BOARD OF EDUCATION MEETING AGENDA October 9, 2013 · 10/9/2013 · turnaround strategy (e.g., lead...

BOARD OF EDUCATION

MEETING AGENDA

October 9, 2013 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

BOARD OF EDUCATION Jeff Berg 800 South Taft Avenue Loveland, CO 80537 [email protected]

Director District A 970-290-4216

Term Expires 2013

Pam Howard 800 South Taft Avenue Loveland, CO 80537 [email protected]

Director District D 970-691-2224

Term Expires 2015

Bob Kerrigan 2028 Elmwood Street Berthoud, CO 80513 [email protected]

Director District G 970-290-3610

Term Expires 2015

Janice Marchman (Vice President) 800 South Taft Avenue Loveland, CO 80537 [email protected]

Director District B 970-679-9706

Term Expires 2013

Denise Montagu 800 South Taft Avenue Loveland, CO 80537 [email protected]

Director District C 970-679-9705

Term Expires 2015

Sharon Olson (President) 800 South Taft Avenue Loveland, CO 80537 [email protected]

Director District E 970-669-3297

Term Expires 2013

Leonard Sherman (Treasurer) 800 South Taft Avenue Loveland, CO 80537 [email protected]

Director District F 970-667-3807

Term Expires 2013

ADMINISTRATION Stan Scheer, Ed.D. [email protected]

Superintendent of Schools 970-613-5013

Michael Jones [email protected]

Assistant Superintendent of HR/School Support 970-613-5081

Steve Towne [email protected]

Chief Financial Officer 970-613-5051

Paul Bankes, Ed.D. [email protected]

Executive Director of Elementary Education 970-613-5054

Charlie Carter [email protected]

Executive Director of Student Support Services 970-613-5055

Margaret Crespo, Ed.D. [email protected]

Executive Director of Secondary Education 970-613-5032

Diane Lauer, Ed.D. [email protected]

Executive Director of Instruction 970-613-6784

Michael Hausmann [email protected]

Public Information Officer 970-613-5015

Erv Klein [email protected]

Chief Technology Officer 970-613-5158

Shana Garcia [email protected]

Executive Assistant to Superintendent/BOE 970-613-5013

mailto:[email protected]

















Board of Education 800 S. Taft Avenue

Loveland, Co 80537

THOMPSON SCHOOL DISTRICT R2-J Board of Education Special Meeting – Work Session II

October 9, 2013 6:00 – 9:00 P.M.

Agenda Items

1. Call to Order, Roll Call, Adoption of Agenda

2. Approval of 2013-14 Accreditation of Thompson School District and District Schools Revised 5 Minutes3. Annual District Aquatic Center Operations Report 10 Minutes

4. 2012-13 Facility Use Report - Revised 20 Minutes

5. Verizon Proposal for Lease of Cell Tower Space at Lucile Erwin Middle School 10 Minutes

6. New Course Approval – Music and Physical Education 10 Minutes

7. Personal Performance Council Update – HB-1338 10 Minutes

8. Proposed Revision/Adoption of Board Policy 10 Minutes BC – School Board Member ConductBCB – School Board Member Conflict of InterestBEAA – Electronic Participation in School Board MeetingsBEC – Executive SessionsBEDF – Voting MethodBID/BIE – Board Member Compensation/Expenses/Insurance/Liability

9. Proposed Revision of Board Policy/Regulation 10 Minutes JFBA/JFBB – School of Choice/Open EnrollmentJFBA/JFBB-R – School of Choice/Open Enrollment

10. 2012-13 District Preliminary Financial Results 60 Minutes

11. Other 5 Minutes

12. Adjournment

REVISED AGENDA ITEM 2.0

Approval of 2013-14 Accreditation of Thompson School District and District Schools

Date: October 9, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools

Paul Bankes, Ed.D., Executive Director of Elementary Education Margaret Crespo, Ed.D., Executive Director of Secondary Education

Recommendation: That the Board approve the 2013-14 accreditation of the Thompson School

District and district schools. In compliance with the 2013 accreditation contract between the Colorado State Board of Education and the Thompson School District, district administration submits the following school accreditation report to the Board. The contract requires that the accreditation system include accreditation categories that are comparable to the accreditation categories for school districts specified in section 22-11-207, C.R.S, and that accreditation determinations emphasize school attainment on the four statewide performance indicators. Paul Bankes, Margaret Crespo and District Accountability Committee (DAC) Chairperson Kodi Fidler will be in attendance to answer questions. Accreditation Process Each district school was evaluated by the Colorado Department of Education (CDE) in August 2013 and assigned a school improvement plan category. District administration reviewed the plans to determine if any challenges to designations were possible and found none. Each charter school reviewed their designation and also chose not to challenge. DAC will examine the CDE plan categories and provide input to accept the CDE designations for accreditation at the October 8, 2013 DAC meeting. The Board is asked to approve the district’s recommendations regarding the accreditation status for all district schools for the 2013-14 school year as indicated in Table 3. Five schools, meeting or exceeding 80% of performance indicator targets, will be accredited with distinction. Twenty district schools will be designated as accredited. Eight schools will be designated as accredited with an improvement plan. One district school will be accredited with a turnaround plan. Attached to this report are performance frameworks for the district and individual district schools. District Accreditation As a district, the Thompson School District is accredited by CDE for the 2013-14 school year. The district met 67.3 % (increase from 66.7%) of performance indicator targets. Based on our overall evaluation as an accredited district, we have been assigned the category of performance plan to guide our improvement process. While we are in a category that does not require state oversight, we are required to submit our performance plan to CDE no later than January 15, 2014. As required for all districts in the state of Colorado, we will be using the unified template for our improvement plan. The table below highlights the requirements, sanctions, and supports for the various plan types.

Requirement/Sanction/Support

Performance and Improvement Plans

Priority Improvement or Turnaround Plans

District Accreditation Contracts

Contracts automatically renewed each year, so long as the district remains on a Performance or Improvement Plan.

Contracts annually reviewed and agreed upon, until the district moves off of a Priority Improvement or Turnaround Plan.

Development of Unified Improvement Plan (UIP) – Improvement Strategies

Plan must include the components outlined in 1 CCR 301-1 (e.g., trends, root causes, targets, improvement strategies) and improvement strategies should be appropriate in scope, intensity, and type.

Plan must include the components outlined in 1 CCR 301-1 (e.g., trends, root causes, targets, improvement strategies) and improvement strategies should be appropriate in scope, intensity, and type. To meet state expectations, turnaround improvement strategies must, at a minimum, include one or more of the strategies outlined in 1 CCR 301-1 as a turnaround strategy (e.g., lead turnaround partner, conversion to a charter).

Adoption of UIP – Responsible Party

School principal and district superintendent, or his or her designee, must adopt the Performance or Improvement plan. The local school board is encouraged to review and approve the plan “and to consider in its local policies whether it would like to require the school principal and district superintendent to do”.

Local school board must adopt the Priority Improvement or Turnaround plan.

Adoption of UIP – Deadline

The plan must be adopted by April 15th. Exceptions: - Districts: For Designated Graduation Districts, the plan must be adopted by January 15th. Districts: Title III improvement, TDIP, other grants (e.g., Title I ISP grant) by January 15th - Schools: For Performance or Improvement Plan schools that are identified as Title I focus schools or Tiered Intervention Grant recipient schools, the plan must be adopted by January 15th

The plan must be adopted by January 15th.

Submission of UIP to CDE

The plan must be submitted to CDE on or before April 15th for posting on SchoolView. Exceptions: - Districts: For Designated Graduation Districts, the plan must be submitted to CDE by January 15th. Districts: Title III improvement, TDIP, other grants (e.g., Title I ISP grant) by January 15th - Schools: For Performance or Improvement Plan schools that are identified as Title I focus schools or Tiered Intervention Grant recipients, the plan must be submitted to CDE by January 15th.

The plan must be submitted to CDE for review by January 15th. Following CDE feedback, districts must revise and re-submit plans by March 30th. The final plan (districts and schools) must be submitted to CDE on or before April 15th for posting on SchoolView.

Review of UIP by CDE CDE does not review Performance and Improvement plans.

CDE reviews Priority Improvement and Turnaround Plans.

Requirement/Sanction/Support

Performance and Improvement Plans

Priority Improvement or Turnaround Plans

Review of UIP by State Review Panel

The State Review Panel does not review Performance or Improvement Plans.

The State Review Panel may review Priority Improvement Plans and must review Turnaround Plans.

State Board Action / 5-Year Timeline

Districts and schools on Performance or Improvement Plans are not subject to significant action directed by the State Board after any set period of time.

Districts and schools are not permitted to implement a Priority Improvement or Turnaround Plan for longer than five consecutive years before facing action directed by the State Board, as specified in 1 CCR 301-1 (e.g., school closure, district re-organization). Districts on Turnaround Plans may face action directed by the State Board prior to the end of the five consecutive years, as specified in 1 CCR 301-1.

Parent Notification and Involvement

For schools on Improvement Plans, the district must notify parents of the students enrolled in the school of the type of plan that is required, including the timeline for plan development and adoption.

For schools on Priority Improvement or Turnaround Plans, the district must notify parents of the students enrolled in the school of the type of plan that is required, including the timeline for plan development and adoption. There are additional parent notification requirements for Title I schools. Refer to the parent notification requirements section of this document.

Table 2: Thompson School District Accreditation Designations 2012-13

Accredited with Distinction:

School meets or exceeds statewide attainment on 80% of performance indicators and is required to adopt

and implement a Performance Plan.

Accredited: School meets or exceeds

statewide attainment on 60% but less than 80% of performance indicators and is required to

adopt and implement a Performance Plan.

Accredited with Improvement Plan:

School meets or exceeds statewide attainment on 47%

but less than 60% of performance indicators and is

required to adopt and implement an Improvement

Plan.

Accredited with Priority Improvement Plan: School meets or exceeds statewide attainment on 33% but

less than 47% of performance indicators required to adopt and

implement a Priority Improvement Plan.

Accredited with Turnaround Plan: The school

attainment on statewide indicators is less than 33% of performance

indicators and is required to adopt and

implement a Turnaround Plan.

3 Schools 23 Schools 5 Schools 2 Schools NO TSD Schools Coyote Ridge Elementary Berthoud Elementary Lincoln Elementary Monroe Elementary Ivy Stockwell Elementary BF Kitchen Elementary Van Buren Elementary Thompson Online

Thompson Integrated Early Childhood (TIEC) Big Thompson Elementary Loveland Classical

Carrie Martin Sarah Milner Elementary Centennial Elementary Truscott Elementary Cottonwood Plains Edmondson Elementary Garfield Elementary Mary Blair Elementary Namaqua Elementary New Vision Charter Ponderosa Elementary Stansberry Elementary Truscott Elementary Winona Elementary Bill Reed Middle School Lucille Erwin Middle School Turner Middle School Walt Clark Middle School Conrad Ball Berthoud High School Loveland High School Mountain View High School Thompson Valley High School

Table 3: Recommended Thompson School District Accreditation Designations 2013-14

(performance plan year) (percentage of targets met)

Accredited with Distinction:

School meets or exceeds statewide attainment on 80% of performance

indicators and is required to adopt and implement a Performance Plan.

Accredited: School meets or exceeds statewide attainment

on 60% but less than 80% of performance indicators and is required to adopt and

implement a Performance Plan.

Accredited with Improvement Plan:

School meets or exceeds statewide attainment on 47% but less than 60%

of performance indicators and is required to adopt and implement an

Improvement Plan.

Accredited with Priority Improvement

Plan: School meets or

exceeds statewide attainment on 37% but less than 47% of

performance indicators required

to adopt and implement a Priority Improvement Plan.

Accredited with Turnaround Plan: The school attainment on

statewide indicators is less than 37% of performance indicators

and is required to adopt and implement a Turnaround Plan.

5 Schools 19 Schools 8 Schools NO TSD Schools 1 School Berthoud Elementary (1) (90.2%) B.F. Kitchen Elementary (1) (71.4%) Carrie Martin Elementary (3) (57.4%) Lincoln Elementary (3) (36.4%) Coyote Ridge Elementary (3) (97.4%) Big Thompson Elementary (1) (79.3%) Mary Blair Elementary (3) (57.6%) Ivy Stockwell Elementary (3) (88.4%) Centennial Elementary (3) (74.0%) Truscott Elementary (3) (57.9%) Ponderosa Elementary (1) (93.1%) Cottonwood Plains Elementary (3) (67%) Winona Elementary (3) (56.2%) Thompson Integrated Early Childhood

(TIEC) Garfield Elementary (1) (77.5%)

Laurene Edmondson Elementary (3) (65.3%) Monroe Elementary (1) (68.1%) Namaqua Elementary (3) (70.4%) New Vision (1) (73.5%) Stansberry Elementary (3) (72.5%) Sarah Milner Elementary (1) (61.3%) Van Buren Elementary (1) (63.4%) Bill Reed Middle School (3) (63.6%) Conrad Ball Middle School (3) (49.7%) Lucile Erwin Middle School (1) (66.0%) Loveland Classical (1) (58.9%) Walt Clark Middle School (3) (65.5%) Thompson Online (1) (50.0%) Turner Middle School (1) (55.8%) Berthoud High School (3) (77.0%) Loveland High School (3) (66.6%) Mountain View High School (3) (70.6%) Thompson Valley High School (3) (64.9%) Ferguson High School (1) (60%)

AGENDA ITEM 3.0

Annual District Aquatic Center Operations Report

Date: October 9, 2013

Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Stephen Towne, CFO Nicole Bird, Aquatics Facilities Manager

Consideration: Does the Board have any questions or need additional information regarding the annual district aquatic center operations report?

This report provides an annual update and multi-year comparison of the district aquatic center operations. Nicole Bird will be in attendance to answer questions.

Information by site is also provided but should be interpreted cautiously as management costs are shared across sites and impair the ability to draw absolute conclusions about individual sites.

Exhibit 1 - Results of Operations Attached Exhibit 1 presents a five year history of revenues, expenditures, and profitability on a consolidated basis.

Please note the General Fund Support reduction in FY 11-12 and FY 12-13 was intentional to reduce Aquatics’ excess reserves. A similar savings opportunity may exist for FY 13-14 since Aquatics’ fund balance is still more than $200,000 as of July 1, 2013.

Exhibit 2 - Revenues by Source Attached Exhibit 2 provides a more detailed review of revenue sources.

Recreational and lessons revenues have experienced decline from both increased competition and a tighter economy.

Exhibit 3 - Clients Served Attached Exhibit 3 shows how usable time is allocated both to paying and non-revenue generating clients. In reviewing the General Fund Support provided to each facility it is important to note that each pool is used approximately 54% of the time for non-revenue generating district functions.

Supplementary client profile information by site is provided as well in Exhibit 3.

Exhibit 4 - Customer Satisfaction Survey Attached Exhibit 4 presents customer satisfaction survey feedback from both internal and external customers.

All surveys were reported on a scale of 1 to 5, with 1 being not satisfied and 5 being very satisfied.

EXHIBIT 1

All Aquatics08/09 09/10 10/11 11/12 12/13

Revenues 218,725 237,298 238,895 205,380 224,817 Sal/Ben 149,596 186,527 164,777 191,293 169,680 Utilities 113,055 125,266 148,929 133,645 155,459 Supplies 29,512 26,186 30,096 36,615 25,915 Equipment 6,192 10,024 25,679 2,243 2,483 Other 7,917 4,028 5,823 498 584 Revenues less Expense (87,547) (114,734) (136,409) (158,914) (129,304) General Fund Support 138,656 138,656 - 60,000 40,000 Surplus or (Deficit) 51,109 23,922 (136,409) (98,914) (89,304)

Mountain View Aquatics Center08/09 09/10 10/11 11/12 12/13

Revenues 154,176 169,035 164,544 141,462 148,208 Sal/Ben 93,228 109,975 96,116 115,271 104,403 Utilities 74,399 86,610 76,523 61,239 76,803 Supplies 17,425 15,194 13,233 22,579 16,666 Equipment 2,494 7,019 47 1,314 546 Other 6,401 2,322 1,572 421 597 Revenues less Expense (39,770) (52,085) (22,947) (59,362) (50,807) General Fund Support 100,000 100,000 100,000 - - Surplus or (Deficit) 60,230 47,915 77,054 (59,362) (50,807)

Dick Hewson Aquatics Center08/09 09/10 10/11 11/12 12/13

Revenues 64,549 68,263 66,992 50,866 60,441 Sal/Ben 56,368 76,552 65,124 46,195 38,144 Utilities 38,656 38,656 38,656 38,656 38,656 Supplies 12,087 10,992 8,685 9,451 5,423 Equipment 3,697 3,006 2,223 719 1,729 Other 1,516 1,706 1,609 - 35 Revenues less Expense (47,776) (62,649) (49,305) (44,154) (23,546) General Fund Support 38,656 38,656 38,656 - - Surplus or (Deficit) (9,120) (23,993) (10,649) (44,154) (23,546)

Loveland High School Pool 08/09 09/10 10/11 11/12 12/13

Revenues 7,359 13,052 16,168 Sal/Ben 3,536 29,827 27,133 Utilities 33,750 33,750 40,000 Supplies 8,178 4,585 3,826 Equipment 23,409 211 208 Other 2,643 77 (48) Profit/(Loss) - - (64,158) (55,397) (54,951) GF Support 113,000 60,000 40,000 Surplus or (Deficit) - - 48,842 4,603 (14,951)

08/09 09/10 10/11 11/12 12/13

Revenues 218,725 237,298 238,895 205,380 224,817

Sal/Ben 149,596 186,527 164,777 191,293 169,680

Utilities 113,055 125,266 148,929 133,645 155,459

Supplies 29,512 26,186 30,096 36,615 25,915

Equipment 6,192 10,024 25,679 2,243 2,483

Other 7,917 4,028 5,823 498 584

Revenues less Expense (87,547) (114,734) (136,409) (158,914) (129,304)

General Fund Support 138,656 138,656 ‐ 60,000 40,000

Surplus or (Deficit) 51,109 23,922 (136,409) (98,914) (89,304)

(200,000)

(150,000)

(100,000)

(50,000)

‐

50,000

100,000

150,000

200,000

250,000

300,000

Aquatics ‐ All FacilitiesResults of Operations

EXHIBIT 2

All Aquatics08/09 09/10 10/11 11/12 12/13

Recreational 57,785 53,511 48,412 32,051 36,287 Rental 50,829 51,759 55,428 52,788 65,014 Lessons 91,965 115,717 119,444 104,075 109,432 Special Events 17,441 15,942 14,912 16,030 14,609 Other 705 371 413 437 164 Total Revenues 218,725 237,299 238,609 205,380 225,506

Mountain View Aquatics Center08/09 09/10 10/11 11/12 12/13

Recreational 43,358 41,399 38,025 25,904 27,422 Rental 24,372 24,743 26,458 19,089 24,358 Lessons 68,763 87,255 85,127 82,518 83,977 Special Events 17,273 15,268 14,297 13,715 12,977 Other 411 371 413 237 164 Total Revenues 154,176 169,035 164,319 141,462 148,898

Dick Hewson Aquatics Center08/09 09/10 10/11 11/12 12/13

Recreational 14,427 12,111 8,058 5,187 5,419 Rental 26,458 27,016 26,267 21,607 27,935 Lessons 23,202 28,462 31,991 21,557 25,455 Special Events 168 674 616 2,316 1,632 Other 294 - - 200 Total Revenues 64,549 68,263 66,932 50,866 60,441

Loveland High School Pool 08/09 09/10 10/11 11/12 12/13

Recreational 974 960 3,446Rental 2,886 12,093 12,721Lessons 3,500 - Special Events - - Other - - Total Revenues - - 7,359 13,052 16,168

08/09 09/10 10/11 11/12 12/13

Recreational 57,785 53,511 48,412 32,051 36,287

Rental 50,829 51,759 55,428 52,788 65,014

Lessons 91,965 115,717 119,444 104,075 109,432

Special Events 17,441 15,942 14,912 16,030 14,609

Other 705 371 413 437 164

Total Revenues 218,725 237,299 238,609 205,380 225,506

‐

50,000

100,000

150,000

200,000

250,000

300,000

Revenues by Source

EXHIBIT 3

08/09 09/10 10/11 11/12 12/13

MVHS 14,781 14,113 12,746 8,919 9,441

TVHS 5,358 4,498 2,900 1,872 1,956

LHS ‐ ‐ 320 313 1023

Total 20,139 18,611 15,966 11,104 12,420

‐

5,000

10,000

15,000

20,000

25,000Recreational Guests

08/09 09/10 10/11 11/12 12/13

MVHS 2,027 2,133 2,108 2,044 2,054

TVHS 725 918 1,006 694 741

LHS 69 ‐ 0

Total 2,752 3,051 3,183 2,738 2,795

‐

500

1,000

1,500

2,000

2,500

3,000

3,500Lessons Participants

08/09 09/10 10/11 11/12 12/13

MVHS 870 884 944 681 869

TVHS 1,959 2,001 1,946 1,600 2,069

LHS ‐ ‐ 150 671 706

Total 2,829 2,885 3,040 2,952 3,644

‐

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000Community Rental Hours

TSD Instructional

29%

TSD Athletic25%

Recreational14%

Lessons3%

Rental29%

External Customer

Use

Internal Customer

Use

EXHIBIT 4

SURVEY RESULTS

Mountain View Aquatic CenterSwimming Lessons

Number of Surveys

Instructor Quality Lesson Quality

Facility Quality Overall Satisfaction

9/10 491 4.76 4.86 4.86 4.7210/11 486 4.74 4.81 4.81 4.7611/12 412 4.78 4.84 4.79 4.8112/13 212 4.66 4.73 4.77 4.74

General Recreation

Number of Surveys

Staff Knowledge

Staff Attentiveness Facility Quality Overall Satisfaction

9/10 76 4.80 4.84 4.85 4.6810/11 64 4.78 4.82 4.74 4.8411/12 72 4.73 4.84 4.75 4.8112/13 46 4.69 4.83 4.78 4.88

Dick Hewson Aquatic CenterSwimming Lessons

Number of Surveys



9/10 312 4.76 4.75 4.64 4.7110/11 287 4.74 4.80 4.69 4.7011/12 294 4.78 4.79 4.73 4.7312/13 116 4.82 4.86 4.88 4.74

General Recreation

Number of Surveys

Staff Knowledge


9/10 31 4.62 4.71 4.63 4.8210/11 27 4.59 4.62 4.46 4.4411/12 29 4.68 4.82 4.58 4.6312/13 21 4.93 4.74 4.63 4.76

Loveland High School PoolSwimming Lessons

Number of Surveys



10/11 27 4.54 4.56 4.76 4.5911/12 0 N/A N/A N/A N/A12/13 0 N/A N/A N/A N/A

General Recreation

Number of Surveys

Staff Knowledge


10/11 26 4.45 4.50 4.04 3.8311/12 14 4.59 4.86 4.79 4.6312/13 19 4.87 4.66 4.66 4.87

EXHIBIT 4

SURVEY RESULTS (continued )

All FacilitiesTeachers, Coaches & District Staff

Number of Surveys

Adequate Space Safety of Facilties

Convenient Avaialble Times

Pool Clean & Free of Hazards

9/10 14 4.55 4.63 4.25 4.2510/11 21 4.76 4.70 4.29 4.5211/12 28 4.74 4.67 4.12 4.4412/13 23 4.72 4.68 4.21 4.38

Number of Surveys

Locker Rooms Clean & Free Of

Hazards

Staff Professionalism &

Knowledgable

Staff Courteous, Helpful and Responsive

Staff Aware & Attentive to Safety

9/10 14 4.00 4.38 4.25 4.5010/11 21 4.23 4.82 4.82 4.6411/12 28 4.32 4.79 4.6 4.6812/13 23 4.59 4.79 4.83 4.59

Number of Surveys

Overall Rating of Aquatics Facilities

Manager

Overall Rating of Other Aquatic Staff

Management's Timely Response to

Inquiries and Concerns

Management's Ability to Operate a Safe and Efficent

Facilty9/10 14 4.57 4.50 4.63 4.7510/11 21 4.88 4.76 4.76 4.8811/12 28 4.87 4.81 4.74 4.8612/13 23 4.83 4.79 4.83 4.83

Revised - AGENDA ITEM 4.0

2012-2013 Facility Use Report


Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Michael Jones, Assistant Superintendent of HR and School Support

Consideration: Does the Board have any questions regarding the 2012-13 Facility Use Report?

__________________________________________________________________

In 1994, the Board adopted policy/regulation (KF and KF-R) governing the community school rental system. Since then, these policies which provide guidelines and fee schedules have been updated multiple times as system needs have changed.

This report details the distribution of funds from 19,459 events and 3,028 intergovernmental (IGA) hours. The IGA hours include the Town of Berthoud and the City of Loveland. Funds distributed to schools totaled $104,442. Schools currently receive 50% of all facility usage fees and 100% of all equipment fees. The other 50% of facility usage fees is for operational distribution. This year the operational distribution was $91,089.

Collected fees for the Roberta Price, Sue Wall, and Loveland High School Auditoriums are retained in a facility use fund. These funds are used to fund half of the district auditorium technician’s salary, along with replacement of lighting fixtures, and maintaining and upgrading equipment in all three auditoriums. New in this year’s report is the revenue collected for the tennis courts, parking lots, and fields. The revenue is expensed back into the facility for repair and maintenance.

The district is currently hosting six churches at the following locations: Berthoud High School, Coyote Ridge Elementary School, Ferguson High School, Loveland High School, Thompson Valley High School, and Mountain View High School. I n addition, the district hosted many community events this year including the Miss Colorado High Schools State Pageant, “Power to Play” Basketball, performing art groups, triathlons, Loveland Sculpture Show, and local sports program for Loveland and Berthoud.

Before and After Day Care Programs The district hosted before and after day care programs at 15 elementary school sites. T hese programs utilized a total of 6,108 hours, with $38,798 collected.

Below is a five year revenue comparison chart.

Progress Achieved in 2012-13

SchoolDude Facility Use Program This year, there were two training classes held for all site I and site II administrators. Approximately 80% of the 80 users in the SchoolDude Facility Use Program attended training classes. Items discussed at the training classes included HVAC integration and how that affected school sites, and the matrix and defining district sponsored vs. non district sponsored events. Basic guidelines and protocols were also reviewed to ensure that all users were being consistent at all sites. T he Town of Berthoud and City of Loveland site administrators attended these classes so school employees could become familiar with key community players.

Auditoriums In November, the Roberta Price Auditorium received an orchestra pit cover and new skirting from Capital Reserve Funds at a c ost of approximately $45,000, along with a mandated replacement of wireless microphones that were affecting FCC white space. Two new robotic lights were added and the entire set of curtains was cleaned in July, at a cost of $9,100. The stage floor was refinished by the custodial staff, and the Facility Use Department invested $750 on preventive maintenance for the Steinway grand piano housed there. Sue Wall Auditorium had infrastructure work completed this year to address the issues and problems with the house sound. Bill Reed Auditorium received a LISA grant for $20,000 and was able to install twelve new stage light fixtures, a new light and sound board, and ten new wireless microphones all kept in a secured desk cabinet. In addition, the curtains were cleaned at a cost of $5,000 and an

$117,530

$97,451

$156,389

$197,384

$260,714

$0

$50,000

$100,000

$150,000

$200,000

$250,000

$300,000

2009 2010 2011 2012 2013

Facility Use Revenue Comparison

additional $3,750 was paid to ensure the curtains were fire retardant as per code. At Loveland High School facility use revenue purchased two new microphones.

Payroll The Facility Use Department finally reached the goal of breaking even on payroll costs, eliminating the previous $10,000 deficit. The challenge now is to continuously and consistently communicate to schools and community members that all groups will be charged personnel fees for afterhours use as per Board regulation KF-R.

Cooperation with City of Loveland and Town of Berthoud In March 2013, an IGA between the City of Loveland and the district was approved. The facility use coordinator is in the process of updating the IGA between the district and the Town of Berthoud.

Facility Distribution The Financial Services Department distributed facility use funds to school principal discretionary accounts on February 11, and July 31.

Customer Service Satisfaction We continue to survey our facility use customers. Current feedback reveals that 100% of our community and school employees are pleased with the facilities, 98% of the event staff is courteous and friendly, and the overall satisfaction level is 97%. Our lowest rating is 92% focused on the facility not being ready upon arrival.

Event Staff The present team consists of approximately 20 employees. In order to ensure a high level of customer service, staff members are required to participate in extensive training which includes classroom time, discussing expectations, and review of the handbook prepared by the facility use coordinator. Staff also receive training from the custodial trainer regarding the cleaning process and chemical use. The third phase of training includes the maintenance supervisor reviewing gas shut off emergencies and day to day maintenance operations. The fourth phase is with the environmental specialist, where fire emergency procedures, evacuations, and recycling and safety concerns are reviewed. The last phase is with the grounds supervisor and includes water shut off emergencies and snow removal. We have equipment at the training site so staff can experience "hands on" training to ensure they are safely operating the machines. Total training time is approximately 3-4 weeks before being allowed to work at school sites. When staff are assigned to school sites both the facility use coordinator and a veteran event staff employee work with that individual. Each staff member is asked to become familiar with three to five schools for overlapping coverage of events.

Event staff members are a support team to the Custodial Department as well as the Aquatic Centers. If departmental staff members are not available, the event staff is scheduled and asked to help as needed.

Community Guidebook The “Guide to Community Use of School Facilities” is available on the district website in English and Spanish and is updated on an annual basis.

New for 2013-14

Marketing The Facility Use Department continues to work with the district public information officer. The goal is to contact the Reporter Herald and the Loveland Chamber of Commerce to expand facility use in the “Guide to Loveland” book that is distributed each year. In the past two years, our most successful advertising has been “word of mouth”. The community and customers continue to call the Facility Use Department, requesting facilities based on the positive experience they had or have heard about from other community members.

Auditoriums In 2013-14, we are ordering a new sound board for the Sue Wall Auditorium and a new sound system and intercom system for the Roberta Price Auditorium. This will be a shared expense between the revenue received from facility use and use of capital reserve funds. Berthoud High School will be replacing 78 auditorium seats (16%) utilizing funds from the Berthoud Bash fundraiser. Total seat replacement is expected to be a five year project driven by available funds. Current seating at the Berthoud High School Auditorium is 478. Finally, facility use funds will purchase a new upstage cyclorama for the Loveland High School Auditorium.

Patricia Davis, Facility Use Coordinator, will be in attendance to answer questions.

Location Events Hours IGA Hrs Facility Rental Equip Total Revenue School Distribution

Berthoud Elem 764 1650 958 $4,678.00 $0.00 $4,678.00 $2,339.00

BF Kitchen 376 959 120 $2,570.00 $125.00 $2,695.00 $1,410.00

Big T 199 219 31 $340.00 $0.00 $340.00 $170.00

Carrie Martin 240 245 270 $650.50 $0.00 $650.50 $325.25

Centennial 526 1131 40 $2,831.25 $125.00 $2,956.25 $1,540.63

Cottonwood Plains 615 1336 80 $2,310.25 $0.00 $2,310.25 $1,155.13

Coyote Ridge 577 1442 82 $16,505.00 $86.00 $16,591.00 $8,338.50

Garfield 420 339 99 $180.00 $80.00 $260.00 $170.00

Ivy Stockwell 443 911 121 $4,396.00 $42.50 $4,438.50 $2,240.50

Laurene Edmondson 487 822 55 $3,284.00 $0.00 $3,284.00 $1,642.00

Lincoln 423 785 213 $2,956.00 $0.00 $2,956.00 $1,478.00

Mary Blair 505 824 33 $3,719.00 $0.00 $3,719.00 $1,859.50

Monroe 145 235 87 $721.00 $125.00 $846.00 $485.50

Namaqua 681 932 264 $3,447.00 $0.00 $3,447.00 $1,723.50

Ponderosa 738 1333 26 $4,467.50 $0.00 $4,467.50 $2,233.75

Sarah Milner 551 1047 30 $3,606.00 $0.00 $3,606.00 $1,803.00

Stansberry 211 384 96 $705.00 $41.10 $746.10 $393.60

Truscott 657 1201 351 $3,999.00 $40.00 $4,039.00 $2,039.50

Van Buren 437 687 256 $3,045.00 $0.00 $3,045.00 $1,522.50

Winona 630 1692 26 $5,410.75 $0.00 $5,410.75 $2,705.38

Bill Reed MS 627 1940 82 $2,245.70 $721.60 $2,967.30 $1,844.45

Conrad Ball 705 2047 63 $2,413.70 $425.35 $2,839.05 $1,632.20

Lucile Erwin 709 1862 0 $12,153.45 $1,080.95 $13,234.40 $7,157.68

Turner 611 1290 286 $2,223.50 $890.00 $3,113.50 $2,001.75

Walt Clark 609 1744 0 $4,465.20 $753.10 $5,218.30 $2,985.70

Berthoud HS 1151 4028 157 $7,483.65 $3,346.80 $10,830.45 $7,088.63 Utilities 25% $45,545.00

Harold Ferguson 346 1114 0 $14,094.00 $1,155.00 $15,249.00 $8,202.00 Facilities Ground 10% $18,218.00

Loveland 2245 8435 0 $15,201.40 $732.75 $15,934.15 $8,333.45 Cap Reserve Fund 10% $18,218.00

Mountain View 1053 5503 80 $8,210.40 $1,234.50 $9,444.90 $5,339.70 Custodial Supplies 4% $7,287.00

Thompson Valley 1778 7325 80 $43,866.13 $2,348.60 $46,214.73 $24,281.67 Program Costs 1% $1,821.00

Total School Rental $182,178.38 $13,353.25 $195,531.63 $104,442.47 TOTAL $91,089.00

Loveland High Auditorium $10,358.46 $10,358.46

Sue Wall Auditorium $8,932.40 $8,932.40

Roberta Price Auditorium $35,021.00 $35,021.00

Total Auditoriums $54,311.86 $54,311.86

Total Courts, Lots & Fields $10,871.25 $10,871.25

TOTALS 19,459 51,812 3,028 $247,361.49 $13,353.25 $260,714.74

Challenge to AchieveInspire to Excel

Operational Distribution

2012-13

Facility Use

End of the

Year Report

Empower to Learn

10/1/2013

Report submitted by:Patricia Davis

Facility Use Coordinator

AGENDA ITEM 5.0

Verizon Wireless Proposal for Lease of Cell Tower Space at Lucile Erwin Middle School


Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Michael Jones, Assistant Superintendent of HR and School Support Stephen Towne, CFO

Consideration: Does the Board have questions or require additional information regarding the process to secure a contract with Verizon Wireless for lease of cell tower space at Lucile Erwin Middle School?

At present, the district leases space for four telecommunication installations including antenna and supporting equipment at Berthoud High School and Loveland High School to three cellular phone companies.

Pending both Board and City of Loveland approval, Black & Ve atch for Verizon Wireless has proposed the district allow them to lease space on district property in order to place a new telecommunication installation at Lucile Erwin Middle School. Black & Veatch is filing an application for special review to install a rooftop telecommunications facility with a related ground based equipment shelter behind the school. The entire lease area of approximately 672 square feet will be contained within a chain link fence with slats and barbed wire to match existing fencing at the school. The shelter and the installation will be unmanned; will produce no noise, dust, fumes, glare or other pollutants. The shelter will not be lighted.

Black & Veatch’s proposed equipment installations are not for district use, but for their commercial use. The proposed telecommunication equipment is for 4G LTE and 3G cellular phone network transmissions. The equipment used for the proposed installation would not interfere with current district wireless equipment and systems. Board policy DFB, Use of School Owned Real Estate for Telecommunications Installations, has been followed for the proposed lease and installation.

The proposal includes a five year initial term with the option to extend a five year renewal. CRS 22-32-110 (1)(f) provides that a school district can lease its property not needed for its purposes for terms not exceeding ten years. The district is in process of reviewing the proposed option and land lease agreement to establish acceptable lease and monthly rent payments. Staff may seek review by district legal counsel that proposed contracts are consistent with previous contracts for these types of services.

This is an update to a previous item provided to the Board in May 2013. Michael Jones and Traci Burtnett, Materials and Procurement Director, will be in attendance to answer questions.

AGENDA ITEM 6.0

New Course Approval – Music and Physical Education


Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Diane Lauer, Ed.D., Executive Director of Instruction

Consideration: Does the Board have any questions regarding the new courses: Music Ensembles, Guitar, Piano and Fit for Life?

In accordance with policy IGD, the Board of Education shall, after planning by the faculty and with the approval of the administration, consider all new courses of study for action.

The Thompson P-12 Curriculum Councils for Music and Physical Education brought forth to the Curriculum Improvement Council (CIC) several concepts for new courses during the 2o11-2012 school year for consideration and development through the curriculum improvement process. During the 2012-2013 school year, curriculum was developed by teacher leaders and approved by CIC for the following courses: Music Ensembles, Guitar, Piano, and Fit for Life.

Music Ensembles Over 80% of professional musicians find employment in small music ensembles. In order to effectively prepare students for their potential career goals, the Thompson P-12 Council of Music desires to extend its offerings to students to provide them with the experience of playing in small chamber ensembles. These will include wind and percussion, guitar, keyboard, as well as string and vocally focused groups. Music Ensembles is a one-semester course that allows students to apply essential music fundamentals in self-directed focus areas aligned to selected genres and styles. Each semester, music instructors will approach the course as a music coach, grouping students into like and mixed instrument ensembles to create trios, quartets, and quintets. These students will set their own learning outcome goals and work with the teacher to apply musical theory and develop their musical skills. Students will perform before audiences as an expectation of the course.

Guitar An increasing number of students have requested to learn the guitar. However, this course is not one of our current offerings. The Thompson P-12 Council of Music desires to extend its offerings to students to provide them with the experience of learning to play the guitar. Guitar is a one-semester course covering the basics of the instrument and an ap plication of essential music fundamentals. Students will learn the basics of playing guitar at a beginning level through studying music notation, chord symbols, and peer modeling. A brief history of the guitar along with a study of its respective musical styles will also be covered in this course. The main objective of this course is to create an enhanced appreciation for music through playing the guitar. Students will learn how to read music notation, chord symbols, and tablature. Students will also gain a better understanding of many different musical genres including classical, flamenco, blues, jazz, rock, and pop music.

Piano An increasing number of students have requested to learn the piano and/or keyboard. However, this course is not one of our current offerings. The Thompson P-12 Council of Music desires to extend its offerings to students to provide them with the experience of learning to play the piano and/or keyboard. Piano is a one semester course designed to teach the concepts and

fundamentals needed to perform on the piano. Students will increase their musical understanding beyond just reading notes by teaching students a vocabulary of chords and keys, accompaniment patterns, and improvisational techniques. Students will play melodies in several positions and have the opportunity to participate in ensemble playing. Students will develop good practice habits, and learn techniques to increase the muscular agility and flexibility of their hands. Students will delve into music at its source, find out how music is constructed, and discover the composers and history behind the music. Through the use of school keyboards and MIDI laptop labs, students will have the opportunity to explore music technology, and its applications to composition, arrangement, and even recording industry techniques. At the completion of this course, the student will have learned to play some of the standards of piano repertoire while gaining a thorough understanding of the history and basic concepts of music. Fit for Life The goal of all physical education courses is to prepare students for lifelong activity, fitness, and wellness. Our current physical education offerings endeavor to meet these goals through a variety of course offerings that focus on teams sports and group activities through an at hletic lens. Fit for Life is a one semester course designed to support the student who wishes to explore personal fitness through individualized approaches to cardiovascular health and flexibility utilizing easy to apply strategies that include walking, stretching, core strength development, basic yoga, and nutritional information. Through this course students will be able to assess their own level of wellness, fitness, and diet, thus enabling them to develop an individualized fitness program through personal choices that will lend itself to a longer and healthier existence. Additional supporting documents included in this written report are: course description, course syllabus, curriculum map, course concept information. Diane Lauer and members of the high school music and physical education faculty will be in attendance to answer questions.

1

Music Ensembles Curriculum Map

Music Scope and Sequence: Beginning/Intermediate Piano, Grades 9-12 Time

Frame

Grade level curriculum for:

Brief Description Standard

Benchmarks

The student will:

Assessment Activities Evaluation Criteria

Term One:

On-going

August

through December

or

January

through

May.

Focus on:

Skill Expression, Creation of Music and Theory

Application

Apply Basic Skillso Rhythm:

o Dynamics

o Harmony

o Tempo

o Expression

o Notation

o Major and relative minor scales and

arpeggios

o Augmented or diminished triads,starting on any given pitch

Apply specific criteria from similar or

exemplary models of musical compositions,

arrangements, and improvisations.

Identify basic elements of written examples

of musical vocabulary

Transcribe rhythms within musical examples

that incorporate combinations of dotted notes

and corresponding rests in various meters

Demonstrate written rhythms using various

tempo and dynamic markings

Create music by composing and/or arrangingwhat is heard or envisioned, in notated or

non-notated form, with or without the use of

music technology, demonstrating originality

and technical understanding

III. Theory :

1.1 (melody,

rhythm,

harmony)

2.1 read music 2.2 play instrument

I. Expression:

1.1 rehearse and

perform music

IV. Aesthetic

Valuation

1. Learning goal:

Students apply knowledge of basic music

terminology.

Assessment Activity: Knowledge:

You will play music that measures your

understanding of: music terminology, key and

time signatures, note names, letter names,

identification of note names on your

instrument of choice, and the arrangement of

keys on the piano.

(There will be several assessments throughout

the semester to check for understanding)

2. Learning Goal:

Students perform piano techniques and skills

by individually playing selections from duet

literature.

Assessment Activity:

Performance assessment:

You will perform a duet with another student.

You will demonstrate fluent playing of the

entire piece that includes; steady beat, accurate rhythms, and correct notes.

(Excellent opportunity to pair intermediate

students with beginners)

Evaluation Criteria:

Rubric that scores

performance critieria


Play entire piece with

fluency:

correct posture and

hand position

steady beat

accurate rhythms

correct notes

2

End of

Semester

Recital (each semester – involvement required as

part of final grade for term)

Student selects enemble piece from music

learned during term

Student researches composer of piece and

style

Memorizes music

Performs at recital by memory

Concert etiquette

Stage presence

Group interdependence

Introduces recital piece

Written reflection of performance:o What were the challenges?o What was easy?o What will you work on for next

performance? (technique/skill)o Information about composero Information about musical styleo Background of piece

III. Theory:

1.2 (melody,

rhythm,

harmony)

2.1 read music

2.2 play instrument

I. Expression:

1.1 rehearse and

perform music

1.2 revise based on

self-reflection

IV.

Respond/Critique:

1. Learning goal:

Students will rehearse and perform a student

selected solo of their choice by reading music.

Teacher discretion and advice given in music

selection.

Assessment Activity: You will select a piece of music from your

method book that you will rehearse and

perform at the end of term student recital.

You will do research in order to understand

the style of the music and what the composer

meant to express with this music.

You will memorize the music and perform at

the recital from memory.

Your performance will use appropriate stage

presence and concert etiquette.

After the performance you will write a

reflection that includes; what were the challenges, what was ease, what you will

work on for next time, information about the

style of this music and information about the

composer.

Exploratory learning at this time:

How do I access my background knowledge to create my own piece of music.


Performs at recital

Completes written

reflection

Musical Ensembles

Course Description/Ensemble Goals: This class is a listening-focused, process-oriented course that

provides an opportunity for the student to emphasize interactive musical skills. Chamber ensembles are

the prime training ground for student leaders. Students develop a heightened level of awareness that

eventually becomes second nature. In addition to musical concepts, students develop skills in effective

decision-making, interpersonal dynamics, and conflict resolution. It develops and reinforces individual

musicianship:

Understanding various historical periods and stylistic characteristics

Understanding basic theory

Understanding directing and rehearsal skills

Materials: 3-ring binder dedicated to Musical Ensembles

Loose manuscript paper (available at local music stores)

Loose notebook paper

Pencil

Instrument & accessories (reeds, valve oil, etc.)

1 GB USB Drive

Assigned music

Classroom Expectations: Become Musically Convincing and Artistically Viable:

Be Accountable Character protects your talent. Honest work demonstrates and expresses your beliefs and convictions.

Be Confident Belief lifts your talent.

Believe in yourself; support faith with convincing and credible convictions.

Be Cooperative Teamwork multiplies your talent.

Collaboration develops alliances while earning trust and respect.

Be Courageous Courage tests your talent.

Stand your ground; do the right thing and accomplish the impossible.

Be Demanding Standards elevate your talent.

Expect a lot, but require more from yourself than you do from others.

Be Dependable Responsibility strengthens your talent.

Live your word; people must be able to count on you.

Be Determined Focus directs your talents.

Process manages product; every failure contributes to the next success.

Be Dynamic Initiative activates your talent.

Taking action is a prerequisite for achieving goals.

Be Forgiving Compassion amplifies your talent.

Understand, even the most well-intentioned humans may not always succeed.

Be Passionate Passion energizes your talent.

Enthusiasm is contagious; accomplished goals are fulfilled dreams.

Be Patient Practice sharpens your talent.

Consistently devote time, energy, and attention to improving skill.

Be Persistent Perseverance sustains your talent.

Stick to your purpose, but remain flexible enough to adapt.

Be Positive Tolerance reinforces your talent.

Negativity interferes with and diverts you away from your personal best.

Be Prepared Preparation positions your talent.

Do your work ahead of time; luck happens when preparation meets opportunity.

Be Teachable Teachability expands your talent.

Learning develops informed intuition and invigorates perspective.

Be Wise Relationships influence your talent.

Spend time with those who contribute to you; disengage from those who do not.

Are You Ready to Receive the Message?

Focus

Become Quiet and Still

Invest Time

Pay Attention

Direct Energy

Stop – Look – Listen – Think – Feel

REMEMBER what you know (Activating Background Knowledge) RESPOND to the information (Determining Importance &

Drawing Inferences)

RETAIN the information (Making Connections)

REACT to the stimulus or situation (Asking Questions &

Problem Solving)

RECOGNIZE feelings, thoughts, patterns, sounds (Creating Sensory

Images)

REINVENT the musical self (Retelling or Synthesizing)

Classroom Rules: Due to the somewhat intimate nature of music performance, and in light of the fact that

this course is designed to push students outside their comfort zones, all students, and their work, must be

given the highest respect. Therefore, all students are expected to demonstrate POWER:

PRIDE

Act like a

professional

Encourage your

peers

Display aquality image

of MVHS and

our ensembles

OWNERSHIP

Preserve all

facilities and

equipment at

MVHS and other

venues

No food or drink

(except water) is

allowed

WORK

Practice outside

of class.

Give 100%

effort and

quality

Ask questions

or get help.

EFFORT

Be on-time

Have a positive

mental attitude

Challenge

yourself

Strive for

excellence

RESPECT

Use positive

language

Be polite

No talking

duringrehearsals &

performances

Stay on task

Consequences for Breaking Rules: If students violate a rule, they may be assigned a consequence.

Depending on the severity and frequency of the misbehavior, students may receive one or more of the

following consequences:

Loss of participation points

Parent contact

Change in seating/part assignment

Detention

Office referral

Classroom Procedures: Students are expected to be in their seat at the beginning of the class period with

their instrument in working order, all music and exercises, as well as a pencil and paper. Students are

expected to be in rehearsal for the entire class period.

Activities/ How We Will Study Our Art: Students will study basic theory and history (including chord structures, scales, articulations, major artists, style periods, etc.) through activities specifically focusing on

unifying tempo, tuning, rhythm, phrasing, and style as well as developing rehearsal plans/reflections,

writing program notes, and performance at recitals/concerts.

Grading: Grades will be determined as follows:

Affective (daily participation/behavior/concerts) 60%

Cognitive (written work and performance landmarks) 40%

A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = below 60%

REHEARSAL PLANNING

WHAT EQUIPMENT DO YOU NEED?

Tuner

Metronome

Recording device Other

PLAN

Essential Questions/Understandings o What are your goals for this rehearsal?o What pieces do you intend to rehearse

Entirety vs. segments (does one section of the piece need more rehearsal? If so, why?)o Approximately how much time do you anticipate needing to spend on this work before it is

performance ready? Warm-Up

o How long? o What? How will it relate to your rehearsal goals?

Tune and Tuning Activities o Play a scale or chorale over a drone o Play chorale that has all Major and minor triads marked for intonation tendencies o Play a passage and identify who has the root, 3rd, or 5th of each chord and the quality of the

chords o Play simple melodies in unisons and octaveso Play simple melodies in open fifthso Complete an intonation charto Play scales in offset rhythm (round) o Start with the root. Add the 5th, then 3rd, then color tones

Rehearse piece(s) with focused outcomes in mindo Tempo Activities

Sit back to back with a metronome in the middle Use a visual metronome Set the metronome only on a particular beat (only on 1, etc.) to help maintain pulse

between measures and beats Everyone play subdivision on their parts Only one person hears the metronome (headphones) – leads tempo Play even notes (i.e. all quarter notes) and accell/ritard with various group members

leading Practice coming in and playing one measure at a specific tempo from the “leaders”

downbeat Use a drum machine with downbeats and subdivisions

o Rhythm Activities Play the piece on one pitch – focus entirely on rhythm Isolate troubling rhythms Mark beats Count (traditional or words) All play together Move air without tone Put it under the microscope (blow it up) Eliminate slurs to focus on precision Practice subdivision exercises as part of the warm-up

o Phrasing Activities Everyone play and stop when they feel they have reached the end of the phrase Play a scale in repeated 8th notes. Grow for a measure then back off on the next

measure. Grow for 2 measures then recede the next two measures. Etc. Identify the note(s) outside the key/chord and grow into the note Identify the highest pitch in the melodic contour and grow to that note

Practice stagger breathing by pairing with another member and agreeing that one willnot breathe until the other person has

Mark the high point of each phrase with an X Mark all breaths Have the person with the melody play it multiple ways and everyone determine which

works best Alter dynamics so whole notes are piano, half notes are mezzo-piano, quarter notes are

mezzo forte, eighth notes are forte, and sixteenth notes are fortissimo – this will emphasize the moving line.

o Style Activities Enter the piece in Finale without stylistic markings. Create a second file with

appropriate articulations and dynamics. As a group, determine why the composer wrote the piece Come up with a story line that fits the music – consider the character and contrasting

themes in the piece Write an emotional word at the beginning of each section to remind you of what you

are trying to portray Move to the music as you are playing it Dance to a recording of the music Record the ensemble and listen for consistency of style and articulation as well as

dynamics o Other Activities

Identify the unique aspects (i.e. melodic features, rhythms, articulations, dynamics, textures, etc.) of the piece

Rehearse in pairs (using all permutations of the set) while other members watch theperformers’ parts

Play in different combinations with a great tone to hear what the various results soundlike – this develops the inner ear to have a basis to compare what you are hearing from your own performance

Practice cut-offs – both at specific times (off on 1 with a metronome) and off on visual cues from members of the ensemble (fermatas)

Color the melodic line in a score so you can see how melodies move from one instrument to another – this also brings awareness to the need to adjust volume for melody v. accompaniment

Define all terms in the piece Breathing exercises to help dictate tempo and style of an entrance Change seating at each rehearsal so you hear different parts more clearly Rehearse in a circle to emphasize communication between members At least 1 member plays off a score to check for interplay of parts

REFLECT

Are there any sections/ideas/concepts that you encountered that you will be focusing on in the next rehearsal?

Overall, did you achieve your goals for the rehearsal? How?

Did you rehearse all the material you intended?

Did you feel the rehearsal addressed all the sections/ideas/concepts adequately to be prepared for yournext coaching? If not, how could your rehearsal time have been used differently to achieve your goals?

How did you rehearse difficult sections or work with specific ideas and concepts?o Approximately how much time was spent honing these sections/ideas/concepts?

What other questions or concerns should your coach know about so they can help you in your next rehearsal?

SAMPLE Musical Ensemble Weekly Goals Log:

Ensemble:_________________________________ Piece:_____________________________

Week 1: Select a piece (read through 2-3 pieces and select 1 piece or movement) Set performance metronome marking goal(s) Assign group member roles (leader, secretary, etc.) Set week 2 rehearsal agenda

o Scores and recordings o Number all measures o Mark score with phrasing/form/etc.o Practice parts

Week 2: Read through piece Set rehearsal tempo Identify challenging sections (list measures; describe why it is challenging) Member role check (are people completing assigned tasks?) Set week 3 rehearsal agenda

o Be specific with regard to measure numbers to rehearse, rhythm spots, intonation spots, other pit-falls

Week 3: Rehearse rhythm spots Rehearse intonation spots Rehearse other pit-falls Assign program note duties (each member should have a responsibility – composer background, piece

background, pictures, compile/type, etc.) Set week 4 rehearsal agenda

o Specific measure numbers, articulation spots, phrasing spots, other spotsWeek 4:

Rehearse articulation spots Rehearse phrasing spots Rehearse other spots Set week 5 rehearsal agenda

o Specific measure numbers, entrances/cues, balance spots, other spotsWeek 5:

Rehearse entrances/cues Rehearse balance spots Rehearse other spots Set week 6 rehearsal agenda

o Specific measure numbers, melodic exchanges, other spots, run-through (no stops)Week 6:

Rehearse melodic exchanges Rehearse other spots Play 1 time through without stopping (check performance tempos) Compile and type program notes Set week 7 rehearsal agenda

o Specific spots that need touch-ups Week 7:

Rehearse specific spots Play through 3 times without stopping at performance tempo Print and submit program notes Discuss concert dress, set-up, etc.

Week 8: Concert performance Post concert evaluation and Summary of ensemble experience

o What went well? o What needs to improve?

1

Piano Curriculum Map

Music Scope and Sequence: Beginning/Intermediate Piano, Grades 9-12 Time

Frame

Grade level curriculum for:

Brief Description Standard

Benchmarks

The student will:

Assessment Activities Evaluation Criteria

Term One:

On-going

August

through December

or

January

through

May.

Focus on:

Theory

Music terminology o Rhythm:

o Note and rest values: whole, half,

quarter, eighth, and dotted half -

with corresponding rests

o Ties

o Time signature 4/4, 3/4, 2/4

o Note names – through eighth notes

(clapping or fingers)

o Clefs

o Middle C o Phrasing – legato, staccato

o Dynamics introduced

Reading letters used in music (A – G)

Elements of rhythm, melody and harmony

Reading musical notation that includes: o Staff o Leger lines (right and left hands) o Bar line and double bar

o Treble and Bass clefs - lines and spaces o Introduce octaves and 8va o Sharps & flats and concept of

enharmonics

o Keys of C and G Major o Accidentals (sharps, flats and naturals) o Melodic direction

o Reading first five finger notes

o Playing right and left together o Know keyboard by reading and playing

notes ascending and descending

III. Theory :

1.1 (melody,

rhythm,

harmony)


I. Expression:

1.1 rehearse and

perform music

IV. Aesthetic

Valuation

1. Learning goal:

Students demonstrate knowledge of basic

music terminology.

Assessment Activity: Knowledge:

You will complete a written test that measures

your understanding of: music terminology,

key and time signatures, note names, letter

names, identification of note names on the

piano, and the arrangement of keys on the

piano.

(There will be several assessments throughout

the semester to check for understanding)


Test Key that defines

accurate responses

2

Instrument Operation & Care:

Digital Piano: Power on and controls – using

systems to follow music

Acoustic Piano Care

Piano Technique:

Posture & position of hands

Knowing how to find Middle C

Patterns on keyboard

Fingers exercises

Cross-over finger patterns

Articulation – legato and staccato

2. Learning Goal:

Students perform piano techniques and skills

by individually playing selections from duet

literature.


Performance assessment: You will perform a duet with another student.

You will demonstrate fluent playing of the

entire piece that includes; steady beat,

accurate rhythms, and correct notes.

(Excellent opportunity to pair intermediate

students with beginners)


Play entire piece with fluency:

correct posture and

hand position

steady beat

accurate rhythms

correct notes

End of

Semester

Recital (each semester – involvement required as

part of final grade for term)

Student selects solo piece from musiclearned during term

Student researches composer of piece and

style

Memorizes music

Performs at recital by memory

Concert etiquette

Stage presence

Introduces recital piece

Written reflection of performance:o What were the challenges?o What was easy?o What will you work on for next

performance? (technique/skill)o Information about composero Information about musical style

o Background of piece

III. Theory:

1.2 (melody,

rhythm,

harmony)


I. Expression:

1.1 rehearse and

perform music

1.2 revise based on

self-reflection

IV.

Respond/Critique:

1. Learning goal:

Students will rehearse and perform a student

selected solo of their choice by reading music.

Teacher discretion and advice given in music

selection.


You will select a piece of music from your

method book that you will rehearse and

perform at the end of term student recital.

You will do research in order to understand

the style of the music and what the composer

meant to express with this music.

You will memorize the music and perform at

the recital from memory.

Your performance will use appropriate stage

presence and concert etiquette. After the performance you will write a

reflection that includes; what were the

challenges, what was ease, what you will

work on for next time, information about the

style of this music and information about the

composer.


Performs at recital

Completes written

reflection

3

Music Improvisation and Composition (optional)

Improvise a simple melody over a block

chord

Introduce students to “St Paul Listens”composition activity

I. Foundations:

II. Create/Make:

1.1 improvise and

compose music

III.

Present/Perform:

IV.

Respond/Critique:

Exploratory learning at this time:

How do I access my background knowledge

to create my own piece of music.

CLASS GUITAR I – CURRICULUM MAPGRADING PERIOD 1 GRADING PERIOD 2

Accompaniment Guitar Melodic GuitarUNIT 1 UNIT 2 UNIT 3 UNIT 4

Guitar Basics Accompaniment Intro to Standard Notation Applied TheoryParts of the Guitar Singing w/Guitar Accompaniment Standard Notation Conventions Ear Training - IntervalsIntro to Chords Guitar Music by Genre Note Naming on the Fretboard Sing IntervalsReading Charts Expanding Chord Vocabulary Expand Vocabulary of Chords Moveable ChordsBasic Rhythms and Rest More Complex Rhythms Rhythmic Figures Major ScalesTime Signatures / Slash Notation Introduce Concept of Relative MinorGuitar History PerformancePosture, Position, and PickingTuning

Overarching Essential Questions Overarching Essential QuestionsWhat are the origins of the guitar and What is the role of rhythm in music? How do chord selections affect the What are the elements of a successfulhow have cultural changes affected mood of a piece? performance?its evolution? How is the guitar used to accompany?

How does reading music affect one's How are intervals used as melodicHow do proper techniques improve ability to communicate with other building blocks?sound quality, increase speed, and musicians?reduce injuries?

GRADING PERIOD 3 GRADING PERIOD 4Classical Guitar Creativity / Alternative Notation

UNIT 5 UNIT 6 UNIT 7 UNIT 8Finger Style Performance / Analysis Creativity / Alternative Notation 1 Creativity / Alternative Notation 2

Classical Guitar Technique Listening Nashville Numbers Posture Baroque 12 Blues Composition Hand Positions Classical Sing/ play pentatonic and blues scales - Compose 4 and 8 Measure Melody PIMA and Fingering Romantic Improvisation PerformanceArpeggios Contemporary - Improvise a 12 Bar Blues Melody

Evaluating Guitar CompositionsSolo Piece

Overarching Essential Questions Overarching Essential QuestionsWhat is the role of the right hand in What is the relationship between What is the role of rhythm in What is the relationship betweenclassical guitar? singing and playing? improvisation? improvisation and composing?

What is the relationship between How does active listening improve How has the blues influenced popular What are the applications of yourarpeggios and chords? appreciation and performance? music? musical training?

What are the strengths and weak-

Tablature

nesses of each notational system?

CLASS GUITAR II – CURRICULUM MAPGRADING PERIOD 1 GRADING PERIOD 2


Guitar Basics Accompaniment Intro to Standard Notation Applied TheoryParts of the Guitar Exploring Accompaniment Styles Standard Notation Conventions Ear Training – Intervals, HarmoniesIntro to Barre Chords Guitar Music by Genre Note Naming on the Fretboard Sing Call and Response, and IntervalsReading Charts Expanding Chord Vocabulary Expand Vocabulary of Chords Moveable ChordsBasic Rhythms and Rest More Complex Rhythms Expand Rhythmic Figures Major and Minor ScalesTime Signatures / Slash Notation Major and Minor Key SignaturesGuitarist History Solo and Ensemble PerformancePosture, Position, and PickingRelative Tuning

Overarching Essential Questions Overarching Essential QuestionsWho are the founding fathers of What is the role of rhythm in music? How do chord selections affect the What are the elements of a successfulguitar? Bios/ Background mood of a piece? performance?

What are the identifying characteristics How do proper techniques improve of accompaniment styles for various How does reading music affect one's How are the intervals used as harmonicsound quality, increase speed, and genres? ability to communicate with other building blocks?reduce injuries? musicians?



Classical Guitar Technique Listening Nashville Numbers and Figured Bass Posture Baroque 12 Blues and Song Form Composition Hand Positions Classical Sing/ play pentatonic and blues scales - Compose a song with Chords, PIMA and Fingering Romantic Improvisation Melody, and Bass LineFamiliar Arpeggio Patterns Contemporary - Improvise a 12 Bar Blues Melody PerformanceSight Read Evaluating Guitar Compositions

Solo PieceOverarching Essential Questions Overarching Essential Questions

What is the role of the right hand in What is the relationship between What is the role of rhythm in What is the relationship betweenclassical guitar? singing and playing? improvisation? improvisation and composing?



Tablature


CLASS GUITAR III – CURRICULUM MAPGRADING PERIOD 1 GRADING PERIOD 2


Guitar Basics Accompaniment Intro to Standard Notation Applied TheoryParts of the Guitar Exploring Accompaniment Styles Standard Notation Conventions Ear Training – Intervals, HarmoniesIdentify Left-hand finger positions Guitar Music by Genre Note Naming on the Fretboard Sing Call and Response, and IntervalsBarre Chords and Moveable Shapes Expanding Chord Vocabulary Expand Vocabulary of Chords Moveable ChordsReading Charts More Complex Rhythms Expand Rhythmic Figures Major and Minor ScalesBasic Rhythms and Rest Major and Minor Key SignaturesTime Signatures / Slash Notation Solo and Ensemble PerformanceGuitarist HistoryPosture, Position, and PickingRelative Tuning





Classical Guitar Technique Listening Nashville Numbers and Figured Bass Posture Baroque 12 Blues and Song Form Composition Hand Positions Classical Sing/ play pentatonic and blues scales - Compose a song with Chords, PIMA and Fingering Romantic Improvisation Melody, and Bass LineFamiliar Arpeggio Patterns Contemporary - Improvise a 12 Bar Blues Melody PerformanceSight Sing Evaluating Guitar Compositions Analyze MusicSight Read Solo Piece Arrange for Guitar




Tablature


CLASS GUITAR IV – CURRICULUM MAPGRADING PERIOD 1 GRADING PERIOD 2


Guitar Basics Accompaniment Intro to Standard Notation Applied TheoryParts of the Guitar Exploring Accompaniment Styles Standard Notation Conventions Ear Training – Intervals, HarmoniesIdentify Left-hand finger positions Guitar Music by Genre Note Naming on the Fretboard Sing Call and Response, and IntervalsBarre Chords and Moveable Shapes Expanding Chord Vocabulary Expand Vocabulary of Chords Moveable ChordsReading Charts More Complex Rhythms Expand Rhythmic Figures Major and Minor ScalesBasic Rhythms and Rest Major and Minor Key SignaturesTime Signatures / Slash Notation Solo and Ensemble PerformanceGuitarist HistoryPosture, Position, and PickingRelative Tuning





Classical Guitar Technique Listening Nashville Numbers and Figured Bass Posture Baroque 12 Blues and Song Form Composition Hand Positions Classical Sing/ play pentatonic and blues scales - Compose a song with Chords, PIMA and Fingering Romantic Improvisation Melody, and Bass LineFamiliar Arpeggio Patterns Contemporary - Improvise a 12 Bar Blues Melody PerformanceSight Sing Evaluating Guitar Compositions Analyze MusicSight Read Solo Piece Arrange for Guitar




Tablature


Bodies in Motion=Fit For Life

Brief Class Description

This class has been created for the person who doesn’t wish to participate in team sport

activities yet strives to achieve personal health, flexibility, stress management, nutrition

education and life-long fitness through an innovative approach.

It will meet or exceed the components of health related fitness by creating a very

individualized personal wellness plan with essential fitness components. These components will

be pre and post tested and will lay a foundation for which students are able to apply and

evaluate their progress.

A non-competitive environment that supports individual differences, focuses on improving self-esteem, and motivates the student to enjoy Moving their Bodies for life is the goal! Goal setting and teambuilding activities will be employed.

Utilizing guest speakers (ex. Local chefs, district nutritional services, community life coaches, fitness professionals etc.) will supplement the nutritional components to exceed personal wellness and fitness standards. Some lessons will focus on easy to prepare, low fat, inexpensive healthy meals.

Technology in the form of Polar Heart rate monitors, pedometers, Smart phone/iPad apps, music and internet will support and teach components that also meet or exceed our state wellness and fitness standards. It will be used as a fitness tool where students can create and manage workouts, meal plans, calories and other exercise information that will provide them with feedback (and motivation) as they progress toward meeting their goals.

The curriculum will also include research assignments that focus on consumerism and financial literacy (purchasing products such as gym memberships, clothing, fitness gadgets, costs of being fit versus unfit in terms of medical costs etc.) and discovering/ evaluating various types of exercise plans.

Daily activities will include journaling, lecture / research / evaluation on a variety of wellness topics, stretching/ yoga, and participating in a variety of fun, innovative workouts. The workouts and this class will lead students to accomplishing personal fitness goals while engaging in activities that are aerobic and fitness based that they may enjoy for a lifetime!

Fit For Life

Improving fitness and flexibility through pre and post tests

Cardio: 20 minute cardio on the track. Record # of laps AND heart rate using Polar

Heart Rate monitors.

Flexibility: variety of basic yoga poses, sit and reach test

Nutrition and Weight Management / cooking

Analyze various articles on nutrition

Invent a Healthy recipe explaining the components of healthy cooking

Basal metabolism; Calorie expenditure (in versus out)

How does food affect mood?

Exposure to learning healthy methods of preparing food

Field trip to Nutritional Services

Organic versus Non-organic

Creating a personal wellness plan

Goal setting

Journaling

Components of Health: Nutrition, Hydration, Stress Management, Sleep, Exercise,Fun=Balance=Quality of Life

Personal Fitness plan that monitors progress, motivates, challenges

Exploring Consumerism

Fad diets (research)

Facts/myths in purchasing athletic clothing, shoes health clubs, nutrition, fitnessgadgets, fitness videos.

Guest speakers, homework assignments that may include visiting health clubs, nutritioncenters. Evaluation several fitness videos for safety, effectiveness and cost.

Stress Management / Yoga

Daily “Grateful Journal” with prompts

Introduction and practice of Progressive relaxation techniques

Beginning level stretching / yoga poses

Importance of breath

Power of Positive thinking (assignment, projects, “Happiness Project”)

Technology

Use of Apps on the iPad or smart phone to monitor progress of one’s personal wellnessplan. Apps can help create and manage workouts, nutrition information / calorie count /BMI etc.

Using information from the Polar Heart Rate monitors to graph progress

Risk and Safety Factors

Learn appropriate progression in creating a fitness plan (how much is too much?)

Advantages of Cross Training

What role does nutrition / hydration have in personal performance?

Financial Literacy

Cost analysis of fit versus unfito Insuranceo Medical Cost

Daily Activities within the Class

Low impact, Lifelong Cardiovascular exercise such as walking, Pilates, dancing, poolworkouts, etc.

Stretching

Journaling (variety of topics with prompts- focus on self-esteem, gratefulness, quality oflife, exercise and nutrition awareness, personal choices and empowerment)

Lecture

Supplemental Lessons

Field Trips to Nutritional Services

Guest Speakers (fitness, nutritional chefs, life coaches in the community, physicians,etc.)

Visits to health clubs in town to evaluate facility for personal use (homeworkassignment)

Research, reading ad evaluation of variety of topics

Cooking activities and practice

Hike Devils Backbone

Bodies in Motion Unit Organizer

STANDARDS

1. Movement Competence and Understanding

2. Physical and Personal Wellness

3. Emotional and Social Wellness

4. Prevention and Risk Management

Bodies in Motion= Fit for Life

is about

Improving cardiovascular

fitness and flexibility through

pre/post tests Nutrition and

weight management /

cooking Creating a

personal fitness / wellness plan

Research community resources Exploring

consumerism (facts/myths in

purchasing clothing, gadgets, health clubs,

diets) Stress

Management/Yoga

Technology (use of heart rate monitors,

smart phones, pedometers,

internet, GPS, downloadable apps

to phones) Risks and Safety factors that may

affect participation

1. Participates at a competent level in a variety of lifelong activities 2. Understands the cognitive impact of movement 1. Establish goals based on fitness assessment data and develop a fitness plan 2. Identify community resources to maintain lifelong physical activity 1. Demonstrates respect for individual difference s in physical activity settings 2. Demonstrates collaboration, cooperation and leadership skills 3. Demonstrates responsible behavior in group settings 1. Understand the risks and safety factors that may affect participation in physical activity

Learning to enjoy an innovative approach

to lifelong health and fitness concepts in a physical activity

setting.

Critical Thinking

The importance of self-acceptance, positive thinking, and stress

management

Analyzing the importance of lifelong skills and healthy food

choices

Information LIteracy

Utilizing technology to monitor/evaluate individual progress

Invention

Create an individual plan for the proper

care needed to maintain a healthy

body.

Collaboration

Utilizing community resources to evaluate

personal fitness options

Self-Direction

Create and apply S.M.A.R.T. goals toward

personal wellness/fitness

ASSESSMENTS

FORMATIVE, SUMMATIVE, QUIZZES,

ESSAYS, CLASS PRESENTATIONS, PRE AND

POST TESTING, INTERVIEWS

Final Review 2013 Fit For Life .5 Physical Education elective at TVHS Grades 10-12

68 students completed the class 2012-13

During registration in 2013, the counselors/administrators had an oversight of the grade levels in which the class would be offered as an elective and ONLY allowed SENIORS to register.

Guest speakers in the areas of nutrition, dance, weight training, yoga, Pilates, Zumba, a guest chef from Boulder, and a life coach supplemented the curriculum.

We were allowed to cook in the foods room twice a month preparing healthy foods and making formal presentations with use of iPads, PowerPoint’s, music and apps on smart phones.

Field trips to the nutrition conference held at Mountain View and hiking Devils Backbone.

Heart rate monitors were used to monitor cardiovascular improvement as well as perceived exertion methods of measurement. All showed improvement.

Students created a variety of workouts that they also taught to others in the class

Students created a vision board and presented their goals and dreams (I invited Kathy Schlepp to attend and listen to one class’ presentations)

It is my opinion this is a worthwhile, extremely important, option for our students to take as a physical education elective. lt is taught in a non-competitive manner that focuses on lifelong wellness. That wellness includes nutrition, stress management, goal setting, volunteering, cardiovascular fitness and leadership skills. The class utilized technology, reading, writing and math skills. We discussed financial literacy concepts such as the cost of healthy versus unhealthy. I sincerely hope you will honor this as a permanent option for our high schools students to earn credit! It meets the needs of so many of our kids that do not wish to participate in team or competitive sport but can learn to enjoy moving and eating well!

Physical Activity Pyramid for Teens

From Fitness for life teacher resources and materials, 5th ed, by Charles B. Corbin, Karen McConnell, and Darren Dale, 2005, Champaign, IL: Human Kinetics.

From Physical Best activity guide: Middle and high school levels, 2nd edition, by NASPE, 2005, Champaign, IL: Human Kinetics.

AGENDA ITEM 7.0

Personal Performance Evaluation Council Update - HB 1338


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 or need additional information regarding the communication brief regarding HB 1338?

The following communication brief was sent to licensed staff on October 8 to provide an update on the work of the Personal Performance Evaluation Council regarding HB 1338. Margaret Crespo will be in attendance to answer questions.

Educator Effectiveness Communication Brief The purpose behind Educator Effectiveness is to identify multiple measures of effective teaching and emphasize best practices demonstrated by educators.

The Thompson School District is working towards increased transparency and clarity with communication in regards to Educator Effectiveness. Included in this document are the agreed upon measures by the 1338 Personal Performance Evaluation Council in accordance with SB 10-191, 212, and 163. The district aims at identifying areas of effective teaching, highlighting, and celebrating them through our system.

1. Evaluation CycleThis timeline reflects the evaluation cycle for the 2013-2014 school year.

Item Date Action Annual Orientation Beginning of School Year Understand changes Self-Assessment October 11 Ultimately indicated in

Bloomboard Review of Goals October 25 Meet with Evaluator to

discuss goals Mid-Year Review January 15 Potential Rating based off of

classroom visits, ongoing conversations, and sharing of evidence.

End of year Review May 15 Finalized Professional Practice rating based on teacher quality standards.

2. Professional PracticeTeachers will be rated on Quality Standards that measure professional practice andstudent learning over time

According to legislation teachers will be evaluated using:

1. Observations based on the five Quality Standards that measure professional practice: Content Knowledge, Establish Classroom Environment, Facilitate Learning, Reflect on Practice, and Demonstrate Leadership

2. Other Measures To include multiple measures in professional practice, teachers are asked to provide evidence from at least one measure of their choice to their primary evaluator.

Defined as Status Student Perception Survey

In Place (grades 3-12)

Parent/Guardian Survey Working with partner organizations to research valid and reliable survey options

Lesson Study Development In Progress, Projected Completion by Dec 2013

Peer Review Development In Progress, Projected Completion by Dec 2013

**Details regarding lesson study and peer review will be forth coming. Thompson School District values teacher’s choice for measures of professional practice. I n collaboration with partner agencies, we are working to robustly build out details associated with these measures. Please consider actively engaging with multiple measures.

Professional Practice Model:

The approved system for weighting Teacher Quality Standard elements equally distributes weight amongst elements. T his model recognizes the importance of classroom level standards by increasing the weight of standards 1, 2, and 3. In order to include multiple measures in professional practice, teachers are asked to provide evidence from at least one “other measure” to their primary evaluator. Break down: All elements are weighted equally at 1.85% Standard 1 – Know Content – 6 Elements – 11.11% Standard 2 – Establish Environment – 6 Elements – 11.11% Standard 3 – Facilitate Learning – 8 Elements – 14.81% Standard 4 – Reflect on Practice – 3 Elements – 5.56% Standard 5 – Demonstrate Leadership – 4 Elements – 7.41%

3. Measures of Student LearningThe sixth Quality Standard, student growth, will account for the other half of theevaluation. The standard will be based on multiple measures of student growth orstudent learning over time, not a single assessment. Teachers must have a teamattribution student growth score and at least one individual attribution student growthscore. If a teacher teaches a subject that takes the statewide summative exam, it must beused as one of the multiple measures.

According to legislation, measures of student learning contain these four requirements 1. Individual Attribution2. Collective Attribution

These requirements can be met by utilizing the School Performance Framework (SPF)

3. Statewide Summative Exam, whereavailable

4. Results from Colorado Growth Model,where available

Measures of Student Learning Models: Thompson School District seeks to validate the high quality work that teachers in our schools are doing. As data capacities increase, the goal is to provide models, which contain assessments that are shorter cycles, closer to the classroom, and valued by our teachers. As we work towards this goal, incremental steps must be taken. The timeline below outlines the steps that Thompson School District is taking to capture areas of effective teaching.

Current 2013-2014

Pre-Stratified 2013-2014 – Pilot; 2014-2015 – Implementation

Stratified 2015-2016 – Implementation

Timeline: This is a 50% Collective Model and results will be reported to CDE for the 2013-2014 school year.

Timeline: • This Model will be piloted and

results reported to teachers,where available, for the 2013-2014 school year.

• Results will be reported to CDEfor the 2014-2015 school year.

Timeline: Results will be reported to CDE for the 2015-2016 school year.

Previously, the 1338 Presonal Preformance Evaluation Council defined the Measures as 30% SPF and 20% Other. The other is defined as: Pre-School: Gold Elementary – DRA2/Acuity Middle School – Acuity High School – ACT

This model does not meet the legislation requirements and is currently “in progress” with CDE, as we do not have the capacity or valid and reliable measures to provide individual attribution for these elements.

Other will be defined by each level/content area through the approved shared-decision making councils and liaisons: Next Steps include: -Content Area Assessment Audits -Completed by end of February in conjunction with P-12 council -Data Location of Assessments -Individual Attribution: Teacher- Student Data Link -Identification of Default Measures This model puts more emphasis on the individual attribution.

This is a three-tiered model in which teachers will be given multiple opportunities to demonstrate measures of student learning. Tier 1: State Testing Measures Tier 2: Other measures as indicated by the Pre-Stratified Model Tier 3: SLOs as decided upon by the principal and teacher

Legislation requires that 50 percent of an educator’s evaluation be based on professional practices and 50 percent be based on multiple measures of student learning. Educators will earn a professional practice score based on the rubric and a measures of student learning score based on multiple measures. The professional practices score and the measures of student learning scores are combined to determine an overall effectiveness rating of Ineffective, Partially Effective, Effective or Highly Effective. See more at: http://www.cde.state.co.us/educatoreffectiveness/smes-teacher#sthash.o5pmHCFa.dpuf

http://www.cde.state.co.us/educatoreffectiveness/smes-teacher%23sthash.o5pmHCFa.dpuf

AGENDA ITEM 8.0

Proposed Revision/Adoption of Board Policy BC – School Board Member Conduct

BCB – School Board Member Conflict of Interest BEAA – Electronic Participation in School Board Meetings

BEC – Executive Sessions BEDF – Voting Method

BID/BIE – Board Member Compensation/Expenses/Insurance/Liability


Submitted by: Stan Scheer, Ed.D., Superintendent of Schools

Consideration: Does the Board have any questions regarding the proposed revision/adoption of Board policy?

Proposed revision/adoption of the attached Board policies are the result of statutory requirements, alignment with procedure and best practice. Proposed revisions follow Colorado Association of School Board (CASB) sample policies which include a review by CASB legal counsel. District legal counsel has also reviewed these policies for specific district applicability.

BEAA, Electronic Participation in School Board Meetings, follows statutory recommendation that states in part “the board may adopt policy allowing board members to attend and participate electronically in regular or special board meetings”. Therefore Board members are encouraged to discuss this proposed policy and its impact thoroughly.

File: BC

SCHOOL BOARD MEMBER CONDUCT

Public office is a trust created by the confidence which the public places in the integrity of its public officers. To preserve this confidence, it is the desire of the Board to operate under the highest ethical standards.

In carrying out his/her fiduciary duties, a Board member shall not:

1. Disclose or use confidential information acquired in the course of official duties to further substantially the member’s his or her personal financial interests.

2. Accept a gift of substantial value or substantial economic benefit tantamount to a gift ofsubstantial value which would tend to improperly influence a reasonable person in themember's position to depart from the faithful and impartial discharge of the Boardmember’s public duties or which the member knows or should know is primarily for thepurpose of rewarding him or her for official action taken.

3. Engage in a substantial financial transaction for the member’s private business purposes with a person whom the member supervises in the course of his or her official duties.

4. Perform an official act, which directly and substantially confers an economic benefittantamount to a gift of substantial value on a business or other undertaking in which themember has a substantial financial interest or is engaged as a counsel, consultant,representative or agent.

The phrase "economic benefit tantamount to a gift of substantial value" includes a loan at a rate of interest substantially lower than the prevailing commercial rate and compensation received for private services rendered at a rate substantially exceeding the fair market value.

It is permissible for a Board member to receive:

1. Campaign contributions and contributions in kind which are reported in accordance withstate law.

2. An occasional nonpecuniary gift, which is insignificant in value.3. A nonpecuniary award publicly presented by a nonprofit organization in recognition of

public service. 4. Payment or reimbursement for actual and necessary expenditures for travel and

subsistence for attendance at a convention or other meeting at which the member is scheduled to participate.

5. Reimbursement for or acceptance of an opportunity to participate in a social function ormeeting which is not extraordinary when viewed in light of the member's position.

6. Items of perishable or nonpermanent value including, but not limited to, meals lodging,travel expenses or tickets to sporting, recreational, educational or cultural events. Tickets to these events may have to be reported in accordance with the public official disclosure law.

7. Payment for speeches, appearances, or publications reported in accordance with thepublic official disclosure law.

It shall not be considered a breach of conduct for a Board member to:

1. Use school facilities and equipment to communicate or correspond with constituents,family members or business associates.

2. Accept or receive a benefit as an indirect consequence of transacting district business.

Thompson School District R2J, Loveland, Colorado Page 1 of 2

File: BC

Adopted November 16, 1988 Revised March 20, 2013

Legal refs.: C.R.S. 1-45-101 et seq. (Fair Campaign Practices Act) C.R.S. 22-32-110 (1)(k) (specific powers of boards) C.R.S. 24-6-2013 et seq. (Public Official Disclosure LawAct) C.R.S. 24-18-104 (rules of conduct for all public officers, general assembly, local government officials and employees) C.R.S. 24-18-109 (rules of conduct for local government officials and employees)

Cross refs.: BCA, School Board Member Ethics BCB, Board Member Conflict of Interest BEDF, Voting Methods DJE, Bidding Requirements and Procedures GBGN, Professional Staff Political/Legislative Leave


File: BCB

SCHOOL BOARD MEMBER CONFLICT OF INTEREST

Public office is a trust created in the interest of the common good and for the benefit of the people. A conflict of interest can arise when a public officer is unable to devote himself/herself with complete loyalty and singleness of purpose to the general public interest.

It is the intent of this policy to protect the public trust placed in directors of the district. For purposes of this policy, the Board declares that a conflict of interest is a personal, pecuniary interest that is immediate, definite and demonstrable and which is or may be in conflict with the public interest.

A Board member who has a personal, pecuniary interest in a matter proposed or pending before the Board shall disclose such interest to the Board, shall not vote on the matter, and shall not attempt to influence the decisions of other Board members in voting on the matter.

However, if a Board member has complied with statutory disclosure requirements by notifying the secretary of state of a personal, pecuniary interest in the matter, the member may vote if participation is necessary to obtain a quorum or otherwise enable the Board to act. If a member votes under these circumstances, that member shall state for the record the fact and summary nature of the potential conflict of interest.

The written disclosure to the secretary of state shall list as applicable the amount of the member’s pecuniary interest, the purpose and duration of any services rendered, compensation received for services or such other information necessary to describe the interest.

The Board considers it a conflict of interest for a Board member to also be employed by the district. Therefore, the Board shall not hire any of its members as an employee of the district nor shall the Board approve any compensation for a member for services rendered to the district as an employee except for services rendered to the Board as provided by law.

Therefore, an employee elected to the Board shall be required to relinquish employment with the district prior to taking office. Employees are encouraged to consider this prior to running for the Board.

Members may be reimbursed for authorized expenses in carrying out Board duties as provided by law.

The Board shall not enter into any contracts with any of its members or with the firm or corporation in which a member has a pecuniary interest, unless one or more of the following apply:

1. The contract is awarded to the lowest responsible bidder based on competitive biddingprocedures.

2. The merchandise is sold to the highest bidder at a public auction.3. The transaction involves investing or depositing money in a financial institution, which is

in the business of loaning money or receiving money.4. If, because of geographical restrictions, the district could not otherwise reasonably afford

the contract because the additional cost to the district would be greater than 10 percent of the contract with the interested member, or if the contract is for services that must beperformed within a limited time period in which no other contractor can perform theservices.

5. If the contract is one in which the Board member has disclosed a personal, pecuniaryinterest and is one on which the member has not voted or has voted as allowed in state law


File: BCB

following disclosure to the secretary of state and to the Board.

Except as described above, a Board member shall not be a purchaser at any sale or a vendor for any purchase made by the district.

A member of the Board may request an advisory opinion from the secretary of state concerning issues relating to the member's conduct and potential conflict of interest.

A copy of this policy will be filed with the Colorado Department of Education according to the provisions of Colorado statute. Following acknowledgment of receipt of the copy by CDE, the Board shall be exempt from the provisions of C.R.S. 18-8-308(1).

Adopted prior to 1985 Revised March 7, 1988 Revised April 6, 1988 Revised November 2, 1988 Revised March 20, 2013

Legal refs: Colorado Constitution, Article X, Section 13 C.R.S. 22-32-109(1)(y) (duty of board to adopt bylaws on conflicts of interest) C.R.S. 24-18-109 through 111 (government rules of conduct) C.R.S. 24-18-201 (standards of conduct – interests in contracts) C.R.S. 24-18-202 (standards of conduct – interests in sales)

Cross refs: BC, School Board Member Conduct BCA, School Board Member Ethics BEDF, Voting Methods DJE, Bidding Requirements and Procedures


New File: BEAA

ELECTRONIC PARTICIPATION IN SCHOOL BOARD MEETINGS

Board members may attend and participate by electronic means in regular or special meetings of the Board in accordance with this policy and state law. For purposes of this policy, “electronic means” shall be defined as attendance via telephone, video or audio conferencing, or other electronic device.

Board members may attend and participate by electronic means in a regular or special Board meeting only when extenuating circumstances prevent the Board member from physically attending the meeting. For purposes of this policy, “extenuating circumstances” means the Board members’ job or military service requires the member to be outside of the district at the time of the meeting or an acute illness prevents the Board member from physically attending the meeting.

A meeting at which one or more Board members attend and participate by electronic means shall be open to the public, except for periods in which the Board is in executive session. A quorum of the Board shall be physically present at the meeting for a Board member to attend and participate by electronic means.

The electronic means used shall allow the public to hear the comments made by the Board member(s) participating by electronic means and allow the Board member(s) to hear the comments made by the public. A Board member participating by electronic means may vote and will be included in the recording of the Board meeting.

A Board member who seeks to attend and participate by electronic means in a Board meeting shall notify the Board president and superintendent at least one week prior to the meeting and shall explain the extenuating circumstances that prevent the Board member from physically attending the meeting. If such notification is not possible, the Board member shall notify the Board president and superintendent as soon as is reasonable possible of the request to attend by electronic means. The Board president or, in his or her absence or inability, the Board vice-president, is delegated the authority to consider and approve the request, subject to appeal to the Board members who are physically in attendance at the meeting in the event attendance by electronic means is denied.

If the request is approved, a Board member who attends and participates by electronic means shall identify the location from which he or she is participating, those present, and the extenuating circumstances that prevented the Board member from physically attending the meeting. If the Board convenes in executive session, the Board member attending and participating by electronic means shall ensure confidentiality during that portion of the meeting.

A Board member may attend and participate by electronic means in a maximum of two Board meetings per calendar year. Unless otherwise approved by the Board, additional requests to attend and participate by electronic means will be denied. In accordance with state law, the Board shall declare a vacancy if a Board member fails to attend three consecutive regular Board meetings, unless the Board member’s absence is otherwise excused by the Board.

A Board member’s failure to comply with this policy may result in the Board’s refusal to allow the member to participate by electronic means in Board meetings.

Adopted

Legal refs.: C.R.S. 22-31-129 (board vacancies) C.R.S. 22-32-108 (7)(a) (board may adopt policy allowing board members to attend and participate electronically in regular or special board meetings)


New File: BEAA

C.R.S. 24-6-401 et seq. (open meetings law)

Cross ref.: BE, School Board Meetings


File: BEC

EXECUTIVE SESSIONS

All meetings of the Board shall be open to the public except that at any regular or special meeting, the Board may proceed into executive session upon the affirmative vote of two-thirds of the quorum present.

The Board shall not make final policy decisions nor shall any resolution, policy or regulation be adopted or approved nor shall any formal action of any kind be taken during any executive session. However, the Board is authorized in executive session to review, approve and if necessary amend written minutes of an executive session, if written minutes are taken.

Prior to convening in executive session, the topic for discussion shall be announced, as well as the specific citation to statute authorizing the Board to meet in executive session (see items 1-8 above) and the particular matter to be discussed in as much detail as possible without compromising the purpose for which the executive session is authorized. This information shall be reflected in the minutes of the public session.

The only matters for which the Board may hold an executive session are:

1. Purchase, acquisition, lease, transfer or sale of any real, personal or other property interest.However, no executive session shall be held to conceal the fact that a member of the Board hasa personal interest in such property transaction. [C.R.S. 24-6-402 (4)(a)]

2. Conferences with an attorney for the purpose of receiving legal advice on specific legalquestions. The mere presence or participation of an attorney at an executive session shall notbe sufficient to satisfy this requirement. [C.R.S. 24-6-402 (4)(b)]

3. Matters required to be k ept confidential by federal or state law or regulations. Anannouncement will be made indicating the specific legal citation of the state or federal lawwhich requires the matter to be kept confidential. [C.R.S. 24-6-402 (4)(c)]

4. Specialized details of security arrangements or investigations. [C.R.S. 24-6-402 (4)(d)]

5. Determination of positions relative to matters that may be subject to negotiations, development of strategy for negotiations and instruction of negotiators. [C.R.S. 24-6-402 (4)(e)]

6. Personnel matters except if an employee who is the subject of an executive session requests an open meeting. If the personnel matter involves more than one employee, all of the employeesmust request an open meeting. Discussion of personnel policies that do not require discussion of matters specific to particular employees are not considered “personnel matters.”

The Teacher Employment, Compensation and Dismissal Act shall prevail in teacher dismissalhearings. (It provides that a dismissal hearing shall be open unless either the administration or employee requests the hearing be closed.)

Discussions concerning a member of the Board, any elected official or the appointment of aBoard member are not considered personnel matters. [C.R.S. 24-6-402 (4)(f)]

7. Consideration of any documents protected under the mandatory nondisclosure provision of the Open Records Act, except that work product documents and documents subject to thegovernmental or deliberative process privilege must be considered in a public meeting unlessthey involve subject matter for which an executive session is otherwise allowed.[C.R.S. 24-6-402 (4)(g)]


File: BEC

8. Discussion of individual students where public disclosure would adversely affect the person or persons involved. [C.R.S. 24-6-402 (4)(h)]

Only those persons invited by the Board may be present during any executive session regardless of the topic of the session (including personnel matters).

The Board shall cause an electronic recording to be taken of the executive session in accordance with applicable law, which shall be retained by the Board for 90 days following the session. The electronic recording must include the specific statutory citation authorizing the executive session. No electronic recording need be taken of an executive session discussion of an individual student matter or of an executive session discussion involving a privileged attorney-client communication at which the attorney is present (in person or via electronic means).

Adopted prior to 1985 Revised to conform with practice: July 13, 1988 Revised July 9, 1997 Revised November 3, 1999 Revised August 1, 2001 Revised July 12, 2006

Legal refs.: C. R. S. 22-32-108(5) (meetings of the board) C. R. S. 24-6-402 (open meetings law)

Cross refs.: BEDA, Notification of Board Meetings GBEE, Electronic Mail (Board Use of Electronic Mail) KDB, Public’s Right to Know/Freedom of Information


File: BEDF

VOTING METHOD

All voting shall be by roll call with each member present voting "Aye" or "No" alphabetically. However, election of the president and vice president may be by secret ballot. If a vote is taken by secret ballot, the outcome of the vote shall be recorded contemporaneously in the minutes.

A Board member may abstain from voting only if excused by action of the Board for good cause.

However, aA Board member who may abstain without Board action when he has disclosed a personal, pecuniary conflict of interest. in any proposed or pending matter which presents a conflict of interest in accordance with Board policy shall disclose such interest and shall not vote unless participation is necessary to obtain a quorum or otherwise enable the Board to act. Under such circumstances, the member shall comply with the voluntary disclosure requirements set out in state law.

To pass, any motion must be approved by a majority of the members present except as state law or policies of this Board may require a majority of full membership or a two-thirds majority.

Adopted prior to 1985 Revised March 7, 1988

Legal Ref: C.R.S. 22-32-104 (3) (president and vice president must be elected by majority of the entire membership) C.R.S. 22-32-108 (6) (voting by roll call, excused for good cause) C.R.S. 22-32-109 (1)(y)(II) C.R.S. 22-32-108 (7)(a) (a board member who participates electronically in conformance with the board’s policy on electronic meeting participation is considered present) C.R.S. 24-6-402 (2)(d)(IV) (outcome of a secret ballot vote must be recorded contemporaneously in the minutes) C.R.S. 24-6-402 (4) (a two-thirds majority of the quorum present is required to go into executive session) C.R.S. 24-18-109 (3) (conflict of interest and voting) C.R.S. 24-18-110 (voluntary disclosure of conflict of interest)

Cross Ref: BDB BCB, School Board Member Conflict of Interest BE, School Board Meetings/Regular Meetings/Special Meetings BEDC, Quorum


File: BID/BIE

BOARD MEMBER COMPENSATION/ AND EXPENSES/INSURANCE/LIABILITY

Board members shall receive no compensation for their services. However, upon submitting vouchers and supporting bills for expenses incurred in carrying out specific services previously authorized by the Board, Board members may be reimbursed from district funds.

Such expenses may include the cost of attendance at conferences of school board associations and other professional meetings/visitations when such attendance and expense payment has had prior Board approval.

The Board shall purchase liability insurance and errors-and-omissions insurance to protect its members individually and collectively for claims made against them as a result of their membership on the Board.

The Board shall rely on the Colorado Governmental Immunity Act, C.R.S. 24-10-101 et seq. (the Act) as the statement of its obligation to defend and indemnify Board members. If the Board elects to provide for the defense of a Board member in a claim which alleges willful and wanton conduct by the Board member, the Board may require the Board member to post a reasonable bond to ensure reimbursement of any amounts advanced, in accordance with the Act. Members of the Board shall be reimbursed for their reasonable attorney fees and other costs incurred in defense of any claim made or legal action taken against them as a result of action taken by them within the scope of their office. This right of reimbursement shall be granted in accordance with the Colorado Governmental Immunity Act. Such right of reimbursement shall not be construed to provide indemnification for any judgment or other expense in excess of the provisions of the act.

Adopted prior to 1985 Revised to conform with practice: date of manual adoption Minor Revision August 18, 2004; Revised Legal Reference April 15, 2008

Legal refs.: C.R.S. 22-12-1012 et seq. (limited liability for good faith actions) C.R.S. 22-32-104 (5) (board member compensation) C.R.S. 22-32-109.1(9) (immunity provisions in safe schools law also apply to school board members) C.R.S. 22-32-110 (1)(n),(u) (power to provide necessary expenses) C.R.S. 24-10-1012 et seq. (Colorado Governmental Iimmunity Act) C.R.S. 24-18-104 (3)(d), (e) (reimbursements not considered gifts) 20 U.S.C. 2361 through 2368 (Coverdell Teacher Protection Act limits liability)

Cross ref.: EI, Insurance Management


AGENDA ITEM 9.0

Proposed Revision to Board Policy/Regulation JFBA/JFBB – School of Choice/Open Enrollment

JFBA/JFBB-R – School of Choice/Open Enrollment


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 proposed revision to Board policy/regulation?

Proposed revisions to the attached Board policy/regulation are the result of statutory requirements, alignment with procedure and best practice. Proposed revisions follow Colorado Association of School Board (CASB) sample policies which include a review by CASB legal counsel. Margaret Crespo will be in attendance to answer questions.

File: JFBA/JFBB

SCHOOL OF CHOICE/OPEN ENROLLMENT

The Board of Education is committed to providing a variety of learning opportunities to meet the diverse needs of students. The Board endorses the neighborhood school concept and makes many decisions based on student population within the attendance areas of residence. The Board recognizes, however, that students may benefit from having a choice of schools to attend within the public school system that is not limited by district boundaries or individual school attendance area boundaries. Therefore, resident and nonresident students shall be allowed to attend any school or participate in any program of their choice based on the prioritization considerations in the accompanying regulation JFBA/JFBB-R, provided they meet the approved guidelines, are eligible for enrollment, and follow the approval process established by the Board within this policy and the accompanying regulation.

As used in this policy, the term “school of choice/open enrollment” means parent/guardian initiated enrollment of a student in a district school or program other than the school or program in which the student is currently enrolled or to which the student is currently assigned.

In implementing its school of choice/open enrollment program and applying it in particular circumstances, the district is not required to:

1. Make alterations in the structure of a requested school or make alterations to thearrangement or function of rooms within a requested school.

2. Establish and offer any particular program in a school if such program is not currentlyoffered in such school.

3. Alter or waive any established eligibility criteria for participation in a particular program,including age requirements, course prerequisites, and required levels of performance.

4. Create additional space in the school or program by changing resources or staffingallocations.

5. Open enroll any nonresident student in any school or program after the pupil enrollmentcount day for the then-current school year.

Notwithstanding the provisions of this policy, a student may be assigned outside the attendance area by the superintendent or designee in the special interest of the student and/or school.

DISTRICT RESIDENT STUDENTS Resident students and their parents/guardians shall be notified on an annual basis of the options available through choice enrollment in sufficient time to apply.

Students, including home-schooled students desiring to take classes on a part-time basis, within a designated neighborhood attendance area shall have priority in registering in the neighborhood school. Students may apply for school of choice/open enrollment in a school outside their neighborhood attendance area (including another neighborhood district school or charter school), and such applications shall be approved if there is space available, the application has been submitted in accordance with the procedures in the accompanying regulation, and the other requirements specified in this policy and the accompanying regulation have been met.

Students accepted for school of choice/open enrollment shall have the same curricular and extracurricular opportunities as all other students attending the school, as determined by subject to the limitations provided in state applicable law, bylaws and the rules of the Colorado High School Activities Association, and the district’s eligibility requirements.

Thompson School District R2-J, Loveland, Colorado Page 1 of 4

File: JFBA/JFBB

Subject to the provisions of this policy and the accompanying regulation, students accepted for school of choice/open enrollment shall be enrolled at their school of choice for the duration of the grades served by the school. The school of choice/open enrollment becomes the student’s home school. After leaving the elementary or middle school level, a student must reapply for school of choice/open enrollment at the next level, unless the student is to attend the neighborhood school in the area in which the student resides.

The district reserves the right to rescind and/or amend any or all school of choice/open enrollments, including reassigning students to their neighborhood schools, if it determines that there is overcrowding of facilities, the choice school discontinues a particular program or cannot continue to meet the special needs of a student, the student no longer participates in the program that caused the school of choice/open enrollment to be made in the first place, or for other reasons authorized by law and considered by the district to be in the best interest of the student and/or the school.

NONRESIDENT STUDENTS Nonresident students from other school districts within the state who apply in accordance with this policy and the accompanying regulation may enroll in particular schools or programs in the district without the payment of tuition (except tuition required for participation in all-day kindergarten) on a space-available basis as authorized by law and subject to the same provisions specified for school of choice/open enrollment in the immediately preceding section of this policy. School of choice/open enrollment of any nonresidential student in any program or school after the pupil enrollment count day may be considered on a case by case basis.

Before considering school of choice/open enrollment from nonresidents, priority shall be given to resident students who apply under the district's school of choice/open enrollment policy. In addition to other reasons for denial of admission authorized by law or as described in this policy and the accompanying regulation, students who were expelled from another school district during the preceding 12 months or whose behavior in another school district during the preceding 12 months was detrimental to the welfare or safety of other students or school personnel as determined through a safe schools check may be denied admission.

CLOSED SCHOOLS AND/OR CLOSED GRADE LEVEL A school or a grade level within a school may be closed to school of choice/open enrollment and nonresident admission on an annual basis due to lack of space as described in the accompanying regulation.

The planning office will recommend to the superintendent or designee the school(s) or grade level(s) within a school that meet the closed school/closed grade level requirement.

CHANGE IN RESIDENCE Students whose place of residence changes during the school year may remain at the school they are currently attending for the duration of the grades served by that school. Transportation will not be provided.

ADMINISTRATIVE PLACEMENTS Notwithstanding the provisions of this policy, a student may be assigned outside his/her attendance area by the superintendent or designee. The administrative placement option is only available for the purpose of moving a student from one school to another where circumstances indicate that moving schools is in the best interest of the student and the school. These circumstances include, but are not limited to, disciplinary placement, a placement to


File: JFBA/JFBB

finish the school year, or placement in a special program.

Students exercising choice under the federal law (when a school is on Title I improvement status or designated as persistently dangerous or when the student is a victim of a violent crime at school) shall be treated as an administrative placement.

TRANSPORTATION Transportation for resident students accepted for school of choice/open enrollment shall be furnished by their parents/guardians unless it is determined that transportation is necessary for the district to comply with the requirements of state or federal law concerning homeless students and students with disabilities. Students attending under the federal choice option shall be provided transportation at district expense to the extent required by law. If space is available in district buses and a resident student desires to utilize existing school bus routes/stops without modifications, parents should request transportation from the transportation department. By mutual agreement, the transportation department designee and school administration may grant temporary permission for choice enrolled students to ride a bus.

Transportation for nonresident students who enroll in the district shall be furnished by the parents unless it is determined that transportation is necessary for the district to comply with the requirements of state or federal law concerning homeless students and students with disabilities.

SPECIAL EDUCATION STUDENTS Parents of special education students applying for school of choice/open enrollment to another school or program shall be considered in accordance with applicable state and federal laws. The student’s current Individualized Education Program (IEP) shall be considered by the student’s IEP team in determining if the requested school or program can meet the student's needs. The final determination of school of choice/open enrollment is by the director of special education. The responsibility of notifying parents/guardians of the final decision rests with the director of special education.

UNLAWFUL DISCRIMINATION In implementing this policy and the accompanying regulation, the district shall not discriminate on the basis of race, color, sex (which includes marital status), sexual orientation, national origin, ancestry, religion, ethnicity, disability or any other status protected by law.

Adopted prior to 1985 Revised June 5, 1991 Revised October 5, 1994 Revised November 3, 1999 Revised June 5, 2002 Revised October 17, 2007 (CASB-July 07) Revised May 5, 2010 Revised June 19, 2013

Legal refs.: 20 U.S.C. 1116 (choice options under NCLB Act of 2001) 20 U.S.C. 7912 (safe schools under NCLB Act of 2001) C.R.S. 15-14-1045 (delegation of custodial power) C.R.S. 19-1-115.5 (child in foster care placement in considered resident of school district in which foster home is located) C.R.S. 22-1-102 (definition of a resident student)


File: JFBA/JFBB

C.R.S. 22-1-102.5 (definition of homeless child) C.R.S. 22-20-106 (designation of general and special education responsibilities for students with disabilities) C.R.S. 22-20-107.5 (defining district of residence for students with disabilities) C.R.S. 22-20-109 (tuition for special education services) C.R.S. 22-32-109(1)(II) (enrollment decisions nondiscriminatory) C.R.S. 22-32-110(1)(m) (power to fix boundaries) C.R.S. 22-32-113(1)(c) (transportation of students residing in another district) C.R.S. 22-32-115 (district may pay tuition for student to attend in another district) C.R.S. 22-32-115 (2)(b) (attend without paying tuition) C.R.S. 22-32-115(4)(a) (tuition liability pursuant to written agreement) C.R.S. 22-32-116 (if a student becomes non-resident) C.R.S. 22-33-103 (payment of tuition options, resident and non-resident) C.R.S. 22-33-106 (3) (grounds to deny admission) C.R.S. 22-36-101 et seq. (open enrollment) C.R.S. 22-54-103 (10.5) (definition of pupil enrollment count day) C.C.R 301.1 Rule 3.02 (l)(j) (opportunities and options for choice)

Cross refs.: IHB, Special Instructional Programs IIB, Class Size JC, School Attendance Areas JFABD, Homeless Students JHD, Exclusion and Exemptions from School Attendance JJJ, Extracurricular Activity Eligibility LBD, Charter Schools


http://www.boarddocs.com/co/jeffco/board.nsf/866fd98be9991804852571f40069ffc5/de929a6ba9a427278525733600443bda?OpenDocument

http://www.boarddocs.com/co/jeffco/board.nsf/866fd98be9991804852571f40069ffc5/185632d496196abc852573380008b00a?OpenDocument

http://www.boarddocs.com/co/jeffco/board.nsf/866fd98be9991804852571f40069ffc5/6226886fbb74c637852573380008aff5?OpenDocument

http://www.boarddocs.com/co/jeffco/board.nsf/866fd98be9991804852571f40069ffc5/324d950c971d224f852573380064ed62?OpenDocument

File: JFBA/JFBB-R

SCHOOL OF CHOICE/OPEN ENROLLMENT

Students will attend the district school determined by their residence unless an application for school of choice/open enrollment to attend another school or program is approved. No student will be enrolled in a school outside their attendance area without prior approval in accordance with this regulation.

The principal or designee of each school will be responsible for checking student enrollment records to determine that each student is a legal resident of that school’s attendance area or has an approved application for open enrollment or transfer.

An “open enrolled” student is one who is a resident or nonresident of the Thompson School District attending a district school other than the school within his/her attendance area or school district of residence.

When a school and/or grade level within a school has been identified as “open”, the district will consider school of choice/open enrollment applications from the parent/guardian of students who do or do not reside within district boundaries but who wish to attend a particular school or education program within the district in accordance with this regulation. However, nonresident requests will only be considered after all resident applications have been approved. Any questions regarding a student’s residence must be resolved prior to application for school of choice/open enrollment.

When a school and/or grade level within a school has been identified as “closed,” no new school of choice/open enrollment applications will be accepted.

Upon open enrollment at a s chool outside the attendance area, the student should plan to remain at the choice school for all remaining grade levels served by that school, subject to the terms of policy JFBA/JFBB and this regulation.

Students who wish to transfer to a different school must reapply under school of choice/open enrollment in accordance with this regulation. Students who wish to return to their neighborhood school shall contact the school of residence regarding this decision.

In the event that any information is falsified or withheld from the district in connection with the school of choice/open enrollment process, any approval for admission and continued enrollment may be immediately withdrawn. If an applicant is not approved for a given school year, the student must reapply under the school of choice/open enrollment process if admission is desired for the following year.

In general transportation will not be provided. However, transportation requests may be reviewed on a case-by-case basis to ensure equitable access to focus programs.

APPLICATION PROCESS AND TIMELINE – (FOR THE FOLLOWING YEAR) Step 1: Application Process

a. The annual application window for school of choice/open enrollment is the Mondayfollowing Thanksgiving break to the last school day prior to winter break.

b. Applications for school of choice/open enrollment are available at all schools and on thedistrict website in accordance with the schedule described below. Applicants may apply for enrollment in any school with appropriate grade levels and programs and must submit their application directly to their school of choice. T he school shall stamp


File: JFBA/JFBB-R

completed applications with the official time and date of receipt, and a copy shall be given to the parent/guardian.

Step 2: Determining Space and Program Availability a. The planning office will determine and notify schools of open or closed status by

December 1. b. A school will be closed to school of choice/open enrollment and nonresident admission

on an annual basis if enrollment is at or exceeds 95% of its capacity or is projected to reach 95% capacity within the following three years. Modular buildings will not be taken into consideration when determining availability of classroom space.

c. A grade level within a school may be closed to school of choice/open enrollment andnonresident admission on an annual basis if enrollment at that grade level is projected to exceed 95% of its capacity.

Step 3: Determining Student Eligibility The receiving school shall determine each applicant’s eligibility for attendance including:

a. The student meets established eligibility criteria for enrollment in the school and/orparticipation in a particular program that has been requested, including but not limited to age requirements, course prerequisites, safe schools check, and required levels of performance.

b. The school and/or particular program are able to meet the applicant’s special needs.c. The student has not been expelled or is not in the process of being expelled as a

habitually disruptive student or for a serious violation in a school building or in or onschool property.

d. There are no other grounds that may exist for denial of admission under policyJFBA/JFBB, this regulation, or governing law.

Step 4: Accepting Applicants Eligible applicants at each grade level shall be placed where space is available. If applicants are not accepted, they may reapply under the school of choice/open enrollment for the following year.

Step 5: Notifying Applicants The school shall provide written notification of placement by January 10 for grades K*-12. If January 10 falls on a weekend, the date is the first Monday following January 10.

*For all day kindergarten, written notification of approval will be tentative until programfunding is secured. Principals will ensure the written notification includes a clear explanationof the tentative nature of the placement.

Step 6: Acceptance Applicants must confirm in writing their intent to enroll in the requested school/program no later than January 25. If January 25 falls on a weekend, the date is the first Monday following January 25. If no response is received from the applicant they will be deemed to have declined the acceptance.

A student whose school of choice/open enrollment application for the upcoming school year has been approved in accordance with policy JFBA/JFBB and this regulation will begin attending the school of choice in August of the new school year.


File: JFBA/JFBB-R

A student admitted through school of choice/open enrollment shall be allowed to stay at the choice school for all remaining grade levels served by that school, subject to the terms of policy JFBA/JFBB and this regulation. After leaving the elementary or middle school level, a student must reapply for school of choice/open enrollment at the next level. Approval or denial of that request will be made in accordance with this regulation.

Step 7: Appeal If the application for school of choice/open enrollment is denied, the principal of the requested school shall notify the parent/guardian at the time of the denial that a written appeal may be filed with the appropriate level executive director for elementary/secondary education within ten (10) business days of the denial. Appeals will not be accepted or considered for schools identified as “closed” by the district.

The appropriate level executive director for elementary/secondary education will review the decision of the principal and may request additional information from and/or a m eeting with the parent/guardian, student, and/or affected principal(s). The appropriate level executive director for elementary/secondary education will use discretionary authority to review and approve applications due to unique circumstances/hardship. T he decision of the appropriate level executive director for elementary/secondary education will be communicated to the parent or legal guardian within ten (10) business days after receipt of the appeal and will be final and not subject to further appeal.

Siblings Applications for all siblings should be submitted at the same time if it is desired that they attend the same school of choice. S iblings will be enrolled in the school if space is available at each grade level and eligibility requirements set forth in policy JFBA/JFBB, this regulation, and governing laws are met.

GROUNDS FOR DENIAL OF SCHOOL OF CHOICE/OPEN ENROLLMENT APPLICATION Grounds for denial of admission to a resident student who otherwise complies with the district’s policies and procedures are limited to the following:

1. The school and/or grade level within the school has been identified as “closed” due tolack of space or teaching staff within the school.

2. There is a lack of space or teaching staff within a particular program or grade level of theschool requested.

3. The school requested does not offer appropriate programs or is not structured orequipped with the necessary facilities to meet the special needs of the student or does not offer a particular program requested.

4. The student does not meet the established eligibility criteria for participation in aparticular program including age requirements, course prerequisites, safe schools check, or required levels of performance.

5. The student has been expelled or is in the process of being expelled as a habituallydisruptive student or for a serious violation in a school building or in or on school property.

6. There are other grounds that exist for denial of admission under policy JFBA/JFBB, thisregulation, or governing law.

Grounds for denial of admission to a nonresident student who otherwise complies with the district’s policies and procedures are limited to the following:


File: JFBA/JFBB-R

1. The school and/or grade level within the school has been identified as “closed” due tolack of space or teaching staff within the school.

2. There is a lack of space or teaching staff within a particular program or grade level of theschool requested.

3. The school requested does not offer appropriate programs or is not structured orequipped with the necessary facilities to meet special needs of the student or does notoffer a particular program requested.

4. The student does not meet the established eligibility criteria for participation in aparticular program including age requirements, course prerequisites, safe schools check,or required levels of performance.

5. The student is not eligible for enrollment in the district pursuant to state statute.6. The student has been expelled from any school district in the preceding 12 months or is

in the process of being expelled because of habitually disruptive behavior or forcommitting a serious offense for which expulsion is mandatory.

7. The student has demonstrated behavior in another school district during the preceding12 months that is detrimental to the welfare or safety of other students or of schoolpersonnel.

8. The student has graduated from the 12th grade of any school or is in receipt of adocument evidencing completion of the equivalent of a secondary curriculum.

PRIORITIZING SCHOOL OF CHOICE/OPEN ENROLLMENT REQUESTS Students who reside within a school’s designated attendance boundary have the highest priority in registering at that school. When a receiving school cannot accommodate all of its school of choice/open enrollment applications because it lacks available space, the following criteria may be considered in prioritizing them:

1. Sibling(s) are already attending the receiving school.2. Plans by a student’s family to build or lease a residence in the receiving school

attendance area when documented by evidence of construction authorization, legalpurchase or a rental/lease agreement with occupancy to be actualized within areasonable amount of time.

3. Personal adjustment or behavior problems that would make it advantageous for astudent to be relocated to another school.

4. Special programs or course offerings that may make it advisable for a student to attendanother school when his or her academic background and objectives are shown to bestrongly supported by such a transfer.

CONTINUING ENROLLMENT CRITERIA Any student enrolled pursuant to this policy shall be allowed to remain enrolled in the school or program through the level unless:

1. The student is expelled from the school or program.2. The student is no longer participating in the program which caused the application for

school of choice/open enrollment.3. The student’s continued participation in the school or program requires the district to

make alterations in the structure of the school or to the arrangement or function ofrooms.

4. There is a lack of space or teaching staff.5. The school does not offer a program requested by the student.6. The student does not meet established eligibility criteria.7. The school does not offer appropriate programs or is not equipped to meet the special

needs of the student.


File: JFBA/JFBB-R

Case by case exceptions to the actions described above may be made and based on a discussion between the school principals at both the sending and receiving schools and the appropriate level executive director for elementary/secondary education, particularly when such exceptions are in the best interest of all parties involved. Continuation of school of choice/open enrollment will be contingent upon the continued appropriateness of the school or program for a student. ATHLETICSACTIVITIES Eligibility for participation in extracurricular and interscholastic activities athletics will be determined in accordance with applicable law, the bylaws rules of the Colorado High School Activities Association and the district’s eligibility requirements. Any student who enrolls in a school outside of his/her attendance area by falsifying the address forfeits eligibility to participate in athletic activities. ADMINISTRATIVE PLACEMENTS Administrative placement is a tool for meeting the needs and best interests of individual students. Administrative placements are initiated at the district level, and may be used in cases involving special programs, truancy, behavior events, safety, and instances not otherwise specifically covered in this regulation. The final determination of an ad ministrative placement and the notification to the parent/guardian of such placement is made by the appropriate level executive director for elementary/secondary education. Any party aggrieved by an action or decision regarding the administrative placement process may appeal the action or decision to the superintendent whose decision will be final and not subject to further appeal. EXCEPTIONS FOR BOUNDARY CHANGES These exceptions supersede other sections of this regulation. Elementary Schools – current 4th grade students who would be moved into a new attendance area by a boundary change would be able to open enroll back to their current school for their final year whether the school was open or closed. Middle Schools – current 7th grade students who would be moved to a new middle school attendance area by a boundary change would be able to open enroll back to their current school for their final year whether the school was open or closed. High Schools – No high school student will be moved out of their attending school due to a boundary change. In cases where a s chool affected by boundary changes is designated as open, the applicable school of choice/open enrollment procedures would be followed with the exception that students previously enrolled at the school would have priority over new students. Af ter completion of the second year of operation of a new middle or high school, the new school would revert to standard school of choice/open enrollment procedures. Adopted prior to 1985 Revised to conform with practice: date of manual adoption Revised June 5, 1991 Revised November 3, 1999 Revised April 5, 2000


File: JFBA/JFBB-R

Revised June 5, 2002 Revised December 8, 2004 Revised December 7, 2005 Revised May 5, 2010 Revised October 17, 2012 Revised June 19, 2013


AGENDA ITEM 10.0

2012-13 District Preliminary Financial Results


Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Stephen Towne, CFO

Consideration: Does the Board have any questions or need additional information regarding the enclosed 2012-13 district preliminary financial results?

The first two slides of the attached PowerPoint presentation are for fiscal 2011-12 regarding statewide information recently released by the State Auditor’s Office.

The remaining slides provide an overview of preliminary results for fiscal 2012-13. These results are not yet final as financial services staff continue preparations for the arrival of the independent audit firm, Swanhorst & Cutler.

Swanhorst & C ompany will review, analyze, and test this data with a complete audited Comprehensive Annual Financial Report (CAFR) anticipated for presentation to the Board in late November or early December.

Steve Towne will be in attendance to present information and answer questions.

Thompson School District

Financial Update

October 2013

TSD Board Focus Areas

1. Make TSD the preferred choice for all.

2. Maximize student achievement for all

3. Arts, athletics & co-curricular opportunities.

4. Attract & retain quality employees.

5. Technology for students & staff.

6. Fiscal responsibility, with long range focus.7. Optimize resources & facilities.

8. Post-secondary readiness.

9. Partner with parents & community.

10. Safe & secure campuses.

Presentation Objectives

1. Fiscal Health Review – Report on TSD fiscal health from the perspective of the State Auditor’s Office and at their request.

2. Compare TSD General Fund Reserves versus CO 20 largest districts.

3. Review preliminary financial results for 2012-13 versus budget and discuss potential impact on 2013-14.

4. Review TSD General Fund Reserves by category versus projected balances.

5. Explain and promote Balanced financial thinking…

Fiscal Health AnalysisFiscal Year 2011-12

1. Produced by Office of State Auditor (OSA).

2. Presented to Legislative Audit Committee July 15, 2013.

3. Calculates & compares 6 financial ratios versus benchmarks.

4. 48 school districts received one or more warning indicators (up

from 19 the previous year).

5. Districts with multiple warnings typically are related to

expenditures > revenues & spending down of fund balance.

6. Districts with 2 or more indicators must respond to OSA. Data

compiled into report to legislators.

7. Like previous years, TSD has Zero warning indicators.

SizeRank

In Millions $

BUD ACT DIFF BUD ACT DIFF BEG. END DIFF

1. GENERAL FUND 111.7 113.0 1.3 114.2 111.8 (2.4) 28.6 29.8 1.2

2. GRANTS 8.6 9.0 0.4 8.6 8.9 0.3 0.8 1.0 0.1

3. LAND RESERVE 0.3 0.9 0.6 1.4 - (1.4) 1.3 2.2 0.9

4. FEE SUPPORTED 1.7 1.9 0.2 2.0 1.9 (0.1) 1.4 1.3 (0.0)

5. BOND REDEMPTION 10.4 10.4 0.1 12.2 12.2 (0.0) 14.1 12.4 (1.8)

6. BUILDING 0.0 0.0 (0.0) 0.9 0.7 (0.2) 0.8 0.1 (0.7)

7. CAP RESERVE 1.3 1.3 0.0 2.4 1.3 (1.1) 2.3 2.4 0.1

8. NUTRITION SERVICES 4.5 4.5 0.0 4.5 4.5 0.1 1.1 1.1 0.0

9. MEMORIAL TRUST 0.1 0.1 0.0 0.1 0.1 (0.0) 0.1 0.1 0.0

10. STUDENT ACTIVITIES 2.7 2.5 (0.2) 2.7 2.6 (0.1) 1.2 1.1 (0.1)

If any fund's expenditures exceeded budget, the board had approved appropriations sufficient to cover the difference.Grants excess expenditures were the use of carryover monies in Medicaid and Colorado Legacy Foundation.If any fund balance was used during the year the board had previously approved use of those fund balances.Student Activities used approximately 28k of fund balance beyond that approved by the board.

FINANCIAL RESULTS FOR FY 2012-13vs. FINAL BUDGET

REVENUES EXPENDITURES RESERVES

PRELIMINARY & UNAUDITED

BUDGET ACTUAL DIFFERENCE

REVENUES 111,655,709 112,983,807 1,328,098 1

EXPENDITURES - FTE $ 85,830,623 83,763,808 (2,066,815) 2EXPENDITURES - NON FTE $ 28,372,698 28,019,822 (352,876) 3TOTAL EXPENDITURES 114,203,321 111,783,630 (2,419,691)

NET (2,547,612) 1,200,176 3,747,788

1 REVENUE: KEY VARIANCESPROP TAX 621,115 SEE 10 YEAR HISTORYSO TAX 407,359 ADJUSTED IN 13/14 BUDGETSUPPLEMENTAL PPR 203,262 PER LEGISLATURE IN FEB 2013ALL OTHER 96,362

1,328,098 2 FTE $: KEY VARIANCES

UNSPENT FTE (18.80) ADJUSTED IN 13/14 BUDGET - 9.0 FTEUNSPENT FTE $ (764,835) ADJUSTED IN 13/14 BUDGETHDL SAVINGS (800,000) ADJUSTED IN 13/14 BUDGETSTAFF TURNOVER SAVINGS (391,380) ADJUSTED IN 13/14 BUDGETALL OTHER (110,600)

(2,066,815) 3 NON-FTE $: KEY VARIANCES

IMPROVEMENT VERSUS BUDGET (352,876) SEE LIST OF KEY DEVIATIONSCARRYOVER SAVINGS (271,102) SET ASIDE IN 06.30.13 GF RESERVESNET IMPROVEMENT (81,774)

2012-13 GENERAL FUND RESULTS VERSUS BUDGETPRELIMINARY & UNAUDITED

YEAR BUDGET ACTUAL DIFF

13/14 43.3 - -

12/13 41.7 42.3 0.6

11/12 41.7 42.3 0.6

10/11 43.3 44.5 1.2

09/10 43.1 42.7 (0.4)

08/09 42.3 41.9 (0.4)

07/08 40.7 40.6 (0.1)

06/07 38.0 37.9 (0.1)

05/06 32.6 33.0 0.4

04/05 32.7 33.0 0.3

PROPERTY TAXES

YEAR BUDGET ACTUAL DIFF

13/14 4.0 - -

12/13 3.6 4.0 0.4

11/12 3.8 3.9 0.1

10/11 3.6 3.9 0.2

09/10 4.0 4.1 0.1

08/09 4.5 4.3 (0.2)

07/08 4.3 5.0 0.7

06/07 4.8 4.6 (0.2)

05/06 4.8 4.5 (0.3)

04/05 4.6 4.7 0.0

SPECIFIC OWNERSHIP TAXES

TAX COLLECTION HISTORY

DEPT DESCRIPTION BUDGET ACTUAL DIFF CARRYOVER

HR UNEMPLOYMENT INSURANCE 237,581 90,901 (146,680) SPED STAFFING CREDITS 289,000 157,962 (131,038) SPED OUT OF DISTRICT PLACEMENTS 494,750 375,999 (118,751) ISTS INTERNET SUPPORT 422,527 316,407 (106,120) (106,120) SITES SUPPLIES & MATERIALS 1,685,406 1,583,343 (102,063) (102,063) FAC CONTRACT SERVICES 314,560 260,451 (54,109) SPED ADDENDUM F - STAFFING SUPPORT 51,002 - (51,002) SITES EXTRA DUTY ACADEMIC 471,099 428,006 (43,093)

TRANSP FIELD TRIP REVENUES (275,000) (229,343) 45,657 A&A ALPINE SOFTWARE - 50,722 50,722 FAC UTILITIES 2,694,434 2,762,664 68,230 TRANSP FUEL 546,000 628,702 82,702

FEDERAL GRANTS CLEAN-UP 89,338 89,338 SECOND LEAP 172,000 262,221 90,221 SITES SUBSTITUTES 915,000 1,075,566 160,566

ALL OTHER - 77 DIFF ITEMS 20,354,339 20,166,885 (187,454) TOTALS 28,372,698 28,019,822 (352,876)

NON-FTE EXPENDITURESKEY DEVIATIONS: 40K OR MORE

Prepared 03.31.13 Updated 09.30.13

06.30.13 EST. 06.30.13 ACT

1 TABOR AT 3% OF 12/13 3,321,701 3,389,514

2 MULTI YEAR OBLIGATIONS 395,535 73,963

3 COLORADO PRESCHOOL PROGRAM 180,177 178,563

4 BOE RESERVES AT 2% 2,214,467 2,259,676

5 BOE RESERVES AT 3% 3,321,701 3,389,514

6 CARRYOVER - SCHOOL SITES 360,897 477,303

7 CARRYOVER - ISTS, ELECTIONS, LISA 148,656

8 APPENDIX A - IFAS & STUDENT INFO SYSTEMS 750,000 750,000

9 SUB-FUNDS: SEVERANCE, ATH/ACT, RISK 612,165 742,762

10 RESERVED FOR 13/14 BUDGET DEFICIT 5,447,973 5,447,973

11 AVAILABLE RESERVES 9,615,187 12,961,013

12 ESTIMATED TOTAL GF RESERVES AT 06.30.13 26,219,804 29,818,938

-

= RESTRICTED BY STATUTE = AVAILABLE FOR USE 06.30.12 ACTUALS 28,618,762

12/13 RESULTS 1,200,176 06.30.13 ACTUALS 29,818,938

GENERAL FUND RESERVES BY CATEGORYPRELIMINARY & UNAUDITED

1) What are Available GF Reserves?

2) What are the Board Policy Reserves?

3) What are our current facilities & equipment needs?

4) What is the Building Fund Balance?

5) What is the future of SFA Revenues?

6) What is the future of possible increased local revenues?

7) What is the level of unmet needs (if any) in the organization? Their urgency?

8) How precisely are we able to forecast our future? Margin of error?

9) What are current ongoing budgeted revenues versus expense?

10) Other issues or concerns…

Balance is KeyNo measurement by itself is king, nor should it be viewed and treated as such.

Instead, we ask a series of questions…

Discussion…

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