER PROJECTS
TOTALS
REVENUES
2013-14
2014-15
1,055,000
1,791,400
1,055,000
1,791,400
SALARIES
BENEFITS
EXPENDITURES
OTHER
NET
CHANGE
1,791,400
-
-
-
-
60,000
72,000
851,400
250,000
750,000
362,000
246,000
341,795
2,933,195
RESERVES - ENDING
NET CHANGE
(60,000)
(72,000)
(851,400)
(250,000)
(750,000)
(362,000)
(246,000)
(341,795)
-
(1,141,795)
1,477,931
336,136
(1,141,795)
NUTRITION SERVICES BUDGET
NUTRITION SERVICES
MEAL SALES
MEALS - REIMBURSEMENTS
USDA COMMODITIES
ALL EXPENSES
TOTALS
REVENUES
2013-14
2014-15
1,717,766
1,799,932
2,689,585
2,663,442
292,984
276,287
4,700,335
4,739,661
SALARIES
BENEFITS
EXPENDITURES
OTHER
NET
CHANGE
1,799,932
2,663,442
276,287
1,703,538
1,703,538
636,320
636,320
89,650
89,650
2,317,352
2,317,352
42,428
42,428
RESERVES - ENDING
NET CHANGE
2,700
2,700
(4,791,987)
(52,326)
1,245,512
1,193,186
(52,326)
MEMORIAL TRUST BUDGET
MEMORIAL TRUST
CONTRIBUTIONS
INVESTMENT EARNINGS
EXPENDITURES
TOTALS
REVENUES
2013-14
2014-15
60,000
60,000
100
100
60,100
60,100
SALARIES
BENEFITS
EXPENDITURES
OTHER
NET
CHANGE
60,000
100
-
-
-
-
-
RESERVES - ENDING
NET CHANGE
70,000
70,000
(70,000)
(9,900)
70,967
61,067
(9,900)
ATHLETICS & ACTIVITIES BUDGET
ATHLETICS & ACTIVITIES
ATHLETICS - FEES
ATHLETICS - FUND RAISING
ATHLETICS - TOTALS
ACTIVITIES - FUND RAISING
INTEREST
GRAND TOTALS
REVENUES
2014-15
2013-14
495,856
491,878
387,260
384,846
883,116
876,724
1,798,185
270
2,681,571
1,799,604
270
2,676,598
SALARIES
BENEFITS
EXPENDITURES
41,596
7,815
143,217
515,628
4,520
37,072
7,211
31,037
1,675,422
48,862
78,668
15,026
174,254
2,191,050
53,382
OTHER
163,948
-
NET
CHANGE
270
RESERVES - ENDING
NET CHANGE
163,948
270
1,112,677
1,112,947
270
NEW VISION CHARTER SCHOOL BUDGET
NEW VISION CHARTER
PPR ALLOCATION
TUITION - KINDERGARTEN
STUDENT FEES
INSTRUCT. ACTIVITY FEES
BOYS & GIRLS CLUB REIMB.
CAPITAL CONSTRUCT GRANT
FUNDRAISING
INTEREST EARNINGS
REVENUES
2013-14
2014-15
2,870,136
2,907,900
70,262
79,200
15,850
28,860
18,400
11,371
24,000
6,734
37,000
37,000
10,000
63,500
800
600
STUDENT INSTRUCTION
STUDENT SUPPORT
GENERAL ADMINISTRATION
SCHOOL ADMINISTRATION
BUSINESS SERVICES
OPERATIONS
CENTRAL SUPPORT
FACILITIES
DEBT SERVICE
SALARIES
BENEFITS
EXPENDITURES
OTHER
2,907,900
79,200
28,860
11,371
6,734
37,000
63,500
600
1,243,274
162,500
484,877
63,375
271,520
8,177
42,936
31,265
172,200
8,658
70,226
(2,078,555)
(8,177)
7,918
(50,854)
(257,140)
(172,200)
65,100
3,135,165
1,405,774
548,252
587,664
(65,100)
37,000
4,400
61,566
3,046,448
NET
CHANGE
81,676
111,626
RESERVES - ENDING
NET CHANGE
(37,000)
(65,966)
385,762
385,762
(385,762)
14,412
665,678
680,090
14,412
LOVELAND CLASSICAL CHARTER SCHOOL BUDGET
LOVELAND CLASSICAL
PPR ALLOCATION
TUITION - KINDERGARTEN
STUDENT FEES
GRANTS
INTEREST EARNINGS
REVENUES
2013-14
2014-15
4,070,085
3,963,790
66,960
83,700
56,763
32,666
353,807
145,490
-
STUDENT INSTRUCTION
STUDENT SUPPORT
STAFF SUPPORT
BUSINESS SERVICES
OPERATIONS
CENTRAL SUPPORT
OTHER SUPPORT
PROPERTY
4,547,615
4,225,646
SALARIES
BENEFITS
EXPENDITURES
OTHER
NET
CHANGE
3,963,790
83,700
32,666
145,490
-
1,405,258
68,900
139,050
140,000
65,000
98,000
8,000
1,924,208
411,794
23,187
33,755
33,942
15,989
25,689
1,572
545,928
464,575
60,533
72,000
80,076
29,456
669,456
82,971
1,459,067
137,182
7,120
10,222
1,545
2,575
65,222
2,060
1,545
227,471
1,030
10,000
515
1,515
1,030
14,090
RESERVES - ENDING
NET CHANGE
(2,418,809)
(160,770)
(81,621)
(172,805)
3,296
(209,784)
(817,182)
(209,750)
(11,117)
-
3,296
51,586
320,334
371,920
51,586
2014-15
GENERAL FUND BUDGET
RECAP &
PROGRESS UPDATE
13/14 GF REVENUES BUDGET
1 Revenues - SFA (Enrollment x PPR)
2 Revenues - All other (MLO, SO Taxes, etc)
3 Revenues - TOTAL
4
5
6
7
13/14 GF EXPENDITURES BUDGET
Expenditures - FTE $
Expenditures - NON-FTE $
Expenditures - Charter PPR Allocations
Expenditures - TOTAL
8 13/14 NET DIFFERENCE (from GF Reserves)
13/14
BUDGET
2013-14 BUDGET RECAP
We begin here…
On-going
1-Time
94.740
20.999
115.739
-
94.740
20.999
115.739
(89.813)
(21.362)
(6.940)
(118.115)
(0.313)
(2.759)
(3.072)
(90.126)
(24.121)
(6.940)
(121.187)
(2.376)
(3.072)
(5.448)
Total
2014-15 BUDGET – Progress to Date
(2.376)
On-going
STEP 2 - UPDATES FOR 14/15
12 Expenditures - 14/15 Inflation on Non-FTE $
13 Expenditures - 14/15 Cap Reserve Requests
14 14/15 NET DIFFERENCE - STEP 2 (cumulative)
15
16
17
18
19
20
21
22
14/15 UPDATES
ESTIMATES ONLY
9 Expenditures - Eliminate 1-time from 13/14
10 Revenues - add PPR Growth per Gov's Proposal Only
STEP 3 - WORK YET TO BE COMPLETED
Expenditures - Addt'l 14/15 - Mandate, Support, Enhancements
Expenditures - Additional Cap Reserve Requests
Expenditures - Retirement & Other Payroll Reconciliation Savings
Expenditures - Compensation Adjustments
Expenditures - Pera Rate Increases Cost
Expenditures - Health/Dental/Life Renewal Costs
Other GF Revenues Update
14/15 NET DIFFERENCE - STEP 3 (cumulative)
(3.072)
1-Time
(5.448)
Total
2.321
(0.055)
3.072
-
3.072
2.321
(0.055)
(0.509)
(2.195)
(2.195)
(0.509)
(2.195)
(2.760)
(0.565)
???
???
???
???
???
???
???
???
???
???
???
???
???
???
???
???
???
???
???
2014-15 GENERAL FUND
New Investments & Priorities
1. Sub-population FTE Compliance Needs $1.0 M
- Special education staffing needs
- ELA staffing needs
2. Math Curriculum Update $ 1.2 M
3. On-going Literacy Needs $ 500 k
4. Summer School/Extended Learning $ 320 k
5. Agriculture/FFA Program $ 100 k
6. Other requests under discussion…
BUDGET DEVELOPMENT 2014-15
Open Items
1. Funding uncertainties: Legislature
2. Employee group Negotiations
3. Other budget requests, updates, clean-up…
2014-15 BUDGET PROGRESS TO DATE…
(2.376)
On-going
14/15 UPDATES
ESTIMATES ONLY
9 Expenditures - Eliminate 1-time from 13/14
10 Revenues - add TSD K12 PPR Growth per Gov's Proposal Only
12 Expenditures - 14/15 Inflation on Current Non-FTE $
13 Expenditures - 14/15 Cap Reserve Requests - PRELIMINARY
15
16
17
18
19
20
NEW - Other General Fund Revenue Improvements
NEW - Additional FTE $ Requests
NEW - Additional Non-FTE $ Requests
NEW - Additional Cap Reserve Request - Technology Upgrades
NEW - 13/14 Transfer of Improved Performance $
21
22
23
24
25
26
STEP 4 - WORK YET TO BE COMPLETED
Expenditures - Retirement & Other Payroll Reconciliation Savings
Expenditures - Pera Rate Increases Cost
Expenditures - Health/Dental/Life Renewal Costs
Expenditures - Compensation Adjustments
Revenues - Final State Funding Adjustments
(3.072)
1-Time
(5.448)
Total
2.321
(0.055)
3.072
-
3.072
2.321
(0.055)
(0.509)
(2.195)
(2.195)
(0.509)
(2.195)
(2.760)
(0.074)
(2.162)
(0.400)
0.800
(4.031)
0.400
(1.016)
(2.516)
(0.400)
0.800
(5.492)
(0.565)
0.400
(0.942)
(0.355)
(1.462)
???
???
???
???
???
???
???
???
???
???
???
???
???
???
Discussion…
DISCUSSION ITEM 6.3
Monthly Financial Report - March 2014
Date:
April 16, 2014
Submitted by:
Stephen Towne, CFO
Consideration:
Does the Board have any questions or need additional information
regarding the enclosed March 2014 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 monthly
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 current year budget.
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
MARCH 2014
4/11/2014
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
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
12,830,308
1,639,097
45,314,052
5,693,774
1,390,692
988,354
2,686,889
285,879
128,464
697,791
78,840
158,558
114,030
56,056
201,784
72,264,568
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
13,062,447
1,845,235
47,720,833
5,742,083
1,455,902
997,708
2,838,202
244,605
90,028
722,908
43,656
141,024
123,808
54,158
75,674
75,158,272
45.2%
75.5%
75.5%
44.5%
91.9%
113.1%
94.6%
71.5%
50.5%
76.3%
525.6%
70.5%
69.1%
77.6%
370.2%
65.3%
42.9%
86.1%
76.8%
44.7%
77.5%
99.1%
88.4%
69.9%
39.6%
79.1%
98.3%
62.7%
75.0%
75.0%
138.9%
64.9%
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
46,103,619
5,223,702
5,906,644
517,237
5,483,667
1,454,449
7,515,977
2,692,227
2,593,869
4,899,491
1,933,105
84,323,986
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
49,307,316
5,441,953
6,241,536
487,441
5,759,569
1,515,450
8,415,324
2,802,382
2,743,500
5,074,715
1,229,707
89,018,894
73.5%
79.7%
77.8%
63.0%
73.9%
74.7%
69.0%
74.1%
75.5%
72.8%
86.9%
74.0%
75.4%
68.2%
67.5%
69.2%
72.4%
75.7%
74.7%
70.8%
76.0%
73.1%
58.3%
73.5%
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
9,925,688
(2,417,632)
(1,410,126)
27,449
(58,647)
99,843
6,646,196
5,521,615
COLOTRUST
17,931,256
29,950,407
457
196,901
513,779
514,382
UMB BANK
10,125,796
8,742,931
344,667
344,535
OTHER
INTERFUND AR
TOTALS
27,856,944
27,532,775
8,716,127
8,770,380
138,253
99,843
7,504,642
6,380,532
TOTALS
2012-13
2013-14
15,103,111
3,231,276
18,642,393
30,464,788
10,470,463
9,087,466
44,215,967
42,783,531
DISCUSSION ITEM 6.4
2014-15 and 2015-16 Revised School Calendars
Date:
April 16, 2014
Submitted by:
Consideration:
Does the Board have any questions regarding the revised 2014-2015 and
2015-2016 school calendars?
In the interest of student achievement, it is recommended that the Board of Education approve
both the 2014-15 and 2015-16 revised school calendars. The changes to the calendar are
reflective of the elimination of the Early Release Wednesday calendar that has been utilized in
the district for many years.
With the elimination of early release, there will be an addition of six full days of non-student
contact throughout the school year. These days will be utilized as professional days for all
district staff to receive training and have time to focus on student achievement data and
instructional learning and planning.
The Board will have an opportunity to review input based on this change prior to creating and
approving the calendar for the 2016-2017 school year.
Michael Jones and Vicki Thompson, director of HR, will be in attendance to answer questions.
School Calendar
BOE Approved 12/18/13
Revised
2014-15
JANUARY 2015
JULY 2014
S
M
T
W
T
F
S
CALENDAR LEGEND
1
2
3
4
5
School Begins - Grade K-12
S
M
T
W
T
F
S
1
2
3
10
6
7
8
9
10
11
12
No School -
4
PRW
6
7
8
9
13
14
15
16
17
18
19
No School
11
12
13
14
15
16
17
20
21
22
23
24
25
26
W
Work Day
18
19
PR
21
22
23
24
27
28
29
30
31
PR
Professional Day
25
26
27
28
29
30
31
S
Holiday
PRW Prefessional Day/Work Day
AUGUST 2014
S
3
M
4
T
W
T
F
S
1
2
9
5
6
7
8
10
11
12
13
W
W
16
17
W
W
T
21
22
23
24/31
25
26
27
28
29
30
T
PT
Parent/Teacher Conference Day
E
Teacher Exchange Day
S
M
T
W
T
F
Transition Day - 1st Day of School
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Grades K-5, 6 & 9
TR/Q
FEBRUARY 2015
Elementary/Assessment Day
End of Trimest/Quarter
15
16
17
18
19
20
21
Last Day, 1/2 Day for all K-11 students
22
23
24
TRW
26
27
28
Last Day for Graduating Seniors
G
High School Graduation Day
SEPTEMBER 2014
S
MARCH 2015
M
T
W
T
F
S
S
M
T
W
T
F
S
1
2
3
4
5
6
1
2
3
4
5
6
7
7
8
9
10
11
12
13
8
9
10
11
Q
W
14
14
15
16
17
18
PR
20
15
16
17
18
PT
E
21
24
25
26
27
22
23
24
25
26
27
28
29
30
31
W
T
F
S
1
2
3
4
21
22
23
28
29
30
OCTOBER 2014
S
M
T
W
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Q/PR
W
18
19
20
21
22
PT
E
25
26
27
28
29
30
31
NOVEMBER 2014
S
M
T
W
T
F
S
2
3
4
5
6
7
1/8
9
10
11
12
13
TR/ PRW
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
DECEMBER 2014
S
M
T
W
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
SPECIAL DATES
August
14
Building Day
15
Work Day
18
District Day
19
Work Day
20
Transition Day K-5, 6 & 9 (Full Day)
21
All Students K-12 - 1st Day
September
1
Labor Day
11-12 K-5 Assessment Days
19
Professional Day
October
16
End of Quarter 1/Professional Day
17
Work Day
23
24
November
14
End of Timester 1/ProfessionalDay/Work
Day
26-28 Thanksgiving Break
December
19
End of Quarter 2
22-31 Winter Break
January
1-2
Winter Break Continued
5
Professional Day/Work Day
19
Martin Luther King Jr. Day
20
Professional Day
February
16
Presidents' Day
25
End of Trimester 2/Work Day
March
12
End of Quarter 3
13
Work Day
19
20
April
6-10
Spring Break
20
Professional Day
May
7-8
K-5 Assessment Days
21
22
Professional Day
23
25
Memorial Day
29
Last Day, 1/2 Day for all K-11 Students
APRIL 2015
S
M
T
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
PR
21
22
23
24
25
26
27
28
29
30
F
S
1
2
MAY 2015
S
M
T
W
T
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
PR
G
24/31
25
26
27
28
29
30
S
M
T
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
JUNE 2015
W
14
15
16
17
18
Q
20
14
15
16
17
18
19
20
21
22
23
24
25
26
27
21
22
23
24
25
26
27
28
29
30
31
28
29
30
Please visit the Thompson School District Website @ www.thompsonschools.org to view this calendar online
School Calendar
BOE Approved 12/18/13
2015-16
JULY 2015
S
M
T
JANUARY 2016
CALENDAR LEGEND
W
T
F
S
School Begins - Grade K-12
1
2
3
4
No School - Holiday
No School
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
W
Work Day
PR
Professional Day
PRW Professional Day/Work Day
PT
E
AUGUST 2015
S
M
M
T
W
T
F
S
2
3
4
5
6
7
1/8
9
10
11
12
13
W
15
16
W
W
W
T
21
22
23
24
25
26
27
28
29
30
31
T
G
M
T
W
T
F
S
1
2
3
4
5
7
8
9
10
11
12
13
14
15
16
17
PR
19
20
21
22
23
24
25
26
27
28
29
30
OCTOBER 2015
M
T
W
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Q/PR
W
17
18
19
20
21
PT
E
24
25
26
27
28
29
30
31
M
T
W
T
5
6
7
8
9
12
13
14
15
16
17
18
PR
20
21
22
23
24/31
25
26
27
28
29
30
FEBRUARY 2016
Transition Day - 1st Day of School
S
M
T
W
T
F
S
1
2
3
4
5
6
End of Trimester/Quarter
7
8
9
10
11
12
13
Last Day, 1/2 Day for all K-11 students
14
15
16
17
18
19
20
21
22
23
24
TR/W
26
27
28
29
S
S
1
2
3
4
5
6
7
9
10
11
12
TR/
PRW
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
SPECIAL DATES
August
14
Building Day
17
Work Day
18
District Day
19
Work Day
20
Transition Day Grades K-5, 6 & 9 (Full Day)
21
All Students K-12 - 1st Day
September
7
Labor Day
10-11
K-5 Assessment Days
18
Professional Day
October
15
End of Quarter 1/Professional Day
16
Work Day
17
Parent/Teacher Conferences
18
November
13
End of Trimester 1/Professional Day/Work
Day
25-27 Thanksgiving Break
19
W
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Q
19
25
26
21
22
23
24
27
28
29
30
31
Professional Day
February
15
Presidents' Day
End of Trimester 2/Work Day
March
10
End of Quarter 3
11
Work Day
17
Parent/Teacher Conferences
T
20
6
M
7
T
W
T
F
1
2
3
4
5
8
9
Q
W
12
13
14
15
16
PT
E
19
20
21
22
23
24
25
26
27
28
29
30
31
APRIL 2016
S
M
T
W
18
April
4-8
Spring Break
18
Professional Day
May
5-6
19
20
27
Elementary Assessment Days
Professional Day
Last Day, 1/2 day for all K-11 students
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
PR
19
20
21
22
23
24
25
26
27
28
29
30
S
M
T
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
MAY 2016
Winter Break
January
1
Winter Break Continued
4
Professional Day/Work Day
18
Martin Luther King Jr. Day
25
DECEMBER 2015
M
S
21-31
F
8
S
2
11
December
18
End of Quarter 2
NOVEMBER 2015
S
S
1
MARCH 2016
6
S
F
PRW
SEPTEMBER 2015
S
T
3
Grades K-5, 6 & 9
TR/Q
W
10
Elementary/Assessment Day
S
T
W
15
16
17
18
19
PR
21
22
23
24
25
26
27
G
29
30
31
JUNE 2016
S
M
T
W
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Please visit the Thompson School District Website @ www.thompsonschools.org to view this calendar online

April 16 - Thompson School District

Transcription

Similar documents

146 N Thompson.indd - Pacifica Commercial Realty

USS Blandy DD-943 Gitmo Cruise, 1971

RETAIL SPACE FOR LEASE Nathan Klein

Speaker Glossy (FROM SPACE!)

Directions from NCTAMS to Helemano Elementary School

HERE

details - Airsprings

Hear Ye.... Hear Ye....... - Olivia`s Dollhouse Tearoom

Castori Elementary School - Twin Rivers Unified School District

Guidelines und Musterfolien