board of education meeting agenda april 9, 2014...apr 09, 2014 · their “startup” business...

BOARD OF EDUCATION

MEETING AGENDA

April 9, 2014

Administration Building, 800 South Taft Avenue, Loveland, Colorado 80537

“The Thompson School District will be a school district that empowers, challenges and inspires students, faculty, staff, parents, school leaders and community members to learn, achieve, and excel.”

Empower to Learn – Challenge to Achieve – Inspire to Excel

BOARD OF EDUCATION Bryce Carlson, Vice President 940 Crabapple Drive Loveland, CO 80538 [email protected]

Director District B 970-744-0247

Term Expires 2017

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

Director District D 970-691-2224

Term Expires 2015

Lori Hvizda Ward 800 South Taft Avenue Loveland, CO 80537 [email protected]

Director District E 970-663-3518

Term Expires 2017

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

Director District G 970-290-3610

Term Expires 2015

Carl Langner 1674 Monarch Circle Loveland, CO 80538 [email protected]

Director District F 970-663-6464

Term Expires 2017

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

Director District C 970-412-5256

Term Expires 2015

Donna Rice, Secretary 1598 West 29th Street Loveland, CO 80538 [email protected]

Director District A 970-667-3046

Term Expires 2015

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 970-613-5026

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 970-613-5056

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 I

Wednesday, April 9, 2014 5:00 – 7:30 P.M.

Agenda Items

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

2. Executive Session Pursuant to C.R.S. 24-6-402 (4)(e) – Negotiations with Licensed 60 Minutes

Staff

3. Entrepreneurship and Business Start Up Course Pilot Update 10 Minutes

4. Proposed Head Start Self-Assessment Report and Continuous Quality Improvement 5 Minutes Plan

5. Proposed Head Start and Colorado Preschool Program Significant Risk Factors and 5 Minutes Program Selection Criteria and Enrollment Process

6. Head Start Training 30 Minutes

7. Supplemental Funding Application for Head Start Grant 5 Minutes

8. Digital High Volume Copy Services Solution – District Wide 5 Minutes

9. Proposed New Board Policy/Regulation: 10 Minutes ILBC – Early Literacy and Reading Comprehension ILBC-R – Early Literacy and Reading Comprehension

10. Long Range Numeracy Plan Update 10 Minutes

11. Adjournment

AGENDA ITEM 3.0

Entrepreneurship & Business Startup Pilot Course Update Date: April 9, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Diane Lauer, Ed.D., Executive Director of Instruction Consideration: Does the Board have questions or require additional information

regarding the Entrepreneurship & Business startup course pilot?

“American academia is good at producing writers, literary critics and historians. It is also good at producing professionals with degrees. But we don't have a shortage of lawyers and professors. America has a shortage of job creators. And the people who create jobs aren't traditional professionals, but start-up entrepreneurs.” ~ Ellsberg (p Sr5).

In response, Thompson School District is collaborating with community leaders and the Thompson Educational Foundation to create a transformative year-long pilot course for sophomores and juniors at Loveland and Mountain View High Schools which will immerse student teams in entrepreneurship through an authentic business incubator “start-up” experience. Upon review of the pilot, the course will be brought to the Board for final approval. At that time, the course may be offered at other district high schools: Berthoud, Thompson Valley and Ferguson. Some student team(s), should they choose to compete and be selected, would be funded to pursue their “start-up” business with the community partners/Educational Foundation or venture capitalists. The selected team(s) would spend their summer and the following school year (2015-2016), in an independent study designed to help them to open and operate their “start-up” venture in an incubated business environment. Thompson School District wants to offer this opportunity in order to:

1) Develop an entrepreneurial spirit in adolescents that will transform their evolving futures, and

2) Provide students with an authentic, contemporary approach to business education.

This collaborative endeavor between area business leaders, the Thompson Educational Foundation and district educators is a unique and rare opportunity in secondary public education. Diane Lauer will present information and be in attendance for questions.

Background Information: Entrepreneurship Defined Educator, author and futurist Yong Zhao – borrowing from Duke engineering professor, Henry Petroski, who asserts, “to engineer is human” – defines entrepreneurship in this context:

“To enterprise is human and to create is human. Entrepreneurship is fundamentally about the desire to solve problems creatively. The foundation of entrepreneurship – creativity, curiosity, imagination, risk-taking, and collaboration – is just like the ideas of engineering, in our bones and part of our human experience.” (Zhao, p. 9)

The World Economic Forum complements these concepts:

“Entrepreneurship refers to an individual’s ability to turn ideas into action and is, therefore, a key competence for all; helping young people to be more creative and self-confident in whatever they undertake.” (World Economic Forum, 2009, p. 9)

Disturbing Trends that may Stifle the American Entrepreneurial Spirit An entrepreneurial curricular direction is particularly incumbent upon Thompson School District for two reasons:

(1) Our past and current philosophical stance on comprehensively educating students while complying, but not succumbing, to the ebb and flow of policies beyond local control;

(2) The necessity to provide students with access to top notch, innovative business education programming and local area business leaders who can act as mentors

Past and Current Philosophical Stance: The foundation of our educational system has been working to creating learning experiences that assess student growth and accentuate student potential. The current federal and state policy preoccupation with testing, however, could if allowed, serve to narrow curricular offerings in the district and squelch the creativity we seek to foster through comprehensive programming and rich elective offerings. After all, “most tests reward the ability to find answers instead of asking questions” (Zhao, 2012, p. 128). While traditional assessment data in math, language arts and science are measures of student growth; entrepreneurial skills typically are not measured in schools or used to rank them. Ironically, those are the very skills students need to compete in a Creative Economy (Florida, 2002.) The international Organization for Economic Cooperation and Development (OECD) conducts an annual Global Entrepreneurial Monitor (GEM) to track various aspects of entrepreneurial activities in 50 countries with similar economies. The United States is considered an “innovation-driven” economy. Singapore and Japan are considered to lack an “innovation-driven” economy. The table below compares the math performance on the internationally administered PISA test (Programmed for International Student Assessment) with aspects of perceived entrepreneurship capacity.

From this data, Zhao concludes: “The inverse relationship between test scores and entrepreneurship does not necessarily mean high test scores caused the loss of entrepreneurial capabilities or vice versa, but it does suggest that education systems that produce good test scores more often than not have lower entrepreneurial activities and capabilities. The United States has seen a significant decline in creativity among its youth over the past two decades, which coincides with its waves of educational changes to boost test scores.”

Research indicates that, within the “innovation-driven” category, only 5.6% of individuals between the ages of 18 and 64 were actively engaged in business start-up, with 7.6% in the United States (Kelley, et al., 2010). Although seemingly incongruous, these data indicate while some nations produce high math scores they also have less confidence in their ability and overall entrepreneurial spirit. Joining Forces: A Community’s Shared Response A recent Gallup poll suggests that many students in the U.S. have entrepreneurial aspirations. 77% of students in grades 5 through 12 say they want to be their own boss, 45% say they plan to start their own business, and 42% say they will invent something that changes the world. (Calderon, 2011). Despite student ambitions, the Gallup-HOPE Index findings suggest many are not accessing the education and work experience they need to help achieve their goals. However, few students report getting the type of practical knowledge and experiences that they believe will be useful once they are in the workforce. Thompson students are fortunate that we live in a region rich with local business leaders able to share their extensive knowledge and experiences within the context of this course. According to Startup Colorado, the Front Range is “a true entrepreneurial powerhouse” (Startup Colorado, 2014). Sasha Galbraith warns in a recent article for Forbes Magazine, “Watch Out Silicon Valley!

Colorado Primed to Emerge as the Next Hub of Innovation and Entrepreneurship!” (Galbraith, 2012.) Colorado universities have stepped up and revised their courses and departments to provide their students with top-notch access to innovative business education programming. Colorado State University’s Institute for Entrepreneurship is recognized for its capacity to ignite entrepreneurial spirits, attract and recognize the best new business ideas, and celebrate the Front Range Colorado entrepreneurial ecosystem. The Loveland Rotary Club has agreed to partner with the district and support this new course with their active involvement in bringing volunteer mentors and coaches to classrooms. We will be working closely with Colorado State University and other partners like the Loveland Chamber of Commerce and the City of Loveland Office of Business Development to ensure that students access current, best practices in their learning as well. The Thompson Education Foundation will assist with oversight through an Advisory Board and funding procurement. Entrepreneurship & Business Startup Pilot Course Overview Students will create and develop their own product or service. Entrepreneurs and business experts from the community will serve as coaches and mentors guiding student teams through the process of ideation, market research, and business plan development. Over the course of the year, student teams will learn about product development, financial modeling, marketing, accounting, human resources, as well as the legal aspects of running a business to get them geared up for Pitch Week. Pitch Week helps to further fire the entrepreneurial spirit by putting student teams in front of actual investors to pitch their innovative idea and possibly win funding to turn their business plans into reality during the summer and following school year. The table describes the various modules that will be taught to students in the course:

1st Semester Modules

2nd Semester Modules

Group Ideation Permit Process/Initiation

Value Proposition Business Law

Market Sizing Determining Growth Engine

Financial Modeling Marketing Plan

Marketing/Positioning Sales Plan and Approach

Internet Marketing Staffing Plan/HR Processes

Web Development/Word Press

Operational Processes

Insurance

Financial Statement Setup

Funding Request

Thompson School District Entrepreneurship & Business Start Up Coach, Mentor, Advisory Board Member Qualifications & Commitments

The following describes the overall responsibilities, including specific qualifications and commitments identified for the various roles of community members and volunteers to engage in the Thompson Entrepreneurship & Business Start Up course. Advisory Board Member – Advisory board members provide oversight to the course and volunteer outreach Qualifications: Large, mid, small size entrepreneurs and corporate experience University, local government, non-profit organizational experience

Technical experience in the areas of web design, IT, HR, business law, Internet marketing, sales, accounting, project management, or banking

Commitments: 2-3 hrs. Monthly - Attend Board Meetings 2-3 hrs. Monthly - Utilize personal networks to recruit coaches and mentors 8 hours (December & May) – Serve as Pitch Week Panel 4 hours annually – Attend Thompson Education Foundation Board Meeting Advisory Board Member – CHAMPION! – Champion provides leadership to advisory board

Qualifications: SAME AS ABOVE

Commitments: SAME AS ABOVE 4-6 hours monthly coordinating recruits with LHS and MVHS teachers 2-3 hours monthly meeting with Thompson Education Foundation & Curriculum Director Mentor - Mentors work with small groups of 4-5 students in product development teams Qualifications: Business Start-up Experience

- Experience starting up own business - Experience helping someone else start a business - Experience working for a start up

Strong communication skills Strong ability to translate high-level information into manageable pieces Commitments: 4 hours Sept/Oct – Team match up, providing advice, insights to team f2f or virtual 8 hours Nov – On call for advice on MVP Design, in class on specified date for 2 hrs 4 hours Dec – On call for advice on MVP Pitch, in class on specified date 1-2 hrs 4 hours Apr – On call for writing Biz Plan/Final Pitch, in class on specified date 1-2 hrs Sept-May – Ongoing, establish relationship with team via email/text weekly/biweekly

Module Coach - module coaches are needed for a single module in the area of their expertise Qualifications: Technical experience in the areas of web design, IT, HR, business law, Internet marketing, sales, accounting, project management, banking Commitments: Pre-class briefing with teacher, in class support as described below by module

Module Topic Est. # of Classes Est. Start Date

1 Group Ideation 4 Late Aug/Sep One of MOST IMPORTANT ROLES; Great facilitation skills needed. Brainstorming, working the room, group creative exercises, sorting and grouping of ideas. Someone who has worked on innovation development. Go to incubators, market researchers working in innovation.

2 Value Proposition 5 Mid Sept Strong communicator, very articulate, high energy. Could be sales background, entrepreneur. Guiding students to craft a concise message about problem they are solving and potential solution. Guides on elevator pitch creation, presentation, and evaluation

3 Market sizing/share estimates 4 Early Oct High analytical skills, spreadsheet estimating. Understanding purpose and concept of sizing a potential market as a business investment. Could be marketing professional, investment specialist.

4 Financial modeling 5 Mid Oct Excel expert, proficient in financial modeling. One of MOST COMPLEX ROLES. Will be working and editing a plug and play excel forecasting model setting up revenue, expenses, and profitability. Financial Analyst or young analyst out of larger corporate role.

5 Marketing communication/ positioning

4 Early Nov Marketing or advertising background. Large or small agency or corp. Understanding of product positioning in market, brand benefits, brand messaging and translating positioning into communication plans.

6 Internet marketing 3 Mid Nov Proficient in digital marketing. Understand tactics of how to promote business on line, via social media, and using tools like Google analytics/AdWords

7 Web development/Word Press

2 Mid Nov Someone who knows how to develop websites with basic existing tools on web today. Most likely scrappy developer, or young entrepreneur who has had to do this for themselves and on the cheap.

8 Writing an Implementation Plan

2 Early Jan Detail oriented, disciplined manager. Familiar with online project management tools and can tactically teach how to organize projects, assign tasks, and develop timelines.

9 Permit Process/Initiation 2 Late Jan City or local business rep. to outline details of establishing business locally. 10 Legal workshop 4 Early Feb General Attorney w/ understanding of corporate law. Students need to

understand basics of establishing business as LLC and implications for their team.

11 Determining IT needs 3 Late Feb Tactical IT specialist. Developing an operations IT plan and to do list around establishing the business via the cloud, a server. Identify IT requirements and where to source them.

12 Determining your Growth Engine

2 Early Mar Analytical sales executive, or sales manager who has grown business from idea to in-market success. Understanding on how to scale a business. Successful entrepreneur. Concept of "GROWTH ENGINE" is directly from book and lesson plan follows.

13 Creating a marketing plan 2 Mid Mar Tactical marketing specialist. Understand of developing overall marketing plan, establishing a budget, and measuring success. Could be well marketed small business that knows most cost effective tactics.

14 Creating a sales plan and approach

2 Mid Mar Sales executive with understanding of both B2B or B2C planning. Will help develop sales approach, prioritizing customers, and tracking.

15 Staffing plan/HR processes 2 Late Mar HR generalist. Could be from corporate or smaller business. Understanding of hiring, staffing, growing the business.

16 Operational Processes - SOPS

2 Apr Understanding of important of quality control, measures, and process to maintain as business grows. Could be someone in franchise business, or engineer in production.

17 Insurance workshop 2 Apr Commercial insurance broker to explain what is required of new business, how to evaluate options. Estimating for costs.

18 Financial statement set up 3 Apr Accountant and tactical specialist with QUICKBOOKS. 19 Funding request 2 Late Apr Full understand of company valuation and investor decision-making.

A COMPLICATED ROLE. Investment banker, private equity investor or manager. Must be able to break down how investors look at the financial models, determine funding requests, and interest offers.

References Calderon, V. (2011). U.S. students’ entrepreneurial energy waiting to be tapped. Gallup. Retrieved

from, http://www.gallup.com/poll/150077/students-entrepreneurial-energy-waiting-tapped.aspx

Ellsberg, M. (2011). Will dropouts save America? New York Times, pp. Sr5. Florida, R. (2002). The rise of the creative class and how it’s transforming work, leisure, and

everyday life. Basic Books. Galbraith, S. (2012). Watch out Silicon Valley, Colorado Primed to Emerge as Next Hub of

Innovation and Entrepreneurship. Forbes. 12/17/2012. Retrieved from, http://www.forbes.com/sites/sashagalbraith/2012/12/17/watch-out-silicon-valley-colorado-primed-to-emerge-as-the-next-hub-of-innovation-and-entrepreneurship/

Kelley D. J., Bosman, N., & Amoros, J. E., (2010) Global entrepreneurship monitor. London,

England: Global Entrepreneurship Research Association. In Zhao, Y. (2012) World-class learners: Educating creative and entrepreneurial students. (p. 11) Thousand Oaks, CA; Corwin.

Petroski, H. (1992) To engineer is human; The role of failure in unsuccessful design. New York,

NY: Vintage Books. In Zhao, Y. (2012) World-class learners: Educating creative and entrepreneurial students. (p. 9) Thousand Oaks, CA; Corwin.

Startup Colorado (2014). Mapping the Startup Ecosystem and Beyond. Retrieved

from, http://www.startupcolorado.com World Economic Forum. (2009) Educating the next wave of entrepreneurs: Unlocking

entrepreneurial capabilities to meet the global challenges of the 21st century. Geneva, Switzerland: Author. In Zhao, Y. (2012) World-class learners: Educating creative and entrepreneurial students. (p. 3) Thousand Oaks, CA; Corwin.

Zhao, Y. (2012) World-class learners: Educating creative and entrepreneurial students.

Thousand Oaks, CA; Corwin.

http://www.gallup.com/poll/150077/students-entrepreneurial-energy-waiting-tapped.aspx

http://www.gallup.com/poll/150077/students-entrepreneurial-energy-waiting-tapped.aspx

http://www.forbes.com/sites/sashagalbraith/2012/12/17/watch-out-silicon-valley-colorado-primed-to-emerge-as-the-next-hub-of-innovation-and-entrepreneurship/



http://www.startupcolorado.com/

Entrepreneurship & Business Startup

A collaborative real-world learning experience for business students

Sharing an Inspiration

RETHINKING BUSINESS CURRICULUM

AuthenticRelevantContemporary

Entrepreneurship, Enterprise, and Inspiration

COLLABORATE with community leaders and Thompson Educational Foundation

CREATE transformative year-long course for juniors (and sophomores on space available)

IMMERSE student teams in entrepreneurship through authentic business incubator start-up experience.

Developing the Architecture

6 Units

26 Modules

172 Daily Lessons

Enduring Understandings and Essential Questions

1st Semester Topics

• Business Model Canvas• Group Ideation• Competitive Analysis• Value Proposition• Developing Solution• Marketing• Minimum Viable Product (MVP)• MVP Pitch Week

2nd Semester Topics

• Pivoting based on feedback• Implementation Plan• Legal Workshop• Determining IT Needs• Staffing Plan• Operational Processes• Funding Request• Pitch Week!

Community Volunteers Needed!

Advisory BoardAdvisory Board Champion!

MentorsCoaches

Business Start-Up Pitch

Pitch Week-Semester 2

• Serves as “Final” for students

• Option for students to pitch for real start-up funding✓Educational Foundation BIS Board✓Angel Investors✓One Student Team receives funding!!!!

Timeline

SUCCESSFULCOMPLETION

FUNDED BUSINESS START-UP

Summer 2014 & 2014-15

YEAR 1Year Course

2013-14

Future Goal:Redesigned Business Classrooms

Design Fosters Collaborative Interaction• Teamwork areas• Technology• Auditorium• Teacher/student learning bar• Conference space• Center collaboration

pictures

AGENDA ITEM 4.0

Proposed Head Start Self-Assessment Report and Continuous Quality Improvement Plan

Date: April 9, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Paul Bankes, Ed.D., Executive Director of Elementary Education Consideration: Does the Board have questions or require additional information

regarding the proposed Head Start self-assessment report and continuous quality improvement plan?

Every year the Head Start program is required to complete a self-assessment. The completion of this self-assessment is a requirement to receive federal Head Start funds. The self-assessment is an opportunity for the early childhood program to take a thorough look at the strengths and needs of the program. The self-assessment team consisted of parents, staff members, district staff, and community members. We are required to look at each component of Head Start and write a final report and quality improvement plan. Both Policy Council and the Board of Education must approve this report and continuous quality improvement plan. On March 10, 2014, the Policy Council approved the attached report and quality improvement plan. Theresa Clements, early childhood administrator, will be in attendance to answer any questions. The entire self-assessment report and quality improvement plan has been included in the Board packet. Below is a summary of the key points. Key Points from 2013-2014 Head Start Self-Assessment Summary of Strengths:

• 100% Compliance for families completing required health and dental exams • Vision screening partnership with Kids Sight and Loveland Lions Club • Consistently maintain full enrollment for the Head Start program • Staff is implementing state academic standards and referencing standards on IEP goals • Transdisciplinary model allows for all children to benefit from having Speech Therapists,

Occupational Therapists, and family workers as members of the lesson planning team • Seamless application process for all children entering the program • Implementation of the Pyramid Model for Positive Behavior Interventions and Support • Strong community partnerships – Head Start staff took an active role in planning and

developing the Community Life Center which will open Fall 2014 in Loveland • For the third year in a row, our CLASS stores have improved. In the area of emotional

supports, our program average is now a 6.1; in the area of Classroom Organization, our program average is now a 5.3; and in Instructional Supports, our program average is now 4.5. According to Head Start, the most recent national average in the same areas are as follows: Emotional Supports-5.9, Classroom Organization-5.45, and Instructional Supports-2.98

Summary of Quality Improvement Plans: • Increased physical activity throughout the program – strengthen the “I am Moving I am

Learning” Program in all classrooms • Revise and update the “Pedestrian Safety Training” for staff • Develop a Disabilities Service Plan • Provide additional coaching and training on Positive Behavior Support Tier Two

Supports and Strategies • Revise Kindergarten Transition Plan • Increase mentoring for staff who are conducting home visits • Refine data collection on family outcomes • Provide additional training on best preschool math practices • Continue to develop school readiness plans – meet 100% of “Elements of Quality” for

School Readiness as defined by the National Center for Quality Teaching and Learning • Update job descriptions • Provide additional training for staff on recording attendance

Thompson Integrated Early Childhood

2014 Head Start Self Assessment Report and Continuous Quality Improvement Plan

Self-Assessment Completed November 2013 – January 2014 Report Presented to Policy Council on February 10, 2014

Approved by Policy Council on March 10, 2014

Health Services Areas Identified Last Year as Needing

Improvement Action Taken Has this action

been resolved? Yes/No

Integration of Site School Nurses into Early Childhood Centers and coordination of Health Care Plans

Training to District site Nurses around Early Childhood rules and regulations as well as special health needs. Attended and provided training at monthly Nursing meetings. Monitoring and support provided for shared documentation including delegation and health care plans.

Yes

Health Services Strengths of the Program

• 100% compliance for students submitting physical exam, dental exam, and hematocrit/lead testing. • 100% of students with health concerns are identified and a Health Care Plan (HCP) is in place in classroom • Annual vision and hearing screening available to all students with referrals and resources provided to families in need of support • Implementation of I Am Moving I Am Learning and Food Friends provides healthy nutritional choices, educates families, and encourages

regular exercise indoors and outdoors. All centers are using the curriculum • Each center practices monthly drills for fire evacuation, extreme weather response, and lock downs • Response time to health and safety needs of students, families, classrooms, or staff is very good • Vision screening partnership with Kids Sight - Lions Club • Partnership with the Thompson School District wellness committee

Health Services Areas Needing Improvement Plan for Improvement Improvement Monitoring

Increased physical activity and healthy food choices.

Participate in Schools on the Move Challenge Participate in I am Moving I am Learning Participate in the Healthy Kids Club 5210 initiative. Partnership with District Wellness Committee.

Staff Survey

Thompson Integrated Early Childhood Program 2014 Self-Assessment 2

Nutritional Services Areas Identified Last Year as Needing



No further need identified at this time

Nutritional Services Strengths of the Program

• Centers were observed to model family style meals, conversation, and student engagement • Increasing amounts of fresh fruit and vegetables available to students at meal time • Food Friends strategies being used at all centers • Standard Precautions observed being used by staff in classrooms; training done annually • Annual Health & Safety Fair is now a part of our PBiS Family Night and includes demonstrations of healthy nutritional choices, exercise

activities for families and young children, resources for food, & dietary consultation • Health and nutrition are incorporated into our program • Participate in CACFP (Child and Adult Care Food Program) for snacks and USDA breakfast and lunch programs

Nutritional Services Areas Needing Improvement Plan for Improvement Improvement Monitoring

No further need identified at this time. Ongoing meal audits to assure quality and

identify any area needing improvement Continued meal/nutritional assessments.


Safe Environments Areas Identified Last Year as Needing



Continuing audits/ surveys to assure the highest level of safety

Continued and ongoing safety checks Participated in the District Disaster Incident Response Team All classrooms had a safety check completed the first weeks of school.

Yes

Safe Environments Strengths of the Program

• First Aid kits regularly stocked and Emergency Guidelines accessible to staff • Fire extinguishers location easily identified and monthly drills are performed and documented • Gloves readily available to classroom staff • Exit signs are clearly visible • Centers are free of pests and evidence of pests • Centers are clean, free of debris and hazards • Early Childhood program was part of the district-wide safety audit • District Safety and Security Manager is working with the Early Childhood staff to review safety protocols • Daily safety checklist posted in each classroom

Safe Environments Areas Needing Improvement Plan for Improvement Improvement Monitoring

None at this time


Transportation Services Areas Identified Last Year as Needing



None at this time

Transportation Services Strengths of the Program

• All bus drivers are first aid, first responders, student management, and child safety restraint trained and certified • Busses are equipped with emergency radios, first aid kits, belt cutters, and fire extinguishers; all equipment placement identified with

brightly colored labels • Regular safety checks are conducted • Transportation Coordinator works closely with EC staff to ensure timely and efficient process of requests

Transportation Services Areas Needing Improvement Plan for Improvement Improvement Monitoring

Update Pedestrian Safety Training for Staff

Updated Training will be provided during beginning of year mandatory safety training - August 2014

Staff Sign-in at Training


Disabilities Services Areas Identified Last Year as Needing



Provide specific training on the philosophy of writing functional, standards based Individualized Education Plan goals.

A three-part series was presented to staff in written form: January 2013 – Philosophy of Functional Goal Writing February 2013 – Rationale of Writing Functional Goals March 2013 – How to Write Functional Goals April 19, 2013 staff development: Review of written information and targeted practice for staff to write functional IEP goals.

Yes

Disabilities Services Strengths of the Program

• Program continues to have highly qualified staff providing services via a transdisciplinary model. • Scheduled plan time allows for classroom teams to individualize activities based on students’ needs. • Scheduled plan time allows for classroom teams to discuss teaching strategies, specific to students’ needs. • Additional consultation and classroom support is available by the Behavior/Autism Coach and the Mental Health Service Provider. • Program maintains at least 10% enrollment of students with disabilities. • Program staff is implementing State Standards in the classroom and reference standards on Individualized Education Plans. • Program uses a researched based early childhood curriculum that is cross-walked with Colorado State Standards of Education. • Based on district survey, parents report they are satisfied and comfortable with the Individualized Education Plan process. • Kindergarten transition plans for students with disabilities are based upon the individual needs of the student


Disabilities Services Areas Needing Improvement Plan for Improvement Improvement Monitoring

Currently the program does not have a specific “Disabilities Service Plan” which is recommended by Head Start Performance Standards

Create a Disabilities Service Plan, separate from the program Work Plans, that would meet the Head Start Performance Standard requirement and service as a resource for the Thompson School District and Early Childhood Program staff.

November-December 2013: review Head Start Performance Standards, gather information about components of a Disabilities Service Plan December 2013: review program’s current work plans, create a draft Disabilities Service Plan January 2014: request peer review of document, revise/amend as needed February 2014: Finalize Draft Disabilities Service Plan and present to Policy Council


Mental Health Services Areas Identified Last Year as Needing



Increase parent education on Pyramid Model and social/ emotional development Increase the amount of information parents receive on community trainings.

Consistent articles in monthly program-wide newsletter Flyers promoting community trainings On-going postings on Program Facebook page The PBIS team is creating a library of materials that addresses home Pyramid strategies and other parenting information. Each teacher will receive these resources so that can send them home to families as is applicable to the families in their classrooms. During Spring 2013 Para trainings, we spent 2 of these PD days focusing on the Family Modules. Also a parent training on the Family Modules will be offered during the Spring of 2014.

Yes

Staff requests more resources that they can provide to parents around social/emotional development.

Staff was trained in August of 2013 on the referral process for community mental health resources.

Yes


Mental Health Services Strengths of the Program

• We have a Positive Behavior Interventions and Supports (PBIS) team that promotes a positive climate and general social emotional

strategies and approaches for all children • PBIS team provides a family night event that teaches parents the various Pyramid strategies they can use at home to promote their child’s

social and emotional development – 740 people attended the October 2013 Event • Communication between Child and Family Support Paraprofessionals and classroom teams has improved through the Child and Family

Support Paraprofessionals participation at team meetings • The TPOT (The Pyramid Observation Tool) is being used in classrooms to analyze the fidelity of the Pyramid implementation in each

classroom. The Colorado Department of Education is supporting this effort and providing a stipend to assist with training and materials that will help to increase fidelity of implementation

• The Positive Behavior Interventions and Supports (PBIS) team is researching ways to use targeted interventions for those children who are demonstrating challenging behavior and emotional delays

• Student Success Team continues to train staff in using the Pyramid model approach, mental health resources and other best practices and to coach them around implementing these practices

• Student Success Team continues to support families with resources and home visits. • Child and Family Support Paraprofessionals use the family strategies of the Pyramid Model on home visits • Continued district participation in the Larimer County Pyramid Model team • Three members of the Student Success team have continued to receive training on Cognitive Coaching to help staff process ideas and

problem solve • Program Health and Wellness Leadership Team was formed to address Mental Health and Wellness needs of staff and families

Mental Health Services Areas Needing Improvement Plan for Improvement Improvement Monitoring

Tier Two Supports/Strategies

• Individualized supports and consistent implementation

Provide coaching on Tier 2 strategies PBIS Minute at staff meetings (4 times) focus on Tier 2 Strategies PBIS Leadership Team revise Early Childhood Pyramid Tiered Strategies form

Monitor lesson plans for intentional planning for children who need Tier 2 strategies – increased individualization on lesson plans Coaching Logs


Family and Community Services Areas Identified Last Year as

Needing Improvement Action Taken Has this action


Classroom paraprofessionals and Child and Family Support Paraprofessionals will have continued support for changing roles.

Full day of training with materials and guides provided for CFSPs and classroom paras prior to the first day of the school year. Seven staff hired after first of year received 1:1 training. Total number of staff planning/providing family visits and collecting family engagement data is 27. Adjustment to coaching plan is needed. Whole group PD and PLCs included goal-setting, CLASS, mental health support, GOLD, and community resources. PD planned based on expressed needs of paras, coordinator input and program goals. Certified staff will have input on remaining PD for the year. New safety guidelines require 2 staff members on every home visit, which required some adjustments on staff time and availability. Two experienced CFSPs remained on staff this year and were asked to “buddy” with classroom paras and new CFSPs on family supports and home visits.

Yes

Data will be collected on: Learning at Home activities on home visits Family goals related to school readiness.

Data was collected from Interests and Needs, Reading and Activity surveys, number and type of family visits. Paras are required to turn in data on GOLD marking dates. The first data collection was reviewed by paras in November and their observations recorded. In January, observations were shared and discussion was held on how that data drives their work with families. The second marking is February 7 when we can look at family progress.

Paper forms were updated and used this year to collect data. We project using Google docs in school year 2014/2015 for data collection and reporting.

Progress is being made. Work on data collection continues.

Opportunities for Spanish speaking families to network.

Abriendo Puertas class offered in Spanish in collaboration with Title I with 17 participants. Further discussion with Title I program manager planned for engaging participants when class is completed. Planning session held with Hispanic Leadership group first semester. First gathering will be held second semester.

Yes


Family and Community Services Strengths of the Program

• Movement towards a well-integrated program where classroom staff and Child and Family Support Paraprofessionals (Child and Family Support Paraprofessionals) share responsibility for school readiness and family engagement. Both classroom paraprofessionals and Child and Family Support Paraprofessionals have family caseloads. Child and Family Support Paraprofessionals have increased time in the classroom. Cross-training opportunities provided in scheduled Professional Development.

• Frequent communication between staff and families • Regular visits with families that include home visits, community site visits and meeting at centers. • Home visit worksheets guide home visit planning and promote learning at home. • Strong community partnerships such as the Early Childhood Council of Larimer County, Thompson School District and Title I

program, Family Consumer Council and the Loveland Community Life Center, House of Neighborly Service, Museum of Discovery, District Homeless Liaison, Philo Service Club, Bright Beginnings, Loveland Parks and Recreation, local dentist and pediatrician.

• Increasing numbers of bilingual staff • Program staff was instrumental in the planning of the Loveland Community Life Center which will open Fall 2014 • Four staff members are participating in the NCPFCE Program Foundations Course. We received a new publication Measuring What

Matters: Using Data to Support Family Progress. • Family and Community Partnership Coordinator was first in state to be trained on the face-to-face course “Bringing the Protective

Factors Framework to Life in Your Work – A Resource for Action” by the National Alliance of Children’s Trust and Prevention Funds. Classroom paras and CFSPs begin the course second semester.

• Collaboration with community partners and participation in the county-wide “BE Ready” campaign. This campaign, with the support of United Way of Larimer county, is bringing awareness to the community about the importance of early learning in preparation for school


Family and Community Services Areas Needing Improvement Plan for Improvement Improvement Monitoring

Update system of support for families transitioning to Kindergarten.

Update Kindergarten transition plan Create a cohesive system of activities and materials to support families’ transition into Kindergarten.

Completed Plan by October 1, 2014

Mentoring/coaching plan for classroom paraprofessionals and Child and Family Support Paraprofessionals

Mentoring/coaching will be available for all paraprofessionals

Mentoring/coaching logs Professional Development Plans

Data collection on family engagement Create a google doc for data collection. Further research what data we want to collect in order to measure progress on family outcomes Provide opportunities to review data for planning and individualizing family visits and events

Review data 3 times/year


Education and Early Childhood Development Services Areas Identified Last Year as Needing



Concept Development on CLASS Program average will increase by 1 point by December of 2013. Increase score from 2.6 to 3.6

Concept development program average is now 4.4. Individual coaching, PLC time, and whole-staff professional development time has focused on increasing CLASS scores in all areas, increasing Concept Development

Yes

Increasing math concept teaching in preschool classrooms teachers will use GOLD math as a formative assessment and specifically plan for math during their planning sessions

11 staff members took an offered “Kids Play Math” online course in developmentally appropriate math practices for preschool. The course connects preschool math education with elements of CLASS professional development

Yes

*CLASS stands for Classroom Assessment Scoring System, which is an observation tool that allows for objective feedback on teacher behavior related to quality education in preschool settings. *UbD refers to Understanding by Design, a rigorous curriculum design that uses a scope and sequence and backwards design to ensure that the end of the school year will meet all state standards.


Education and Early Childhood Development Services Strengths of the Program

• We have a highly qualified teaching staff even as we grow our program. We have 100% of our 23 teachers who have their BA in Early

Childhood and all either have their Master’s degrees in Early Childhood Special Education or are currently working on their Master’s degrees. All of our main support paraprofessionals meet the qualifications of Early Childhood Teacher as defined by Colorado Childcare licensing.

• Our program remains dedicated to serving children from all funding sources in a transdisciplinary model, providing all children with

language and motor services in the classroom environment, embedded in everyday preschool activities. We feel strongly that all children learn best in nurturing and responsive environments with adults that create quality relationships with them. Because of this, we begin our year teaching children how to be in a group environment, how to label their own feelings and the feelings of others, and how to develop their social and emotional skills. Using a social emotional foundation for learning, all concepts can be developed in appropriate ways, meeting the needs of all children.

• Using a backwards design model, our preschool program is using unit planners built around meeting preschool state standards in a

systematic manner. The unit planners provide structure and alignment to a year of teaching standards and are also aligned to our curriculum and GOLD assessment system.

• For the third year in a row, our CLASS stores have improved. In the area of Emotional Supports, our program average is now a 6.1; in

the area of Classroom Organization, our program average is now a 5.3; and in Instructional Supports, our program average is now 4.5. According to Head Start, the most recent national average in the same areas are as follows: Emotional Supports-5.9, Classroom Organization -5.45, and Instructional Supports- 2.98

• In completing the National Center for Quality Teaching and Learning (NCQTL) School Readiness Implementation Indicators and

Action Plan Tool, our program has 47 out of 58 elements of quality in place. *CLASS stands for Classroom Assessment Scoring System, which is an observation tool that allows for objective feedback on teacher behavior related to quality education in preschool settings.


Education and Early Childhood Development Services Areas Needing Improvement Plan for Improvement Improvement Monitoring

Preschool Math Practices to Increase Math Skills for Preschoolers

Professional Development will focus on developmentally appropriate math practices in the preschool classroom with a focus on data-driven instruction

School Readiness Math Goals will increase so that program-wide data reflects that 85% of all 4 year olds meet the state standard level

Increase awareness of School Readiness within our program and within the district and community

Using the NCQTL as a guide, a task force will meet 2 times within the next year to provide input on moving forward

We will have all elements of quality on the NCQTL School Readiness Implementation Indicators and Action Plan in place by May 2015

*CLASS stands for Classroom Assessment Scoring System, which is an observation tool that allows for objective feedback on teacher behavior related to quality education in preschool settings. *NCQTL stands for National Center for Quality Teaching and Learning

Fiscal Management

Areas identified last year that needed improvement

Action taken Has this action been resolved? Yes/No

Training for Human Resources Staff on Performance Standards Regarding Wage Comparability Reports

EC Administrator met with Human Resources Staff and shared with them the information on Wage Comparability Studies.

Yes


Fiscal Management

Fiscal Management

Strengths of Program

• Highly qualified Fiscal staff • Policy Council feels the budget training is very beneficial and informative • The Head Start Fiscal Manager also oversees the other fiscal components of the early childhood program -this allows for

increased efficiency and communication • The system for fiscal management is well established and has checks and balances - the entire District financial staff is involved

with the fiscal management of Head Start funds • Credit card expenditure reports are developed and shared on a regular basis • Working closely with the Accounting Specialist and other fiscal and purchasing department staff we were able to expend 100%

of the Head Start grant dollars • Accounting Specialist is working closely with Head Start director in order to track center budgets and expenses in addition to

the supply budget throughout the year • Timely turn around for reimbursements and mileage • System in place for tracking time and effort sheets

Areas Needing Improvement Plan for Improvement Improvement Monitoring

Fiscal Work Plans Reviewed and Updated Fiscal Manager will review Work Plans and Present to Policy Council for approval

Feb. 2014 Work Plans will be presented to Policy Council for discussion and review March 2014 Action Item at Policy Council

Update Written Process for Determining Fair Market Value

Procedure will be written and presented to Policy Council at the March 2014 Policy Council Meeting

Approved Process – Process will be implemented by early childhood secretary

Update Written Process for Time and Effort Early Childhood Secretary will work with Fiscal Manager to review process

Standard Operating Procedure will be updated by April 2014


Program Design and Management Governing Body, Policy Council, Planning, Ongoing Monitoring, Communications,

Record Keeping and Reporting, Human Resources Areas identified last year that needed

improvement Action taken Has this action been resolved?

Yes/No Define and Implement a Program-Wide Coaching Plan for all staff – both licensed and classified.

Coaching Plan in Place for 13-14 School Year – every teacher will work with an instructional coach and develop a Quality Improvement Plan based on needs identified through classroom observations.

Yes

Program Design and Management Strengths of Program

• Staff survey reported strong communication throughout the program • Human Resource Department completes immediate criminal background checks as soon as a request to hire form has been

completed. This is followed up with a CBI/FBI fingerprint check and a central registry check through childcare licensing. • Strong Policy Council with active members • Training plan and timeline for Policy Council helps to ensure that all required training takes place • Policy Council has representation from different centers • A coordinator is assigned to each center in order to improve on-going communication between admin and classroom staff • All teachers are highly qualified and meet new requirements in the Head Start Act • All main paraprofessionals in the classroom are required to be Early Childhood Teacher qualified as defined by the State Department

of Health and Human Services Childcare Licensing Division • 2013 State TELL Survey Question: “Faculty and Leadership have a Shared Vision” increased from 78.85 TO 89.7% (38% strongly agree) • 2013 TELL Survey Question “Overall my school is a good place to work and learn” 93.3% agree.

Program Design and Management Areas Needing Improvement Plan for Improvement Improvement Monitoring

Update Family and Community Partnership Coordinator Job Description

Update job description and present to Policy Council at the meeting in March 2014

New job description in place


Eligibility, Recruitment, Selection, Enrollment and Attendance Areas Identified Last Year as Needing



Create Task Force to update Recruitment Plan Task Force met on 10-30-13 and developed plan of action for recruitment activities.

Yes

Eligibility, Recruitment, Selection, Enrollment and Attendance

Strengths of the Program

• Application process is efficient - same application for all district preschool programs • We maintain 100% enrollment from the beginning of the school year and maintain a wait list in order to fill any open slots within 30

days • We are able to track attendance on Infinite Campus and print out reports so that we can determine % of absenteeism • We have a new recruitment plan in place which includes new flyers, new signs, and increased communication with elementary school

staff about the application process • EC staff is participating in a community task force to increase student access to developmental screenings and referrals • Parent feedback on the application process has been positive – parents who were on the waitlist were interviewed

Eligibility, Recruitment, Selection, Enrollment and Attendance Areas Needing Improvement Plan for Improvement Improvement Monitoring

Training for early childhood staff on recording reason for absences

Provide training by March 30, 2014 Program Secretary will monitor Infinite Campus attendance and report any concerns to the EC Administrator.


AGENDA ITEM 5.0

Proposed Head Start and Colorado Preschool Program Significant Risk Factors and Program Selection Criteria and Enrollment Process

Date: April 9, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Paul Bankes, Ed.D., Executive Director of Elementary Education Consideration: Does the Board have questions or require additional information

regarding the proposed Head Start and Colorado Preschool Program significant risk factors and program selection criteria and enrollment process?

Each year the Early Childhood Program reviews the selection criteria for both the Colorado Preschool Program (CPP) and Head Start Program. Both the CPP and Head Start grant require the Governing Board to review and approve the selection criteria. Both the Head Start Policy Council and the CPP District Advisory Council have approved the proposed selection criteria. This year the CPP District Advisory Council looked carefully at the Colorado state eligibility criteria and made recommendations for Thompson Early Childhood (EC) eligibility criteria. The eligibility form has been updated to reflect Colorado State Legislature and Thompson EC eligibility criteria. Theresa Clements, early childhood administrator, and Mary Buirgy, Colorado Preschool Program coordinator, will be in attendance to answer any questions. Risk Factors and Selection Criteria Head Start has only two eligibility requirements: age and income. The identified significant risk factors are used to determine priority for enrollment - a child with a higher number of risk factors will be placed in a classroom before a child with a lower number risk factors. However, if a child is homeless as defined by the McKinney-Vento Act, we must give priority enrollment to that child. A child who is homeless will be placed before all other children regardless of the number of risk factors. CPP eligibility is based on significant risk factors, which have been defined by the Colorado State legislature. Districts may add risk factors to reflect the need in their communities. The attached form outlines the proposed risk factors that the Thompson School District Early Childhood Program would like to use in determining eligibility and priority for enrollment. In order to be eligible for CPP, a student must have at least one significant risk factor. However, a school-aged three year old must have at least three risk factors. The number of risk factors present will determine a child’s priority for enrollment – a child with a higher number of risk factors will be placed in a classroom before a child with a lower number of risk factors. The average number of risk factors for the 218 children enrolled in CPP for the 2013-2014 school year is 3.5. Below is a chart depicting numbers and percentages of children with identified risk factors for the 2013-2014 school year.

Table: Number and Percentage of Students in CPP with Identified Risk Factors Risk Factors 2013-2014

Number of Children With Risk Factor

2013-2014 Percentage of Children

With Risk Factor Low Income 181 83% No Group Experience 145 67% Developmental Delay 57 26% Single Parents 60 28% No High School Diploma or GED

76 35%

Social/Emotional Concerns

36 17%

Language Needs (ELL)

49 22%

Family History of Drug/Alcohol Abuse

32 15%

Frequent Moves 30 14% Health Monitoring 8 4% Homelessness 31 14% Teen Parent 10 5% Primary Caregiver Other Than Parent

6 3%

History of Abuse or Neglect

23 11%

Foster Child 3 1% Special Circumstances

14 6%

Number of CPP Students

218 218

Enrollment Process The starting point for all families in the enrollment process is to attend a developmental screening. At the screening, families complete the application process and receive results from the developmental screening. Families receive a summary of their child’s development in the following areas: cognitive, language, motor, socioemotional, vision, and hearing. After the screening, staff compiles all the information from screening and determines the number of risk factors for each child. Children are placed on the waitlist and the waitlist is used when placing children in classrooms.

EC PROGRAM SELECTION CRITERIA

NAME_________________________________DOB_________________Date______________ Fund Eligibility: HS HS+ HS/OI CPP Category of Eligibility (Head Start): □ FOSTER □ HOMELESS* □ TANF □ SSI □ Income Colorado State Preschool Program (CPP) Eligibility Criteria _____Poor social skills of the child as evidenced by:

_____ Social/emotional concerns as indicated at screening _____ ASQ/SE

_____ Disenrolled from other programs _____Has not had group experience

_____In need of Language development, including but not limited to the ability to speak English

______ First/primary Lang. is not English _____ Lang. _____ Articulation

_____An abusive adult residing in the home (and/or history of abuse and neglect)

_____FOSTER CHILD (Receiving services from the State Dept. of Social Services as neglected or dependent children)

_____Child’s parent or guardian has not successfully completed a HS education or its equiv.

_____Teen Parent (Either parent of the child was less than 18 and unmarried at the time of the birth of the child)

_____Drug or Alcohol Abuse in child’s family (past or present)

_____HOMELESSNESS OF THE CHILD’S FAMILY*

_____Child is eligible to receive Free or Reduced-Cost Lunch Low income household: _____ HS guidelines _____ HS+ _____ CPP ____ SSI ____ TANF

_____Frequent moves (more than 1 in the last year)

Thompson Integrated Early Childhood CPP Eligibility Criteria _____Developmental concern at screening: _____ Concepts _____ Fine/Gross Motor

_____Health monitoring: _____ Hearing _____ Vision _____ Medical ____ Dental

_____Single Parent Household

_____Instability of Family Structure: _____Parent Incarcerated _____Family Member Deported _____Military Deployment

_____Primary care giver is other than parent (Not established through Social Services)

Extra Considerations – to be used for ranking only _____Early Head Start Participant

_____Family member with significant illness or disability

_____Special circumstances_____________________________________________________ * Homelessness of the family is given priority in placing children from the waitlist *Four year olds are given priority for placement Approved by Head Start Policy Council 3/10/2014 Approved by CPP Advisory Council 3/10/2014

# Eligibility Factors

= Total Ranking

+ Extra Points

AGENDA ITEM 6.0

Head Start Training

Date: April 9, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Paul Bankes, Ed.D., Executive Director Elementary Education Consideration: Does the Board have any questions regarding the required Head Start

training? Theresa Clements, early childhood administrator, will present information and training materials regarding the Head Start Program which will meet the Head Start regulation that requires all Board of Education members receive annual training. Paul Bankes will also be in attendance to answer questions.

Head Start Training

Theresa Clements April 9, 2014

Thompson Integrated Early Childhood Program

Four Integrated ProgramsSpecial EducationColorado Preschool ProgramHead StartTuition

Classrooms = 3-5 year oldsEvaluations = 0-5 year olds

Vision

Children and families empowered for a lifetime of learning.

MissionThe mission of the Thompson Integrated Early Childhood Program is to provide high quality, developmentally appropriate education, and family-centered services that value and respect the diversity of individual children and families. Through collaboration with community and educational resources, we will strive to identify and alleviate barriers that interfere with the ability of families and children to reach their full potential.

Mission

• High quality, developmentally appropriate education

• Family centered services• Value and respect diversity• Collaboration with the community• Identify and reduce barriers for families

and children

By the Numbers

Class Enrollment

4-6 Children in Head Start

4-6 Children in Colorado Preschool Program

1-5 Children in Tuition Program

6 Children in Special Education

Background on Head Start

• Began in 1965 as a summer program• Eligibility is determined by age and

income• Comprehensive Services• Family Engagement is a Priority• 2007 Head Start Reauthorization

Comprehensive Services

• Education and Childhood Development• Child Health and Safety• Nutrition• Mental Health• Family Partnerships• Community Partnerships

Head Start Regulations

Performance Standards

Improving Head Start for School Readiness Act of 2007

Office of Management and Budget (OMB)

Head Start and the BOE

• Thompson School District is the grantee for the Head Start grant

• The BOE has legal and fiduciary responsibilities for the Head Start grant

• Office of Head Start mandates Shared Governance between Policy Council and the Governing Board

Shared Governance

• Communication between Policy Council and BOE – Board Liaison

• “Appendix A” Defines Roles and Responsibilities

• Internal Dispute Resolution

Designation Renewal System

• Quality– School Readiness Goals and CLASS

• Licensing and Operations• Fiscal and Internal Controls

– Auditor reports

25% of grantees must re-compete

Steps We are Taking…

• Revised School Readiness Goals– Both academic and developmental goals

• Professional Development on CLASS• Increased Math and Literacy Professional

Development• Increased On-Going Monitoring• Providing Updates to other Departments

Federal Review

• Review Team Schedule for April 21-24, 2014

• Interviews, Observations, File Reviews• CLASS Observations in all Classrooms• Final Report - June 2014

Thank you for your time.

Internal Dispute Resolution Procedures between the Board of Education And Early Childhood Policy Council

A. Areas needing joint approval

The following areas must have approval of both the Board of Education and Policy Council before procedures, a proposal or policies can be implemented.

1. Procedures for program planning. 2. Program philosophy and long and short range program goals and objectives. 3. Selection of delegate agencies and their service areas. 4. Criteria for defining recruitment, selection, and enrollment priorities. 5. All funding applications and amendments to funding applications including

administrative services. 6. Composition of Policy Council membership and procedures by which Policy Council

members are chosen. 7. Procedures describing how the Board of Education and Policy Council will implement

shared decision making. 8. Process for internal dispute resolution including impasse procedures. 9. Program personnel policies and changes to those policies including standards of conduct

for program staff, consultants, and volunteers. 10. Decisions to hire or terminate the Head Start Director and any person who works

primarily for the Head Start program. B. When either the Board of Education or the Early Childhood Policy Council does not approve a

policy, proposal, or procedure related to the 1-10 above, a committee will be formed with a representative balance of viewpoints. The committee will, as a minimum, have at least 1 Board member, 1 member from Policy Council, 1 Early Childhood administrative staff member or coordinator, and 1 Early Childhood service staff member (teacher, classroom paraprofessional, family service provider, health aide, etc.) The committee will use the following problem solving steps to reach consensus.

1. Define the problem in terms of needs (not competing solutions). 2. Generate possible solutions (no evaluation allowed at this step). 3. Evaluate and test the various solutions. Go through the alternatives. Eliminate those that

are not feasible; keep the ones that are most promising. Try out the most promising on a pilot basis or discuss the likely effects of the most promising solutions.

4. Decide on mutually acceptable solution and recommend a solution and the rationale for that solution to the Board of Education and Policy Council.

5. The committee should respond to the Board of Education and Policy Council with a recommendation within 30 working days of being appointed.

The recommendation is sent to the Board of Education and Policy Council for approval. If either group does not approve the recommendation, the reasons for not approving are sent back to the committee for review within 10 working days following the meeting. A copy is also sent to the other approving body. The committee will follow steps 1-5 again.

C. Parent or community complaints about the program or internal disputes must follow Board

Policies Revised 1/14/08 PC Approved 2/4/08 BOE Approved 2/6/08

AGENDA ITEM 7.0

Supplemental Funding Application for Head Start Grant Date: April 9, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Paul Bankes, Ed.D., Executive Director Elementary Education Stephen Towne, CFO Consideration: Does the Board have any questions about the Head Start

supplemental funding grant application? The Office of Head Start has notified grantees of the opportunity to apply for supplemental funding. This supplemental funding is the result of sequestration restoration and Cost of Living Adjustment (COLA). The completed application is due to the Office of Head Start before April 25, 2014. Head Start regulations require that the governing board and policy council approve all grant applications. Increase to Base from $923,725 to $975,113 = $51,388 increase COLA = $12,676 The COLA funds are required to go to salaries and benefits. The proposed budget for the base increase is below: Salaries $16,800 Benefits 4,640 Supplies/Equipment 14,429 Purchased Services 2,450 Travel/Mileage/Staff Development 10,500 In-Direct 2,569 TOTAL $51,388 Steve Towne will be in attendance to answer questions.

AGENDA ITEM 8.0

Digital High-Volume Copy Services Solution – District Wide Date: April 9, 2014 Submitted by: Stan Scheer, Ed. D., Superintendent of Schools Stephen Towne, CFO Consideration: Does the Board have any questions about the project or process seeking

proposals from qualified contractors to provide high-volume copy services in specified schools and buildings?

The district established a high-volume copier services contract with Canon Business Solutions in July 2009 that currently provides 35 Canon copy machines at 31 locations district-wide including 29 school locations, the support services center, and the administration building. The current contract is set to expire in July 2014. The current machines would remain in place ideally until June 30, 2014 with a new solution and contract initiated July 1, 2014. Board Purchasing Policy DJ/DJD provides the district opportunity to join and participate in cooperative procurement agreements with one or more public agencies for the purpose of increasing efficiency and/or reducing administrative expenses. The district may participate when the contract is based on competitive principles and the pricing is determined to be in the district’s best interest. Cooperative purchasing organizations release a request for proposal (RFP) with competitive criteria as the district would with its own RFP process. School districts are provided competitive contracts from approved vendors on commonly purchased items while saving the district the administrative time and cost of going through an RFP process. The contract pricing for multiple commodities is available to public agencies throughout the United States including school districts in Colorado. The district is obtaining product information and cost proposals from multiple cooperative procurement agreements to establish a multi-year contract to implement a digital high volume copy services solution district wide. At a minimum, the scope of the cost proposal is to provide 35 digital high volume copier machines with the latest technology to replace the existing machines that will meet the needs of the individual instructional setting. Network connectivity is implemented district wide and in use at all locations. Copy control usage measures are in place to monitor contract costs and maintain accountability. The district is interested in evaluating proposals with contract options that include rental of equipment, maintenance services, supplies included (excluding paper), operator training, network connectivity and total multi-year costs. The district is seeking a single supplier to best meet the high volume copying needs of the individual schools district wide. The district will evaluate and rank all proposals in consideration of minimum required equipment features and functions, financial capability and insurability, total proposed contract costs, implementation plan and training time line, maintenance management of equipment, reporting information offered the district, experience of key personnel and prior experience with similar contracts. Finalist interviews and/or equipment demonstrations may be incorporated into the decision making process to determine the successful contractor to complete implementation of the project, in the district’s best interest.

This item will return for approval at the April 16 BOE regular business meeting. Following Board approval, implementation of a new high volume copy services solution is anticipated to begin July 1, 2014. Completion of the project is required by August 1, 2014. The project is funded through the central copier services operating budget. Traci Burtnett, materials and procurement director, will be in attendance to answer questions.

AGENDA ITEM 9.0

Proposed New Board Policy/Regulation ILBC - Early Literacy and Reading Comprehension-Colorado READ Act

ILBC-R - Early Literacy and Reading Comprehension - Procedures to Implement the Colorado READ Act

Date: April 9, 2014 Submitted by: Stan Scheer, Ed. D., Superintendent of Schools

Paul Bankes, Ed. D., Executive Director of Elementary Education Consideration: Does the Board have any questions regarding the proposed adoption of

new Board policy/regulation ILBC and ILBC-R? The Thompson School District is required to adopt a READ Act policy to meet the requirements and intent of new Colorado statute. Paul Bankes will be in attendance to answer questions.

New File: ILBC

EARLY LITERACY AND READING COMPREHENSION (Colorado READ Act)

The Board believes reading is the skill most closely associated with success in school. In accordance, with this belief and state law, the district shall provide students enrolled in kindergarten, first, second and third grades with instructional programming and interventions to enable these students, to the greatest extent possible, to achieve reading competency and attain the skills necessary to achieve the Board’s and state’s academic achievement goals. Assessments and READ Plans In accordance with the Colorado Reading to Endure Academic Development Act (READ Act) and applicable State Board of Education rules, the district shall assess the reading readiness level of every kindergarten student and the literacy and reading comprehension level of every first, second and third grade student. If the assessment of the student indicates the student has a significant reading deficiency, a READ plan shall be developed for the student in accordance with this policy’s accompanying regulation. Student retention due to student’s significant reading deficiency The decision to retain a student due to the student’s significant reading deficiency shall be made by the building principal, in accordance with applicable law and in consultation with the student’s parent/guardian, the student’s teacher and other appropriate school personnel. The meeting to discuss the possible retention of a student with a significant reading deficiency and the notice required by the READ Act are addressed in this policy’s accompanying regulation. Beginning in the 2016-2017 school year, if a decision is made to promote a student to fourth grade even though the student continues to be identified as a student with a significant reading deficiency, the superintendent or superintendent’s designee shall make the final decision regarding whether the student is promoted or retained. Reporting The district shall annually report to the Colorado Department of Education (CDE) the state-assigned student identifier for each student enrolled in the district who has a READ plan. Other information required by the READ Act and applicable State Board of Education rules shall also be reported to CDE. The district shall also use the reported student data to develop and implement district and school improvement plans in accordance with the Education Accountability Act of 2009 and applicable State Board of Education rules. Adopted Legal refs.: C.R.S. 22-7-1201 et seq. (Colorado Reading to Ensure Academic

Development (READ) Act) C.R.S. 22-11-101 et seq. (Education Accountability Act of 2009) 1 CCR 301-1, Rules 2202-R-1.00 et seq. (State Board of Education rules for the Administration of the Accreditation of School Districts)

Thompson School District R2-J, Loveland, Colorado Page 1 of 2

New File: ILBC

1 CCR 301-92, Rules 2202-R-1.00 et seq. (State Board of Education rules for the Administration of the Colorado Reading to Ensure Academic Development (READ) Act)

Cross refs.: AE, Accountability/Commitment to Accomplishment

AED*, Accreditation IK, Academic Achievement IKE, Ensuring All Students Meet Standards


New File: ILBC-R

EARLY LITERACY AND READING COMPREHENSION (Procedures to Implement the Colorado READ Act)

The district shall comply with the Colorado Reading to Ensure Academic Development Act (READ Act) and applicable State Board of Education rules in implementing this regulation. This regulation addresses the procedures the district shall follow in creating a student’s READ plan, communicating with the student’s parent/guardian concerning the creation, contents and implementation of the student’s READ plan, and determining whether a student with a significant reading deficiency will advance to the next grade level. A. Development of a READ plan A READ plan shall be developed for a student in kindergarten, first, second or third grade who is identified with a significant reading deficiency in accordance with the READ Act and applicable State Board of Education rules. If the student is in kindergarten, the READ plan shall be a component of the kindergartener’s individualized readiness plan, beginning in 2016. Alternatively and in lieu of a READ plan, the district may address the student’s identified significant reading deficiency in the student’s Individualized Education Program (IEP), in accordance with applicable law. English Language Learners enrolled in the first year of services with a designation of Non-English Proficiency (NEP) are not required to have a READ plan. Components of the READ Plan At a minimum, the student’s READ plan shall include:

1. the student’s specific reading skill deficiencies;

2. the goals and benchmarks for the student’s growth in attaining reading competency;

3. the instructional programming and interventions that will be provided;

4. the manner in which the student’s progress will be monitored;

5. the strategies the student’s parent/guardian is encouraged to use in assisting the student;

6. any additional services the student’s teacher deems available and appropriate to

accelerate the student’s reading skills. Communication with student’s parent/guardian The student’s teacher and other school personnel shall meet with the student’s parent/guardian, if possible, to create the student’s READ plan. At this meeting, the student’s teacher shall discuss the following with the student’s parent/guardian:

1. The state’s goal for all children in Colorado is to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or the workforce.

2. Research indicates achieving reading competency by the end of third grade is a critical

milestone in achieving this goal.


New File: ILBC-R

3. If the student enters fourth grade without achieving reading competency, the student is significantly more likely to fall behind in all subject areas beginning in fourth grade and continuing in later grades.

4. If the student’s reading skill deficiencies are not remediated, it is likely the student will

not have the skills necessary to complete the coursework required to graduate from high school.

5. The nature of the student’s reading skill deficiency, including an explanation of what the

significant deficiency is and the basis upon which the teacher identified the deficiency. 6. Under state law, the student qualifies for and the district is required to provide targeted,

scientifically based or evidenced-based interventions to remediate the student’s specific, reading skill deficiencies, and the student’s READ plan shall include these interventions.

7. The student’s parent/guardian plays a central role in supporting the student’s efforts to

achieve reading competency and is strongly encouraged to work with the student’s teacher in implementing the student’s READ plan.

8. The student’s READ plan includes strategies the parent/guardian is encouraged to use at

home and is encouraged to supplement the intervention the student receives in school. 9. There are serious implications to a student entering fourth grade with a significant

reading deficiency. If the student continues to have a significant reading deficiency at the end of the school year, state law requires the parent/guardian, student’s teacher and other school personnel to meet and consider retention as an intervention strategy.

The student’s teacher shall provide the student’s parent/guardian with a written explanation of the information discussed in items 1-9 above, along with a copy of the student’s READ plan when completed. If the student’s parent/guardian is unable to attend the meeting, the student’s teacher shall provide the student’s parent/guardian with a copy of the student’s READ plan, a written explanation of items 1-9 above, and a written explanation of the scientifically based or evidence-based reading instructional programming and other reading-related services the student will receive under the plan as well as the strategies the parent/guardian is encouraged to apply to assist the student. B. Student promotion or retention Within 45 days before the end of any school year, school personnel shall provide a written notification to the student’s parent/guardian if a student in kindergarten, first, second or third grade continues to be identified as a student with a significant reading deficiency. At a minimum, the written notification to the student’s parent/guardian shall state:

1. There are serious implications to a student entering fourth grade with a significant reading deficiency and, therefore, state law requires the student’s parent/guardian, student’s teacher and other school personnel to meet and consider retention as an intervention strategy and determine whether the student, despite having a significant


New File: ILBC-R

reading deficiency is able to maintain adequate academic progress at the next grade level.

2. School personnel will work with the student’s parent/guardian to schedule a date, time

and place for the meeting. The written notification shall not be required if:

1. the student is a student with a disability who is eligible to take the alternative statewide assessment or whose disability substantially impacts the student’s progress in developing reading skills, resulting in the student’s significant reading deficiency;

2. the student is a student with limited English proficiency and the student’s significant reading deficiency is due primarily to the student’s language skills; or

3. the student is completing the second school year at the same grade level. Meeting to discuss possible retention At the meeting to discuss the student’s possible retention due to the student’s significant reading deficiency, school personnel shall discuss the following with the student’s parent/guardian:

1. There are serious implications to a student entering fourth grade with a significant reading deficiency and, therefore, state law requires the student’s parent/guardian, student’s teacher and other school personnel to meet and consider retention as an intervention strategy and determine whether the student, despite having a significant reading deficiency is able to maintain adequate academic progress at the next grade level.

2. The importance of achieving reading competency by third grade because students who

do so are more likely to graduate from high school and attain a postsecondary credential.

3. The student’s body of evidence and the likelihood that the student, despite having a significant reading deficiency, will be able to maintain adequate academic progress at the next grade level.

4. The increased level of intervention instruction the student will receive in the next school

year regardless of whether the student advances to the next grade level.

5. The potential effects on the student if he or she does not advance to the next grade level. At the conclusion of the meeting or as soon as possible after the decision is made to promote or retain a student, school personnel shall provide the student’s parent/guardian with a written statement regarding the decision and the basis for the decision. Adopted


AGENDA ITEM 10.0

Long Range Numeracy Plan Update Date: April 9, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Diane Lauer, Ed.D., Executive Director of Instruction Consideration: Does the Board have questions or require additional information

regarding the Long Range Numeracy Plan update? Math achievement in the district has remained statistically constant over the last seven years. While the district has consistently outperformed the state average, we have higher expectations of our students and ourselves. We desire to dramatically increase student success in mathematics. The process of maintaining relevant and up-to-date curriculum and instructional programming should embody a philosophy of continuous improvement, involve broad based input from different district constituencies, allow and encourage creativity and innovation, consider reliable and current educational research, provide for the fulfillment of varied student needs, and direct the selection of instructional materials. With this in mind, a Long Range Numeracy Plan has been developed to dramatically increase student success in mathematics. This plan details historical math achievement data, a new rigorous district wide goal for math achievement, and a systemic approach to implementing major improvement strategies to achieve our goal. Diane Lauer will present an update to the Board regarding the Long Range Numeracy Plan and be available for questions.

Thompson School District

Long Range Numeracy Plan

District Focus Areas

Professional Learning Community

Ensuring a Focus on Learning

• A Guaranteed and Viable Curriculum • A Balanced and Coherent System of Assessment • A school-wide Pyramid of Interventions

Building a Collaborative Culture

• Shared Mission, Vision, Values and Goals • High performing Collaborative Teams • Intentional Collaboration

Establishing a Results Orientation

• Data Mindset • Data Management, Collection and Analysis • Responsibility for Action to Improve Results

Educator Effectiveness

Comprehensive Numeracy &

Literacy System

Professional Learning

Community

Comprehensive Numeracy System Mastery of Specific, Foundational Concepts & Skills

• In grades K-2: Addition and subtraction concepts, skills and place value • In grades 3-5: Multiplication and division of whole numbers and fractions • In grade 6: Ratios, proportional relationships; expressions and equation • In grade 7: Ratios, proportional relationships; arithmetic of rational numbers • In grade 8: Linear algebra and linear functions

Depth of Understanding and Academic Intensity

• Evidence of Procedural Skill and Fluency with speed and accuracy in calculation • Evidence of Conceptual Understanding by accessing mathematical ideas in various contexts • Evidence of Application of mathematical ideas flexibly inside and outside the classroom

Routine Implementation

• Universal and diagnostic assessments for placement and progress monitoring • Accelerated pathways and curriculum for advanced learners • Universal curriculum delivered to all students able to access grade level content • Additional time and support provided to students performing below grade level through the

provision of specific, targeted interventions in addition to the universal curriculum • Intensive intervention and curriculum for the smallest population of students unable access

grade level content

Educator Effectiveness High Quality Teachers and Administrators

• Administrators and teachers will aspire to acquire a deep understanding of the professional standards rubric and be able demonstrate their effectiveness as detailed in the educator evaluation

• Administrators and teachers will be evaluated on their effectiveness through the evidence of their students’ success

• Ongoing, actionable and timely feedback from supervisors and students will be included in the overall teacher and administrator evaluation

Thompson School District Long Range Numeracy Plan

2014-2017 Math achievement in Thompson has remained statistically constant over the last seven years. While our district has consistently outperformed the state average performance, we have higher expectations of our students and ourselves. We desire to dramatically increase student success in mathematics.

Math Achievement Trends in Thompson

Over the last 7 years, Thompson has outperformed the state in math achievement on average by 2.8 percentage points. Some years, Thompson outperformed the state by 4 percentage points, other years by only 1 or 2 percentage points.

Our overall goal is to perform 10% higher than the state average for proficient and advanced students by the end of 2017.

Setting a Rigorous, Achievable Target Goal In order to set a rigorous math achievement target, it is necessary to identify the performance of other districts within a similar region, demographic or district size. There is comparable evidence to suggest that Thompson can realistically increase its math achievement to 10% over the state average by the end of 2017.

53 5753 5654 5656 6056 5956 6057 5848

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State Thompson

% Proficient & Advanced in Grades 3-10

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2011

2012

2013

Red line is state average

Math Achievement in Comparable Districts by Region, Size or Demographic in 2013 - % Proficient and Advanced on TCAP

Creating a Strong Foundation for Increased Rigor The State of Colorado has set high expectations for students in the area of math achievement. State experts have calibrated the current 10th grade math proficiency benchmark on the state assessment to a score of 24 on the ACT. In 2013, the national average on the math component of the ACT was 21.1. Students in Colorado who achieve a 24 or higher on the math component of the ACT are most likely to score proficient on the state assessment. Due to the high expectations in the secondary grades, student achievement in math typically trends downward as students move up through the grades. The greatest number of students in Colorado score in the proficient or advanced range in grades 3 and 4. In Thompson, 74.5% of our students score proficient or advanced in 3rd grade. In contrast, the fewest number of students score proficient or advanced in 10th grade across the state. In Thompson, only 37% of students score proficient or advanced in this grade. The Thompson trend mirrors the declining rate of student achievement as students’ progress through years in all Colorado systems. Note the downward trend of math achievement in all the comparable districts by size, region and demographic. You will see that even the top achieving district in our comparable set, Boulder Valley, begins with 83% of students achieving proficient or advanced in 3rd grade and ends with only 50% of students achieving proficient or advanced in the 10th grade.

42 48 53 54 54 58 61 67 69 70 71 570

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Districts of Comparable Size, Region or Demographic

% Proficient & Advanced in Grades 3-10Greeley

Charter Institute

Mesa

Colo Springs D11

Adams 12

Thompson

St. Vrain

Cherry Creek

Poudre

Academy 20

Boulder

STATE Avg


Grades 3-10 Math Achievement in Comparable Districts by Region, Size or Demographic in 2013 - % Proficient and Advanced on TCAP

Preparing for Increased Expectations in the Elementary Grades As noted, the State of Colorado has previously set high benchmark expectations for students in the area of math achievement since the inception of the original CSAP (Colorado State Assessment Program). In Spring 2015, our students in grades 3-11 will complete the PARCC (Partnership for Assessment of Readiness for College and Careers) assessment in accordance with the State of Colorado assessment requirements. National experts who have been analyzing the PARCC assessments believe that overall student performance on the new exams will decrease due to the increased academic rigor found within the news state standards and the higher overall benchmark expectations for students in mathematics. In fact, experts predict that student performance on the PARCC will more likely compare to the NAEP (National Assessment of Educational Progress) than the current Colorado state level math TCAP (Transitional Colorado Assessment Program) assessments developed with local experts. The NAEP is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas. However, the NAEP is not administered to all students in all schools. Instead, schools and students across the nation are carefully selected to be in the NAEP samples in grades 4, 8, and 12 in public and private schools. While sample sets of students in Thompson take the NAEP exam in grade 4 and 8 each year, the scores are not shared with our district. The data is shared at the state and national level. Even though we do not have district NAEP scores, we can use the Colorado NAEP averages to predict how our students might perform. In 2011, the difference between Colorado’s TCAP math proficiency and NAEP math proficiency ranged from 8 to 24 percentage points. This means that on average, students in Colorado districts performed higher on the TCAP than they did on the NAEP. This information tells us that districts in Colorado might expect an 8 to 24 percentage point decline in math proficiency under the PARCC assessment. We can analyze student achievement on the NAEP to predict how our students might perform on the PARCC assessments. The graph on the following page depicts this proficiency gap visually.

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Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

Greeley

Charter Institute

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Adams 12

Thompson

St Vrain

Cherry Creek

Poudre

Academy 20

Boulder

http://nces.ed.gov/nationsreportcard/glossary.aspx%23sample

Due to the historically high expectations in math achievement in the secondary grades, Colorado will likely realize a smaller decrease in performance in grades 7-10. Conversely, this will likely translate to many fewer students scoring proficient or advanced in grades 3-6. Nevertheless, the desire to dramatically increase student achievement in math across all grades remains strong. Far too many students are performing below grade level expectations. Large populations of Thompson students will need a strong universal curriculum coupled with additional time and support through research-based interventions in order to achieve proficiency on the new state assessments.

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Grade 4 Math Grade 8 Math

Comparison of NAEP and CO State Test Proficiency in 2011

NAEP

CO State

Group NAEP CO State VarianceGrade 4 Math 47.0% 71.0% 24.0%Grade 8 Math 43.0% 51.0% 8.0%

Providing a Strong Universal Curriculum Coupled with Additional Time and Support Through Research-based Interventions

Strong programs and pedagogy in the primary grades create a solid foundation for future academic success. Strong programs and pedagogy in the intermediate and secondary grades optimize student learning throughout the academic career of all students. It is therefore imperative that all our students, in all grades, receive high quality instruction in numeracy based in a well-researched program, proven to show demonstrable gains in math achievement. A strong universal core curriculum will not be enough to dramatically improve student success in numeracy for all learners. A strong universal core curriculum coupled with additional time and support through research-based interventions will be required to profoundly improve student success. Between 25% and 59% of students in Thompson are currently performing below proficient in numeracy and require additional time and support beyond their universal core program. This translates to 282 students in the 3rd grade and up to 680 students in 11th grade. The number of students requiring additional time and support is expected to increase when data from the new PARCC assessments in the spring of 2015 arrive. If we realize the predicted 20% decrease in the numbers of students proficient in the elementary grades, we could see approximately 200 additional students requiring intervention. If we realize a predicted 10% decrease in the numbers of students proficient in the secondary grades, we could see approximately 100 additional students requiring intervention. The chart below describes the potential risk potential related to the number of students who fall below proficient in our current assessment system and in our future assessment system. The columns on the left side of the chart provide data on the number of students tested on the 2013 TCAP, the percentage of students scoring below proficient on math TCAP, and the number of students who scored below proficient on TCAP at each grade level. The columns on the right side of the chart show the number of students who will score below proficient if we realize a 10% or 20% decrease in scores on the new state

assessment.

Providing Effective Support to Sustain and Accelerate Advanced Math Learners

2013 District-Level TCAP Data

Grade

# Tested on Math in

2013

% Below Prof on Math in

2013

# Below Prof on Math in

2013

10 Percentage

Point Decline

20 Percentage

Point Decline

30 Percentage

Point Decline

40 Percentage

Point DeclineGrade 3 1,134 25% 282 396 509 623 736 Grade 4 1,167 25% 292 408 525 642 759 Grade 5 1,134 32% 358 472 585 699 812 Grade 6 1,130 36% 407 520 633 746 859 Grade 7 1,175 42% 492 610 727 845 962 Grade 8 1,179 50% 584 702 819 937 1,055 Grade 9 1,114 55% 610 722 833 945 1,056 Grade 10 1,159 59% 679 795 911 1,027 1,143 Grade 11 Est. 1,160 59% 680 796 912 1,028 1,144

TOTAL 10,352 42% 4,385 5,420 6,455 7,490 8,525

Thompson R2-J School District, CO-Math Risk Analysis

% of students scoring below proficient and the # of students who scored below proficient in each grade level

Predicted # of students scoring below proficient with a 10% or 20% decrease due to new PARCC assessments

Between 8% and 34% of students in grades 3-10 perform in the advanced range of proficiency in math. Noting our goal to dramatically increase student success in numeracy, we must not solely focus our efforts on raising underperforming students to proficiency level. We must also implement major improvement strategies to support advanced math learners and those with potential to become advanced learners in math. The chart below depicts the percentage of students performing in each of the Quality Indicators: Advanced, Proficient, Partially Proficient and Unsatisfactory.

A strong foundation in the primary grades is required to provide greater access to advanced math performance in the intermediate and secondary grades. Robust diagnostic assessments can be developed and used strategically to identify strengths and weaknesses in numeracy for all grades. This diagnostic information coupled with specific instructional programming for these learners could accelerate their performance and increase the likelihood of their achieving advanced on state assessments. Furthermore, advanced math pathways for high performing math students should be developed so that students with the capacity and capability to skip grades or receive compacted curriculum can do so in a more fluent fashion. These students would benefit from a strong universal math program and from high quality instruction delivered by teachers who understand how to meet the needs of advanced math learners.

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% of Students Scoring at each Quality Indicator on 2013 Math TCAP in Grades 3-10

Unsatisfactory Partially Proficient Proficient Advanced

Long-Range Major Improvement Strategies in Numeracy Through data-driven decision-making we will systematically and systemically audit and adjust our numeracy curriculum, materials, instruction, pathways and assessment practices. These efforts will be supported by significant changes in our program materials and professional development support. In addition, we will strategically use FTE resources to support schools with challenging needs. The major improvement strategies and target dates are outlined our plan and detailed below:

Denotes a completed activity • Denotes an activity yet to be completed

Major Improvement Strategy Target Date

Expand all-day kindergarten programs (See Long-Range Literacy Plan)

August 2013

Allocate FTE to schools most in need based on demographics and achievement (See Long-Range Literacy Plan)

August 2013

Design and utilize an elementary math program needs assessment in order to optimize core math instruction, pyramid of math interventions, and math instructional materials in grades K-5

October-April 2013

• Design and utilize a secondary math program needs assessment in order to optimize core math instruction, pyramid of math interventions, and math instructional materials in grades 6-12

October-April 2014

• Develop articulated and accelerated pathways for advanced math learners in all grades, diagnostic assessments for identifying students for acceleration/compaction and specific instructional materials to meet their needs. Train teachers to support advanced math learners.

October-April 2015

• Utilize one-time funds to purchase Elementary Math universal program, intervention materials, and provide training identified during K-5 Math Adoption Task Force

May 2014

• Utilize one-time funds to purchase grades 6-8 intervention materials and program materials for high school AMPED (Algebra I in Material Products, Energy & Design) pilot at LHS

May 2014

• Budget Title IIA Funds for three .50 Math TOSA’s to provide building level technical support during the 2014-2015 school year.

May 2014

• Provide two days mandatory training for teachers and principals on new K-5 universal program materials and intervention curriculum materials during summer or September for new hires

June or August 2014

• Plan district professional development during District Release time in order to provide ongoing support to ensure effective use of new universal and intervention program materials

June 2014

• Allocate instructional resources and professional development to schools most in need, based on achievement

August 2014

• Implement PLC (professional learning community) collaborative teams to reinforce professional development and focus on student learning in math

August 2014

• Based on needs assessment and analysis of building student achievement in numeracy, develop a building specific improvement plan for each school

September 2014

• Hold elementary and secondary directors accountable for numeracy achievement and require each to provide leadership and support at the buildings they supervise

September 2014

• Design and implement an effective feedback and response process to individual teachers via principals and their own peers to create continuous improvement

September 2014

• Monthly monitoring of building-based numeracy plan by TOSAs and elementary and secondary directors

October-May 2015

• Utilize the tools and supports within the Educator Effectiveness Process, especially the educator quality standards related to math instruction

October-May 2015

• Design and utilize a math program needs assessment in order to optimize core math instruction, pyramid of math interventions, and math instructional materials in grades 6-12

October-April 2015

• Utilize one-time math funds to purchase Secondary Math materials, additional AMPED classrooms in other high schools, interventions and provide training identified during 6-12 Math Task Force

May 2015

• Budget Title IIA Funds to fund Math TOSA’s for building level technical support during the 2015-2016 school year.

May 2015

• Provide two days mandatory training on new secondary universal program materials and intervention curriculum materials during summer or September for new hires

June or August 2015

• Plan district professional development during District Release time in order to provide ongoing support to ensure effective use of new universal and intervention program materials

June 2015

• Allocate instructional resources and professional development to schools most in need, based on achievement

August 2015


September 2015

• Monthly monitoring of building based numeracy plan by TOSAs and elementary and secondary directors

October-May 2016

• Budget one-time funds to purchase additional intervention materials and use Title IIA Funds to fund Math TOSA’s for building level technical support during the 2016-2017 school year.

May 2016


September 2016

• Monthly monitoring of building based numeracy plan by TOSAs and elementary and secondary directors

October-May 2017

Long-Range Budget Estimates to Improve Numeracy Achievement

Major Improvement Strategy Budgeted Funds

2014-2015

Design and utilize an elementary math program needs assessment in order to optimize core math instruction, pyramid of math interventions, and math instructional materials in grades K-5

$9,000

Utilize one-time funds to purchase Elementary Math universal program, intervention materials, and materials for AMPED pilot

$1,100,000

Provide summer training to teachers, special educators, para-professionals and other supporters of the new K-5 universal core program and intervention materials

$175,000

Design and utilize an secondary math program needs assessment in order to optimize core math instruction, pyramid of math interventions, and math instructional materials in grades 6-8

$10,000

Three .5 Math Specialists (TOSA) funded through Title IIA $75,000 Diagnostic and Universal Core Program Assessment Portal – Illuminate (replaces Acuity, and will be used for science, social studies, and language arts as well)

$70,000

Sub Total $1,439,000.00 2015-2016

Utilize one-time math funds to purchase Secondary Math materials, additional AMPED classrooms, interventions

$1,000,000

Provide summer training to teachers, special educators, para-professionals and all other supporters of the new 6-12 universal core program and intervention materials

$80,000

Provide summer training to new hires: teachers, special educators, para-professionals and all other supporters of the new K-5 universal core program and intervention materials

$5,000

Two .5 Math Specialists (TOSA) funded through Title IIA $50,000 Diagnostic and Universal Core Program Assessment Portal – Illuminate (replaces Acuity, and will be used for science, social studies, and language arts as well)

$70,000

Sub Total $1,205,000.00 2016-2017

Provide summer training to new hires: teachers, special educators, para-professionals and all other supporters of the new universal core program and intervention materials

$5,000

Budget one-time funds to purchase additional intervention materials as identified through program evaluation

$80,000

Two .5 Math Specialists (TOSA) funded through Title IIA $50,000 Diagnostic and Universal Assessment Portal – Illuminate $70,000

Sub Total $205,000

Grand Total $2,849,000

Dr. Diane LauerExecutive Director of Instruction

Long Range Numeracy Plan

District Focus Areas

Educator Effectiveness

Comprehensive Numeracy & Literacy

System

Professional Learning Community

Professional Learning CommunityEnsuring a Focus on Learning• A Guaranteed and Viable Curriculum• A Balanced and Coherent System of Assessment• A school-wide Pyramid of Interventions

Building a Collaborative Culture• Shared Mission, Vision, Values and Goals• High performing Collaborative Teams• Intentional Collaboration

Establishing a Results Orientation• Data Mindset• Data Management, Collection and Analysis• Responsibility for Action to Improve Results

Comprehensive Numeracy SystemMastery of Specific, Foundational Concepts & Skills• In grades K-2: Addition and subtraction concepts, skills and place value• In grades 3-5: Multiplication and division of whole numbers and fractions• In grade 6: Ratios, proportional relationships; expressions and equation• In grade 7: Ratios, proportional relationships; arithmetic of rational numbers• In grade 8: Linear algebra and linear functions

Depth of Understanding and Academic Intensity• Evidence of Procedural Skill and Fluency with speed and accuracy in calculation• Evidence of Conceptual Understanding by accessing mathematical ideas in various contexts• Evidence of Application of mathematical ideas flexibly inside and outside the classroom

Routine Implementation• Universal and diagnostic assessments for placement and progress monitoring• Accelerated pathways and curriculum for advanced learners• Universal curriculum delivered to all students able to access grade level content• Additional time and support provided to students performing below grade level through the

provision of specific, targeted interventions in addition to the universal curriculum• Intensive intervention and curriculum for the smallest population of students unable access

grade level content

Educator EffectivenessHigh Quality Teachers and Administrators• Administrators and teachers will aspire to acquire

a deep understanding of the professional standards rubric and be able demonstrate their effectiveness as detailed in the educator evaluation

• Administrators and teachers will be evaluated on their effectiveness through the evidence of their students’ success

• Ongoing, actionable and timely feedback from supervisors and students will be included in the overall teacher and administrator evaluation

Math Achievement Trends

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State Thompson


2007

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Math Achievement in Comparable Districts by Region, Size or Demographic in 2013 - % Proficient and Advanced on TCAP

42 48 53 54 54 58 61 67 69 70 71 570

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Districts of Comparable Size, Region or Demographic


Greeley

Charter Institute

Mesa

Colo Springs D11

Adams 12

Thompson

St. Vrain

Cherry Creek

Poudre

Academy 20

Boulder

STATE Avg


Setting a Rigorous, Achievable Target Goal

Our overall goal is to perform 10% higher than the state average for proficient and advanced students by the

end of 2017.

• In order to set a rigorous math achievement target, it is necessary to identify the performance of other districts within a similar region, demographic or district size.

• There is comparable evidence to suggest that Thompson can realistically increase its math achievement to 10% over the state average by the end of 2017.

Colorado’s High Expectations• The State of Colorado has set high expectations for students in the area of math

achievement.• State experts have calibrated the current 10th grade math proficiency benchmark

on the state assessment to a score of 24 on the ACT. • In 2013, the national average on the math component of the ACT was 21.1. • Students in Colorado who achieve a 24 or higher on the math component of the

ACT are most likely to score proficient on the state assessment.• Due to the high expectations in the secondary grades, student achievement in

math typically trends downward as students move up through the grades. • The greatest number of students in Colorado score in the proficient or advanced

range in grades 3 and 4. • In Thompson, 74.5% of our students score proficient or advanced in 3rd grade

while only 37% of students score proficient or advanced in this grade. • A downward trend of math achievement can be seen all the comparable districts

by size, region and demographic. • Even the top achieving district in our comparable set, Boulder Valley, begins with

83% of students achieving proficient or advanced in 3rd grade and ends with only 50% of students achieving proficient or advanced in the 10th grade.

Grades 3-10 Math Achievement in Comparable Districts by Region, Size or Demographic in 2013 - % Proficient and Advanced on TCAP

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Charter Institute

Mesa

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Adams 12

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St Vrain

Cherry Creek

Poudre

Academy 20

Boulder

Preparing for Increased Expectations in the Elementary Grades

Experts predict that student performance on the PARCC will more likely compare to the NAEP (National Assessment of Educational Progress) than the current Colorado state level math TCAP (Transitional Colorado Assessment Program).

Preparing for Increased Expectations, especially in the Elementary Grades

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Comparison of NAEP and CO State Test Proficiency in 2011

NAEP

CO State

Group NAEP CO State VarianceGrade 4 Math 47.0% 71.0% 24.0%Grade 8 Math 43.0% 51.0% 8.0%

Thompson Math Risk Analysis2013 District-Level TCAP Data

Grade

# Tested on Math in

2013

% Below Prof on Math in

2013

# Below Prof on Math in

2013

10 Percentage

Point Decline

20 Percentage

Point Decline

30 Percentage

Point Decline

40 Percentage

Point DeclineGrade 3 1,134 25% 282 396 509 623 736 Grade 4 1,167 25% 292 408 525 642 759 Grade 5 1,134 32% 358 472 585 699 812 Grade 6 1,130 36% 407 520 633 746 859 Grade 7 1,175 42% 492 610 727 845 962 Grade 8 1,179 50% 584 702 819 937 1,055 Grade 9 1,114 55% 610 722 833 945 1,056 Grade 10 1,159 59% 679 795 911 1,027 1,143 Grade 11 Est. 1,160 59% 680 796 912 1,028 1,144

TOTAL 10,352 42% 4,385 5,420 6,455 7,490 8,525


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% of Students Scoring at each Quality Indicator on 2013 Math TCAP in Grades 3-10

Unsatisfactory Partially Proficient Proficient Advanced


• Between 8% and 34% of students in grades 3-10 perform in the advanced range of proficiency in math. Noting our goal to dramatically increase student success in numeracy, we must not solely focus our efforts on raising underperforming students to proficiency level.

• We must also implement major improvement strategies to support advanced math learners and those with potential to become advanced learners in math.

2014-2015 Anticipated Budget


$2,849,000 ÷ 15,000 = $190 per student for 7 years = $27 per year per student

board of education meeting agenda april 9, 2014...apr 09, 2014 · their “startup” business...

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