BOARD OF EDUCATION MEETING AGENDA May 14, 2014

Transcription

BOARD OF EDUCATION
MEETING AGENDA
May 14, 2014
Administration Building, 800 South Taft Avenue, Loveland, Colorado 80537
“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
Board of Education
800 S. Taft Avenue
Loveland, Co 80537
THOMPSON SCHOOL DISTRICT R2-J
Board of Education Special Meeting – Work Session II
Wednesday, May 14, 2014
5:00 – 6:45 P.M.
Agenda Items
1.
Call to Order, Roll Call, Adoption of Agenda
2.
Program Presentation – Community Connections
15 Minutes
3.
2013-14 Thompson Education Foundation Creativity Grant Recipients
20 Minutes
4.
Instructional Materials Adoption and Purchase – Math
10 Minutes
5.
2014-15 High School Master Schedule Update
10 Minutes
6.
Intergovernmental Agreements Between District and Loveland Police
Department and District and Larimer County Sheriff’s Office Regarding
School Resource Officers
7.
Extension for Finalization of Charter School Contracts
10 Minutes
8.
Proposed Revision to Board Policy:
CCA – District Organizational Chart
15 Minutes
9.
Proposed Revision to Board Policy/Regulation:
DKB – Salary Deductions
DKB – R – Tax Deferred Savings Plans
5 Minutes
10.
GBGF – Family and Medical Leave
GBGF – R – Family and Medical Leave
5 Minutes
11.
Other
5 Minutes
12.
Adjournment
5 Minutes
AGENDA ITEM 2.0
Program Presentation Community Connections
Date:
May 14, 2014
Submitted by:
Stan Scheer, Ed.D., Superintendent of Schools
Charlie Charter, Executive Director of Student Support Services
Consideration:
For the Board to hear a presentation from the Community
Connections program.
The Board will hear a presentation highlighting academic programs and activities within the
Community Connections program, a program under the special education umbrella.
Charlie Carter and Community Connections staff members Marissa Holland and Sarah Noehl
will present information and answer questions.
AGENDA ITEM 3.0
2013-2014 Thompson Education Foundation Creativity Grant Recipients
Date:
May 14, 2014
Submitted by:
Stan Scheer, Ed. D., Superintendent of Schools
Kim Akeley-Charron, Executive Director, Thompson Education
Foundation
Consideration:
Does the Board have any questions regarding the awarded 2013-2014
Creativity Grants?
The Thompson Education Foundation (TEF) awarded $4,794.41 to fund five Creativity Grants
for the 2013-2014 school year. Grant recipients gave their final presentations during the 2014
Educator Appreciation Breakfast and the opportunity was extended to present to the Board of
Education.
2013-2014 Creativity Grant Recipients
• Robb Summerfeld, Berthoud High School
Pre-Engineering & Construction 2 Toy Train Project
• Megan Henderson, Ivy Stockwell Elementary & Lora Patrick, Laurene Edmondson
Elementary
Architecture, Construction, & Engineering Learning Centers (Co-Applicants)
• Jessica Bobbs/Jane Ford, Loveland Berthoud Enrichment Access Program (LEAP)
LEGO Story Starter
• Jake Marshall, Lucile Erwin Middle School
TriCopter FPV
TEF premiered a new name for its longstanding Creativity Grant program for the 2014-2015
school year. GREAT IDEA GRANTS mirror the former model by awarding grants to teachers to
implement an innovative project in education and instruction to enhance the learning experience
of students in Thompson School District. A teacher or professional staff member may be selected
to receive a grant of up to $2,000, an increase over the previously awarded cap of $1,000.
What criteria is used for reviewing Great Idea Grant applications?
• Unique and dynamic educational experiences that support student achievement or wellbeing
• Impact on higher level thinking skills: creativity, critical thinking and/or problem solving
• Clarity of objectives
• A clear and measurable project evaluation
• A detailed, itemized budget
Great Idea Grants for the 2014-2015 will be awarded in May 2014. Kim Akeley-Charron will be in
attendance to provide a current update and answer questions.
AGENDA ITEM 4.0
Instructional Materials Adoption and Purchase - Math
Date:
May 14, 2014
Submitted by:
Diane Lauer, Ed.D., Executive Director of Instruction
Consideration:
Does the Board have any questions regarding the math materials
adoption selection and projected expense?
In a knowledge-based, globally competitive economy, the importance of education has
increased enormously. Education is the new currency, and this currency is recognized
internationally. ~ U.S. Secretary of Education, Arne Duncan
Introduction
In the district we hold high expectations of our students and ourselves. We desire to
dramatically increase student success in mathematics so that all our students have the
knowledge and skills to be productive, competent and enterprising citizens in charge of their
own future success.
The process of maintaining a relevant and up-to-date curriculum and instructional
programming should embody a philosophy of continuous improvement, involve broad based
input from different district constituencies, allow and encourage creativity and innovation,
consider reliable and current educational research, provide for the fulfillment of varied student
needs, and direct the selection of instructional materials.
With this in mind, a Long Range Numeracy Plan has been developed to dramatically increase
student success in mathematics. This plan is composed of three main components that require
the implementation of the following:
• A strong, research-based mathematics curriculum in grades P-12
• Accelerated pathways for students to effectively advance their learning in math
• A continuum of targeted and intensive interventions to provide personalized support
Recommendation
The Executive Directors in Learning Services recommend the adoption and purchase of
comprehensive math materials to support Year 1 goals outlined in the Long Range Numeracy
Plan.
• Purchase and implement elementary math universal program Math Expressions by
Houghton Mifflin for grades K-5
• Purchase and implement Number Worlds and Connecting Math Concepts by McGrawHill intervention materials for students with suspected or identified learning disabilities
in mathematics in grades K-5 and students with significant to severe identified math
disabilities in grades 6-8 and 9-12.
• Purchase and implement Math 180 by Scholastic grades 6-8 as an intervention for
students with specific and moderate identified learning disabilities in math and other
students with identified gaps in math skills
•
Purchase program materials for high school AMPED (Algebra I in Material Products,
Energy & Design) pilot at LHS
This written report will describe the funding requests and the process of selecting the identified
materials.
Universal Elementary Math Program Selection Process
The selection process of a new elementary math program began with an evening Elementary
Math Forum on October 15, 2013 at Mountain View High School. Elementary parents, students,
teachers and community members were invited to attend this open meeting with the purpose of
soliciting their insights on the current math program and desires for a new math program.
Approximately 35 parents, children, community members and teachers attended this event.
Applications to participate in the K-5 Math Adoption Task Force were distributed at the
Elementary Math Forum and posted on the district website. Three elementary parents and one
secondary parent volunteered to join the task force along with a number of teachers and district
office personnel. The following persons participated on the K-5 Math Adoption Task Force
during the 2013-2014 school year:
• Meg DeClement – Parent
• Liz Rayment – Parent
• Melissa Sellers – Parent
• Erin Hughes – Parent
• Angie Geraghty – 5th Grade - Cottonwood
• Brandi Pawloski – 2nd Grade - Lincoln
• Jennifer Fodness – Kindergarten - Monroe
• Carol Thomas – 3rd grade - Garfield
• Julie Norton – 3rd Grade - Namaqua
• Cara Gerler – 3rd Grade - Berthoud
• Carmen Polka – Kindergarten – Ponderosa
• Megan McFadden – SPED/ESS – Ponderosa
• Peggy Hawkins – 2nd Grade - Centennial
• Becky Monchak – Gifted & Talented – Ivy Stockwell
• Karlee Maitland – 3rd Grade – Monroe
• Amanda Washburn – 3rd Grade – Monroe
• Aimee Stegner – Kindergarten - Ponderosa
• Greg McAlpin – Math Interventionist – Monroe
• Sarah Smith – English Language Acquisition Specialist, Learning Services
• Dodie Schroeder – Elementary Math Specialist and Namaqua Instructional Coach
• Kristina Smith – Strategic Data Fellow
• Doug May – Secondary Math Specialist and Bill Reed Data Coach
• Kathy Sather – Early Literacy Specialist, Learning Services
• Carol Swalley – Gifted/Talented Administrator, Learning Services
• Carmen Williams – Learning Services, Assistant Director of Instruction
• Diane Lauer – Learning Services, Executive Director of Instruction
Learning Services created a comprehensive process to review materials, pilot materials, and
analyze the research and student achievement impact attributed to such materials.
October 15, 2013
Family & Community K-5 Math Forum
• 4:30-6:00 PM
• Mountain View High School - Cafeteria
• Engage discussion regarding current strengths and needs for K-5
math program.
• Distribute K-5 Math Adoption Task Force Application
information and post information to District Web Page
October 18, 2013
K-5 Elementary Math Liaison Math Forum
• Engage discussion regarding current strengths and needs for K-5
math program.
• Distribute K-5 Math Adoption Task Force Application
information
K-5 Math Adoption Task Force – Initial Meeting
• 8:30-1:30 PM
• Classroom 4 – Administration Building
• Review feedback from Family & Community Forum and K-5
Curriculum Liaisons
• Review Instructional Materials’ Evaluation Criteria
• Review Grade Level Learning Progressions K-5
K-5 Math Adoption Task Force – Materials Audit
• 8:00-1:30 PM
• Audit six Programs with high ratings from preliminary research
K-5 Math Adoption Task Force – Materials Audit
• 8:30-1:30 PM
• Complete audit 6 Programs
• Identify top 3 programs from the 6 examined for further review
K-5 Math Program Showcase – Vendor Presentations
• 8:00-1 PM – Task Force Showcase – 3 Programs Presented
o Classroom 4 – Administration Building
o Vendor Showcase – Question & Answer
o Solicit Task Force input
• 4:30-6:00 PM - Public Showcase
o Administration Building – Board Room Cafeteria
o Solicit Public input
K-5 Math Adoption Task Force Leaders – Pilot Planning
• Develop plan for piloting materials at specific sites
• Develop pre/post test instrument for internal study
K-5 Math Adoption – Pilot Launch
• Provide materials training to identified pilot teachers
• Provide follow up coaching to ensure pilot success
K-5 Math Program – Site Visits
• Visit Blue Mountain Elementary in St. Vrain (Math Expressions)
• Visit The Pinnacle Charter in Federal Heights (enVisions Math)
• Visit Heritage Elementary in Douglas County (My Math)
K-5 Math Adoption Task Force – Pilot Check-in
• 8:30-1:30 PM
• Classroom 8/9 – Administration Building
• Solicit input from pilot teachers
October 30, 2013
November 15, 2013
December 6, 2013
December 11, 2013
January 8, 2014
January 22-March
23, 2014
January 22-March
23, 2014
April 9, 2014
April 30, 2014
December 11, 2013 May 14, 2014
K-5 Math Adoption Task Force – Pilot Summary
• 8:30-1:30 PM
• Apply findings to Decision Making Rubric
• Summarize findings
• Make recommendation for selection
K-5 Math Instructional Materials Public Viewing
• Administration Building
The K-5 Math Adoption Task Force began the intensive process of program selection by
evaluating the content alignment of six math programs.
o Envisions – Pearson/Scott Foresman
o Everyday Math – McGraw-Hill
o Go Math! – Houghton Mifflin Harcourt
o Math Expressions – Houghton Mifflin Harcourt
o Math in Focus (Singapore Math) – Houghton Mifflin Harcourt
o My Math – McGraw-Hill
The Instructional Materials Evaluation Tool (IMET), developed in collaboration by the
departments of education in Massachusetts, New York, and Rhode Island was utilized to
evaluate six programs on their strategic coverage of math content standards and alignment to
embedded assessments.
In October and November 2013, the task force reviewed the scores from the IMET and identified
Math Expressions, My Math, and Envisions as the top scoring programs.
Vendor
representatives were invited to present an overview of their program to the K-5 Math Adoption
Task Force and at an evening showcase to the public in December 2013.
Using input from the Task Force and Forum, the following criteria was used to determine the
program that would be the best program for elementary students in Thompson and most likely
increase student achievement as identified in our Long Range Numeracy Plan:
• The quality and quantity of scientifically designed “gold-standard” research showing
positive gains attributable to the elementary math program
• The positive teacher feedback and observable student engagement found in other
districts and schools using the program
• The positive student achievement potentially attributed to the program as identified in
other districts and schools TCAP scores
• The positive student achievement gains potentially attributable from the programs as
measured in our own internal research study conducted from the pilot
• The positive perceptions gathered from our public
• The positive perceptions of our teachers using the programs during the pilot based on
the quality of the program assessments, technology, instructional framework, content
coverage, and materials.
The rubric on the next page was used by the K-5 Math Adoption Task Force to determine the
final selection in April 2014.
K-5 Math Adoption - Decision Making Scoring Guide (Page 1)
1
Quantity
Quality
2
Research Review of the Available Studies
Limited or no national "gold
Several case studies and at least
standard" studies available,
one "gold standard" research
mostly vendor created or case study available
studies specific to a single
school
No positive gains attributed to Some positive gains identified to
program use and/or negative
program use, though not
gains identified to program
consistent
use
3
Multiple studies available
conducted using national
"gold standard" level
parameters as well as vendor
and/or school case studies
Multiple studies show
consistently that positive
gains are attributable to this
program
Site Visit Observations
Program in
Action
Teacher
Perspectives
1
Observation provided a weak
overall impression of the
program due to any of the
following: minimal student
engagement, poor quality
lesson, confusion using
program materials
2
Observation provided a fair
following: fair to average
student engagement, fair to
average quality lesson, fair to
moderate student
understanding of program
materials
Insights on the program were
primarily negative from the
teachers using the program
primarily moderate from the
3
Observation provided a strong
following: strong to above
average student engagement,
strong to above average
quality lesson, strong to
above average student
understanding of program
materials
primarily positive from the
Regional Student Achievement Data
1
Local
Achievement
Data
Local Colorado achievement
data not available or available
data shows negative effects
2
data shows limited gains or
positive effects
3
data shows strong gains or
positive effects
Internal Pre/Post Student Achievement Data from Pilot
Internal
Achievement
Data
1
2
No positive gains potentially
attributable to program, or
negative gains potentially
attributable, or comparatively
the least likely to produce
positive effects.
Some positive gains potentially
attributable to program, or
comparatively the unlikely to
produce strong positive effects.
3
Internal study shows
consistently that positive
gains are attributable to this
program, and comparatively
the most likely to produce
positive effects.
Public Input
Comments
1
Generally negative and/or
lukewarm perceptions
regarding program
2
Mildly positive perceptions
regarding program
3
Mostly positive perceptions
regarding program
K-5 Math Adoption - Decision Making Scoring Guide (Page 2)
Pilot Teacher Perspectives
1
2
3
Assessments
Few to no high quality
formative assessments, few to
no high quality end of chapter
tests, few to no performance
tasks/problem solving
experiences
Some high quality formative
assessments, some high quality
end of chapter assessments,
some high quality performance
experiences
Technology
Poor quality technology
supplements, limited
applicability to classroom
and/or home use
Fair quality technology
supplements, average
applicability to classroom
and/or home use
Consistent evidence of high
quality formative
assessments, consistent
evidence of high quality end
of chapter assessments,
consistent evidence of high
quality performance
experiences
High quality technology
supplements, strong
applicability to classroom and
home use
Instructional
Delivery/
Pedagogy
Weak program design for
quality instructional delivery,
insufficient or limited
evidence of the following:
evidence of explicit math
standards and mathematical
standards of practice, gradual
release model of
responsibility, efficient pacing,
differentiation, opportunity
for mathematical thinking and
discourse, and intentional
direction for whole group,
small group and individual
work
Fair program design for quality
instructional delivery, some
evidence of explicit math
standards and mathematical
standards of practice, gradual
release model of responsibility,
efficient pacing, differentiation,
opportunity for mathematical
thinking and discourse, and
intentional direction for whole
group, small group and
individual work
Excellent program design for
quality instructional delivery,
plentiful evidence of the
following: evidence of explicit
math standards and
mathematical standards of
practice, gradual release
model of responsibility,
efficient pacing,
differentiation, opportunity
for mathematical thinking and
discourse, and intentional
direction for whole group,
small group and individual
work
Content/
Presence of
Academic
Rigor
(Conceptual,
Procedural,
Application)
Weak or limited opportunities
for content enrichment and
academic rigor, insufficient or
limited evidence of the
following: student writing
activities, opportunities for
critiquing reasoning of self
and others, deep level of
student engagement in the
learning
Weak or limited support
within the program materials,
for teachers, students and
parents
High percentage of mostly
negative responses as noted
on teacher survey questions
Fair amount of opportunities for
content enrichment and
academic rigor, fair evidence of
the following: student writing
activities, opportunities for
critiquing reasoning of self and
others, deep level of student
engagement in the learning
Plentiful opportunities for
content enrichment and
academic rigor, plentiful
student writing activities,
opportunities for critiquing
reasoning of self and others,
deep level of student
engagement in the learning
Fair support within the program
materials, for teachers, students
and parents
Plentiful support within the
program materials, for
teachers, students and
parents
High percentage of high
positive response to teacher
survey questions
Program
materials
Quantitative
Teacher
Survey Data
High percentage of mostly
moderately positive response to
teacher survey questions
With the six criteria weighted equally, Math Expressions edged out enVisions with an overall
average rating of 2.67 to 2.39. My Math scored a distant third with 1.20. It is also important to
note that Math Expressions received the highest score a total of 5 times within the six criteria,
while enVisions scored earned the highest score a total of 4 times within the six criteria.
Table 1 describes the average score for each program by criteria, the average of each six criteria
by program, and a count of the highest score by criteria:
(Table 1)
Math Expressions
enVisions
My Math
2.5
2
1
Regional Student
Achievement Data
3
3
1
2
2
1
Internal Study Data
3
2
1
Public Input
3
2.5
1
2.5
2.83
2.17
2.67
2.39
1.20
5
4
0
Research Review
Pilot Teacher
Perspectives
Average of scores using
equal category weights
Number of Times
Program Earned the
Highest Score
Despite the slightly stronger positive perceptions of the pilot teachers who used enVisions, the
strong positive achievement results attributable to Math Expressions found during our pilot
study coupled with the strong evidence of positive gains found in the literature review provided
the basis for a resounding recommendation in favor of Math Expressions.
Student Achievement Gains Potentially Attributable to Math Expressions
A total of 528 students from 34 diverse classrooms across the district participated in the pilot
study during the months of January-March 2014. Parents were notified that their child’s teacher
had volunteered to participate in the study and were assured that the learning program would
engage their child in rigorous math instruction aligned to grade level standards. No parent
withdrew his/her child’s inclusion from the study.
Students were administered a grade leveled assessment prior to the initiation of the study and
again after three months of facilitated instruction using one of three programs, Math
Expressions, enVisions, or My Math. The assessment instrument was developed to evaluate
learning gains acquired on targeted concepts and skills that would be taught over the three
months by each of three programs. The assessment results were disaggregated to describe
learning gains on the targeted concepts as well as the student’s ability to transfer and apply their
knowledge of the concepts.
The item response analysis of pilot study data (Table 2) shows that students who learned with
the Math Expressions program demonstrated the greatest positive change and least negative
change in knowledge development of the targeted concepts.
(Table 2)
Percentage Change of Individual Item Responses
Values represent percent of item responses within each grade and program that showed positive change, no change, or negative change from the
pre test to the post test. This table describes the actual change of item response from “correct to incorrect” (negative change), “incorrect to
correct” (positive change); or “correct to correct” or “incorrect to incorrect” (no change). Pink highlights the least favorable score; Green
highlights the most favorable score.
My Math
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Total
Negative
Change
No
Change
Positive
Change
35.00
25.63
39.38
Negative
Change
No
Change
Positive
Change
17.86
35.71
46.43
Negative
Change
No
Change
Positive
Change
9.58
36.88
53.54
Negative
Change
No
Change
Positive
Change
12.00
35.71
52.29
Negative
Change
No
Change
Positive
Change
9.78
65.56
24.67
Negative
Change
No
Change
Positive
Change
11.11
50.56
38.33
Negative
Change
No
Change
Positive
Change
13.01
44.69
42.30
Math Expressions
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Total
Negative
Change
No
Change
5.50
28.50
Negative
Change
No
Change
7.26
21.77
Negative
Change
No
Change
13.33
39.49
Negative
Change
No
Change
15.96
37.02
Negative
Change
No
Change
10.83
37.92
Negative
Change
No
Change
4.55
60.98
Negative
Change
No
Change
10.96
39.34
Positive
Change
Envision
Kindergarten
66.00
Positive
Change
First Grade
70.97
Positive
Change
Second Grade
47.18
Positive
Change
Third Grade
47.02
Positive
Change
Fourth Grade
51.25
Positive
Change
Fifth Grade
34.47
Positive
Change
49.70
Total
Negative
Change
No
Change
16.47
39.41
Negative
Change
No
Change
7.14
30.36
Negative
Change
No
Change
9.72
41.39
Negative
Change
No
Change
12.56
48.97
Negative
Change
No
Change
10.43
60.00
Negative
Change
No
Change
12.72
34.21
Negative
Change
No
Change
11.59
46.83
Positive
Change
44.12
Positive
Change
62.50
Positive
Change
48.89
Positive
Change
38.46
Positive
Change
29.57
Positive
Change
53.07
Positive
Change
41.58
Table 3 shows that students who learned with the Math Expressions program demonstrated the greatest positive growth on overall
points, especially in grades K, 2, 3, and 4. It also shows that students who learned with Math Expressions demonstrated the greatest
capacity to transfer and apply their skills, especially in grades K, 1, and 4. Students who learned with enVisions appear to have
demonstrated the most growth and transfer and application in grade 5. Students who learned with My Math were least likely to show
growth or capacity to transfer and apply their skills. The cells shaded in dark green highlight the most favorable shift in positive
student learning gains and well as highest achievement on post test results.
(Table 3)
Overall Points
Pre
Post
Growth
(post-pre)
Transfer and Application
Growth
Pre
Post
(post-pre)
Percent
Increase
Percent
Increase
My Math
K
54.41%
46.69%
-7.72%
-14.19%
My Math
45.42%
55.42%
10.00%
22.02%
My Math
1
48.77%
61.58%
12.81%
26.26%
My Math
48.81%
53.57%
4.76%
9.76%
My Math
2
52.60%
71.50%
18.90%
35.93%
My Math
50.97%
72.22%
21.25%
41.69%
My Math
3
12.99%
36.02%
23.03%
177.33%
My Math
29.14%
52.00%
22.86%
78.43%
My Math
4
8.25%
15.98%
7.72%
93.59%
My Math
13.48%
24.59%
11.11%
82.42%
My Math
5
7.33%
29.33%
22.00%
300.00%
My Math
14.44%
32.59%
18.15%
125.64%
Math Expressions
K
65.00%
90.59%
25.59%
39.37%
Math Expressions
59.67%
92.33%
32.67%
54.75%
Math Expressions
1
52.84%
79.09%
26.25%
49.68%
Math Expressions
48.39%
72.58%
24.19%
50.00%
Math Expressions
2
47.89%
69.96%
22.07%
46.08%
Math Expressions
49.74%
67.52%
17.78%
35.74%
Math Expressions
3
18.57%
47.20%
28.63%
154.17%
Math Expressions
37.16%
53.48%
16.31%
43.89%
Math Expressions
4
12.50%
40.08%
27.58%
220.63%
Math Expressions
29.44%
53.06%
23.61%
80.19%
Math Expressions
5
3.64%
26.82%
23.18%
637.50%
Math Expressions
7.32%
29.80%
22.47%
306.90%
Envisions
K
51.21%
62.28%
11.07%
21.62%
Envisions
48.24%
68.63%
20.39%
42.28%
Envisions
1
44.09%
70.69%
26.60%
60.34%
Envisions
42.86%
63.10%
20.24%
47.22%
Envisions
2
50.10%
71.43%
21.33%
42.57%
Envisions
51.30%
75.00%
23.70%
46.21%
Envisions
3
6.60%
24.09%
17.48%
264.71%
Envisions
16.92%
28.55%
11.62%
68.69%
Envisions
4
13.27%
22.80%
9.52%
71.76%
Envisions
17.30%
29.50%
12.20%
70.49%
Envisions
5
24.21%
56.84%
32.63%
134.78%
Envisions
33.04%
61.99%
28.95%
87.61%
Figure 1 represents the growth between pre/post tests for each program at each grade level.
Students learning with Math Expressions showed strongest gains in grades K, 1, 2, 3 and 4.
(Figure 1)
Additional analysis depicts how often student performance was enhanced by Math Expressions.
Table 4 quantifies the number of times Math Expressions ranked highest in Post-Test
achievement, Growth, Percent Increase, Highest Growth count, Highest Percent Increase count,
Overall Points percentage, Overall Points average percentage increase, Transfer & Application
average percentage growth and Transfer & Application Average percentage increase.
(Table 4)
Count: Highest in Category in Post Achievement,
Growth, and Percent Increase categories
Count Highest Growth:
My Math
4
/36
My Math
1
/12
Math Expressions
21
/36
Math Expressions
7
/12
Envisions
11
/36
Envisions
4
/12
Count: Highest in Category in Growth and Percent
increase
Count Highest Percent Increase:
My Math
Math Expressions
Envisions
Overall Points
3
/24
My Math
2
/12
13
/24
Math Expressions
6
/12
8
/24
Envisions
4
/12
Average % points
growth
Overall Points
Average % increase
My Math
12.79
My Math
103.15
Math Expressions
25.55
Math Expressions
191.24
Envisions
19.77
Envisions
Transfer & Application
Average % points
growth
Transfer &
Application
99.3
Average % Increase
My Math
14.69
My Math
59.99
Math Expressions
22.84
Math Expressions
95.24
Envisions
19.52
Envisions
60.42
Targeted and Intensive Math Intervention Selection Process
Between 25% and 59% of students in Thompson are currently performing below proficient in
math and could benefit from additional time and support beyond their universal core program.
This translates to at least 4,385 students in grades 3-11 who could benefit from math
intervention. Using data from our internal district math assessment, iReady, we can
approximate another 600-700 students requiring additional math intervention support in
grades K-2.
The selection process of math interventions began with an evening Elementary Math Forum on
October 15, 2013 at Mountain View High School. Attendees at this forum were very vocal in
their desire that the Thompson School District purchase and implement research-based
intervention materials to support students with moderate to severe learning disabilities in math
and other students with identified gaps in math knowledge and skills.
Together, the department of instruction and department of exceptional student services
conducted a literature review on the best practices for teaching math to students with identified
learning disabilities in numeracy.
We learned that students with special needs benefit from instruction that incorporates essential
aspects of both student centered and teacher-directed mathematics instructional practices
(Mercer, Lane, Jordan, Allsopp & Isli, 1997; Mercer, Jordan & Miller, 1996). Research can
inform us how to improve the mathematics learning outcomes for students with special needs.
General conclusions derived from the research regarding appropriate materials for students
with special needs include the following:
• Direct instruction where the teacher provides students a high level of support, structure
and guidance while they learn basic mathematics concepts and skills is more effective for
students with special needs compared to instructional practices that are primarily
student centered in nature (Kroesberg & Ban Luit, 2003; Miller, Butler & Kit-hung Lee,
1998; Miller & Kit-hung, 1998; Swanson, 1999).
o Connecting Math Concepts is a direct instruction program
•
Instructional practices that emphasize the teaching of strategies for problem solving are
more effective for students with special needs compared to more conventional types of
instruction such as basal mathematics programs (Miller & Kit-hung, 1998; Miller, Butler
& Kit-hung Lee, 1998; Owen & Fuchs, 2002; Swanson, 1999).
o Connecting Math Concepts, Number Worlds and Math 180 include
specific problem solving strategies within their respective programs
•
Instruction that emphasizes the development of mathematics computation and problem
solving skills through use of concrete level instruction positively impacts their
development of these skills (Miller & Kit-hung, 1998). Moreover, continuing concrete
level instruction through representational/semi-concrete and abstract level instruction
helps students to transfer their concrete understandings to the abstract level (Miller,
Butler & Kit-hung Lee, 1998; Miller & Mercer, 1993; Miller, Mercer & Dillon, 1992;
Miller & Mercer, 1997).
o Connecting Math Concepts, Number Worlds and Math 180 use
concrete level instruction that includes representational and semiconcrete instruction
•
•
•
•
Monitoring student performance, communicating to students their progress, and
reinforcing their success on a continuous basis result in increased mathematics learning
outcomes (Miller & Mercer, 1997).
o Connecting Math Concepts, Number Worlds and Math 180
incorporate the use progress monitoring and reinforce student
success
Teaching students self-regulating behaviors such as goal setting, verbalizing their
thinking as they solve problems, teaching students simple ways to self-monitor their
learning, and teaching them to apply strategies to problem solving situations all promote
mathematics success (Miller & Mercer, 1997; Miller, Butler & Kit-hung Lee, 1998).
o Math180 incorporates the use of strategic goal setting and verbalizing
thinking
o Number Worlds and Math 180 teach students to apply strategies to
problem solving situations
Peer-mediated instruction (i.e. peer tutoring and cooperative learning groups) can be
effective ways for students with special needs to enhance their mathematical
understandings and skills through practice when peer-mediated instructional activities
are well-planned and highly structured (Rivera, 1996; Miller, Barbetta, Drevno, Martz &
Heron, 1996).
o Number Worlds and Math 180 incorporate the use of cooperative
learning groups
Students with special needs can develop mathematical understandings beyond simple
rote repetition of mathematics algorithms and procedures (Parmar & Cawley, 1991;
Woodward & Baxter, 1997).
o Connecting Math Concepts, Number Worlds and Math 180 provide
opportunities for students to develop mathematical understandings
beyond rote repetition of algorithms and procedures.
Number Worlds
Number Worlds engages students with interactive games, embedded activities, digital resources,
and project-based learning. Number Worlds includes a computer program called Building
Blocks that can be used at school and at home to provide math tutorials that are individualized
to student needs. In Number Worlds, math is designed to be fun for all students this can be a
great benefit for students who have not found success previously in mathematics. Every Number
Worlds activity is tied to strategic learning concept, and the design of the program provides the
instructional support necessary to get struggling students back on track.
Number Worlds assesses student achievement with dynamic, digital assessment and reporting
tools. Assessment tools allow teachers and administrators to correctly place and monitor at-risk
students. A variety of assessment options evaluate student proficiency and inform instruction.
Rigorous field testing shows that students who began at a disadvantage surpassed the
performance of students who began on level with their peers with the help of the Number
Worlds program. A longitudinal study, measuring the progress of three groups of children from
the beginning of Kindergarten to the end of Grade 2, demonstrates the program's efficacy.
Both the treatment and control groups tested one to two years behind normative measures in
mathematical knowledge, while the normative group was on track. The literature review of
Number Worlds shows multiple studies attributing positive student learning gains correlates to
the positive gains we have seen in our own internal studies of the program as it is used at
Berthoud Elementary and Monroe Elementary schools.
Connecting Math Concepts
Connecting Math Concepts is based on students understanding math skills and concepts that
require making connections among related math topics and between procedures and knowledge.
The program consists of step-by-step lessons that have been rigorously field-tested and shaped
to meet the needs of students who struggle with math. The instructional design teaches students
explicit strategies and processes that work in a variety of contexts to accelerate progress.
The program introduces key concepts over the course of multiple lessons, providing the time
students need to learn, process, and build a deep understanding.
Connecting Math Concepts has proven field results for Tier 3 level students, students with the
most significant learning gaps. The Connecting Math Concepts program provides explicit,
systematic, intensive instruction to:
•
•
•
•
•
•
Introduce key concepts clearly and carefully to accelerate student progress
Teach students to connect skills and “big idea” concepts
Monitor each student's progress daily to differentiate instruction
Offer online activities to reinforce students' mastery
Use explicit strategies that incorporate oral and written responses
Interpret student data so teachers can effectively respond to student needs
The literature review of Connecting Math Concepts shows multiple studies attributing positive
student learning gains correlates to the positive gains we have seen in our own internal studies
of the program as it is used in several Thompson Intensive Learning Classrooms and Resource
Learning Centers.
Math 180
By the end of 8th grade, 50% of Thompson students are not proficient in math according to
Colorado state math assessments. Math 180, developed by the same creators of Read 180, is a
unique research-based approach to supporting struggling students in grades 6 and up. The
instructional design pairs sophisticated technology and smart data to help teachers elicit
thinking and build conceptual understanding, while adaptive software accelerates students at
their own pace.
Students often give up on being “good at math” in the middle grades. When they don’t get it we
start to hear them say things like: “Math is hard,” or “I’m just not good at math.” These are
products of a fixed mindset. Math 180 is engineered to change that fixed mindset into what Dr.
Carol Dweck refers to as a growth mindset. A growth mindset is about creating experiences to
show students they can learn math and that their efforts will pay off.
For middle school students who are two or more years behind in math, time is of the essence.
Re-teaching every missed skill and concept isn’t possible. For this reason, Math 180 focuses on
deep understandings and mastery of the core concepts needed to effectively learn abstract
mathematical concepts in Algebra I. Math 180 also connects math concepts to how they are
used in the “real world” giving students the rationale as to why math is important and how they
would use it if they were a graphic artist, urban planner, musician, emergency medical
technician and a wide range of other popular careers.
Math 180 provides daily individual student performance data and uses a tool called the
Groupinator to dynamically assign students to groups for daily instruction. Teachers gain
valuable insight to the needs of each individual student so they can target instruction
accordingly.
The literature review of Math 180 shows multiple studies attributing positive student learning
gains correlates to the positive gains we have seen in neighboring districts like St. Vrain which
has been using Math 180 for one year showing strong gains in math achievement for middle
school students.
AMPED (Algebra I, Materials Production, Energy and Design)
On December 16, 2013, the Curriculum Improvement Council (CIC) unanimously voted to
approve Algebra I in Material Products, Energy, & Design for pilot at Loveland High School
during the 2014-2015 school year. On February 12, 2014 the Board heard and engaged in a
dialogue regarding this high school integrated math and vocational curriculum with the goal of
the following:
• Increasing student success in Algebra I
• Increasing student completion of a STEM-focused career pathway
By the 9th grade, 67% of our Thompson students are not proficient as determined by the
Colorado state math assessment. Too many of our students have developed a weak
understanding of algebraic principles and demonstrate difficulty in later math coursework. This
concern has led us to propose an alternative method of teaching algebra, one that integrates
applied knowledge to create relevancy for students and increases their access to STEM-focused
career pathways.
Through this course, students will engage in a traditional Algebra I curriculum that has been
strategically reorganized to align with the concepts in manufacturing and fabrication of material
products.
Additionally, STEM disciplines will be explored in depth through energy
transferability analysis and engineering design. One of the contexts for the students will be the
ownership of a 2 dimensional and 3 dimensional print/fabrication company. The integration of
algebraic principles and manufacturing, design and production will enable students to deepen
their understanding as they design a product, wear-test materials, compute cost projections,
analyze revenue and outputs and determine fabrication efficiencies.
Costs Associated with these Instructional Materials
Math Expressions
•
•
•
•
•
•
•
•
Year 1 Program Costs
Year 2 Consumable Costs
Total Costs over the Lifetime of the Program
Number Worlds & Connecting Math Concepts
•
•
•
•
•
•
•
$517,130.44
$165,000.00
$165,000.00
$165,000.00
$165,000.00
$165,000.00
$165,000.00
$1,507,130.44
$149,226.01
$17,529.72
$17,529.72
$17,529.72
$17,529.72
$17,529.72
$17,529.72
•
Total Costs over the Lifetime of the Programs
$ 254,404.33
•
•
•
•
•
•
•
•
Total Costs over the Lifetime of the Programs
$166,768.00
$11,400.00
$11,400.00
$11,400.00
$11,400.00
$11,400.00
$11,400.00
$ 235,168.00
Math 180
AMPED
•
•
•
•
•
•
•
•
o Student Laptops & Fabrication Equipment - $43,000
o CNC Router & Laser Engraver - $21,999.99
o Robotics Equipment and Training - $36,000.00
Year 2 Program Costs (2nd High School Site Estimate)
Year 3 Program Costs (3rd High School Site Estimate)
Year 4 Program Costs (4th High School Site Estimate)
$120,999.99
$120,999.99
$120,999.99
$120,999.99
000.00
000.00
000.00
$ 483,999.96
Recommendation
The Executive Directors in Learning Services recommend the adoption of the following new
curricula: Math Expressions, Number Worlds, Connecting Math Concepts, Math 180, and
AMPED; and purchase the following to support Year 1 goals outlined in the Long Range
Numeracy Plan.
•
•
•
•
•
Math Expressions
Number Worlds and Connecting Math Concepts
Math 180
AMPED
Total Year 1 Materials Costs
$517,130.44
$149,226.01
$166,768.00
$120,999.99
$954,124.44
Dr. Diane Lauer, Carmen Williams, assistant director of instruction and Charlie Carter,
executive director of student support services will be in attendance to answer questions.
Quote Date: 5/1/2014
Page 1 of 7
Quote Number: LDOUGLAS-05012014-008
Price Quote For:
Thompson Sch Dist R 2 J
Subscription/MCH:
2890 N. Monroe
Account Number: 229550
LOVELAND, CO 80538
Site Number: 269778
Value of All
Materials
Section Summary
Number Worlds 2015 (c) with Rollover Packages
Student Materials
Connecting Math Concepts © 2012 - 2014 A-F
Free Materials
$94,255.23
$0.00
Product Subtotal
$94,255.23
$21,891.42
($4,361.70)
$17,529.72
$41,366.28
($11,303.40)
$30,062.88
VALUE OF ALL MATERIALS
$157,512.93
FREE MATERIALS
($15,665.10)
PRODUCT TOTAL*
$141,847.83
$7,378.18
ESTIMATED SHIPPING & HANDLING**
$0.00
ESTIMATED TAX**
GRAND TOTAL*
$149,226.01
* Price firm for 30 days from quote date. Price quote must be attached to school purchase order to receive the quoted price and free materials.
**Shipping and handling charges shown are only estimates. Actual shipping and handling charges will be applied at time of order. Taxes shown are only estimates. If applicable,
actual tax charges will be applied at time of order.
Comments:
Adam Palmese
Specialized Solutions Sales Representative - CO/UT
Email: [email protected]
Send Order to: McGraw-Hill Education PO Box 182605 | Columbus, OH 43218-2605 Phone: 1-800-334-7344 Fax: 1-800-953-8691
Page 2 of 7
Price Quote For:
Subscription/MCH:
Sales Representative: Adam Palmese
2890 N. Monroe
([email protected])
LOVELAND, CO 80538
Site Number: 269778
Send Order to:
Phone: 1-800-334-7344
McGraw-Hill Education PO Box 182605 | Columbus, OH 43218-2605
Fax: 1-800-953-8691
Product Description
ISBN
Qty
Unit Price
18
$405.99
Free Materials
Line Subtotal
Number Worlds 2015 (c) with Rollover Packages
Level A
NUMBER WORLDS ROLLOVER INTERVENTION PACKAGE 6 YEAR
TEACHER SUBSCRIPTION LEVEL A
978-0-02-129440-4
Level A Subtotal:
$0.00
$7,307.82
$0.00
$7,307.82
$0.00
$9,337.77
$0.00
$9,337.77
$0.00
$18,612.00
$0.00
$18,612.00
$0.00
$16,499.34
$0.00
$16,499.34
$0.00
$16,499.34
$0.00
$16,499.34
$0.00
$15,999.36
$0.00
$15,999.36
$0.00
$2,499.90
$0.00
$2,499.90
$0.00
$2,499.90
$0.00
$2,499.90
$0.00
$2,499.90
$0.00
$2,499.90
$0.00
$2,499.90
Level B
TEACHER SUBSCRIPTION LEVEL B
978-0-02-129441-1
23
$405.99
Level B Subtotal:
Level C
TEACHER SUBSCRIPTION LEVEL C
978-0-02-129442-8
44
$423.00
Level C Subtotal:
Level D
TEACHER SUBSCRIPTION LEVEL D
978-0-02-129445-9
33
$499.98
Level D Subtotal:
Level E
TEACHER SUBSCRIPTION LEVEL E
978-0-02-129446-6
33
$499.98
Level E Subtotal:
Level F
TEACHER SUBSCRIPTION LEVEL F
978-0-02-129447-3
32
$499.98
Level F Subtotal:
Level G
TEACHER SUBSCRIPTION LEVEL G
978-0-02-129448-0
5
$499.98
Level G Subtotal:
Level H
TEACHER SUBSCRIPTION LEVEL H
978-0-02-129449-7
5
$499.98
Level H Subtotal:
Level I
TEACHER SUBSCRIPTION LEVEL I
978-0-02-129450-3
5
$499.98
Level I Subtotal:
Level J
TEACHER SUBSCRIPTION LEVEL J
978-0-02-129451-0
5
$499.98
Level J Subtotal:
$0.00
$2,499.90
Number Worlds 2015 (c) with Rollover Packages Subtotal:
$0.00
$94,255.23
$60.00
$0.00
$720.00
$60.00
$180.00
*Free Materials
$180.00
$720.00
Student Materials
Level A
NUMBER WORLDS STUDENT 1 YEAR SUBSCRIPTION 5 STUDENTS LEVEL
978-0-02-140019-5
12
A
978-0-02-140019-5
3
A
Level A Subtotal:
Level B
Page 3 of 7
Page 4 of 7
Price Quote For:
Subscription/MCH:
2890 N. Monroe
([email protected])
LOVELAND, CO 80538
Site Number: 269778
Send Order to:
Phone: 1-800-334-7344
Fax: 1-800-953-8691
Product Description
ISBN
Qty
978-0-02-140023-2
16
B
978-0-02-140023-2
4
B
Level B Subtotal:
Unit Price
Free Materials
Line Subtotal
$60.00
$0.00
$960.00
$60.00
$240.00
*Free Materials
$240.00
$960.00
$85.32
$0.00
$1,706.40
$29.13
$145.65
*Free Materials
$60.00
$300.00
*Free Materials
$445.65
$1,706.40
Level C
NUMBER WORLDS STUDENT MATERIALS BUNDLE 1 YEAR
978-0-02-129656-9
20
SUBSCRIPTION LEVEL C
NUMBER WORLDS PREVENTION STUDENT WORKBOOK UNIT 1 LEVEL C
978-0-02-129416-9
5
5-PACK
978-0-02-142537-2
5
C
Level C Subtotal:
Level D
NUMBER WORLDS STUDENT MATERIAL BUNDLE 1 YEAR SUBSCRIPTION
978-0-02-129567-8
20
LEVEL D
5
NUMBER WORLDS - WORKBOOK PACKAGE 25-PACK LEVEL D
978-0-02-129615-6
978-0-02-142538-9
5
D
Level D Subtotal:
$207.99
$0.00
$4,159.80
$145.65
$728.25
*Free Materials
$60.00
$300.00
*Free Materials
$1,028.25
$4,159.80
Level E
978-0-02-129568-5
20
LEVEL E
5
NUMBER WORLDS - WORKBOOK PACKAGE 25-PACK LEVEL E
978-0-02-129616-3
978-0-02-142542-6
5
E
Level E Subtotal:
$207.99
$0.00
$4,159.80
$145.65
$728.25
*Free Materials
$60.00
$300.00
*Free Materials
$1,028.25
$4,159.80
Level F
978-0-02-129569-2
12
LEVEL F
3
NUMBER WORLDS - WORKBOOK PACKAGE 25-PACK LEVEL F
978-0-02-129617-0
978-0-02-142543-3
3
F
Level F Subtotal:
$207.99
$0.00
$2,495.88
$145.65
$436.95
*Free Materials
$60.00
$180.00
*Free Materials
$616.95
$2,495.88
Level G
978-0-02-129570-8
4
LEVEL G
1
NUMBER WORLDS - WORKBOOK PACKAGE 25-PACK LEVEL G
978-0-02-129618-7
978-0-02-142547-1
1
G
Level G Subtotal:
$207.99
$0.00
$145.65
$145.65
*Free Materials
$60.00
*Free Materials
$205.65
$831.96
$60.00
$831.96
Level H
978-0-02-129571-5
4
LEVEL H
1
NUMBER WORLDS - WORKBOOK PACKAGE 25-PACK LEVEL H
978-0-02-129619-4
978-0-02-142550-1
1
H
Level H Subtotal:
$207.99
$0.00
$145.65
$145.65
*Free Materials
$60.00
*Free Materials
$60.00
$205.65
$831.96
$831.96
Level I
978-0-02-129572-2
4
LEVEL I
1
NUMBER WORLDS - WORKBOOK PACKAGE 25-PACK LEVEL I
978-0-02-129620-0
978-0-02-141088-0
1
I
Level I Subtotal:
Level J
$207.99
$0.00
$145.65
$145.65
*Free Materials
$60.00
$60.00
*Free Materials
$205.65
$831.96
$831.96
Page 5 of 7
Price Quote For:
Subscription/MCH:
([email protected])
2890 N. Monroe
LOVELAND, CO 80538
Site Number: 269778
Send Order to:
Phone: 1-800-334-7344
Fax: 1-800-953-8691
Product Description
LEVEL J
NUMBER WORLDS - WORKBOOK PACKAGE 25-PACK LEVEL J
J
ISBN
Qty
Unit Price
Free Materials
Line Subtotal
978-0-02-129573-9
4
$207.99
$0.00
978-0-02-129621-7
1
$145.65
$145.65
*Free Materials
978-0-02-134020-0
1
$60.00
$60.00
*Free Materials
$831.96
Level J Subtotal:
$205.65
$831.96
Student Materials Subtotal:
$4,361.70
$17,529.72
Page 6 of 7
Price Quote For:
Subscription/MCH:
2890 N. Monroe
([email protected])
LOVELAND, CO 80538
Site Number: 269778
Send Order to:
Phone: 1-800-334-7344
Fax: 1-800-953-8691
Product Description
ISBN
Qty
Unit Price
68
68
68
14
0
0
$9.33
$9.33
$6.21
$412.86
$24.96
$3.99
Free Materials
Line Subtotal
Connecting Math Concepts © 2012 - 2014 A-F
Level A (Grades K-1) 2012 (c)
Student Workbook 1
Student Workbook 2
Student Assessment Book
Teacher Material Package
Additional Teacher's Guide
Online Practice Software Student Subscription, 1 year (Grades K-5)
978-0-02-103572-4
978-0-02-103573-1
978-0-02-103595-3
978-0-02-103604-2
978-0-07-655572-7
978-0-02-117219-1
Level A (Grades K-1) 2012 (c) Subtotal:
$634.44
$634.44
$422.28
$0.00
$0.00
$0.00
*Free Materials
*Free Materials
*Free Materials
$5,780.04
$0.00
$0.00
$1,691.16
$5,780.04
$821.04
$821.04
$546.48
$0.00
$0.00
$0.00
*Free Materials
*Free Materials
*Free Materials
$5,780.04
$0.00
$0.00
$2,188.56
$5,780.04
$2,993.76
$821.04
$821.04
$546.48
$0.00
$0.00
$0.00
$0.00
*Free Materials
*Free Materials
*Free Materials
*Free Materials
$4,704.96
$0.00
$0.00
$0.00
$5,182.32
$4,704.96
$0.00
$732.36
$422.28
$0.00
$0.00
$0.00
$0.00
$2,460.24
*Free Materials
*Free Materials
$4,380.48
$0.00
$0.00
$0.00
$1,154.64
$6,840.72
$0.00
$689.28
$2,576.64
*Free Materials
Level B (Grades 1-2) 2012 (c)
Student Workbook 1
Student Workbook 2
978-0-02-103574-8
978-0-02-103575-5
978-0-02-103596-0
978-0-02-103605-9
978-0-02-103593-9
978-0-02-117219-1
88
88
88
14
0
0
$9.33
$9.33
$6.21
$412.86
$24.96
$3.99
Level B (Grades 1-2) 2012 (c) Subtotal:
Level C (Grades 2-3) 2012 (c)
Student Textbook
Student Workbook 1
Student Workbook 2
Additional Answer Key
978-0-02-103578-6
978-0-02-103576-2
978-0-02-103577-9
978-0-02-103597-7
978-0-02-103606-6
978-0-02-103594-6
978-0-02-114898-1
978-0-02-117219-1
88
88
88
88
13
0
0
0
$34.02
$9.33
$9.33
$6.21
$361.92
$24.96
$21.84
$3.99
Level C (Grades 2-3) 2012 (c) Subtotal:
Level D (Grades 3-4) 2013 (c)
Student Textbook
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978-0-02-103632-5
978-0-02-103624-0
978-0-02-103621-9
978-0-02-127752-0
978-0-07-655573-4
978-0-02-114899-8
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68
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0
0
$36.18
$10.77
$6.21
$336.96
$29.46
$21.84
$3.99
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Level E (Grades 4-5) 2013 (c)
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978-0-02-103633-2
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$40.26
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Free Materials
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Level E (Grades 4-5) 2013 (c) Subtotal:
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Connecting Math Concepts © 2012 - 2014 A-F Subtotal:
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$30,062.88
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Preparing Today’s Struggling Students Grades 6+ for the
Rigor of Common Core and Algebra Readiness
Thompson School District R2-J
April 30, 2014
MATH 180 is a revolutionary new program for Grades 6 & up designed to address the needs of struggling students and their
teachers equally in math for the rigor of Common Core and algebra readiness. Its instructional design uses adaptive software to
provide students with personalized instruction and practice, while equipping teachers with an ecosystem of support that’s
comprehensive, coherent, and convenient. With MATH 180, struggling students develop the expertise, reasoning, and confidence
to thrive in college and career.
A DESIGN FOR CHANGE
MATH 180’s design for change to address the Common Core rigor for both students and their teachers is built around the
following three principles:
1. Core within the Core: For struggling older students, time is not on their side. Reteaching every missed skill and concept
simply isn’t possible. That’s why MATH 180 focuses on deep understanding and mastery of the Core Within the Core—the
essential skills and concepts necessary to unlock algebra and advanced mathematics. Carefully curated by Dr. Sybilla
Beckmann and other Common Core architects, the MATH 180 scope and sequence is built around a focused and coherent
curriculum that enables struggling students to progress quickly and effectively toward algebra.
2. Growth Mindset: Attitude drives learning. Yet, many struggling students have given up on math. It’s not relevant or
understandable, so why try? This is the hallmark of a fixed mindset. Working with Carol Dweck’s Mindset Works
organization, MATH 180 fosters a growth mindset by showing students that their efforts lead to success. Adaptive
technology is key to shifting student attitudes. With personalized instruction and adaptive practice,
MATH 180’s student software builds confidence, accelerating students to grade level.
3. Force Multiplier for Teaching: A “force multiplier” dramatically increases—or multiplies—effectiveness. We know that
teachers are essential to delivering effective math instruction. Yet, teacher preparedness has become a critical issue. Guided
by Dr. Deborah Ball, the country’s most respected voice in effective teaching practices, MATH 180 helps teachers become
force multipliers by surrounding them with the resources they need to be greater at what they do best.
LEADING AUTHORS AND ADVISORS
MATH 180 was developed in collaboration with the world’s leading math thinkers, researchers, and practitioners. These experts
provided the deep pedagogical and content knowledge, as well as the strong research foundation required for successful
intervention and implementation.
•
•
•
•
•
•
•
•
•
•
Deborah Ball, Ph.D., Dean, University of Michigan—High-Leverage Teaching Practices
Ted Hasselbring, Ed.D., Professor, Vanderbilt University—Adaptive Technology for Struggling Students
Sybilla Beckmann, Ph.D., Professor, University of Georgia—Common Core Content & Practices
Lee Peng Yee, Ph.D., National Institute of Singapore—Problem Solving & Best Practices from Singapore
Freeman Hrabowski, Ph.D., President, University of Maryland, Baltimore County—Motivation & Mindset
Harold Asturias, Director, University of California, Berkeley—Language Support
Wong Khoon Yoong, Ph.D., National Institute of Singapore—Problem Solving & Best Practices from Singapore
Laura Goin, Independent Consultant—Adaptive Technology for Struggling Students
Mindset Works®— Growth Mindset
Math Solutions®— Content and Instructional Practice
1
A SIMPLE, POWERFUL DESIGN
MATH 180’s flexible model maximizes instructional time with a clear organization for whole class, group, and individualized
learning. Group instruction focuses on developing mathematical reasoning, communication, and problem solving while the
technology-based activities focus on highly adaptive, individualized instruction and practices. MATH 180 recommends at least 45
minutes of math intervention instruction in addition to the regular math class.
MATH 180 includes a comprehensive suite of high-quality assessment tools and reports to monitor progress and differentiate
instruction.
• Universal Screener & Progress Monitor—confirms placement and serves as a benchmark to monitor student progress.
• Ongoing Diagnostic & Formative Assessment—Fast Tracks determine whether students require instruction and practice in
an upcoming objective. Once students are engaged in a topic, the student software constantly monitors performance and
adjusts instruction and practice accordingly.
• Curriculum-Embedded Assessment—Assess for mastery of key, standards-aligned concepts and skills taught during
teacher-facilitated instruction.
• Brain Scan Assessment—Designed by Carol Dweck’s Mindset Works organization, this assessment monitors the shift in
students’ attitudes about mathematics and their own abilities over the course of the program.
CORE WITHIN THE CORE—MAKING PROGRESS BY MAKING CONNECTIONS
MATH 180 concentrates on preparing students for success in algebra—a key step on the path to college and career readiness and
the rigor of Common Core. The program is built from a carefully sequenced and paced progression of content. There are nine
blocks of instruction featuring high-interest themes. The focused content helps students make connections while learning to think
algebraically.
1. Multiplicative Thinking
2. The Distributive Property
3. Division
4. Fraction Concepts
5. Fraction Relationships
6. Fraction Multiplication and Division
7. Decimals and Place Value
8. Decimal Operations
9. Both Sides of Zero
New topics are introduced through real-world problem solving situations as each block (unit of instruction) is paired with a 21st
century career cluster like art and design, engineering, health and medicine, and digital media.
GROWTH MINDSET—PERSONALIZED STUDENT SOFTWARE
Fostering a growth mindset builds confidence and perseverance. MATH 180 promotes intrinsic motivation with purposeful content
and choice so students take ownership of their learning. The software experience was designed with students in mind. Similar to
their favorite gaming and networking sites, the student dashboard features information that’s all about them with personalized
updates and badges. It’s an inherently motivating and engaging experience.
• Explore Zone—The Explore Zone reaches students with high-interest concepts that fuel their aspirations and foster a
growth mindset. Students experience firsthand how math connects to careers, cultural events, and their lives.
• Learn Zone—In the Learn Zone students progress through direct instruction and adaptive practice with key concepts along
the path to algebra. Students demonstrate mastery at their own pace with varying levels of scaffolding and feedback to foster
independent success.
• Success Zone—Built as a game board with choice, the Success Zone features problems designed around the items students
will encounter on the Next Generation Assessments, providing critical practice in a rewarding, fun space.
• Brain Arcade—Customized to each student’s needs, the Brain Arcade provides a personalized playlist of games that build
both computational and strategy fluency.
2
FORCE MULTIPLIER FOR TEACHING—TEACHER ECOSYSTEM
MATH 180 empowers teachers to be force multipliers, as they are the key drivers in developing communication skills, eliciting
student thinking, and building reasoning.
• Scholastic Central—By leveraging the power of technology, Scholastic Central provides anytime, anywhere digital access
to smart data, powerful tools for differentiated instruction, and resources that are comprehensive, cohesive, and convenient.
• Teaching Guide—MATH 180 provides a rich set of teaching tools that lead teachers through the whole instructional
sequence. First the teacher models a worked example, then students are gradually released to work in pair & independently.
• Professional Learning & Coaching—A full suite of learning resources are embedded in teacher materials. The
professional learning space highlights the reasoning behind the MATH 180 strategy, unpacks the Common Core
progressions, and allows teachers to practice using the mTools—interactive visual models, games, and more.
MATH 180 PROGRAM COMPONENTS
Teacher Materials
• Scholastic Central: a comprehensive, cohesive, and convenient digital space with access to data analytics, professional
learning, interactive lessons, and various instructional resources
• Teacher Guides (Volume 1 & 2): the information necessary for teaching the lessons, including step-by-step teaching
instructions, guidance for monitoring student progress, specifics about how to use the other materials provided
• Resources for Differentiation Lessons: Stretch and Boost Lesson options for differentiating instruction
• Professional Development Guide: Math Solutions provides mathematical and pedagogical support for the particular topic
addressed in each block of instruction
Student Materials
• Personalized Software: Software is built around four zones—Explore, Learn, Success, and Brain Arcade—with anchor
videos and simulations to reinforce the relevance of math, to motivate and engage students, and to present math in an
authentic context. Explicit instruction, guided and independent practice, and gaming are personalized for each student in
order to provide choice, develop fluency, and provide opportunities for application
• mSpace Student Book: mSpace assignments are integrated into the lessons. Pages are designed to support students’
transitions to independent work and to help teachers monitor students’ progress
• Classroom Games Box: Games for providing student practice are integrated into the lessons.
Assessment
• Scholastic Math Inventory (universal screener)—outcome-based universal screener that can be used as a trajectorysetting tool, forecasting tool and progress monitoring tool
• mSkills (curriculum-embedded)—ongoing formative assessment and progress monitoring
• Math Reasoning Inventory—teacher interview and online formative assessment tool designed to reveal the strategies
students use to reason with whole numbers, decimals, and fractions
• MindSet Assessment—Assesses the shift in students’ attitudes towards math and their own mathematical abilities.
PROFESSIONAL DEVELOPMENT AND IMPLEMENTATION SUPPORT
As a result of proven instructional programs and through high-quality training and on-going classroom coaching, Scholastic has
demonstrated the ability to scale student achievement in over 40,000 classrooms serving one million struggling students every day.
We are honored to have the opportunity to join you in your journey to help raise mathematics achievement and are pleased to share
the following Scholastic services necessary to accelerate your struggling students.
1. Training and professional development to ensure capacity building
2. Ongoing in-classroom support to help sustain and accelerate student achievement
3. Technical support to ensure the technology components of the implementation run flawlessly
Day 1 of Initial Training for Intervention Teachers
This Getting Started training for all new intervention teachers will focus on the following key objectives to ensure the successful
start-up and implementation of intervention materials (maximum 20 participants):
3
•
•
•
•
Understand the research and experience the Instructional Model from a student’s perspective
Understand the pacing for a Block (unit of instruction) and how to differentiate instruction
Understand Scholastic Central and experience a Scholastic Math Inventory (SMI) assessment
Learn how to select students, group for instruction, and organize the classroom
Second Day of Initial Training for Intervention Teachers
A second day of Getting Started training for all new MATH 180 teachers will extend learning and deepen understanding of the
following objectives (maximum 20 participants):
•
•
•
•
Review routines, classroom setup, classroom management, and student expectations
Practice student engagement routines in the mSpace teaching system, understand features in Scholastic Central
Learn how to use data, classroom assessments, observations, mSkills tests to assess and monitor student performance
Deepen understanding of MATH 180 resources to differentiate instruction (mSpace, Scholastic Central & teacher resources)
Differentiation of Instruction Training for Intervention Teachers (6–8 weeks into the Implementation)
Six to eight weeks after the start-up of the program, Scholastic consultants will return for a more in-depth training that focuses on
the following goals for teachers (maximum 20 participants):
•
•
•
•
Review and enhance understanding of additional features in Scholastic Central
Learn how to interpret and report data and differentiate instruction to meet students’ needs
Practice key routines to deepen understanding of teaching using the mSpace teaching resources
Gain practical strategies for improving classroom procedures and student achievement on the instructional software
In-Classroom Support for Intervention Teachers (1 visit per month per teacher)
Trained Scholastic consultants will provide regular in-person, one-on-one support within the classroom throughout the year to
ensure successful implementation of the intervention materials. The Scholastic In-Classroom Support in today’s Common
Core/College and Career Readiness classroom, professional learning has to focus on the mechanics of the program (fidelity of the
model, classroom management, instruction, and progress monitoring) and the following three areas:
• Content knowledge for teaching MATH180
• Instructional strategies that support high leverage practices that are embedded in the program
• Pedagogical knowledge that helps teachers understand how struggling students learn
Leadership Training
Leadership Training helps principals, curriculum specialists and coaches support great math instruction. Leadership Training will
help leaders:
• Understand current standards and a vision for classroom implementation
• Learn what to look for during classroom observations to assess instruction and support teachers
• Use program data to evaluate implementation and make changes as necessary for optimal results
Hosting, Product Support and Maintenance
Scholastic offers a Hosting, Product Support and Maintenance Plan in order to provide a comprehensive, solutions-based service to
effectively implement and maintain MATH 180. Scholastic’s expert technical support team is available for:
• Software Point Releases—Access to free updates and point releases ensures that schools receive the latest features and
fixes as they become available.
• Unlimited Phone/Email Support/WebChat—From inquiries about software usage to accessing reports and classroom
management, educators and technicians can speak directly with Scholastic technical experts.
• In-Person Service—When the need arises, a highly trained, experienced Scholastic field engineer
will visit the school to troubleshoot identified software issues that cannot be resolved remotely or over the phone.
• Monthly Technical Webinars/Quarterly Technical Newsletter—Educators will hear about the latest software updates
and best practices from Scholastic technical experts.
Scholastic has worked with leaders and teachers in the most challenging schools in the country to produce sustained gains in
student achievement. We know that mathematics is an engine that drives far more than higher test scores. It drives self-esteem,
confidence, and a belief in every student’s ability to learn. Real change starts with culture: Successful schools are communities,
comprised of students, teachers, leaders, and parents who share a common vision for improvement. We’ve seen first-hand that it
can be done and look forward to partnering with you and your district to implement Scholastic’s MATH 180 program and services.
4
Preparing Today’s Struggling Students Grades 6+
for the Rigor of Common Core and Algebra Readiness
Thompson School District R2-J
April 30, 2014
MATH 180 Instruction Materials
MATH 180 Classroom Materials
MATH 180 Student Software Licenses and Student mSpace books
SERVICES BEST PRACTICES FOR EDUCATORS
• Installation of Software Program(s)
• Implementation Training for teachers and leadership
• In-Classroom and In-School Coaching Visits
• Onsite, telephone, online technical support and relevant software updates
• Scholastic Hosting Service for School Year 2014/2015
• Implementation Effectiveness Report and First Year Data Analytics
MATH 180 MATERIALS AND SERVICES INCLUDED WITHIN THIS SOLUTION
•
•
•
•
•
•
•
•
•
•
( 240 ) MATH 180 Student Software License
( 240 ) MATH 180 Scholastic Math Inventory assessment licenses
( 240 ) MATH 180 mSkills formative assessment and progress monitoring software licenses
( 240 ) MATH 180 mSpace student books
( 7 ) MATH 180 Classroom / Teacher Materials
Onsite certification of program software installation
MATH 180 Professional Development Teacher Training and Data Analysis Days
( 20 ) MATH 180 In-Classroom Coaching Days
School Year 2014/15 Scholastic Hosting Service
Comprehensive GAINS Reports two to three times a year
Total investment of $166,768.00. A savings of $19,010.00.
Year 2 costs for mSpace materials and hosting $11,400.00.
Proposal is valid thru 5/31/2014
5
Math Instructional Materials
Adoption and Purchase
Dr. Diane Lauer
Executive Director of Instruction
A Long Range Numeracy Plan
has been developed to
dramatically increase student
success in mathematics.
This plan is composed of three main
components that require the implementation
of the following:
• A strong, research-based mathematics
curriculum in grades P-12
• Accelerated pathways for students to
effectively advance their learning in math
• A continuum of targeted and intensive
interventions to provide personalized support
Recommendation
• Purchase and implement elementary math universal program Math
Expressions by Houghton Mifflin for grades K-5
• Purchase and implement Number Worlds and Connecting Math
Concepts by McGraw-Hill intervention materials for students with
suspected or identified learning disabilities in mathematics in
grades K-5 and students with significant to severe identified math
disabilities in grades 6-8 and 9-12.
• Purchase and implement Math 180 by Scholastic grades 6-8 as an
intervention for students with specific and moderate identified
learning disabilities in math and other students with identified gaps
in math skills
• Purchase program materials for high school AMPED (Algebra I in
Material Products, Energy & Design) pilot at LHS
Criteria Determination
• The quality and quantity of scientifically designed “gold-standard”
research showing positive gains attributable to the elementary
math program
• The positive teacher feedback and observable student engagement
found in other districts and schools using the program
• The positive student achievement potentially attributed to the
program as identified in other districts and schools TCAP scores
• The positive student achievement gains potentially attributable
from the programs as measured in our own internal research study
conducted from the pilot
• The positive perceptions gathered from our public
• The positive perceptions of our teachers using the programs during
the pilot based on the quality of the program assessments,
technology, instructional framework, content coverage, and
materials.
Table 1
Math Expressions
enVisions
My Math
2.5
2
1
3
3
1
Regional Student
Achievement Data
2
2
1
Internal Study Data
3
2
1
Public Input
3
2.5
1
Pilot Teacher Perspectives
2.5
2.83
2.17
Average of scores using
equal category weights
2.67
2.39
1.20
5
4
0
Research Review
Number of Times Program
Earned the Highest Score
Table 2
Percentage Change of Individual Item Responses
Values represent percent of item responses within each grade and program that showed positive change, no change, or negative change from the pre test to the
post test. This table describes the actual change of item response from “correct to incorrect” (negative change), “incorrect to correct” (positive change); or
“correct to correct” or “incorrect to incorrect” (no change). Pink highlights the least favorable score; Green highlights the most favorable score.
My Math
Kindergarten
Negative
Change
No Change
35.00
First Grade
Negative
Change
Negative
Change
Negative
Change
Negative
Change
Negative
Change
65.56
No Change
11.11
Total
35.71
No Change
9.78
Fifth Grade
36.88
No Change
12.00
Fourth Grade
35.71
No Change
9.58
Third Grade
25.63
No Change
17.86
Second Grade
Math Expressions
Negative
Change
50.56
No Change
13.01
44.69
Positive
Change
Kindergarten
Negative
Change
39.38
Positive
Change
5.50
First Grade
Negative
Change
46.43
Positive
Change
Second Grade
Negative
Change
Negative
Change
52.29
Positive
Change
15.96
Fourth Grade
Negative
Change
24.67
Positive
Change
Fifth Grade
Negative
Change
38.33
Positive
Change
42.30
4.55
Total
Negative
Change
10.96
39.34
Negative
Change
Third Grade
Negative
Change
47.02
Positive
Change
Fourth Grade
Negative
Change
51.25
Positive
Change
Fifth Grade
Negative
Change
34.47
Positive
Change
Total
49.70
Negative
Change
48.89
Positive
Change
38.46
Positive
Change
29.57
Positive
Change
34.21
No Change
11.59
Positive
Change
60.00
No Change
12.72
62.50
48.97
No Change
10.43
Positive
Change
41.39
No Change
12.56
44.12
30.36
No Change
9.72
Positive
Change
39.41
No Change
7.14
Second Grade
Positive
Change
60.98
No Change
Negative
Change
47.18
37.92
No Change
First Grade
Positive
Change
No Change
16.47
70.97
37.02
No Change
10.83
Positive
Change
39.49
No Change
Kindergarten
Negative
Change
66.00
21.77
No Change
13.33
Third Grade
28.50
No Change
7.26
53.54
Positive
Change
No Change
enVisions
Positive
Change
46.83
53.07
Positive
Change
41.58
Table 3
Overall Points
Pre
Post
Transfer and Application
Growth
(post-pre)
Percent
Increase
Pre
Post
Growth
(post-pre)
Percent
Increase
My Math
K
54.41%
46.69%
-7.72%
-14.19%
My Math
45.42%
55.42%
10.00%
22.02%
My Math
1
48.77%
61.58%
12.81%
26.26%
My Math
48.81%
53.57%
4.76%
9.76%
My Math
2
52.60%
71.50%
18.90%
35.93%
My Math
50.97%
72.22%
21.25%
41.69%
My Math
3
12.99%
36.02%
23.03%
177.33%
My Math
29.14%
52.00%
22.86%
78.43%
My Math
4
8.25%
15.98%
7.72%
93.59%
My Math
13.48%
24.59%
11.11%
82.42%
My Math
5
7.33%
29.33%
22.00%
300.00%
My Math
14.44%
32.59%
18.15%
125.64%
Math Expressions
K
65.00%
90.59%
25.59%
39.37%
Math Expressions
59.67%
92.33%
32.67%
54.75%
Math Expressions
1
52.84%
79.09%
26.25%
49.68%
Math Expressions
48.39%
72.58%
24.19%
50.00%
Math Expressions
2
47.89%
69.96%
22.07%
46.08%
Math Expressions
49.74%
67.52%
17.78%
35.74%
Math Expressions
3
18.57%
47.20%
28.63%
154.17%
Math Expressions
37.16%
53.48%
16.31%
43.89%
Math Expressions
4
12.50%
40.08%
27.58%
220.63%
Math Expressions
29.44%
53.06%
23.61%
80.19%
Math Expressions
5
3.64%
26.82%
23.18%
637.50%
Math Expressions
7.32%
29.80%
22.47%
306.90%
Envisions
K
51.21%
62.28%
11.07%
21.62%
Envisions
48.24%
68.63%
20.39%
42.28%
Envisions
1
44.09%
70.69%
26.60%
60.34%
Envisions
42.86%
63.10%
20.24%
47.22%
Envisions
2
50.10%
71.43%
21.33%
42.57%
Envisions
51.30%
75.00%
23.70%
46.21%
Envisions
3
6.60%
24.09%
17.48%
264.71%
Envisions
16.92%
28.55%
11.62%
68.69%
Envisions
4
13.27%
22.80%
9.52%
71.76%
Envisions
17.30%
29.50%
12.20%
70.49%
Envisions
5
24.21%
56.84%
32.63%
134.78%
Envisions
33.04%
61.99%
28.95%
87.61%
Figure 1
Table 4
Count: Highest in Category in Post Achievement, Growth, and
Percent Increase categories
Count Highest Growth:
My Math
4
/36
My Math
1
/12
Math Expressions
21
/36
Math Expressions
7
/12
Envisions
Count: Highest in Category in
11
/36
Envisions
4
/12
Count Highest Percent Increase:
Growth and Percent increase
My Math
Math Expressions
Envisions
Overall Points
3
/24
My Math
2
/12
13
/24
Math Expressions
6
/12
8
/24
Envisions
4
/12
Average % points growth
Overall Points
Average % increase
My Math
12.79
My Math
103.15
Math Expressions
25.55
Math Expressions
191.24
Envisions
19.77
Envisions
Average % points growth
99.3
Average % Increase
My Math
14.69
My Math
59.99
Math Expressions
22.84
Math Expressions
95.24
Envisions
19.52
Envisions
60.42
Targeted and Intensive Math
Interventions
• Number Worlds
• Connecting Math Concepts
• Math 180
AMPED
Students will engage in a traditional Algebra I curriculum that has
been strategically reorganized to align with the concepts in
manufacturing and fabrication of material products.
• Increasing student success in Algebra I
• Increasing student completion of a STEMfocused career pathway
Costs Associated with these
Instructional Materials
Math Expressions
•
•
•
•
•
•
•
•
$517,130.44
$165,000.00
$165,000.00
$165,000.00
$165,000.00
$165,000.00
$165,000.00
Total Costs over the Lifetime of the Program $1,507,130.44
Number Worlds & Connecting Math Concepts
•
•
•
•
•
•
•
•
$149,226.01
$17,529.72
$17,529.72
$17,529.72
$17,529.72
$17,529.72
$17,529.72
Total Costs over the Lifetime of the Programs $ 254,404.33
Math 180
•
•
•
•
•
•
•
•
$166,768.00
$11,400.00
$11,400.00
$11,400.00
$11,400.00
$11,400.00
$11,400.00
Total Costs over the Lifetime of the Programs $ 235,168.00
•
–
–
–
•
Student Laptops & Fabrication Equipment - $43,000
CNC Router & Laser Engraver - $21,999.99
Robotics Equipment and Training - $36,000.00
Year 3 Program Costs (3rd High School Site Estimate)
–
–
–
•
Year 2 Program Costs (2nd High School Site Estimate)
–
–
–
•
AMPED
Year 4 Program Costs (4th High School Site Estimate)
–
–
–
•
•
•
•
$120,999.99
$120,999.99
$120,999.99
$120,999.99
000.00
000.00
000.00
$ 483,999.96
Final Curricula Recommendation
Math Expressions, Number Worlds, Connecting Math
Concepts, Math 180, and AMPED
• Math Expressions
• Number Worlds and Connecting Math
Concepts
• Math180
• AMPED
• Total Year 1 Materials Costs
$517,130.44
$149,226.01
$166,768.00
$120,999.99
$954,124.44
AGENDA ITEM 5.0
2014-15 High School Master Schedule Update
Date:
May 14, 2014
Submitted by:
Margaret Crespo, Ed.D., Executive Director of Secondary Education
Consideration:
Does the Board have any questions regarding the 2014-15 high school
master schedule change?
Over the last five years the master schedule has been reviewed through three task forces each
using research and current systems of practice to attempt to review and revise the system. The
task force members all agreed the schedule was constraining and lacked options for students, but
due to contractual obligations and budgetary reductions, the schedule remained the same.
This year a task force was formed to address the new state graduation requirements, this task
force will continue this work for the next 18 months.
Historical Schedule:
The current Thompson schedule is historically organized by eight periods over two days based on
90 minute blocks of time. The classes ran periods 1-4 on one day and 5-8 on the alternating day.
Concerns with Current Schedule:
The current schedule has resulted in three key issues that are a detriment to student learning:
Unfilled Schedules
• At any given time during the day, over 1,000 district students had an open block during
the school day. We attempted to place students in study hall during that time, but not
all students were placed. Over the last two years students were typically only able to
fill six of eight classes, leaving two open blocks during their school year. Although a
parent was able to advocate for filling the schedule the student was often left with study
hall or a class they did not need/want because they could only squeeze into classes that
were open.
• Study hall placement was a priority given to ninth and tenth grade students. Students
received no credit for study hall.
Instructional Delivery Inconsistencies
• Teachers taught five of eight classes during one semester and six of eight 8 classes
during the other semester. This resulted in a student learning from Teacher A in
English 9 first semester and Teacher B in English 9 second semester.
• These instructional delivery inconsistencies were often the most challenging for at risk
learners.
• This practice also created barriers in implementing educator effectiveness mandated
by the state, whereas 50% of a teacher evaluation must be based on multiple measures
of assessment. Some of the assessments are state level, others are district. Due to the
5/6 schedule for teachers, a student may have one teacher for the first semester of
math or ELA and another for the second semester. This is not in the best interest of
•
students and their learning, nor is it in the best interest of teachers who are evaluated
using the data from a student they have had for less than two months.
Students were greatly impacted by absences. For example, if a student was sick on
Thursday, he would not see his teacher until the following Monday.
Scheduling Conflicts
• Due to a schedule that only runs four sections a day, there was a higher probability for
conflicts. This created barriers for students who typically take higher level courses, or
unique courses like show choir and/or AP Physics, where only one section of this class
was offered. If these ‘singletons” were plentiful, and they were, they ran against each
other, forcing students to choose between one or the other.
• 90 minute blocks created conflicts for students who are hyper-accelerated in their
coursework or failing their course work. For example, a student who has mastered the
content of a course earlier than expected has fewer opportunities to take an additional
class.
Dr. Margaret Crespo and Dr. Diane Lauer, Executive Director of Instruction, will be in attendance
to answer questions.
Margaret Crespo
Executive Director of Secondary
Education
May 14, 2014
Intervention/Expanded Learning/PLC Needs
• Need for students to have opportunities to expand learning in their personal areas of
interest
• Expansion of AP, IB and other advanced classes through study hall opportunities
• Need for students to have support in all classes and specific to graduation requirements
• Need for students to have time for transition of concurrent enrollment and college and
career planning
Flexibility in Scheduling
• Scheduling needs to meet the changing requirements of students
• Concurrent enrollment, college programs, work experience, internships, work and other
employment opportunities
• Enhance the benefits of different learners depending on their preference of attending
school
• Opportunity for labs and other coursework to have extended time
Concurrent Enrollment
• One of the goals of Thompson to Life task force is that all students have access and
experience with college level course work while in high school.
Need of parameters for CDE state reporting
• The task force must consider the requirements of the Colorado Department of
Education as it relates to seat time, new graduation requirements, attendance and
access for all students.
• The task force must consider the new graduation requirements outlined at
http://www.cde.state.co.us/postsecondary/graduationguidelines
Need for Universal District Wide Secondary Schedule
• The current schedule is universal. All high schools follow the same schedule, so that
students can take classes on other campuses and the bus schedules and other systems
can work in tandem.
Passion Learning and Activity/Athletic Programming
• Schedule should provide the opportunity for students to expand their areas of passion
learning
• Opportunities for blended learning, online and other hybrid programs
• Schedule must allow for student athletes to find success in the balance of both
programs
Existing parameters related to transportation and contractual requirements
• Task force is required to consider constraints related to transportation of students to
high schools, between the schools and to the outside programs
• Task force is required to remain within the constraints related to the memorandum of
understanding the with the Thompson Teacher Association (TEA)
Same Teacher All Year
Teacher A
August
December January
May
Switch Teacher at Semester
Teacher A
August
December January
Teacher B
May
Students Schedule
Class Offering by Availability
Course
AP Calculus
AB/BC
This is a two
credit class
Sem. 1
1 and 5
AP Music
Theory
2
AP English
Lit/Comp
3 or 4
Sem. 2
1 and 5
2
1 or 4
Symphonic
Band
7
7
AP
Statistics
5 or 8
5 or 8
Per.
Semester 1
1
AB Calculus
2
AP Music Theory
3
AP English Lit/Comp
4
AP Physics
5
AB Calculus
6
OFF
7
Symphonic Band
8
AP Stats
Semester 2
?
AGENDA ITEM 6.0
Intergovernmental Agreements (IGAs) Between District and City of
Loveland/Loveland Police Department and District and Larimer County Sheriff’s
Office for School Resource Officers (SROs)
Date:
May 14, 2014
Submitted by:
Stan Scheer Ed. D., Superintendent of Schools
Margaret Crespo, Ed. D., Executive Director of Secondary Education
Consideration:
Does the Board have any questions regarding the IGAs between the
district and the City of Loveland/Loveland Police Department and the
district and the Larimer County Sheriff’s Office for SROs?
Pursuant to C.R.S. 29-1-203, the district and the Loveland Police Department and the district
and the Larimer County Sheriff’s office have cooperated to establish and develop a school
resource officer program that provides a school-based approach to the development of positive
relationships between students and police officers and to prevent delinquency, alcohol and
substance abuse, gang involvement and other unlawful or disorderly activities among district
students within the communities of Loveland and Berthoud.
The attached IGAs reflect a wish to continue such cooperation and recognize that the school
resource officer program’s development and growth has created a need to establish and define
more formal conditions and responsibilities of the parties with respect to the operation of the
program to allocate the cost of providing school resource officers to the district.
The IGAs have been reviewed and approved by district legal counsel.
Dr. Margaret Crespo will be in attendance to answer questions.
AGENDA ITEM 7.0
Extension for Finalization of Charter School Contracts
Date:
May 14, 2014
Submitted by:
Paul Bankes, Ed. D., Executive Director of Elementary Education
Consideration:
Does the Board have any questions regarding an extension of finalized
contracts for the charter schools?
Collaboration towards establishing new charter contracts between the district and our two
existing charter schools, Loveland Classical Schools (LCS) and New Vision Charter Academy
(NVCA) continues to progress positively.
According to state statue a final contract between the district and its charter school shall be
approved within ninety days of the approval for renewal of the charter. The Board of Education
approved the renewal for the LCS and NVCA charters in February 2014 providing a window
until the end of May 2014 for approval of new contracts.
The contracts won’t be finalized and ready for BOE approval until the June 18, 2014 BOE
regular business meeting. Therefore, as allowed by C.R.S. 22-30.5-107 (2.5) an extension for
finalization of contracts is being recommended to the BOE. The extension is allowed by statute
as long as there is mutual agreement between the district and the charter schools.
Both charter schools have submitted the attached acknowledgements of their commitment to
the needed extension.
Dr. Paul Bankes will be in attendance to answer any questions.
AGENDA ITEM 8.0
Proposed Revision to Board Policy:
CCA – District Organizational Chart
Date:
May 14, 2014
Submitted by:
Consideration:
Does the Board have any questions regarding the proposed revision to the
district organizational chart?
Proposed revision to the attached Board policy is the result of administrative changes for the
2014-15 school year.
File: CCA
THOMPSON SCHOOL DISTRICT (TSD) ORGANIZATIONAL CHART
Residents of TSD
Board of Education
Superintendent of Schools
CCR*
Public Information Officer
Business Services*
Chief Financial Officer
Human Resources*
Executive Director
Operations*
Learning Services/Curriculum & Instruction*
Chief Academic Officer
Chief Operations Officer
Materials & Procurement
Director
Facilities*
Director
Nutrition Services
Director
Chief Technology Officer
Assessment/PD*
Director
ISTS*
Transportation*
Director
*Comprehensive division/department organizational charts on file
Elementary Education*
Director
Elementary Education*
Director
Secondary Education*
Director
Berthoud
Principal
B.F. Kitchen
Principal
Big Thompson
Principal
Edmondson
Principal
Carrie Martin
Principal
Garfield
Principal
Centennial
Principal
Lincoln
Principal
Assistant Principal (2)
Cottonwood Plains
Principal
Monroe
Principal
Turner Middle
Principal
Coyote Ridge
Principal
Sarah Milner
Principal
Ivy Stockwell
Principal
Truscott
Principal
Mary Blair
Principal
Van Buren
Principal
Namaqua
Principal
Winona
Principal
Ponderosa
Principal
Stansberry
Principal
Early Childhood
Administrator
Bill Reed Middle
Principal
Assistant Principal
Conrad Ball Middle
Principal
Assistant Principal
Lucile Erwin Middle
Principal
Assistant Principal
Walt Clark Middle
Principal
Assistant Principal
Berthoud High
Principal
AP/AD
Loveland High
Principal
AP/AD
Mountain View High
Principal
AP/AD
Thompson Valley High
Principal
AP/AD
Approved October 10, 2012
Revised June 5, 2013
Revised September 18, 2013
Thompson School District R2-J, Loveland, Colorado
Page 1 of 1
ALTERNATIVE
EDUCATION
Ferguson High
SOARS
Thompson Online/
LEAP
Principal
Assistant Principal
SSS*
Executive
Director
Choice/
Innovation/Stem
Coordinator
AGENDA ITEM 9.0
DKB – Salary Deductions
DKB-R – Tax Deferred Savings Plans
Date:
May 14, 2014
Submitted by:
Stephen Towne, CFO
Consideration:
Does the Board have any questions regarding proposed revision to the
attached Board policy/regulation?
The voluntary payroll deductions listed previously in Board policy DKB were not inclusive of all
currently offered deductions in both the district sponsored insurance and the supplemental
insurance. In the area of tax sheltered annuities, the 457 plan was not included in Board
regulation DKB-R but is now offered to employees. Lastly, a statement of responsibility was
added to safeguard the district when an employee's paycheck is not sufficient to cover deductions
chosen.
HR and finance department employees reviewed all proposed revisions to ensure compliance with
specific departmental responsibilities.
Stephen Towne will be in attendance to answer questions.
File: DKB
SALARY DEDUCTIONS
Deductions shall be made from the paychecks of all employees for retirement and federal and state
income tax in keeping with federal and state requirements.
All other types of deductions shall require Board approval and permission of the employee. The
following voluntary payroll deductions have been approved by the Board of Education:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Big Thompson Credit Union
Dependent (family) coverage for medical, hospitalization and dental insurance District
offered health, life, dental, disability and vision plans
District-approved cancer insurance supplemental health and life insurance plans (e.g.
cancer policy, gap coverage, accident insurance)
Organizational dues
Employee selected 403(b), 457, and 401(k) programs that are district approved
PERA survivors insurance (optional for PERA members)
United Way program
Flexible fringe benefits (flexible spending accounts)
Thompson Education Foundation
No other payroll deductions for direct payment to a company or association may be made without
authorization by the Board.
The district shall deduct from the employee's paycheck professional dues as authorized by the
employee. However, the district reserves the right to charge either the employee or the organization
the actual cost of making such deductions.
The district is under no obligation to cover payroll deductions where an individual’s payroll funds are
insufficient. The employee is solely responsible for all consequences arising from insufficient payroll
funds for voluntary payroll deductions.
Adopted prior to 1985
Revised to conform with practice: date of manual adoption
Revised January 23, 1991
Revised November 4, 1992
Revised September 16, 2009
Contract ref:
TEA Agreement, Article 5 - Association Rights, Section 5-1, Payroll Deductions
Thompson School District R2J, Loveland, Colorado
Page 1 of 1
File: DKB-R
TAX-DEFERRED SAVINGS PLANS
Thompson School District offers two three employee tax-deferred savings plans (TSA): the PERA
401(k) plan, the PERA 457 plan and vendor-provided Section 403(b) annuity contracts and/or
custodial accounts. Employees may choose to participate in either the 401(k) plan or the 403(b)
plan. An employee can also participate in a 457 plan by itself or in combination with a 401(k) plan or
a 403(b) plan. All 401(k), 457 and 403 (b) plans must comply with IRS rules and regulations as well
as the Economic Growth and Tax Relief Reconciliation Act of 2001 (EGTRRA).
403(b) annuity contracts and/or custodial accounts are available under the following conditions:
1.
Employees may utilize any vendors on the district approved list. All vendors offering 403(b)
annuities and/or custodial accounts within the district must comply with all district
requirements for TSA vendors. Vendors must provide a signed Thompson School District
service provider agreement and maintain commitments of at least 25 Thompson School District
employees. New vendors will be added to the approved list when 25 or more district employees
submit a Thompson School District salary reduction agreement to the district payroll office.
Vendors will be removed from the approved list when the number of district clients drops
below 25 employees, if at the end of a three month grace period, the vendor is not in
compliance with the 25 employee requirement; when a vendor fails to provide a signed district
service provider agreement; or when a vendor fails to cooperate with requests for assistance or
information from the district. Vendors on the approved list before May 1, 2003 will be
governed by the Thompson School District regulations for levels of participation in affect for
DKB-R adopted November 1, 2000.
2.
Employees may select only one 403(b) provider for salary reduction. An employee may not
concurrently participate in the 403(b) plan with more than one 403(b) provider.
3.
All employees are eligible to enroll in the district sponsored 403(b) program at any time during
the calendar year.
4.
To enroll in a 403(b) plan, the employee must submit the Thompson School District salary
reduction agreement to the payroll office. The election to enroll in a 403(b) plan with the
approved vendor specified by the employee is binding for the calendar year.
5.
Any change in deductions made by an employee must be in the payroll office by the fifteenth of
the month to be effective for that month. Employees may cease salary reductions to a 403(b)
plan at any time by giving written notice to the Payroll Office no later than the first of the
month to be effective in the current pay period.
6.
Employees will be allowed to apply contributions in accordance with IRS Regulations and
Board policy toward any Section 403(b) of the Internal Revenue Service Code contract for the
year. The only “catch-up” provision allowed by the district is the Age 50+ provision allowed
under the EGTRAA of 2001.
7.
All 403(b) plan vendors and/or district employee participants may be assessed an
administrative fee by the district at the beginning of the calendar year. The fee will be set by
the superintendent on an annual basis to offset the cost of monitoring and testing eligibility for
employees. If the fee is not paid by March 31, the vendor will be removed as a district approved
vendor on June 30.
8.
Contributions can only be made from salary. Salary reductions will only be made as a
Page 1 of 4
File: DKB-R
percentage of salary. Contributions are not allowed from accrued leave buy-outs or other
amounts that may be payable to an employee upon retirement or termination of employment.
9.
An employer match for 403(b) contributions may be available from the district PERA
contribution. The match amount will be determined by PERA annually.
109. Employees participating in the Plan must (a) inform the district of any other salary reduction
plans in which they participate, and (b) provide the district with such information as may be
needed to monitor the Plan and assure compliance with all relevant laws, federal and state
regulations, and Board policy and regulations. The employee agrees, upon request of the
district, to instruct his or her plan vendor to release any information or report that is
reasonably required by the district for purposes of compliance with Section 403(b) of the
Internal Revenue Code. An employee’s failure to comply with the requirements set forth in this
paragraph may result in the employee being ineligible for further participation in the Plan.
11.10 The district does not endorse any company, vendor, fund group, or investment instrument, nor
has the district undertaken any investigations regarding the soundness of any company,
vendor, fund group, or investment offered. Investments in Section 403(b) of the Internal
Revenue Code and any subsequent IRS approved plans available to district employees are made
at the sole risk of the employee and the district assumes no liability of fiduciary responsibility.
1211. The district has full authority and complete discretion to construe, interpret and apply any
provision of these regulations, to determine the eligibility of any employee or vendor to
participate in the Plan, to determine the allowable amount of salary reduction contributions,
and to determine any issue of compliance with the requirements of Section 403(b) of the
Internal Revenue Code. The district’s determination of any issue that may arise under these
regulations or the Plan shall be final and binding on the employee and/or the employee’s
vendor.
These regulations and/or the Plan may be amended or modified in whole or in part or terminated by
action of the district at any time in a manner which is consistent with the requirements of Section
403(b) of the Internal Revenue Code and the Economic Growth and Tax Relief Reconciliation Act of
2001.
The PERA 401(k) plan is available under the following conditions:
1.
Employees may utilize the PERA 401(k) plan as an approved provider for tax deferred saving.
The employee must submit the 401(k) plan contribution authorization form to the payroll office
by the first fifteenth of the month to be effective for the current month payroll. Salary
reductions will only be made by the percentage method. The election to enroll in the PERA
401(k) plan is binding for the calendar year. An employee may cease salary reductions into the
401(k) plan at any time by giving written notice to the payroll office no later than the first
fifteenth of the month to be effective in the current pay period. Employees participating in the
Plan must (a) inform the district of any other salary reduction plan in which they participate,
and (b) provide the district with such information as may be needed to monitor the Plan and
assure compliance with all relevant laws, federal and state regulations, and Board policy and
regulations. The employee agrees, upon request of the district, to instruct his or her planned
vendor to release any information or report that is reasonably required by the district for
purposes of compliance with the Internal Revenue Code. An employee’s failure to comply with
the requirements set forth in this paragraph may result in the employee being ineligible for
further participation in the Plan.
2.
The 401(k) plan will governed by the rules and regulations as prescribed by PERA. Maximum
Page 2 of 4
File: DKB-R
contributions may be made to the 401(k) plan in accordance with IRS Regulations and EFTRRA
guidelines. An employer match for 401(k) contributions may be available from the district
PERA contribution. The match amount will be determined by PERA annually.
3.
The district does not endorse any company, vendor, fund group, or investment instrument, nor
vendor, fund group, or investment offered. Investments in Section 401(k) of the Internal
Revenue Code, and any subsequent IRS approved plans available to district employees are
made at the sole risk of the employee and the district assumes no liability of fiduciary
responsibility.
4.
The district has full authority and complete discretion to construe, interpret and apply any
and to determine any issue of compliance with the requirements of Section 401(k) of the
Internal Revenue Code. The district’s determination of any issue that may arise under these
regulations or the Plan shall be final and binding on the employee and/or the employee’s
vendor.
5.
percentage of salary. Contributions are not allowed from accrued leave buy-outs or other
amounts that may be payable to an employee upon retirement or termination of employment.
6.
Any change in deductions made by an employee must be in the payroll office by the first
fifteenth of the month to be effective for that month.
401(k) of the Internal Revenue Code.
The PERAPlus 457 plan is available under the following conditions:
1.
Employees may utilize the PERAPlus 457 plan as an approved provider for tax deferred saving.
The employee must enroll via the COPERA website by the 2:00 P.M. (MST) on the twenty-fifth
of the month to be effective for the following month payroll. Salary reductions will only be
made by the percentage or a flat dollar amount methods. An employee may cease salary
reductions into the 457 plan via the COPERA website no later than 2:00 P.M. (MST) on the
twenty-fifth of the month to be effective for the following month payroll. Employees
participating in the Plan must (a) inform the district of any other salary reduction plan in
which they participate, and (b) provide the district with such information as may be needed to
monitor the Plan and assure compliance with all relevant laws, federal and state regulations,
and Board policy and regulations. The employee agrees, upon request of the district, to instruct
his or her planned vendor to release any information or report that is reasonably required by
the district for purposes of compliance with the Internal Revenue Code. An employee’s failure
to comply with the requirements set forth in this paragraph may result in the employee being
ineligible for further participation in the Plan.
2.
The 457 plan will be governed by the rules and regulations as prescribed by PERA. Maximum
contributions may be made to the 457 plan in accordance with IRS Regulations and EFTRRA
guidelines.
3.
The district does not endorse any company, vendor, fund group, or investment instrument, nor
Page 3 of 4
File: DKB-R
vendor, fund group, or investment offered. Investments in Section 457 of the Internal Revenue
Code, and any subsequent IRS approved plans available to district employees are made at the
sole risk of the employee and the district assumes no liability of fiduciary responsibility.
4.
The district has full authority and complete discretion to construe, interpret and apply any
and to determine any issue of compliance with the requirements of Section 457 of the Internal
Revenue Code. The district’s determination of any issue that may arise under these regulations
or the Plan shall be final and binding on the employee and/or the employee’s vendor.
5.
percentage of salary or flat dollar amount. Contributions are not allowed from accrued leave
buy-outs or other amounts that may be payable to an employee upon retirement or termination
of employment.
6.
Any change in deductions must be completed by the employee via the COPERA website no
later than 2:00 P.M. (MST) on the twenty-fifth of the month to be effective for the following
month payroll.
457 of the Internal Revenue Code.
Adopted November 1, 2000
Revised May 7, 2003
Contract ref:
TEA Agreement, Article 5 - Association Rights, Section 5-1, Payroll Deductions
Page 4 of 4
AGENDA ITEM 10.0
GBGF – Family and Medical Leave
GBGF-R – Family and Medical Leave
Date:
May 14, 2014
Submitted by:
Michael Jones, Assistant Superintendent of HR and School Support
Consideration:
Does the Board have any questions regarding the proposed revision to the
Board policy/regulation attached?
The proposed revisions to Board policy/regulation attached have been reviewed by the HR
leadership staff as a result of the Family Care Act, to ensure alignment with statute and procedure,
and follow best practices.
The policy/regulation minor revisions are based on information received from CASB regarding
the Family Care Act (FCA). The Family Care Act (C.R.S. 18-13.3-201 et seq.) entitles employees
to take 12 weeks of unpaid leave to care for the employee’s “partner in a civil union” or “domestic
partner” with a “serious health condition.” C.R.S. 18-13.3-201 et seq. Leave taken under FCA is
in addition to leave an employee may take under FMLA. As result, it is recommended that GBGF
and GBGF-R be revised removing the verbiage “partner in a civil union and/or domestic
partners”.
Michael Jones and Vicki Thompson, director of HR, will be in attendance to answer questions.
File: GBGF
FAMILY AND MEDICAL LEAVE
This policy shall apply to all family and medical leaves of absence covered under the Family and
Medical Leave Act of 1993 (FMLA). Terms used in this policy and its accompanying regulation,
such as “serious health condition,” “qualifying exigency,” “covered active duty,” “covered
servicemember,” and “serious injury or illness” shall be as defined by FMLA and its
implementing regulations. The terms “partner in a civil union” and “domestic partner” shall be
as defined by state law.
ELIGIBILITY
To be eligible for an FMLA leave under this policy, an employee shall have been employed for at
least 12 months and shall have worked at least 1,250 hours during the 12 month period
preceding the commencement of the leave.
PERMITTED REASONS FOR FMLA LEAVE
An eligible employee shall be entitled to a combined total of 12 weeks’ leave per year for the
following reasons:
1.
The birth and care of the employee’s newborn child;
2.
The placement of a child with the employee for adoption or foster care;
3.
To care for the employee’s spouse, partner in a civil union, domestic partner, parent or
child with a serious health condition;
4.
When the employee is unable to perform the essential functions of his or her position
because of the employee’s own serious health condition; or
5.
Any qualifying exigency arising out of the fact that the employee’s spouse, son daughter
or parent is on covered active duty in the Armed Forces or has been notified of an
impending call or order to covered active duty in the Armed Forces.
Spouses, partners in a civil union and/or domestic partners who are both employed by the
district shall be entitled to a total of 12 weeks of leave (rather than 12 weeks each) per year for
reasons (1), (2), (3) and/or (5) specified in the immediately preceding paragraph.
Entitlement for childcare leave shall end after the child reaches age one or 12 months after
adoption or foster placement. Leave to care for a child shall include leave for a stepparent or
person in loco parentis.
An eligible employee who is a spouse, son, daughter, parent or next of kin of a covered
servicemember with a serious injury or illness incurred or aggravated in the line of duty on
active duty shall be entitled to a total of 26 weeks of leave during a single 12 month period to
care for the covered servicemember.
The single 12 month period shall begin on the first day the employee takes leave for this reason
and shall end 12 months later. During that 12 month period the eligible employee is entitled to a
combined total of 26 weeks of leave under this policy. Only 12 weeks of the 26 week total may be
for a FMLA-qualifying reason other than to care for a covered servicemember.
Spouses who are both employed by the district shall be entitled to a total of 26 weeks (rather
than 26 weeks each) in a single 12 month period if the leave is to care for a covered
Page 1 of 3
File: GBGF
servicemember with a serious injury or illness, or a combination of caring for a covered
servicemember and reasons (1), (2), (3) and/or (5) above.
INTERMITTENT OR REDUCED FMLA LEAVE
Leave may be taken on an intermittent or reduced leave schedule. The district may require the
employee to transfer temporarily to an alternative position which better accommodates
recurring periods of absence or a part-time schedule provided that the position has equivalent
pay and benefits. Teachers requesting intermittent or reduced leave involving greater than 20
percent of their working time during such period may, in the alternative, be required to take
leave continuously for all or a specified part of the total period involved.
Intermittent leave or leave on a reduced schedule shall not be allowed because of the birth of an
employee’s child and to care for a newborn child, or because of the placement of a child with an
employee for adoption or foster care.
HEALTH INSURANCE AND BENEFITS
The district shall maintain coverage under any group health insurance plan for any employee
who is granted an approved leave of absence under this policy for the duration of the leave. Such
coverage shall be maintained at the same level and under the same conditions as coverage would
have been provided if the employee were not on leave. The district reserves the right to seek
reimbursement for this benefit in the event that an employee elects not to return to work, as
allowed by law.
The use of FMLA leave shall not result in the loss of any employment benefit that accrued prior
to the start of FMLA leave.
REINSTATEMENT AFTER FMLA LEAVE
Reinstatement shall be determined in accordance with applicable law and Board policies and/or
negotiated agreements. If the employee on leave is a salaried employee and is among the highest
paid 10 percent of district employees and keeping the job open for the employee would result in
substantial economic injury to the district, the employee may be denied reinstatement provided
the district notifies the employee of its intent to deny reinstatement at the time economic
hardship occurs and the employee elects not to return to work after receiving the notice.
DEVELOPMENT OF PROCEDURES
The superintendent or designee shall develop procedures to require appropriate medical
certifications, notification and reporting which are consistent with law. The procedures shall
describe how the district will post notices concerning FMLA and other steps the district shall
take to inform employees of FMLA requirements.
COMPLIANCE WITH GOVERNING LAW
The district shall fully comply with FMLA and applicable state law and shall be entitled to take
all actions and exercise all options authorized under FMLA and applicable state law consistent
with this policy and its accompanying regulation. In the event that this policy or its
accompanying regulation conflict or are otherwise inconsistent with mandatory provisions of
FMLA or applicable state law, the mandatory provisions of FMLA and applicable state law shall
control.
Page 2 of 3
File: GBGF
Adopted May 18, 2005
Revised and recoded May 16, 2012
Legal refs.:
29 U.S.C. 2601 et seq. (Family and Medical Leave Act of 1993)
29 C.F.R. Part 825 (regulations)
C.R.S. 14-15-107 (5)(r) (entitling a partner in a civil union to access family
leave benefits)
C.R.S. 18-13.3-201 et seq. (Family Care Act)
Cross refs.:
GBGG, Staff Annual Leave
GBGK, Staff Legal Leave
GBGE, Staff Maternity/Paternity/Parental Leave
Contract ref.:
TEA Agreement - Article 9, Leaves, Section 9-12, Family and Medical Leave
Page 3 of 3
File: GBGF-R
FAMILY AND MEDICAL LEAVE
NOTIFICATION AND REPORTING
When the need for a family and medical leave of absence (FMLA leave) is foreseeable, the
employee shall provide at least 30 days prior notice to the district unless circumstances dictate
otherwise. If the requested FMLA leave is because of a military-related qualifying exigency and
the leave is foreseeable, the employee shall provide notice to the district as is reasonable and
practicable. With respect to foreseeable medical treatments, the employee shall make a
reasonable effort to schedule treatment so as not to disrupt district operations.
If the need for FMLA leave is unforeseeable, the employee shall provide notice to the district as
soon as practicable under the circumstances.
If an employee’s requested FMLA leave also constitutes paid leave under another Board policy
and/or negotiated agreement, the FMLA leave and other applicable leave shall run concurrently.
In the absence of an employee’s request for FMLA leave, the district may independently
determine whether an employee’s leave under another Board policy and/or negotiated
agreement constitutes FMLA leave and, if so, shall notify the employee that the leave will be
counted against the FMLA leave to which the employee is entitled.
If the FMLA leave is due to illness, the employee shall report periodically on his or her leave
status and intention to return to work.
If the requested FMLA leave is because of a military-related qualifying exigency, the district may
require the employee to provide supporting documentation of such exigency.
The district may also require the employee to show certification of the familial relationship if the
request for FMLA leave is to care for a family member with a serious health condition, to care
for a covered servicemember with a serious injury or illness, or in connection with a militaryrelated qualifying exigency.
MEDICAL CERTIFICATION
The district shall require medical certification to support a leave claim for an employee's own
serious health condition; to care for the employee’s child, spouse or parent with a serious health
condition; or to care for a covered servicemember’s serious injury or illness. The medical
certification will be sufficient if it contains the date on which the condition or injury/illness
commenced, the probable duration of the condition or injury/illness and any appropriate
medical information.
For an employee's own serious health condition, the medical certification also must include a
statement that the employee is unable to perform the functions of the position. For leave to care
for a child, spouse partner in a civil union, domestic partner, or parent with a serious health
condition or to care for a covered servicemember with a serious injury or illness, the medical
certification must include an estimate of the amount of time the employee is needed to provide
care.
In its discretion and in accordance with the FMLA, the district may require a second or third
medical opinion and periodic re-certifications as the district deems reasonably necessary.
Medical certification for intermittent leave must indicate the dates on which treatment is
expected to be given and the duration of the treatment. For leave to care for a child, spouse,
Page 1 of 2
File: GBGF-R
partner in a civil union, domestic partner, or parent with a serious health condition or to care for
a covered servicemember with a serious injury or illness, the medical certification must include
a statement that the employee's intermittent leave is necessary to care for the family member
and the expected duration and schedule of treatment.
For the employee's own intermittent leave, the medical certification must contain a statement
indicating the medical necessity of the intermittent treatment and its expected duration.
RETURN TO WORK
An employee who has taken leave due to the employee’s own serious health condition shall
provide a medical certification from the employee’s physician that the employee is able to
resume work. In addition, the district reserves the right to consult with a public health official if
there is any question about possible transmission of a disease in the school setting.
The following return to work provisions apply to teachers:
1.
If the teacher begins any category of FMLA leave five or more weeks prior to the end of the
semester and the leave is for more than three weeks, the district may require the teacher
seeking to return within the last three weeks to continue leave through the end of the
semester.
2.
If the teacher begins any category of FMLA leave except for the teacher’s own serious
health condition less than five weeks before the end of the semester and the period of leave
is greater than two weeks, the district may require the teacher seeking to return within the
last two weeks to continue the leave through the end of the semester.
3.
If the teacher begins any category of FMLA leave except for the teacher’s own serious
health condition three or fewer weeks before the end of the semester and the period of
leave is greater than five working days, the district may require the teacher to continue the
leave through the end of the semester.
REPAYMENT OF BENEFITS
If an employee fails to return to work upon completion of an approved FMLA leave, the district
may recover from the employee the cost of any payments made to maintain the employee's
group health insurance coverage unless the failure to return to work was due to a continuation,
recurrence or onset of a serious health condition as certified by a physician that entitles the
employee to leave, or for other reasons beyond the employee's control.
POSTING/NOTICE TO EMPLOYEES
Building principals/administrators shall post notices explaining the rights and responsibilities
under the Family and Medical Leave Act (FMLA) in locations where they can be readily seen by
employees and applicants for employment.
Notice of FMLA rights and responsibilities shall also be incorporated into employee handbooks
or provided directly to employees.
Approved May 18, 2005
Revised and recoded May 16, 2012
Page 2 of 2

BOARD OF EDUCATION MEETING AGENDA May 14, 2014

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