BOARD OF EDUCATION MEETING AGENDA February 5, 2014€¦ · BOARD OF EDUCATION . MEETING AGENDA ....

BOARD OF EDUCATION

MEETING AGENDA

February 5, 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 970-679-9705

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, February 5, 2014 6:00 – 9:30 P.M.

Agenda Items

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

2. Discussion/Action: Board of Education Representation – Law Office of Brad Miller 10 Minutes

3. School Presentation – Ferguson High School 10 - 15 Minutes

4. Joint Insurance Committee (JIC) Distribution of Forfeited Funds 5 Minutes

5. Mary Blair Elementary School Roof Replacement Project 5 Minutes

6. Charter School Renewal – Loveland Classical Schools and New Vision 60 - 90 Minutes

7. 2013-14 Second Quarter Discipline Report 20 Minutes

8. Proposed Revisions to Board Policies: 10 Minutes

GC – Professional Staff GCQC-GCQD – Resignation of Instructional Staff/Administrative Staff GCQF – Discipline, Suspension and Dismissal of Professional Staff GDD – Classified and Non-Licensed Administrative/Professional/Technical Staff

Vacations and Holidays

9. High Plains Area School Design Phase 10 Minutes

10. Board Policy BEDH – Public Participation at Board Meetings 15 Minutes

11. Future Agenda Items/Other 5 Minutes

12. Executive Session Pursuant to C.R.S. 24-6-402 (4)(e) – Purpose: Negotiations with 20 Minutes Licensed Staff

13. Adjournment

AGENDA ITEM 2.0

Discussion/Action: Board of Education Representation – Law Office of Brad Miller Date: February 5, 2014 Submitted by: Bob Kerrigan, Board of Education President

Stan Scheer, Ed.D., Superintendent of Schools Consideration: That the Board discuss and possibly take action regarding the

employment of legal counsel for the Board of Education. The Board of Education will discuss and possibly take action regarding the employment of legal counsel for the Board of Education. An engagement letter from the law office of Brad A. Miller is attached for Board review. For reference purposes, a summary of existing services available/provided and applicable fees charged by District Legal Counsel Caplan and Earnest, LLC is also attached.

January 30, 2014 Dr. Stan Scheer Superintendent Thompson School District 800 S. Taft Ave. Loveland, CO 80537 Re: Engagement Letter Dear Dr. Scheer:

We are pleased that the Thompson School District (“District”) has asked The Law Office of Brad A. Miller, LLC, (the “Firm” or “We”) to represent the Board of Education for Thompson School District (the “Board” or “You”). This Engagement Letter explains the scope of the engagement and other matters.

1. Scope of Representation. This is to confirm the engagement of the Firm by The Board to serve

primarily as counsel to the Board, which may include but not be limited to the following: provide legal advice directly to the Board; attend Board meetings and assist at the same; assist the Board with communications; and perform other tasks as directed by the Board as a whole or by the Board President. The fees the Firm will charge for these matters are specified in included Exhibit A, which is incorporated herein by reference. Brad Miller will be primarily responsible for this engagement, but will be assisted by other attorneys and experts employed by the Firm or contracted as necessary. The use of our time will be divided to minimize costs to the Board and provide the best legal representation based on the particular issue and our respective areas of expertise. The Firm will keep the Board informed of the progress of the matters in which We are engaged primarily through communications with the Board President and at Board meetings. The Firm will respond promptly to the Board’s inquiries and communications. The Board, in turn, agrees to provide complete and accurate information to the Firm and keep the Firm informed of developments regarding matters in which we are engaged.

2. Term of Engagement. Either of us may terminate this engagement at any time for any reason,

including without limitation, failure to timely pay for services. The Board agrees to the withdrawal of the Firm as The Board’s counsel fifteen (15) days after either party mails such written notice. Notice shall be made by certified mail, return receipt requested, and will be considered complete upon delivery or first attempted delivery. Approval of this Engagement Letter constitutes any approval required by applicable Rules of Civil Procedure. Upon written

BRAD A. MILLER, ESQ. TEL: 719.338.4189 FAX: 719.466.6189 5665 VESSEY ROAD COLORADO SPRINGS, CO 80908 [email protected] www.bradmillerlaw.com

DUSTIN R. SPARKS, ESQ. TEL: 303.727.0240 FAX: 719.466.6189 P.O. BOX 2661 MONUMENT, CO 80132 [email protected] www.bradmillerlaw.com

Page 1 of 6

receipt of notice of termination, the Board must immediately make a good faith effort and take all steps necessary to obtain new counsel. This provision is subject on our part to the applicable rules, of professional conduct. In the event we terminate the engagement, we will take such steps as are reasonably practicable to protect The Board’s interest in the above matter. In the event applicable laws or the rules governing our practice prohibits us from withdrawing as set forth above, the Board agrees to obtain-new counsel and agree to our withdrawal at the earliest possible time allowable by law.

3. Post-Engagement Matters. The District is engaging the Firm to provide legal representation in connection with both specific matters and an ongoing basis. After completion of a particular matter, changes may occur in the applicable laws or regulations that could have an impact upon The Board’s future rights and liabilities. Once our attorney-client relationship ends, the Firm has no continuing obligation to advise the Board with respect to future legal developments.

4. Retainer. We are not requesting a retainer at this time. 5. Fees and Expenses. Our fees will be based on the billing rates for each attorney, paralegal/

legal assistant, and/or subject matter expert devoting time to the matter. A schedule of the Firm's billing rates as of the date hereof is attached as Exhibit A. These billing rates are subject to change from time to time. All time is billed in six-minute increments. We will include on our statements separate charges for costs incurred in performing services for the Board such as photocopying, messenger and delivery service, computerized research, travel, and search and filing fees. Travel will be billed one-way at the applicable professional’s rate not to exceed one-hour per visit. The Board will be responsible for the direct and timely payment or reimbursement of all costs.

6. Conflicts of Interest. We have run a conflict check and we are not aware of any conflicts that

would preclude our firm from undertaking the above-described representation. Should you become aware of a potential conflict at any later time, we welcome the opportunity to resolve any concerns in accordance with the Rules of Professional Conduct.

7. Client Document. The Firm and the Board agree that all client-supplied materials and lawyer

end product are the property of the Board. Lawyer end product includes for example, finalized contracts and memos to the Board. The Firm and Board agree that lawyer work product is the property of the Firm. Lawyer work product includes, for example, internal memoranda, personal work product, and third-party documents used for producing documents for the Board.

8. Integrity of Work Product. In the course of representation, We may prepare or revise

documents that are transmitted electronically to you or other parties. The Firm will not be responsible and shall have no liability for any consequences whatsoever arising out of or resulting from a document that is modified by you or a third-party after it has left our control. In addition, You agree to not review or make use of any metadata included in documents delivered to you.

Thompson School Board Engagement Letter Page 2 of 6

9. Fee Disputes. The Board agrees that any claim by the Board regarding fees billed by the Firm that the Board considers to be unnecessary or unreasonable shall be asserted and delivered to the Firm in writing not later than sixty (60) days after the Board’s receipt of the Firm's invoice on which the fees or costs first appear.

10. Limitation on Time to Assert Claims. The District further agrees that any claim associated

with the provision of legal services by the Firm including but not limited to claims for breach of contract, legal malpractice, or breach of fiduciary duty shall be brought pursuant to the arbitration provision set forth here within one (1) year following the last date on which the Firm performed legal services for The Board in relation to the particular matter and that any claims not asserted shall be forever barred. The Firm agrees that if necessary, the Firm shall bring a claim for collection of unpaid fees and costs within one year of the last date on which the Firm performed legal services for The Board, and that any claim not so asserted shall be forever barred. This provision does not limit the Board’s right or the Firm's right to assert any claims or defenses. It does, however, limit the amount of time each of us have to assert a claim. Nor does this provision prevent the Board from filing a grievance with the Disciplinary Board. This provision may only be modified by a single written document signed by the Board and by the Firm.

11. Mediation and Arbitration of Disputes. Unless expressly prohibited by any applicable policy of insurance or indemnity available to either party to this Engagement Letter, covering in whole or in part the dispute between parties, any dispute regarding the provisions set forth in this Engagement Letter and all issues collateral thereto will be arbitrated pursuant to the Colorado Uniform Arbitration Act. Any dispute limited to fees or costs will first be submitted to mediation before the Legal Fee Arbitration Committee of the Colorado State Bar. All proceedings of any kind involving the enforcement of this Engagement Letter, or any issue collateral thereto will be brought in the State of Colorado, and nowhere else. Whether it represents itself or retains the services of another law firm, the Firm will be entitled to recover reasonable attorney fees if it prevails in any proceeding brought to recover fees.

12. Results. The Board President’s signature will signify the Board’s agreement to disclose fully

and accurately all material facts and keep us apprised of all material developments related to the matters as described above and/or which the Board engages the Firm on an on going basis. In addition, it is understood that the Firm has made no promises or guarantees to the Board concerning the outcome of the legal services, except that we will represent the Board’s interests to the best of our abilities and in a manner consistent with the Colorado Rules of Professional Conduct.

13. Complete Agreement. This is a binding contract between the parties who have relied upon

their own independent judgment. No other representations have been or are relied upon by either party. All prior oral representations are merged into this final agreement. The Board President’s signature below indicates that the Board has fully read and understands the terms and conditions outlined in this Engagement Letter and that this Engagement Letter is acceptable to the Board. If the Board wishes to engage the Firm, please countersign where indicated below, retain a copy for the Board’s records and forward a copy to the Firm. Please


call me if the Board have any questions or comments regarding this Engagement Letter or during the course of our representation.

Sincerely, _________________________ Brad A. Miller

Accepted and Agreed to by:

___________________________ Date:___________________ Robert Kerrigan Thompson School District Board President


EXHIBIT A Law Office of Brad A. Miller

Attorney and Paralegal. Current Hourly Rates. Brad A. Miller: $225.00 Dustin R. Sparks: $205.00 Paralegal/Legal Assistant: $105.00 Schedule of Standard Charges Billed as Disbursements or Costs and Certain Policies. 1. Professional time: All communications including but not limited to, phone and email are billed

at the applicable professional’s rate. All research and time spent on matters requested by the District are billed at the applicable professional’s rate.

2. Travel time: Billed one-way not to exceed one hour per visit at the applicable professional’s rate.

3. Mileage: Will not be charged 4. Travel expenses: All travel expenses for out of state trips on behalf of the Board, including but

not limited to, parking, taxis, rental cars, air travel, meals, and hotels, will be billed at cost or paid directly by the District.

5. Photocopying: Only billed if greater then 100 pages in a month, at $.25 per page. 6. Facsimile: Only billed if greater then 100 pages in a month, at $.25 per page. 7. Delivery Service: Reasonable cost charged by third-party or runner employed by the Firm. 8. Computerized Research: Billed at the going third party rate. The above list represents examples of costs and expenses, but is not an exhaustive list. The billing rates set forth above are subject to change from time to time at the Firm's sole discretion. If, due to complexity or time restraints, it is necessary to utilize contract attorneys, paralegals, document or computer service personnel, the work will be charged at the rate the Firm charges for equivalent in-house personnel for services provided. The Firm may charge for paralegal or non-attorney staff overtime requested by the client or which is required as a result of emergencies, short deadlines in complex matters, or other exigent circumstances, of which preclude scheduling and performing the work on a non-overtime basis. Third party Provider Charges. Any third-party invoice may be sent to the District for prompt, direct payment. Payment. Our statements for services and expenses will normally be rendered on a monthly basis and are due and payable upon receipt by the Board. We expect all statements to be paid in full within fifteen (15) days after receipt. If the Board anticipates a problem at any time, we ask that the Board contact the Firm prior to the date-payment is due to arrange an alternative payment schedule. If a statement is not paid in full within thirty (30) days after receipt and We have not agreed in writing upon an alternative payment schedule, and subject to applicable rules and laws, We reserve the right to suspend work on The Board’s behalf until such time as past due invoices are fully paid. We will be entitled to charge interest thereon beginning thirty (30) days after receipt at a rate equal to the lesser of one and one-half percent per month or the maximum rate permitted by applicable


law. In addition, we reserve the right to call for payment of a retainer deposit at any time. If additional services are requested after a bill is received, we consider the previous bill as having been accepted. In order to pay fees and to reimburse the Firm for costs and expenses incurred in performing services on the Board’s behalf, the Firm shall have a right to assert a lien against the Board and the District.


CAPLAN AND EARNEST LLC SUMMARY The following is a summary of the information provided by Thompson School District Legal Counsel Caplan and Earnest relating to the firm’s billing structure. Caplan and Earnest have had an ongoing relationship with the District for more than thirty years. Subsequent to their initial engagement, it has not been the practice to have written contracts with the District each year, but to provide written notice to the Superintendent only if the rates are going to change for future services, a practice consistent with the Rules of Professional Conduct governing our profession. Billing Structure Caplan and Earnest is sensitive to the face the school district budgets are strained by many factors and the goal of their clients is to devote available funding to education, not litigation. Each month the district receives a statement for each separate matter being handled by Caplan and Earnest. The statement contains a chronological narrative describing the specific legal services performed and the resultant fee. The cost for direct consultation with the attorneys are billed in one-tenth hour increments. The following are the current hourly rates billed: Members $210 per hour Associates $205 per hour Paralegals $100 - $120 per hour Law Clerks $115 per hour Direct costs for out-of-pocket expenses that Caplan and Earnest incurs in performing legal services on behalf of their clients billed monthly. The costs typically incurred are for reproduction of larger quantities of documents, courier and express mail services, and computerized research. All costs are itemized on a monthly basis.

AGENDA ITEM 3.0

District School Presentation - Ferguson High School

Date: February 5, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Margaret Crespo, Ed.D., Executive Director of Secondary Education Consideration: For the Board to hear presentations from Ferguson High School. Sheila Pottorff and Ferguson High School staff/students will be highlighting academic programs and activities at their school. Margaret Crespo will also be in attendance to answer questions.

AGENDA ITEM 4.0

Joint Insurance Committee (JIC) Distribution of Forfeited Funds Date: February 5, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Michael Jones, Assistant Superintendent of HR and School Support Consideration: Does the Board have any questions regarding the JIC

recommendation to disperse forfeited funds from the 2012 – 2013 Section 125 plan year?

__________________________________________________________________ The Joint Insurance Committee (JIC) recommends that the forfeited flexible spending account funds, from the 2012-2013 plan year (in the amount of $13,839.72) be returned in equal portion to the plan participants, less the district’s portion of Medicare. The JIC members stated that this reimbursement should be budget neutral and that the district shouldn’t bear any Medicare or other administrative costs associated with refund of the forfeited funds. The estimated amount of the refund is $37 per participant, before state and federal taxes are withheld. This recommendation is made pursuant to the Memorandum of Understanding Article 11 Flexible Spending Accounts Program- section 11-3-2. . . .Any money forfeited under the plans, which remain following offset of any deficit incurred for administration of the plans, shall be used for employee related activities and expenditures. If the forfeited funds or the accumulation of the forfeited funds are greater than $5,000, the committee shall request approval for specific use(s) of these funds from the Board of Education. According to Treasury Regulation Section 1.125-2 Q/A-7 (7), the district has three options in dealing with the experience gain (forfeited funds):

1. To defray reasonable administrative costs, which include: fees paid to a third party and / or the district’s direct in-house expenses related to administering the plan;

2. To reduce required Section 125 cafeteria plan premiums for the following year, for example: the district could contribute a specific amount to each participating employee’s miscellaneous medical account or other Section 125 benefit. The employee’s payroll deduction amount would be lowered by the district’s contribution and then return to the employee’s normal monthly deduction after the one-time contribution was made by the district. No increase or decrease in the employee’s annual election can occur due to the allocation; or

3. May be returned to participants (as a taxable refund) and each participating employee could receive the same amount or the gain could be allocated on a reasonable and uniform basis. In no event may the allocation be based on individual claims experience.

Members of the JIC and district insurance staff will attend the Board meeting and be available to answer questions.

AGENDA ITEM 5.0

Mary Blair Elementary School Roof Partial Replacement Project Date: February 5, 2014 Submitted by: Stan Scheer, Ed. D., Superintendent of Schools Michael Jones, Assistant Superintendent of HR and School Support Stephen Towne, CFO Consideration: Does the Board have any questions regarding the project, bid or proposed

contract to provide labor, equipment and materials for the partial roof replacement at Mary Blair Elementary School?

The district and CDE strive for fair, transparent, competitive, and documented bid/selection processes to establish contracts for major projects. As a requirement for obtaining the BEST funding for this project, staff from facilities services, materials and procurement (M&P), the roofing system design consultant, and a senior consultant from the public schools capital construction assistance (BEST) division designed an invitation to bid solicitation. The purpose of this solicitation is to establish a contract with a roofing systems contractor to complete construction of the partial roof replacement project at Mary Blair Elementary School. The project is described as the demolition of approximately 29,700 square feet of existing roofing materials replaced with a new 60mil Ethylene Propylene Diene Monomer (EPDM) single-ply membrane roofing system. The specified areas for replacement include the education wing and gymnasium areas of the building additions constructed in 1991. The anticipated life cycle for the existing roofing material is traditionally 15-20 years. The anticipated life cycle for the new EPDM roofing material is 25-30 years. The project includes other miscellaneous construction work normally associated with replacement of major roofing systems for a school building. The district released an invitation to bid package on January 21, 2014. A legal notice was published in the Loveland Reporter Herald and posted on the M&P open bids webpage. Contractors are required to attend the mandatory pre-bid conference scheduled on February 4, 2014 to be eligible to competitively bid on the project. The district will provide responses to written questions or requests for clarification on the project by February 10, 2014. Sealed competitive bid proposals will be accepted until 11:00 A.M. on February 12, 2014. The selected roofing contractor shall begin work on the project by June 2, 2014, following notice of contract award. Completion of the project is required by no later than August 1, 2014. All work will be performed as per contract documents that require district accepted insurance certificate and 100% payment and performance bond. The project is funded through the combined financial resources of a BEST grant award from CDE and the 2013-2014 Capital Projects Budget. This item will return for Board approval at the February 19, 2014 meeting. Traci Burtnett, materials and procurement director, will be in attendance to answer questions.

AGENDA ITEM 6.0

Charter School Renewals – Loveland Classical Schools and New Vision Date: February 5, 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 renewal process?

What additional information does the Board require in order to make a renewal decision?

Considering renewal of a charter school is a process that an authorizer and a charter school undertake typically every three to five years. Colorado law (C.R.S. 22-30.5-110) outlines specific requirements for the contents of a renewal application, the latest date for submission, and the date by which a district must act on the renewal application. Both district charter schools submitted a renewal application. The following timeline allows for a thorough review process and meets legal requirements: December 2, 2013: Receive renewal application from school December, 2013 – January, 2014: Conduct site-visits, interviews and document review February 5, 2014: Initial renewal recommendation report and hearing with Board of

Education February 12, 2014: Final renewal recommendation report to Board of Education February 19, 2014: Board approves/denies renewal of charter February – March, 2014: Update charter contract if necessary Every charter school authorized by the district Board of Education undergoes a rigorous renewal process during the final year of its charter term to determine whether or not the school should continue to operate. The renewal process is triggered when a school submits a renewal application, and includes renewal site visits, interviews, and an analysis of evidence related to the charter school performance over the course of the school’s charter term; including quantitative and qualitative evidence collected through the oversight process. Additionally, the district will analyze the school’s plans for the next term outlined in the renewal application to determine the extent to which the plans are reasonable, feasible and achievable. The analysis of a charter school’s renewal application is framed by the performance benchmarks outlined in the Thompson School District charter school quality framework. The framework includes four key questions with specific associated benchmarks and key indicators for each benchmark. Though the district, in developing recommendations for the Board of Education, will comprehensively analyze and weigh evidence in all areas of school performance when

considering a charter school’s application for renewal, student academic achievement is of paramount importance. The following renewal outcomes are possible. Full-Term Renewal: A school’s charter may be renewed for the maximum term of five years. In order for a school to be considered for a full-term renewal, during the current charter term, the school should have compiled a strong and compelling record of meeting or exceeding student achievement benchmarks, and at the time of the renewal analysis, have met substantially all of the other performance benchmarks in the framework. Short-Term Renewal: A school’s charter may be renewed for a shorter term, typically one to three years. In order for a school to be considered for a short-term renewal, a school must either have compiled a mixed or limited record of meeting student achievement benchmarks, but at the time of the renewal analysis, have met substantially the other performance benchmarks which will likely result in the school’s being able to meet student performance benchmarks with the additional time that short-term renewal permits, or have compiled an overall record of meeting student performance benchmarks, but fall below meeting one or more of the other performance benchmarks in the framework. Non-Renewal: A school’s charter will not be renewed if the school does not apply for renewal or fails to meet the benchmark for either full-term or short-term renewal. In addition, Colorado law (C.R. S. 22-30.5-110) specifies the grounds for revoking or non-renewing a charter. A charter may be revoked or non-renewed by the chartering local Board of Education if it determines that the charter school did any of the following:

• committed a material violation of any of the conditions, standards, or procedures set forth in the charter contract

• failed to meet or make reasonable progress toward achievement of the goals, objectives, content standards, pupil performance standards, targets for the measures used to determine the levels of attainment of the performance indicators, applicable federal requirements, or other terms identified in the charter contract

• failed to meet generally accepted standards of fiscal management • violated any provision of law from which the charter school was not specifically

exempted In addition, the charter school contract identifies these additional grounds for termination:

• the school receives two consecutive ratings of turnaround status

Charter schools boards are provided increased autonomy to operate in return for increased accountability. Charter renewal is not automatic. In the year prior to the expiration of the initial charter term, the charter board may apply for renewal of the initial charter for an additional term of up to five years, but final renewal can be for fewer years. In the case of non-renewal, a school’s charter will be terminated upon its expiration and the school will be required to comply with the district’s closing procedures to ensure an orderly closure by the end of the school year. The Board of Education may include additional terms, conditions, and/or requirements in a school’s renewal to address specific situations or areas of concern. For example, a school may meet the standards for full-term or a short-term renewal with regard to its educational success, but may be required to address legal or other organizational deficiencies.

Thompson Renewal Application and Review Process The district charter school quality framework provides an outline of the performance benchmarks that will be evaluated during the renewal process. While all of the benchmarks are considered when making a recommendation and decisions concerning charter renewal applications, the school’s record of student academic performance is of paramount importance. In making recommendations and making future decisions regarding the direction of district charter schools it is important to maintain the focus on student performance while also respecting the autonomy given to charter schools concerning the means by which they achieve the desired results of student and operational performance as driven by parental choice. The renewal process broadly considers the four key questions below:

1. Is the educational program a success? 2. Are school operations effective and efficient? 3. Is the school meeting its legal and other obligations? 4. Does the school have excellent governance and leadership?

Each key question is supported by specific benchmarks and indicators that drive the final renewal recommendation. Paul Bankes will be in attendance to answer questions.

Thompson School District Charter School Quality Framework

Level Description Exceeds (E) The school meets the performance benchmark; potential exemplar in this area Meets (M) The school generally meets the performance benchmark; few concerns are noted Approaches (A) The school does not meet the performance benchmark; a number of concerns noted Significantly Below (SB) The school falls far below benchmark; significant concerns are noted

Performance Benchmark Level

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Benchmark 1: Student Performance: The school has met or came close to meeting student achievement goals for academic achievement, academic growth and achievement goals outlined in the school's charter. Benchmark 2: Teaching and Learning: The school has systems in place designed to cultivate shared accountability and high expectations and that lead to students' well-being, improved academic outcomes, and educational success. The school has rigorous and coherent curriculum and assessments aligned to the Colorado Academic Standards and the stated intent of the school. Teachers engage in evidence based best practices so that all students experience consistent high levels of engagement thinking and achievement. Data usage is consistent and effective to drive quality decision making.

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regarding services to Students with Disabilities and English Language Learners and protecting their rights under State and Federal law. The school's enrollment and retention targets for students with disabilities, English language learners and students who are eligible for the free and reduced priced lunch program or being met; or has demonstrated good faith efforts to attract, recruit, and retain such students. Benchmark 4: Safe and Secure Facility: The school has a plan with established procedures which are implemented that create a safe and secure environment. Benchmark 5: Legal Compliance and Reporting: The school complies with other applicable laws, regulations, and reporting requirements.

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Benchmark 6: Financial Condition: The school is in sound and stable financial condition as evidenced by performance on key financial indicators. Enrollment, recruitment and retention history and projections indicate sustainability of a quality educational program. Benchmark 7: Financial Management: The school operates in a fiscally sound manner with realistic budgets pursuant to a long-range financial plan, appropriate internal controls and procedures, and in accordance with state law and generally accepted accounting practices.

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stewardship and oversight of the school while maintaining policies, establishing performance goals and implementing systems to ensure academic success, organizational viability, Board effectiveness and faithfulness to the terms of its charter. Benchmark 9: Administrative Leadership: The school leadership has established systems and protocols that allow for the successful implementation, evaluation, and improvement of its academic program and operations which include teacher evaluations, administrative evaluation and quality professional development. Leadership is faithful to the vision and mission and implemented the key design elements included in its charter. Benchmark 10: Community and Parent Engagement and Leadership: Families, community members and staff work together to share the responsibility for student academic progress, social - emotional growth and well-being.

Benchmark 1: Student Performance: The school has met or came close to meeting student achievement goals for academic achievement, academic growth and achievement goals outlined in the school's charter. # Indicator Measure Meets Level

1

Academic Growth

1.a Aggregate Growth School Performance Framework Rating

Overall Rating of "Meets" Median Growth Percentiles match that of schools serving similar populations.

1.b Growth GAPS School Performance Framework Rating


1.c Percent Catching Up School Growth Summary % At or above district average. Percentages match those of schools serving similar populations.

2

Academic Achievement

2.a Aggregate Proficiency % of students proficient on state assessments for all students on school performance framework

Overall Rating of "Meets"

2.b Subgroup Proficiency % of students proficient on state assessments for all accountable subgroups from state reports

District average

2.c Similar Schools Comparison

% of students proficient on state assessments for all students on school performance framework

Match that of schools serving similar populations

3

Overall Performance

Accreditation designation

Performance Designation

4

Charter - Specific Student Performance Goals

To Be determined by Charter School

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Benchmark 2: Teaching and Learning: The school has systems in place designed to cultivate shared accountability and high expectations and that lead to students' well-being, improved academic outcomes and educational success. The school has rigorous and coherent curriculum and assessments aligned to the Colorado Academic Standards and the stated intent of the school. Teachers engage in evidence based best practices so that all students experience consistent high levels of engagement, reasoning and achievement. Data usage is consistent and effective to drive quality decision making. Renewal recommendation is based on evidence that the following elements are generally present:

• The school implements an educational program in all material respects as defined in the charter contract.

• Teachers and school leadership analyze and understand the academic standards and expectations.

• The school implements a curriculum that is aligned to Colorado Academic Standards and ensures rigorous, effective instructional planning.

• Teachers use multiple sources of data and consistent, high quality assessment practices to guide school, grade level and classroom decisions

• The school implements a comprehensive system of tiered academic and behavioral support to enable students to master grade-level expectations.

• Teachers consistently plan instruction to ensure a guaranteed and viable curriculum is provided.

• Instructional practices and resources are in place to facilitate and support effective teaching and learning.

• Instructional staff consistently implements standards-based instructional practices. • Teachers consistently use evidence-based instructional strategies. • Formal and informal assessment data are analyzed during the learning process to modify

instructional strategies or content to meet the needs of learners. Benchmark 3: Special Populations: The school is meeting its legal obligations regarding services to Students with Disabilities and English Language Learners and protecting their rights under State and Federal law. The school's enrollment and retention targets for students with disabilities, English Language Learners and students who are eligible for the free and reduced priced lunch program or being met; or has demonstrated good faith efforts to attract, recruit, and retain such students. Renewal recommendation is based on evidence that the following are established.

• The school materially complies with applicable laws, rules, regulations, and provisions of the charter contract (including the Individuals with Disabilities Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act) relating to the treatment of students with identified disabilities and those suspected of having a disability, including but not limited to: Equitable access and opportunity to enroll Identification and referral Appropriate development and implementation of Individualized Educational

plans and Section 504 plans. Operational compliance, including provision of services in the least restrictive

environment and appropriate inclusion in the school’s academic program, assessments, and extra-curricular activities

Discipline including due process protections, manifestation determinations, and behavioral intervention plans

Access to the schools facility and program to students in a lawful manner and consistent with students IEP or Section 504 plans.

Appropriate use of all available , applicable funding

Good faith effort to attract, recruit, and retain such students Appropriate levels of confidentiality Physical and emotionally safe and conducive learning environment Appropriate scheduling, preparation and conduction of IEP meetings The school implements a system of tiered support that includes a continuum of

supports, behavioral supports, and quality interventions

• The school materially complies with applicable laws, rules, regulations, and provisions of the charter contract relating to requirements regarding English Language Learners, including by not limited to: Equitable access and opportunity to enroll Required policies related to the service of ELL students Compliance with native-language communication requirements Proper steps for identifications of students in need of ELL services Appropriate and equitable delivery of services to identified students Appropriate accommodations on assessments Exiting of students from ELL services Ongoing monitoring of exited students Physically and emotionally safe and conducive learning environment Good faith effort to attract, recruit and retain such students Appropriate levels of confidentiality

• The school materially complies with applicable laws, rules, regulations, and provisions of

the charter contract relating to requirements regarding students who are eligible for the free and reduced priced lunch program, including but not limited to: Equitable access and opportunity to enroll Proper steps for identification of students Good faith effort to attract, recruit, and retain such students Appropriate levels of confidentiality Physically and emotionally safe and conducive learning environment

Benchmark 4: Safe and Secure Facility: The school has a plan with established procedures which are implemented that create a safe and secure environment.

• Renewal recommendation is based on evidence that the following are present: • School emergency preparedness and management plan • Standard response protocols established • State training requirements completed • School crisis team

Benchmark 5: Legal Compliance and Reporting: The school complies with other applicable laws, regulations, and reporting requirements. Renewal recommendation is based on evidence that the following are present:

• The school complies with board policies • The school makes Charter Board-adopted policies, meeting agendas and minutes and

related documents readily available for public inspection • The school’s Board conduct meetings consistent with principles of transparency, the

Colorado Sunshine and Open Records laws • The school complies with attendance and enrollment reporting • The school adequately provides data needed for state reporting • The school adequately complies with laws that they are not authorized to be waived from

such as, but not limited to, READ Act, state assessments and SB-191

• The school provides the district with all required reporting as outlined in the charter agreement

Benchmark 6: Financial Condition: The school is in sound and stable financial condition as evidenced by performance on key financial indicators. Enrollment, recruitment and retention history and projections indicate sustainability of a quality educational program. Renewal recommendation is based on evidence of the acceptability of the following:

• Results of operations • Enrollment trends and stability • Budgetary reliance on 1-time monies • Adequacy of current fund balance

Benchmark 7: Financial Management: The school operates in a fiscally sound manner with realistic budgets pursuant to a long-range financial plan, appropriate internal controls and procedures, and in accordance with state law and generally accepted accounting practices. Renewal recommendation is based on evidence that the following are present:

• The school has an accurate and functional accounting system that includes monthly budgets and that is used for planning purposes.

• The school sets budget objectives and regularly analyzes its budget in relation to those objectives

• The school has allocated budget surpluses in a manner that is fiscally sound • The school has and follows a written set of fiscal policies • The school has complied with state and federal financial reporting requirements • The school has and is maintaining appropriate internal controls and procedures • The school follows generally accepted accounting principals

Benchmark 8: Governing Board Leadership: The Board provides competent stewardship and oversight of the school while maintaining policies, establishing performance goals and implementing systems to ensure academic success, organizational viability, Board effectiveness and faithfulness to the terms of its charter. Renewal is based on evidence that the following elements are generally present:

• Board members possess varied expertise and represent various constituencies. • The board engages in strategic and continuous improvement planning by setting priorities

and goals that are aligned with the school’s mission, vision, and educational philosophy. • The board demonstrates active oversight of the charter school management, fiscal

operations and progress towards meeting academic and other school goals. • The board regularly updated school policies to ensure compliance with applicable laws,

and monitor the school’s alignment to its mission and other terms of the charter. • The board utilizes a performance-based evaluation process for evaluating school

leadership • The board has a process for, and engages in, regular communication with the school

community • The board demonstrates full awareness of its legal obligations to the school and

stakeholders Benchmark 9: Administrative Leadership: The school leadership has established systems and protocols that allow for the successful implementation, evaluation, and improvement of its academic program and operations which include teacher evaluations, administrative evaluation and quality professional development. Leadership is faithful to the vision and mission and implemented the key design elements included in its charter.

Renewal is based on evidence that the following elements are generally present: • The school leader demonstrates strategic leadership through development of vision,

mission and goals, school improvement plan, leading change, and distributive leadership • Demonstrates instructional leadership though conversations regarding standards,

instruction, assessment and data focused on research and best practice. Leader demonstrates current knowledge of research in teaching, learning and child development.

• Supports implementation of high quality instruction through ongoing feedback and appropriate professional development.

• Demonstration of school culture and equity leadership • Demonstration of effective human resource leadership • Demonstration of effective managerial leadership

Benchmark 10: Community and Parent Engagement and Leadership: Families, community members and staff work together to share the responsibility for student academic progress, social - emotional growth and well-being. Renewal recommendation is based on evidence that the following are present:

• Relationships are built through staff regularly contacting parents personally, office staff are friendly and inviting, community agencies and organizations are contacted when help is needed, home visits are conducted as needed, family contributions are honored, and thorough regular communication exists.

• Parents are made knowledgeable of their student’s performance by teachers explaining test scores and performance when asked, teachers and parents look at student work and test results together, student work goes home regularly, and the school holds informational nights regularly.

• Student advocacy is supported through a clear, open process for resolving problems, students have an active voice in their own education, administration responds quickly and openly to issues and requests, and parent-teacher conferences are held regularly.

Charter School Renewal Application

800 South Taft Loveland, Colorado 80537

Phone: (970) 613-5026

PROCESS OVERVIEW AND INSTRUCTIONS

Process Overview Renewal decisions are guided by the principle of high expectations and accountability for charter schools and the best interest of students as required by state statute. The process is designed to ensure equity of opportunity, responsibility and accountability as well as quality education for all students In order to generate thoughtful and accurate recommendations to the Thompson School Board, the process includes a variety of steps, outlined in the timeline below. The renewal application to follow is just one element of the renewal decision-making process, but provides context for the site review team and is your opportunity as a school to reflect on your data and describe your program. Therefore, it is important that you complete it fully and thoughtfully and engage all school stakeholders in its completion.

Part 1

•School Narrative•Primary Source Documents•DUE December 2, 2013

Part 2•Data Reflection•DUE December 2, 2013

Site Visit

•District Staff reviews the renewal documents •Interviews•Observations•District Staff adds additional information as needed•Recommendations to the Board shared with school•CONDUCTED in December, 2013 through January, 2014

Decisions

•Staff Recommendation and supporting evidence at public Board of Education meeting in February• Board asks questions and requests clarifications as needed •Public Hearing where charter parents and other interested persons address the Board•District staff works with school to provide additional information and clarifications to the Board• February 19th, 2014 the District Board of Education acts by resolution to approve or deny request

to renew the charter.•For renewed charters, a collaborative effort will be used to update the charter contract for Board

review and approval.• CONDUCTED February - March, 2014

The renewal process, including this application, is differentiated based on a school’s historical performance. If a school is meeting expectations on the school performance framework, the emphasis on the qualitative is decreased. However, if a school is not meeting expectations, there is a stronger need to collect qualitative evidence to determine if the school has the systems and structures in place to improve their performance going forward and meet the District standards within a reasonable amount of time. Completion and Submission Instructions The renewal application is divided into two parts, which are due December 2nd, 2013 Part 1 includes questions about the academic program along with a request to submit several source documents. These documents are taking the place of additional qualitative narrative questions, and hopefully will be something readily available, thereby avoiding duplication and streamlining the process.

• Part 1 of the application should be no longer than 7 pages maximum, not including the required attachments outlined in Appendix A.

• Part 1 is due December 2, 2013 (this will be utilized to inform site visit planning and minimize duplicative questions and requests for information);

• The primary component of Part 1 is the provision of documents currently in use at your school. These are outlined in Appendix A of this application.

Part 2 will ask the school to reflect on its performance data, including TCAP and SPF. • Part 2 of the application should be no longer than 10 pages maximum • Part 2 is due December 2, 2013

Additional instructions & information:

• Instructions are included within each section in the top box, along with suggested resources to assist you in completing the application. Instructions are italicized throughout the document as well.

• Wherever possible please specific data or examples as evidence in your narratives rather than general assertions or anecdotes. Wherever possible please cite to your school’s key documents or data.

• Tie any evidence you provide to the specific standards, objectives, and obligations included in your charter contract.

• Please submit the renewal application electronically with separate files for the application and each attachment. All attachments should be submitted as individual files labeled in the format “School Name_Attachment Name”. Attachment name should correspond to the list of requested documents.

• All parts of the completed application should be emailed to Paul Bankes, Executive Director of Elementary Education at [email protected]


STATUTE & FRAMEWORK

Statutory Background for Renewal Process When a charter school’s contract with Thompson School District is set to expire at the end of the school year, they are required to apply for renewal of the contract. In compliance with State statute, renewal recommendations are made by Thompson School District staff to the Thompson Board of Education based on analysis, including but not limited to:

a) Overall analysis and evaluation of the renewal application. b) A complete report on the progress of the school in achieving the goals, objectives, pupil

performance standards, content standards and other terms of the charter contract, as well as the results achieved by its students on state assessments.

c) A financial statement that discloses the costs of administration, instruction and other spending categories for the charter school and that will allow comparison of such costs to other schools or other comparable organizations.

d) An analysis and evaluation of whether the school met the conditions, standards, or procedures set forth in the Charter Contract C.R.S. § 22-30.5-110(3)(a)

e) An analysis and evaluation of the school’s fiscal management and financial status C.R.S. § 22-30.5-110(3)(c

f) An analysis and evaluation of the school’s academic program and organizational sustainability.

The Board’s decisions are based on a variety of factors, with student achievement and school success (as measured on the SPF) being the most important factors and financial performance and a qualitative evaluation of the school also being considered. All data points are evaluated over the course of the contract period, with trends and absolute performance being considered.

School Quality Framework Thompson School District has developed a School Quality Framework (“SQF”), adapted from work done in Denver Public Schools, that guides the qualitative components of the renewal process. The SQF outlines the systems and structures and related indicators that research has demonstrated contribute to successful outcomes. The SQF serves as the guiding framework for the format of the renewal application, site visit, and district site visit report.

PART 1

Part 1 provides schools with the opportunity to supply qualitative information on the systems and structures in their school and serves to begin the qualitative review process and inform the site visit. Part 1 includes questions about the academic program and also a request to submit several source documents outlined in Appendix A. These documents are taking the place of additional qualitative questioning, and hopefully will be something readily available, thereby limiting the effort needed. If you believe a source document will be more applicable than a narrative, please provide any additional documents along with the required source documents at the time of submission. Part 1 of the application should be NO LONGER THAN 7 PAGES (not including attachments.)

Suggested Resources: - Original Charter Application - Charter Contract - Colorado Academic Standards or school adopted standards

Section 1: Overview 1) Complete the following information to provide an overview of your school. Data Table

A1 (“Grade Level Enrollment Projections”) only needs to be filled out if: 1) Your school is not yet at scale OR 2) Your school plans to increase or decrease enrollment or change grade configuration during the following five years.

School Name: School Address: Year Founded: School Director/Principal: Chair, Board of Directors:

Data Table A1: Grade Level Enrollment Projections Enrollment Projections By Grade 2013-14 2014-15 2015-16 2016-17 2017-18 ECE K 1 2 3 4 5 6 7 8 9 10 11 12

2) Data Tables: Complete the following table with your interim assessment data for the 2012-

13 school year. If you have internal documents that show this data in a more representative manner or feel a different table format would be more effective, then provide that instead. We ask that the data includes student growth by grade level for the year. You will be asked to reflect on this data in the Education Program section of Part A.

Data Table A2: Interim Assessment Data Fall % Proficient Winter % Proficient Spring % Proficient Reading Math Writing

Please provide a brief explanation of the data provided, including what assessment you are reporting on, its role in your overall assessment system, and any other information that will help Thompson District interpret this data.

3) Executive Summary: The most current summary that the District has on file of your academic program is from your original charter application. Please provide a brief (1-2 pages maximum) overview of the school, including an overview of your education program, a description of your school culture, major instructional methods, key program components and assessment strategies. Briefly identify the research base on which your program is based.

4) Contract Description: Your current contract provides a school mission. If you feel this is still accurate, there is no need to provide anything in this section. If you feel there have been significant changes to your program you would like reflected here, provide below.

a. Mission:

Section 2: Teaching Quality 5) Discuss any common instructional techniques that the site visit team might observe in

your school. This can include type of teaching method, differentiation, use of objectives, etc.

6) Discuss any systems and structures you have in place to support teacher improvement 7) What percentage of teachers in your school are “highly qualified”?

Section 3: Leadership

8) Discuss the stability or transitions in your leadership team and any systems in place to ensure future stability.

9) Discuss your instructional leadership philosophy, including how you ensure that systems and structures are well implemented and your management theory.

10) Discuss how you monitor academic AND financial metrics as the school leader, including what metrics you look at and the frequency.

Section 4: Education Program 11) One of the requested documents we are asking you to complete is a curriculum summary

document. Explain how you have or are working to ensure your curriculum is aligned to the Colorado Academic Standards or school adopted standards.

12) How do you and your staff use data? Include the type of data analysis conducted, examples of modifications to instruction, and modifications to schoolwide systems and structures (if applicable).

13) What success has there been implementing the school’s outreach plan with the goal to achieve student populations reflecting the demographics and diversity of the community?

14) Have you maintained compliance with the district’s open enrollment policy? If no, why? 15) How do you ensure employees carry out the requirements of IEPs and provisions of 504? 16) What school-based assessments are being used to monitor student progress?

Section 5: School Culture

17) Describe any schoolwide classroom management strategies the site visit team can expect to observe.

18) Discuss any schoolwide routines or rituals designed to create a schoolwide culture that the site visit team can expect to observe.

Section 6: Governance and Organizational Sustainability 19) Provide information on the elements of your governance. 20) Describe your budget creation process, including the information used, the timeline, and

the parties involved. 21) Discuss how your financial policies were developed. How often are these policies revised?

How do you monitor that the policies are being followed?

Section 7: Site Visit Planning 22) Site visits will be conducted in December. Please list any conflicts you have during this

time that would prevent a site visit from occurring. 23) Part of the renewal process is a board meeting observation and interviewing key board

members. Please provide the dates for upcoming board meetings.

This is the end of Application Part 1’s narrative component. Please refer to Appendix A for the list of documents you are asked to submit along with the Part 1 narrative. Application Part 2 begins on the following page and is also due December 1st.

PART 2

Part 2 asks you to reflect on your data. You should reflect on this data and any additional internal data before answering the questions. This part of the application should be no longer than 10 pages total, including the data tables.

Suggested Resources: o SPF o School View o Internal Data Archives

Section 1: Overview 1) Please provide any additional data that you have access to as part of completing this

application. If data is not available in a particular area, please leave blank. Use this data, and any additional internal data to answer the questions in this section, citing specific statistics when appropriate. Please note that if you are currently on a five year contract, Thompson School District will be considering performance trends over that entire period so you are encouraged to do so as well.

Academic Performance Data Table B1: TCAP Status Performance Indicators

Measures/Metrics 2010-11 2011-12 2012-13

Academic Achievement (Status)

TCAP Description: % Proficient/Advanced

Reading Math Writing Science

Data Table B2: TCAP Growth Performance Indicators


Academic Growth

TCAP Median Growth Percentile

Reading Math Writing

Data Table B3: Disaggregated TCAP Status Performance Indicators

Measures/Metrics

2010-11 2011-12 2012-13

Academic Achievement By Demographics(Status)

TCAP Description: % Proficient/Advanced

Reading

Minority Students ELL Students FRL Students Special Education Students

Math Minority Students ELL Students FRL Students Special Education Students

Data Table B4: CELA Status Performance Indicators


Language Development (Status)

Access: English Language Proficiency Level or CELA Description: Percent of Total School ELL Population at each Access/ CELA Level

Level 1 Level 2 Level 3 Level 4 Level 5 Total ELL

Data Table B5: CELA Growth Performance Indicators


Language Development (Growth)

Access: English Language Proficiency Level or CELA Description: Percent of School ELL Population Moving Up One or More Level(s)

Level 1 Level 2 Level 3 Level 4 Level 5 Total ELL

Data Table B6: School Based Performance Performance Indicators


Early Literacy (Status)

School Based Assessment Description: Percent of Students At or Above Grade Level

K 1 2 3

Please insert any additional performance data you feel will be useful for generating renewal recommendations. (OPTIONAL.) School Culture

Data Table B7: Parental Involvement Performance Indicators


Parent Satisfaction and Involvement

Parent Survey Response Rate Parent Satisfaction Rate PTA Meetings Held Average PTA Meeting Attendance

Average Parent SAC Attendance

Data Table B8: Student Engagement Performance Indicators


Student Engagement

Attendance-All Students Attendance-Male/Female Attendance-Special Education Attendance-ELL Students Student Satisfaction-All Students

Data Table B10: Student Behavior Performance Indicators


Student Behavior

Suspensions-All Students (In school/Out of School)

Suspensions-Male/Female Suspensions-Special Education

Suspensions-ELL Students Expulsions-All Students Expulsions-Male/Female Expulsions-Special Education Expulsions-ELL Students

Please insert any additional culture data you feel will be useful in generating renewal recommendations. (OPTIONAL.) Data Reflection:

2) Based on your academic results, what are your three academic priorities? 3) What are your three main strategies being implemented to address these priorities? 4) Discuss any progress your school has made towards closing the achievement gap and what

strategies you will implement to further close these gaps. 5) Based on other data, what are your top three non-academic priorities? 6) What are your three main strategies being implemented to achieve these non-academic

priorities? 7) Your contract mentions specific performance objectives and school created goals. What

are these and what is the school’s progress towards meeting these goals and objectives.

Section 2: Teaching Quality 8) What was your teacher retention rate been the past few years? What was your goal for

teacher retention? If your teacher turnover was above goals, what changes will you make to your recruitment or hiring practices in response? If you met goals, to what do you attribute your strong teacher retention?

9) What data is being used to inform your professional development? 10) Based on your data how will you alter your teacher coaching and evaluation? 11) Based on test results, have you identified any strengths or weaknesses in your instructional

practices? How do you plan to address any weaknesses? Section 3: Leadership

12) How was the data used to inform the evaluations of the leadership team?

13) How has the data been used to modify systems and structures that the leadership team has put into place to support student achievement?

Section 4: Education Program 14) Based on your data, have you identified any strengths or weaknesses in your curriculum?

How do you plan to address any weaknesses? 15) Given your performance, what are your goals for TCAP and SPF performance for the

coming years? 16) Reflect on the performance of ELL students on TCAP and other assessments. Discuss any

changes you are making to your ELA program as a result. 17) Reflect on the performance of special education students on TCAP and other assessments.

Discuss any changes you are making to your special education program as a result.

Section 5: School Culture 18) Describe any changes you have made to better engage parents based on your parent

satisfaction results. Describe any changes you have made this year to increase student engagement (including both attendance and student satisfaction)?

Other 19) If there is anything else you would like to be considered in the renewal decision, please

provide it here. (OPTIONAL)

Appendix A: Required Documents Please submit the following documents along with the completed Part 1 of your application. IF you do not have these items in regular use at your school do not create them for this process; the goal is to understand what you are using at your school on a regular basis. All attachments should be submitted as individual files labeled in the format “School Name_Attachment Name”. Attachment name should correspond to the name listed below (i.e., “PD Plan”.)

• Teacher Quality • PD Plan (Including schedule, topics, participants, and facilitator) • Classroom Observation Protocol and Schedule (Including type of feedback provided

and frequency) • Tools and Protocols used in teacher evaluations (including criteria, rubrics, and

schedules) • Leadership

• Organizational Chart • Staff Handbook • Tools and protocols used in leader evaluation (including criteria, rubrics, and

schedules) • Financial Policies and Procedures • Annual Report (If the school has one; please do not create for this purpose)

• Instruction • Curriculum Overview • Sample Data Analysis Template • Assessment Plan (including baseline, formative, and summative assessments; the

subject, frequency, and grades; as well as purpose); (using the attached template if needed)

• Unit or Lesson Plan Template (if a common template is either suggested or required) • School Culture

• Discipline Policy • Parent/Student Handbooks

• Governance • 3 year budget • Strategic plan (if the school has one; please do not create for this purpose) • Board Self-Evaluation (Only if you have completed one in the last 12 months)

Loveland Classical Request for Charter Renewal Recommendation On December 2, 2013 Loveland Classical submitted a charter renewal application to the Thompson School District. Members of the Thompson School District Leadership Team conducted a comprehensive review process to inform our renewal recommendation. District recommendation -- Five-year renewal term with the qualification that Benchmark 3 indicators will be monitored regularly by an outside third party completing a quarterly review the next school year. Failure to meet identified special education requirements will result in reconsideration of their status. Rationale for Recommendation: Loveland Classical has a strong theoretical foundation and serves as an “educational choice” for parents in the community. Many aspects of the school are meeting expectations and serve as a positive, strong foundation for future growth. Areas of strong performance are the fidelity to the curriculum, safe and secure facility, financial management, Board leadership, and parent engagement. The school is moving forward with implementing exactly what was promised with the original charter agreement. Loveland Classical School is currently underperforming in the area of student achievement and growth resulting in an “Improvement” status with the Colorado Department of Education. Furthermore, services being provided to their special populations are significantly below expectations resulting in the need for ongoing monitoring and assistance. The following Quality Performance Framework with supporting narratives provides a deeper rationale for the recommendation.

Thompson School District Charter School Quality Framework – Loveland Classical Renewal 2014

Level Description Exceeds (E) The school meets the performance benchmark; potential exemplar in this area Meets (M) The school generally meets the performance benchmark; few concerns are noted

Approaches (A) The school does not meet the performance benchmark; a number of concerns noted Significantly Below (SB) The school falls far below benchmark; significant concerns are noted


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Benchmark 1: Student Performance: The school has met or came close to meeting student achievement goals for academic achievement, academic growth and achievement goals outlined in the school's charter. A Benchmark 2: Teaching and Learning: The school has systems in place designed to cultivate shared accountability and high expectations and that lead to students' well-being, improved academic outcomes, and educational success. The school has rigorous and coherent curriculum and assessments aligned to the Colorado Academic Standards and the stated intent of the school. Teachers engage in evidence based best practices so that all students experience consistent high levels of engagement thinking and achievement. Data usage is consistent and effective to drive quality decision making. M

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Benchmark 3: Special Populations: The school is meeting its legal obligations regarding services to Students with Disabilities and English Language Learners and protecting their rights under State and Federal law. The school's enrollment and retention targets for students with disabilities, English language learners and students who are eligible for the free and reduced priced lunch program or being met; or has demonstrated good faith efforts to attract, recruit, and retain such students. SB Benchmark 4: Safe and Secure Facility: The school has a plan with established procedures which are implemented that create a safe and secure environment. M Benchmark 5: Legal Compliance and Reporting: The school complies with other applicable laws, regulations, and reporting requirements. M

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Benchmark 6: Financial Condition: The school is in sound and stable financial condition as evidenced by performance on key financial indicators. Enrollment, recruitment and retention history and projections indicate sustainability of a quality educational program. M Benchmark 7: Financial Management: The school operates in a fiscally sound manner with realistic budgets pursuant to a long-range financial plan, appropriate internal controls and procedures, and in accordance with state law and generally accepted accounting practices. M

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Benchmark 8: Governing Board Leadership: The Board provides competent stewardship and oversight of the school while maintaining policies, establishing performance goals and implementing systems to ensure academic success, organizational viability, Board effectiveness and faithfulness to the terms of its charter. M

Benchmark 9: Administrative Leadership: The school leadership has established systems and protocols that allow for the successful implementation, evaluation, and improvement of its academic program and operations which include teacher evaluations, administrative evaluation and quality professional development. Leadership is faithful to the vision and mission and implemented the key design elements included in its charter. A

Benchmark 10: Community and Parent Engagement and Leadership: Families, community members and staff work together to share the responsibility for student academic progress, social - emotional growth and well-being. M

Benchmark 1: Student Performance: The school has met or came close to meeting student achievement goals for academic achievement, academic growth and achievement goals outlined in the school's charter. # Indicator Measure Meets Level

1 Academic Growth

1.a Aggregate Growth School Performance Framework Rating


1.b Growth GAPS School Performance Framework Rating


1.c Percent Catching Up School Growth Summary % At or above district average. Percentages match those of schools serving similar populations.

2 Academic Achievement 2.a Aggregate Proficiency % of students proficient on

state assessments for all students on school performance framework

Overall Rating of "Meets"

2.b Subgroup Proficiency % of students proficient on state assessments for all accountable subgroups from state reports

District average

2.c Similar Schools Comparison

% of students proficient on state assessments for all students on school performance framework

Match that of schools serving similar populations

Benchmark 1: Student Performance Only two years of data exists to review. Therefore, drawing any trend conclusions is not possible. Caution should be taken before drawing any significant conclusions about student performance at this point. However, student performance and growth during the first two years is concerning, especially compared to schools with similar demographics. The logical conclusion, given the demographics as well as the prior achievement of students upon entry, is that the school would have high achievement with at least average growth. Loveland Classical showed a positive increase in total percentage of points earned on the School Performance Framework from year 1 to year 2. The school made a gain from 48.7% last year to 58.9% this year. The school is designated as an “Improvement” school by the Colorado Department of Education. Academic Growth: The school received an “approaching” rating by the state for aggregate growth. Specifically, there was a reading growth percentile of 36 for elementary, 39 for middle school and 72 for high school. The obvious strength is at the high school level where the high growth should be commended. The percentile scores at elementary and middle school are significantly behind the district percentile scores of 52 for elementary schools and 50 for middle schools. The comparison of math growth between the district and Loveland Classical are as follows: elementary – 47 to 45, middle – 50 to 38, and high school – 53 to 48. Loveland Classical did not meet state math expectations at any level. For writing, the school had growth percentile scores of 55 at elementary, 46 at the middle level, and 55 at the high school level compared to the district’s 49 at elementary, 45 at the middle level, and 47 at the high school level. All these percentiles meet state expectations and exceed the district as a whole.

4th Grade 5th Grade 6th Grade 7th Grade 8th GradeLCS 35 39 31 48 57District 51 50 41 46 56

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Academic Growth Gaps: The school received an “approaching” rating by the state for academic growth gaps. Because the school has such small subgroups we only receive annual growth data for students needing to catch up. This category represents growth by students that previously tested as not proficient. On the school performance framework, the elementary level is “approaching” with reading, “approaching” with math and “meets” with writing. At the middle level they are “approaching” with reading, “does not meet” with math and “meets” with writing. At the high school level the school received no data for reading or writing due to small numbers and “does not meet” expectations for math. Overall, these ratings are similar to the district’s ratings except for mathematics. The district did not receive any “does not meet” ratings. The school needs to be cautioned that although annual data is not reported for many of these subgroups, they will emerge next year on the three-year plan because the state aggregates the annual data. Based on current growth scores, this three- year aggregation could potentially move the school into priority improvement status. Percent Catching Up: Loveland Classical performed well in writing in regards to students catching up, keeping up and moving up. They exceeded the district in nearly every category at the elementary and secondary levels. As a goal they can now strive to reach performance comparable to similar schools. In math and reading, the school trails the district average in every category. Academic Achievement: The school received an overall rating of “meets” by the state, which included a “meets” rating at the elementary level, a meets rating at the middle level and an approaching rating at the high school level. Loveland Classical received the following ratings and school percentile as compared to the district as a whole: Loveland Classical Elementary Reading Meets 59th percentile District Elementary Reading Meets 64th percentile Loveland Classical Middle Level Reading Meets 67th percentile District Middle Level Reading Meets 66th percentile Loveland Classical High School Reading Approaching 34th percentile District High School Reading Meets 58th percentile Loveland Classical Elementary Math Approaching 32nd percentile District Elementary Math Meets 60th percentile Loveland Classical Middle Level Math Approaching 45th percentile District Middle Level Math Meets 76th percentile Loveland Classical High School Math Approaching 29th percentile District High School Math Meets 81st percentile Loveland Classical Elementary Writing Approaching 48th percentile District Elementary Writing Meets 66th percentile Loveland Classical Middle Level Writing Meets 71st percentile District Middle Level Math Meets 60th percentile Loveland Classical High School Writing Meets 65th percentile District High School Writing Meets 65th percentile

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LCCS 83.87% 75.58% 74.45% 78.85% 0 67.57%District 76.44% 74.32% 75.75% 72.82% 73.12% 74.34%

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LCCS 71.97% 62.21% 42.45% 49.68% 0 24.32%District 73.34% 72.26% 59.39% 57.15% 42.04% 42.17%

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Overall, Loveland Classical falls short of receiving a “meets” rating in many areas captured on the school performance framework as well as lagging the district average in most growth and achievement areas. There appears to be a notable strength in writing and a notable weakness in math performance. For these reasons, the school is receiving a rating of “approaches” on the Thompson Quality Framework. Again, the school should be cautioned that on the three-year School Performance Framework many subgroups will be reported and could result in “priority improvement” status. Benchmark 2: Teaching and Learning This benchmark does not evaluate the performance of the school, which is addressed with benchmark 1. This benchmark addresses the program itself, the organization’s fidelity to that program, and the systemic focus on generally recognized, effective practices in curriculum, instruction, assessments, and data usage. The school implemented the material terms of the educational program in all material respects and the educational program reflects the material terms as defined in the charter contract. This expectation, sometimes called “fidelity to the program,” is important because the school was approved on the premise that the educational program specifically proposed was likely to be successful. The Core Knowledge curriculum K-8 and the classical/liberal arts sequence in high school along with the “trivium” (grammar, logic, rhetoric) instructional framework are evident in the day-to-day educational program. Also evident is the presence of a character development emphasis. Collectively, the school’s approach identified a targeted guaranteed and viable curriculum. As is the case with all our schools, Loveland Classical teachers are exploring and unpacking the expectations of the common core standards to ensure that instruction is addressing these requirements.


LCCS 58.06% 52.60% 60.87% 67.95% 0 56.76%District 59.67% 58.54% 59.85% 57.93% 53.39% 55.13%

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Loveland Classical School - Writing% of Students Proficient & Advanced

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Areas identified as not meeting expectations include, but are not limited to, teacher’s use of multiple sources of data and consistent, high quality assessment practices to guide instructional planning and delivery, as well as, the implementation of a comprehensive system of tiered academic and behavioral support that enable students with disabilities, language barriers and other obstacles to master grade-level expectations. Though most teachers possess strong content knowledge, some are new to the profession resulting in difficulty understanding the point of view of the children. The school is targeting improvement in their teachers’ ability to reach students and help all students understand the material. Structures are in place to build instructional capacity of teachers which include teachers being required to stay after school one hour each day to improve teaching strategies and providing training around educational practices during Monday staff meetings. Also evident are processes for teachers to regularly collaborate throughout the week and to participate in peer observations and the videoing of lesson which are powerful growth strategies. Through data reflection and strategic planning the school has identified areas for improvement and are taking positive action. For example, the school is addressing the gaps students have with rudimentary math concepts and skills resulting in more students enrolling in higher level courses in the ninth grade. This should significantly increase performance with regards to mathematics. Similar actions have been taken in writing. Overall, the school receives a “meets” rating on the Thompson Quality Framework. Benchmark 3: Special Populations The focus of this benchmark is to ensure LC S upholds its responsibility to identify “exceptional children” as defined by the State Board of Education and provide an appropriate educational program to these students in a manner that best serves their needs. The targeted special populations for this benchmark are students with disabilities, English Language Learners, and students that would qualify for the free and reduced lunch program if available at the school. The School District is responsible for advising LCS of known potential violations of a student’ IEP or failure to carry out responsibilities assumed by LCS. In the event a federal or due process complaint is attributable to any failure of a LCS employee to carry out responsibilities under a student’s IEP, LCS shall indemnify the School District for any costs of defense and monetary award in such proceeding, as stipulated in the charter contract. Enrollment of these special populations shows a decline as well as percentages significantly below district averages.

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Students on IEPs are considered for enrollment equitably. The process of reviewing IEPs of potential attendees, to verify their IEPs can be implemented and level of needs met at LCS is in place. Also, all students have access to the facility. Ongoing conversations are occurring between district administration and LCS staff to identify areas of concern and to map out a long-term plan for improving processes and instruction for students with disabilities. All students, including students with special needs in regards to IEP, 504, and ELL students are routinely discussed during the Wednesday grade level meetings that occur after school. Discussions are not limited to this time, but a systematic approach ensures all struggling students are given structured time within the week to support students. During this time, teachers discuss successes and weaknesses in search of teaching methods that will give each student the best chance of success. In addition, teachers discuss the accommodations of students in the Special Populations to work towards all accommodations being met. In addition, the school is focusing on strengthening their RtI process. In the previous years and early this year, the school worked to employ the progress monitoring process of Ridgeview Classical Schools. Teachers keep track of students and refer them to the Student Services teams when necessary. The Student Services team works with the teachers to discuss strategies and interventions for each student. If a student did not find success, the strategies and interventions are modified or completely redone. The progress monitoring tools are exams, quizzes, and work of the students. Recently, the school has incorporated two tools for interventions. The first is the Pre-referral Manual by Hawthorne and the interventions found on interventioncentral.org. Moving forward with our progress monitoring, the school will implement Aimsweb as part of our procedure. All teachers and coordinators are required to conduct progress monitoring processes with any student in the RtI process. These short exams will be given prior to the intervention and after to monitor the success of the intervention. Although, this process may “technically” be in place, the fidelity and effectiveness have been called into question. These efforts indicate a recognition and desire to be successful with all students, which include special education students. The issue remains a fundamental lack of understanding and skill set to be successful with what are considered challenging students. Processes will take awhile to establish and implement. Building the capacity of teachers to work effectively with students with disabilities is the larger challenge with no easy solution. Many teachers have content knowledge but lack teacher training. Again, a support plan is being created that includes establishing strong procedures as well substantial professional development. Currently, there are several areas in need of attention:

• Processes are not in place to meet our Child Find obligation. • Processes are not in place to meet the legally mandated procedures for eligibility

determination -Initial or Triennial. • PD has not occurred to inform staff on process, procedures, disability categories, and legal

obligations. • The basic foundational skill level of current staff is unknown; data collection, analysis,

interpretation and application to instruction are prerequisite skills necessary for eligibility determination.

• Ongoing progress monitoring is not established. • Tier I/Universal/green zone instructional best practices are not established/evidence of

differentiation of instruction has not been established. • Existence of a pre-referral problem solving process is not established.

• IEPs implemented with fidelity. • 504 plans properly followed. • LCS is unable to meet the requirements prescribed by state and federal law for mandated

participants in IEP meetings; a licensed general education teacher is not available to consistently and fully participate in IEP meetings.

• A modified continuum of services is not evident. • Students have not received assessment accommodations included in IEPs. • The process prescribed by CDE for obtaining non-standard accommodations for TCAP has

not been followed, creating limited access for some students to the test. • Assistive technology is not available, limiting access to instruction and assessment. • While IEP meetings and the provision of services are mandated to be confidential, at times

multiple processes occur in the same space, creating confidentiality concerns. • Effective problem-solving process is not established as part of the overall referral process.

Thompson School District’s English Language Acquisition (ELA) department works jointly with the Loveland Classical School (LCS) to provide an ELA-pullout Language Instruction Educational Program (LIEP) for their Non-English Proficient (NEP) and Limited-English Proficient (LEP) English Learners (ELs). LCS is compliant with the outlined requirements: equitable access and opportunity to enroll, required policies related to the service of English Learners (ELs), compliance with native-language communication requirements, proper steps for identification of students in need of ELL services, appropriate accommodations on assessments, exiting of students from ELL services, ongoing monitoring of exited students, good faith effort to attract, recruit and retain such students, and appropriate levels of confidentiality, which are ensured by various LCS staff members and the district-assigned ELA teacher through her support and direct language instruction. Regarding the requirement of LCS to provide a ‘physically and emotionally safe and conducive learning environment,’ a highly qualified ELA teacher in the area of Linguistically Diverse Education provides effective ESL-pullout instruction supporting the language development of LCS’s ELs. However, LCS has not facilitated a learning environment for this ESL-pullout instruction that is conducive to learning English as a Second Language. Overall, Loveland Classical receives a “significantly below” rating on the Thompson Quality Framework. The issues of noncompliance will take time to overcome, but the school must begin addressing them immediately. Benchmark 4: Safe and Secure Facility Public schools, per Colorado Safe Schools Legislation, are required to have specific measures in place in order to appropriately plan for and respond to emergency incidents that may occur on their campuses. Loveland Classical is committed to providing a safe, clean and positive environment for students. The school has implemented several systems to meet safety goals with excellence and accountability. A few examples of improvements made this year are: (1) LCS staff members trained through TSD as crossing guards for SW14th Street; (2) exterior of the building re-keyed with a limited number of keys that are tightly controlled; (3) phones programmed with a panic button that dials 911 immediately; (4) 24 hour video surveillance; (5) sex offender screening at check-in; and (6) traceable badge access system for the front door. Through the review of Loveland Classical School the following has been determined:

1. Loveland Classical School has sufficiently completed a school emergency preparedness and management plan for academic year 2013 – 2014. Their plan conforms to the four constructs of the U.S. Department of Education and the Colorado Department of

Education. The four constructs encompass planning for all hazards emergencies, preparations so as to implement crisis response and management plans during a critical incident, training of staff to appropriately respond to crisis incidents, and to have systems in place to help recover from crisis events so as to restore a sense of normalcy in the school environment.

2. Loveland Classical School has adopted Standard Response Protocols specific to lock-

down, secured perimeter, shelter-in-place, and evacuation. These protocols are consistent with state requirements and are posted in classrooms throughout the facility.

3. Loveland Classical School is in compliance with state requirements that school official(s) are trained in NIMS (National Incident Management Systems) by having successfully completed FEMA Incident Command Systems 100 course.

4. Loveland Classical School meets the state mandate requiring schools to have a school crisis team comprised of staff members and that they meet regularly to plan, review and train for crisis events.

5. Loveland Classical School supports their crisis preparedness and emergency management plan by collaborating with the Thompson School District Office of Security and various community partners in local law enforcement, fire and medical emergency services.

Loveland Classical School meets the requirements of Colorado safe schools law for establishing and maintaining a safe and secure learning environment and receives a “meets” on the Thompson School Quality Framework. Benchmark 5: Legal Compliance and Reporting This benchmark address legal compliance and reporting not included in the other benchmarks such as finance and special populations. Loveland Classical is materially complying with applicable laws, rules, regulations, and provisions of the charter contract relating to educational and reporting requirements. Generally the school completes and has on-time submission of reports that are of high quality. The school complies with policies and meeting requirements. In this area, Loveland Classical receives a “meets” rating on the Thompson Quality Framework. Benchmark 6: Financial Condition The financial condition of the school is stable but not where they would like it to be. During the first two years of existence, Loveland Classical Schools established a fund balance of approximately $590,000. During the third year projected enrollment was not met, requiring a drawdown of funds from the fund balance. After withdrawing these funds, we will still have approximately 7% of our operating budget in the fund balance. The LCS Board of Directors believes the cause for the financial situation in the third year is caused by two items. The first is that the lease on our building is extremely high especially considering the functionality of the building for a K-12 school. The second is that projected enrollment was not reached. To address the needs of the facility, the LCS Board of Directors contacted a financial expert, Russ Caldwell, to assist in finding a more secure footing considering our situation. Secondly, the LCS

Board of Directors has created a Marketing Team lead by a marketing expert, Mike Bryant. The sole purpose of this team is to ensure students and families know and understand the philosophy of the school. Mr. Bryant has already conducted training sessions to improve the school’s messaging through informational meetings and is working on additional training to create a cohesive and accurate message when discussing the school. The school believes that if awareness is raised about the school to the community, there will be many who are interested in enrolling. In reviewing the financial condition of Loveland Classical district staff researched the key information as bulleted below and included resulting observations.

1. LCS Results of operations for both 2011-12 & 2012-13: For the first two years of operation LCS has finished the year with revenues in excess of expenses for each year ($446,359 & $144,365), building sufficient fund balance to satisfy TABOR minimum requirements, satisfy internal requirements (if any) and accumulate additional unrestricted monies.

2. LCS enrollment trends & stability: While LCS did fall short of target enrollment

figures each year, they did achieve sufficient enrollment to support financial sustainability (see 1. Results of Operations above). In addition LCS enrollment is trending positively (505.3 to 606.5 to 620.0). It should be noted that some of this enrollment growth is created by the addition of high school grade levels in successive years.

3. LCS budgetary reliance on 1-time monies, if any: LCS has received grants monies

in each of its first three years, the majority of which are not currently projected to continue beyond 2013-14. These monies certainly contributed thus far to the positive results of operations and it will take a concerted and strategic effort in planning to continue the financial sustainability trend absent ongoing revenues from those sources.

4. Adequacy of current LCS Fund Balance: As of June 30, 2013 LCS has a fund balance

of $590,724. The 2013-14 school year however is experiencing some variances versus the original plan. The revised budget, if achieved, will erode the fund balance to $320,322. Though a significant impact, the remaining fund balance is still almost 7% of annual expenses. It does create a greater urgency for precision in the future.

SCOPE LIMITATONS: The district’s financial review was limited in scope to that of an overview rather than in depth detailed analysis. While the audit report gives full confidence as to results of operations and resulting fund balances it is limited in its presentation and discussion of details and strategy. Accordingly the observations and summary comments above should be viewed in that context. Projections are always dependent upon assumptions proving out to be true. Again, financial “what if” planning should be done in advance to mitigate the implications of deviations from plan. LCS has sufficient fund balance and demonstrated financial acumen to warrant approval of an additional contract built upon reasonably achievable financial projections. The current 3 year plan meets that objective. Modifications to that plan should be carefully reviewed to ensure any additional financial risk is manageable without threatening the ongoing viability of the proven k-8 program. Overall, Loveland Classical receives a “meets” rating on this benchmark. Benchmark 7: Financial Management

Loveland Classical Schools recently completed an audit using the same auditor used by Thompson School District. The auditors reported that the process went smoothly and the school is in compliance with nearly all indicators. The report was extremely positive which was acknowledged by district staff. In an effort to expand understanding of fiscal policies in order for more people to understand and weigh in on future decision, the school is planning on evaluating a minimum of two policies each quarter through Loveland Classical Schools’ Finance Committee. In addition, procedures will be written to ensure a smooth transition should personnel change. All procedures written at Loveland Classical Schools will cover five categories: goal, philosophy, step-by-step process, participants, and tools required. In reviewing the financial management of Loveland Classical district staff researched the key information as bulleted below and included resulting observations:

1. 3 Year Financial Projections prepared by LCS: The initial 3 year plan submitted by LCS projects a successful reversal of fund balance use that the 2013-14 revised budget created. Each year’s projections show revenues in excess of expenses even while eliminating 1-time grant revenues from previous years. The projected enrollments appear reasonable based upon actual enrollment totals for 2013-14. The plan does however require an exploration of different grade configuration to re-establish profitability, and to sustain enrollment totals it will require enrollment growth in some lower grades. They will continue analyzing operational and financial alternatives to pursue that goal.

2. Financial Acumen: As with most start-up operations LCS had its challenges establishing the appropriate accounting systems, processes and controls necessary to properly support the organization and satisfy state reporting requirements. Much is learned in that critical first year. LCS took first year lessons to heart and responded positively with significant system and reporting improvements in year 2. Comments and observations from LCS independent auditors suggest there are now no concerns of significance in this area. The significant performance deviation from the original 2013-14 budget does give pause. LCS does appear however to recognize the need to mitigate this kind of risk and deviation going forward given its significant impact to fund balance. In addition LCS should identify its key financial risks going forward and be deliberate in establishing systems to mitigate and/or respond to them in a timely manner. “What if” scenarios should be planned in advance.

Overall, the school operates in a fiscally sound manner with realistic budgets pursuant to a long-range financial plan, appropriate internal controls and procedures, and in accordance with state law and generally accepted accounting practices and the school satisfactorily addresses the benchmark indicators and receives a “meets” rating on the Thompson Quality Performance Framework. Benchmark 8: Governing Board Leadership Board members possess varied expertise and represent various constituencies. The board uses strategic planning to drive decision making and implement the vision and mission of the school. There is strong oversight of the charter school management, fiscal operations and progress towards meeting school goals.

The Loveland Classical Schools board requires all members to complete within six months of being voted in as a board member, the Board Training Modules set forth by the Colorado Department of Education for charter schools. All Board members use this information to write policy that meet federal, state, and district guidelines. All policies are regularly reviewed and modified as necessary. The LCS Board currently has four parents and one grandparent that sit on the Board. Board members have or have had children at other schools or charter schools within the district or have home teaching experience. The members represent a significant level of expertise in various areas including senior business management, finance, local small business ownership, international business, marketing, strategic planning, communication, leadership, change management and experience on other boards. They also are active volunteers at LCS and volunteers for other non-profit organizations including Pathways Hospice, Samaritan’s Purse, Habitat for Humanity, United Way, Kiwanis, House of Neighborly Service, Community Preschool, Big Thompson Preschool and the Loveland Library. The school is currently looking for a community leader to join the Board that has no student ties and another parent elected Board member will be added in the spring at our annual meeting. The LCS Board has processes in place that allow them to ensure both stewardship and oversight. The Board meets at least twice a month and those meetings included the Executive Director of Education (EDE). They use these meetings to review school updates, progress and performance. This includes reports from sub-committees (Finance Committee, SAC, Expansion, Board Development, and Foundation). Each of these committees has a Board member as Chair or liaison to ensure governance and oversight for LCS. These committees meet monthly or quarterly and provide written reports to the Board. The Board updates and revises policies as needed on a very regular basis in Board or committee meetings. The following link has all policies: http://ww.lovelandclassical.org/school_policies.php. Many of the school policies were adopted directly from TSD policies The Board has a strategic plan in place and uses its annual retreat for updating this plan. The strategic plan can be found at http://www.lovelandclassical.org/strategic_plan.php. The five strategic areas of focus are: Board Governance, Financial Oversight, Excellence in Academics, Core Virtues and Expansion. The retreat is conducted by an outside expert to help ensure the best thinking as well as ensuring the schools stays true to the LCS mission, vision and core virtues. Areas in need of more attention include a deeper understanding of effective instructional practices and a more thorough approach to leadership evaluation. Loveland Classical receives a “meets” rating for this benchmark. Benchmark 9: Administrative Leadership The overall challenge of opening and developing an effective school is enormous. Current leadership entered this challenge with no previous administrative experience. The commitment the leadership has to the school is clear. Administration has been on a steep learning curve the first three years of operation to include leadership, curriculum, instruction, community building, communication, special education, ELL, human resource and general building maintenance. There is great potential in this area. There are areas in need of attention and growth that will be discussed at a personal level with an appropriate level of confidentiality.

http://ww.lovelandclassical.org/school_policies.php

http://www.lovelandclassical.org/strategic_plan.php

Building management and leadership work to employ methods developed by business icons, Peter Drucker and Edward Deming. Administrators strive for a system where teachers and staff members are empowered. This is being accomplished through building systems and identifying the difference between an employee weakness and a system weakness. In addition, leadership motivates staff members using the methods of Daniel Pink from his book, Drive. Staff members are motivated through autonomy, mastery, and purpose. Because of these beliefs, teachers take initiative and create new innovative programs on a regular basis. They strive to live up to the school motto, fallamur ut floreamus, or “Let us falter that we may flourish.” An “approaching” rating is assigned to the school. Benchmark 10: Community and Parent Engagement and Leadership: Parent contact and engagement are highly regarded at Loveland Classical Schools. They strive to create a system that maximizes parent contact. Teachers of core classes are required to inform parents of their students’ progress through “projected grades” on certain Fridays to minimize the surprises of poor grades when report cards are handed out. Teachers must make a professional prediction what grade the student would likely receive if the student were to complete the grading period as they have performed in the past. The “projected grade” is entered into Parent Portal followed by an email blast to parents to inform them of their student’s progress. The following Fridays are reserved where teachers and coordinators open their doors to parents from approximately 3:15 through 4:30 to allow parents to inquire about their child’s progress. There is strong evidence of considerable parent participation as well as a frequent and meaningful communication among staff, parents and the community which creates opportunities for discussion and use of communication structures such as newsletters, phone calls and a web presence. Loveland Classical receives a “meets” rating for this benchmark.

New Vision Request for Charter Renewal Recommendation

On December 2, 2013 New Vision submitted a charter renewal application to the Thompson School District. Members of the Thompson School District Leadership Team conducted a comprehensive review process to inform our renewal recommendation. District recommendation: Five-year renewal term Rationale for Recommendation: The following Quality Performance Framework with supporting narratives provides a deeper rationale for the recommendation.

Thompson School District Charter School Quality Framework – Loveland Classical Renewal 2014

Level Discipline Exceeds (E) The school meets the performance benchmark; potential exemplar in this area Meets (M) The school generally meets the performance benchmark; few concerns are noted Approaches (A) The school does not meet the performance benchmark; a number of concerns noted Significantly Below (SB) The school falls far below benchmark; significant concerns are noted


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Benchmark 1: Student Performance: The school has met or came close to meeting student achievement goals for academic achievement, academic growth and achievement goals outlined in the school's charter. M Benchmark 2: Teaching and Learning: The school has systems in place designed to cultivate shared accountability and high expectations and that lead to students' well-being, improved academic outcomes, and educational success. The school has rigorous and coherent curriculum and assessments aligned to the Colorado Academic Standards and the stated intent of the school. Teachers engage in evidence based best practices so that all students experience consistent high levels of engagement thinking and achievement. Data usage is consistent and effective to drive quality decision making. M

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Benchmark 3: Special Populations: The school is meeting its legal obligations regarding services to Students with Disabilities and English Language Learners and protecting their rights under State and Federal law. The school's enrollment and retention targets for students with disabilities, English language learners and students who are eligible for the free and reduced priced lunch program or being met; or has demonstrated good faith efforts to attract, recruit, and retain such students. M Benchmark 4: Safe and Secure Facility: The school has a plan with established procedures which are implemented that create a safe and secure environment. M Benchmark 5: Legal Compliance and Reporting: The school complies with other applicable laws, regulations, and reporting requirements. M

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Benchmark 6: Financial Condition: The school is in sound and stable financial condition as evidenced by performance on key financial indicators. Enrollment, recruitment and retention history and projections indicate sustainability of a quality educational program. M Benchmark 7: Financial Management: The school operates in a fiscally sound manner with realistic budgets pursuant to a long-range financial plan, appropriate internal controls and procedures, and in accordance with state law and generally accepted accounting practices. M

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Benchmark 8: Governing Board Leadership: The Board provides competent stewardship and oversight of the school while maintaining policies, establishing performance goals and implementing systems to ensure academic success, organizational viability, Board effectiveness and faithfulness to the terms of its charter. M Benchmark 9: Administrative Leadership: The school leadership has established systems and protocols that allow for the successful implementation, evaluation, and improvement of its academic program and operations which include teacher evaluations, administrative evaluation and quality professional development. Leadership is faithful to the vision and mission and implemented the key design elements included in its charter. M Benchmark 10: Community and Parent Engagement and Leadership: Families, community members and staff work together to share the responsibility for student academic progress, social - emotional growth and well-being. M

Benchmark 1: Student Performance New Vision has shown overall strong academic performance for several consecutive years. Reading achievement has consistently outperformed district averages and compares well with similar schools. Writing has performed on par with district averages, but slightly behind schools of similar demographics. The school has been underperforming in mathematics until the 2013 testing. The 2013 results show a strong upward performance in mathematics that hopefully indicates adjustments made to the program that are now sustainable. New Vision is designated as a “Performance” school based on their state driven school performance framework. Academic Growth: The school received a “meets” rating by the state for aggregate growth. Specifically, there was a reading growth percentile of 47 for elementary and 59 for middle school. The high growth at middle school is commendable. The percentile score at elementary lags the overall district’s percentile of 52. The middle school growth is significantly ahead of the district percentile score of 50. The comparison of math growth between the district and New Vision are as follows: elementary – 47 to 52 and middle – 50 to 60. For writing, the school had growth percentile scores of 46 at elementary and 58 at the middle level compared to the district’s 49 at elementary and 45 at the middle level. Writing in general at New Vision is lagging at the elementary level, but is strong at the middle school level. New Vision meet state expectations at each level in each subject area.

4th Grade 5th Grade 6th Grade 7th Grade 8th GradeNVCS 58 38 62 47 55District 51 50 41 46 56

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NVCS District

Academic Growth Gaps: The school received a “meets” rating by the state for academic growth gaps. The reportable subgroups are free and reduced students and minority students. Growth for these groups in reading, writing and math at the elementary level indicate solid growth, earning a “meets” designation. At the middle level, free and reduced students are meeting expectation in all subject areas, but minority students are approaching expectation for math and writing. Overall these ratings are similar to the district’s ratings. Academic Achievement: The school received an overall rating of “meets” by the state as well as “meets” at each level. At the elementary level, New Vision received the following ratings and school percentile as compared to the district as a whole:

New Vision Elementary Reading Meets 73th percentile District Elementary Reading Meets 64th percentile New Vision Middle Level Reading Meets 80th percentile District Middle Level Reading Meets 66th percentile New Vision Elementary Math Meets 54th percentile District Elementary Math Meets 60th percentile New Vision Middle Level Math Meets 78th percentile District Middle Level Math Meets 76th percentile New Vision Elementary Writing Meets 57th percentile District Elementary Writing Meets 66th percentile New Vision Middle Level Writing Meets 82nd percentile District Middle Level Writing Meets 60th percentile

2012 2013 2012 2013Elementary Middle School

NVCS 86.88% 81.01% 76.81% 83.66%District 76.44% 74.32% 75.75% 72.82%

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

New Vision Charter School - Reading% of Students Proficient & Advanced

NVCS District


NVCS 78.13% 72.73% 52.17% 67.97%District 73.34% 72% 59.39% 57.15%

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

New Vision Charter School - Math% of Students Proficient & Advanced

NVCS District

Overall, New Vision is performing strong based on these state metrics. Middle school in particular is performing significantly better than the district in many areas, while performance at the elementary level is significantly higher in reading but on par in math and writing. This collective performance earns the school a “meets” rating on the Thompson Quality Performance Framework. Benchmark 2: Teaching and Learning This benchmark does not evaluate the performance of the school, which is addressed with benchmark 1. This benchmark addresses the program itself, the organization’s fidelity to that program, and the systemic focus on generally recognized, effective practices in curriculum, instruction, assessments, and data usage. The school implemented the material terms of the educational program in all material respects and the educational program reflects the material terms as defined in the charter contract. This expectation, sometimes called “fidelity to the program,” is important because the school was approved on the premise that the educational program specifically proposed was likely to be successful. The Core Knowledge sequence guides the content while the Colorado State Standards outline the baseline for expectations in instruction. Fidelity to Core Knowledge is evident in the day-to-day educational program. Collectively, the school’s approach has identified a targeted guaranteed and viable curriculum. The school is seeing strong reading success through the implementation of a Balanced Literacy approach using the Four Blocks Frameworks, supported with a direct phonics program. Singapore math continues to be the foundation for the math program. The assessment plan at New Vision utilizes both standardized measures and anecdotal measures. The school is using approved, proven assessments such as NWEA, DRA2 and DIBELS. Areas that have been target for improvement in order to meet their long-term achievement goals include, increasing the opportunities for accelerated and remedial math, effective use of standards-based curriculum maps, formal and informal assessment of writing, implement Basic


NVCS 63.75% 57.59% 61.59% 73.68%District 59.67% 58.54% 59.85% 57.93%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

New Vision Charter School - Writing% of Students Proficient & Advanced

NVCS District

Math Fact, providing leveled and small group math instruction, and implementing the READ Act to meet requirements. Several systems and structures you have in place to support teacher improvement, which include:

a. Weekly staff meetings provide timely professional development and discussions around school policies and procedures as well as time for staff to set goals and discuss needs.

b. Monthly professional development days are used to provide time for consultants to train staff, for teams and cross grade level discussions and work around well-defined goals in line with our school improvement plan or other goals set forth by administration.

c. Teachers have access to an instructional coach and mentor who also provides opportunities to observe other master teachers and can answer questions in a timely manner.

d. Ultimately, we believe that teachers are professionals, and deserve to be treated as such. We work together and support one another without regard to years of experience or knowledge base. We want our teachers to take risks and try new things while constantly reflecting on their teaching practices as they work toward positive results as evidenced by the entire portfolio of assessment data that they keep on their students.

Continued progress needs to be made in ensuring all subject areas are aligned with the expectations of the Colorado Academic Standards. This year an emphasis will be placed on aligning K-8 math curriculum in accordance with the revised Colorado Academic Standards and Singapore Math curriculum, as well as, a focus on science instruction and curriculum alignment in science. One-hundred percent of teachers at the school are highly qualified. Overall, the school receives a “meets” rating on the Thompson Quality Benchmark 3: Special Populations The focus of this benchmark is to ensure New Vision upholds its responsibility to identify “exceptional children” as defined by the State Board of Education and provide an appropriate educational program to these students in a manner the best serves their needs. The targeted special populations for this benchmark are students with disabilities, English Language Learners, and students that would qualify for the free and reduced lunch program if available at the school. The School District is responsible for advising New Vision of known, potential violations of a student’ IEP or failure to carry out responsibilities assumed by New Vision. In the event a federal or due process complaint is attributable to any failure of a New Vision employee to carry our responsibilities under a student’s IEP, New Vision shall indemnify the School District for any costs of defense and monetary award in such proceeding, as stipulated in the charter contract. Enrollment of special populations shows percentages below district averages. However, these population groups are increasing slightly.

The Special Education Department of the Thompson School District and New Vision Charter School enjoy a collaborative working relationship. Students with disabilities, K-8, access the charter school along with their typically developing peers, and receive special education and related services according to their individualized education plans (IEPs). Students with mild to moderate disabilities are served through a "push in" or "pull out" model, provided by a full time and part time special education teacher and one paraprofessional. A district school psychologist, occupational therapist, and speech-language therapist are assigned to New Vision on a part-time basis. The administrators at New Vision are supportive of its special education program; they are easily accessible, and engage in collaborative problem-solving as needed. Processes and procedures are in place to ensure compliance with both federal and state special education laws (IDEA and ECEA Rules). Identification, assessment, eligibility determination, and IEP implementation are conducted with little oversight. In the event issues do arise, New Vision staff takes direction from the district to remedy the situation.

05

1015202530354045

201120122013 201120122013 201120122013

F&R ESS ELL

Elementary District

Elementary NV

05

1015202530354045

2011 2012 2013 2011 2012 2013 2011 2012 2013

F&R ESS ELL

Middle District

Middle NV

Special Populations Enrollment

Special Populations Enrollment

Additionally, students who qualify for 504 plans are provided reasonable accommodations and related services to enable access to education. In general, the district office receives few parent complaints regarding the provision of services at NVCS. Thompson School District’s English Language Acquisition (ELA) department works jointly with New Vision charter school to provide an ELA-pullout Language Instruction Educational Program (LIEP) for their Non-English Proficient (NEP) and Limited-English Proficient (LEP) English Learners (ELs). New Vision is compliant with the outlined requirements including: equitable access and opportunity to enroll, required policies related to the service of English Learners (ELs), compliance with native-language communication requirements, proper steps for identification of students in need of ELL services, appropriate accommodations on assessments, exiting of students from ELL services, ongoing monitoring of exited students, good faith effort to attract, recruit and retain such students, appropriate levels of confidentiality, and providing a physically and emotionally safe and conducive learning environment, which are ensured by New Vision staff members and the district-assigned ELA teacher through her support and direct language instruction. Overall, New Vision receives a “meets” rating on the Thompson Quality Framework. Benchmark 4: Safe and Secure Facility Public schools, per Colorado Safe Schools Legislation, are required to have specific measures in place in order to appropriately plan for and respond to emergency incidents that may occur on their campuses. Through the review of New Vision Charter School the following has been determined:

1. New Vision Charter School has sufficiently completed a school emergency preparedness and management plan for academic year 2013 – 2014. Their plan conforms to the four constructs of the U.S. Department of Education and the Colorado Department of Education. The four constructs encompass planning for all hazards emergencies, preparations so as to implement crisis response and management plans during a critical incident, training of staff to appropriately respond to crisis incidents, and to have systems in place to help recover from crisis events so as to restore a sense of normalcy in the school environment.

2. New Vision Charter School has adopted Standard Response Protocols specific to lock-

down, secured perimeter, shelter-in-place, and evacuation. These protocols are consistent with state requirements and are posted in classrooms throughout the facility.

3. New Vision Charter School is in compliance with state requirements that school official(s) are trained in NIMS (National Incident Management Systems) by having successfully completed FEMA Incident Command Systems 100 course.

4. New Vision Charter School meets the state mandate requiring schools to have a school crisis team comprised of staff members and that they meet regularly to plan, review and train for crisis events.

5. New Vision Charter School supports their crisis preparedness and emergency management plan by collaborating with the Thompson School District Office of Security and various community partners in local law enforcement, fire and medical emergency services.

New Vision Charter School meets the requirements of Colorado safe schools law for establishing and maintaining a safe and secure learning environment and receives a “meets” on the Thompson Quality Framework. Benchmark 5: Legal Compliance and Reporting This benchmark address legal compliance and reporting not included in the other benchmarks such as finance and special populations. New Vision is materially complying with applicable laws, rules, regulations, and provisions of the charter contract relating to educational and reporting requirements. Generally the school completes and has on-time submission of reports that are of high quality. The school complies with policies and meeting requirements. In this area, New Vision receives a “meets” rating on the Thompson Quality Framework. Benchmark 6: Financial Condition In reviewing the financial aspects of New Vision Charter School district staff reviewed the key information as bulleted below and included resulting observations.

1. NVCS Results of Operations for 2012-13: According to the published Statement of Activities for fiscal year 2012-13, NVCS had revenues in excess of expenses for the year of $23,326. This result improved the schools Net Position to a total of $626,723.

2. NVCS enrollment trends & stability: NVCS has maintained steady enrollment at essentially full capacity as determined by its facility and operational strategy.

3. NVCS budgetary reliance on 1-time monies, if any: NVCS has in recent years had

minimal revenues that would be considered 1-time. They do receive approximately $40,000/year in support through the CDE Capital Construction Grant which they project to continue in the near future.

4. Adequacy of current NVCS Fund Balance: As of June 30, 2013 NVCS had a fund

balance of $788,877 and a Net Position of $626,723. Total revenues less expenditures were positive in the recently completed 2012-13 fiscal year. Projections for 2013-14 include a slight loss of $7,438, with more significant losses of $75,000 and $72,000 in the next two years. The projected fund balance (including TABOR) at June 30, 2016 of $470,731 would be approximately 15% of annual expenditures. In addition, NVCS has identified a list of key strategies intended to mitigate projected deficits.

SUMMARY – NVCS has sufficient fund balance and demonstrated financial acumen to warrant approval of an additional contract built upon the associated 3 year financial projections. While the projections appear reasonable, and the deficits manageable, the District also concurs with NVCS intention to seek enhancements to the plan that would help mitigate the projected deficits. SCOPE LIMITATONS – The district’s financial review was limited in scope to that of an overview rather than in depth detailed analysis. While the audit report gives full confidence as to results of operations and resulting fund balances it is limited in its presentation and discussion of details and strategy. Accordingly the observations and summary comments above should be viewed in that context. Projections are always dependent upon assumptions proving out to be true.

Overall, New Vision receives a “meets” rating on this benchmark. Benchmark 7: Financial Management In reviewing the financial aspects of New Vision Charter School district staff reviewed the key information as bulleted below and included resulting observations.

1. Financial Projections prepared by NVCS: As mentioned in 4 above, NVCS has prepared projections for 2013-14, 2014-15 & 2015-16. The projections appear to be reasonably consistent with prior year results while including reasonable estimates of revenue and cost increases where applicable. The projections do yield net losses each year which should prompt the school to consider other revenue enhancement or expense reductions strategies. Accordingly, NVCS has identified a list of key strategies intended to mitigate those projected deficits.

2. Financial Acumen: NVCS, currently in its eighth year of operation, has consistently demonstrated an ability to forecast its enrollment, revenues and expenses with reliability. It has successfully adjusted plans as necessary when encountering unforeseen circumstances. Their independent auditors report for June 30, 2013 included an unqualified opinion regarding its financial statements.

Overall, the school operates in a fiscally sound manner with realistic budgets pursuant to a long-range financial plan, appropriate internal controls and procedures, and in accordance with state law and generally accepted accounting practices and the school satisfactorily addresses the benchmark indicators and receives a “meets” rating on the Thompson Quality Performance Framework. Benchmark 8: Governing Board Leadership The seven Board members possess varied expertise and represent various constituencies. The board uses strategic planning with specific objectives to drive decision making and implement the vision and mission of the school. There is strong oversight of the charter school management, fiscal operations and progress towards meeting school goals. The Board is composed of up to two members that are community members with no immediate relative attending NVCS. Board members are elected by parent population and community members are appointed by the board of directors. Board members serve two-year terms. Overall Board Objectives are:

• To ensure that the Mission Statement and Contract between NVCS and Thompson School District are adhered to in all activities and decisions of the Board, staff, students, parents and NVCS advisory committees

• To serve as final authority in matters affecting staffing, budget, curriculum, calendar decisions and New Vision Charter School concerns, and to ensure that these are consistent with and promote the educational goals of the Mission Statement, Operating Contract and official NVCS policy.

• To encourage faculty, parents and students to be aware and responsive to the needs and concerns of NVCS as a whole, and of the unique learning styles, challenges and talents of individual students.

• To act as the official voice of NVCS with regard to public information, media contacts, and public relations.

• To adopt policy and procedures which govern New Vision Charter School. • To ensure the long term viability of the school and to assume fiduciary responsibility for

the school.

New Vision receives a “meets” rating for this benchmark. Benchmark 9: Administrative Leadership Since 2006, when New Vision Charter School was created, there have been three acting Principals and two assistant principals. Currently, there is an acting principal who was previously the assistant principal. New Vision Charter School has had smooth leadership transitions. Overall leadership has been competent and effective. Connections have been made with the Colorado League of Charter Schools to provide interim support if needed. To date, that has not been necessary. Any areas in need of attention and growth will be discussed at a personal level with an appropriate level of confidentiality. A “meets” rating is assigned to the school. Benchmark 10: Community and Parent Engagement and Leadership: Parent engagement in any school can be a challenging priority. New Vision understands the importance of parental engagement and support and strives to meet the challenges to be successful. There is evidence that the school engages parents in discussions designed to build positive relationships. The school is succeeding at developing strategies to sustain positive meaningful communications with parents. Additionally, the school works to sustain meaningful parent involvement through implementation of strategies designed to support their involvement. Working relations between the school and the Boy’s and Girl’s Club is strengthening and serves as a strong partnership for the benefit of children and the school. New Vision receives a “meets” rating for this benchmark.

AGENDA ITEM 7.0

2013-14 Second Quarter Discipline Report Date: February 5, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Margaret Crespo, Ed.D., Executive Director of Secondary Education Consideration: Does the Board have any questions regarding the 2013-14 second

quarter discipline report? The attached information will be presented by Margaret Crespo regarding 2013-2014 second quarter discipline incidents. The report also includes comparison data from the 2012-13 school year.

2nd Quarter Discipline Report

Margaret CrespoExecutive Director of Secondary Education

February 5, 2014

Presentation Outcomes

Data from Infinite Campus district wide discipline reporting system

2012-13 comparison discipline data Behavior supports

CDE Discipline Incidents Categories

Drug Alcohol, and Tobacco Violations 1st., 2nd. Degree or Vehicular Assaults 3rd. Degree Assaults/Disorderly Conduct Dangerous Weapons Robbery Other Felonies Disobedient or Defiant Detrimental Behavior (includes threats, harassment, bullying) Destruction of School Property Other Violations of Conduct Code

2013-14 2nd Quarter Average Incidents Per Day Per Month

0000000

6.196.5

3.5200

0 1 2 3 4 5 6 7

JulJun

MayApr

MarFebJanDecNovOctSepAug

Average Incidents Per Day Per Month

Number of Events

2013-14 2nd Quarter Counts by Category by Incident

12467

2436

48130

171

0 50 100 150 200

1st, 2nd Degree or Vehicular AssaultDestruction of School Property

Dangerous WeaponsTobacco ViolationAlcohol Violation

Drug ViolationOther Violation of Code of Conduct

3rd Degree Assault/Disorderly ConductDisobedience/Defiant or Repeated…

Detrimental Behavior

Counts by Incident

Number of Events

2013-14 2nd Quarter Counts by Incident By Student

12588

2740

58152

195

0 50 100 150 200

1st, 2nd Degree or Vehicular AssaultDestruction of School Property

Dangerous WeaponsTobacco ViolationAlcohol Violation

Drug ViolationOther Violation of Code of Conduct

3rd Degree Assault/Disorderly ConductDisobedience/Defiant or Repeated Interference


Counts by Student

Number of Events

2013-14 2nd Quarter Counts by Incident By Location

234456678

1314

1719

2430

4570

196

0 50 100 150 200

Computer LabMusic Room

LibraryParking Lot

Art RoomBus - On Bus

Commons AreaUnknown Location

OfficeLocker Room

Bathroom - RestroomGym

PlaygroundOff Campus

Outside-Grassy AreaCafeteria

HallwayClassroom

Counts by Location

Number of Events

2013-14 2nd Quarter Referrals by Context By Events

12477

112425

3465

208

0 50 100 150 200 250

On the way to school

School-sponsered activity

On the way from school

Unspcified/Blank

Other

Other time during school

During Passing

Before Class

After Classes

During Lunch Recess

During Class

Counts by Context

Number of Events

2013-14 2nd Quarter Referrals by Race Ethnicity

1

2

7

10

136

340

0 50 100 150 200 250 300 350

A Indian

Asian

Black

Multiple

Hispanic

White

Referrals by Race Ethnicity

Number of Events

2013-14 2nd Quarter Referrals by Gender

109

387

0 50 100 150 200 250 300 350 400

Female

Male

Referrals by Gender

Number of Events

2013-14 2nd Quarter Referrals by Sub-Categories

145

18

39

149

347

0 50 100 150 200 250 300 350 400

Double Identified

GT

ELL

ESS

FARM

Referrals by Sub- Categories

Number of Events

Incidents Per Day Per Month

0.26

3.83

7.1

5.07

4.97

0.26

3.13

5.71

6.5

6.19

0 1 2 3 4 5 6 7 8

Aug

Sep

Oct

Nov

Dec

2012-13 to 2013-14 Comparison

Q1 & Q2 2013-14

Q1 & Q2 2012-13

Counts By Incident 2012-13 to 2013-14

0

7

11

13

19

50

62

69

191

207

1

2

4

6

7

24

36

48

130

171

0 50 100 150 200 250

1st, 2nd, Degree or Vehicular Assault

Destruction of School Property

Dangerous Weapons

Tobacco Violation

Alcohol Violation

Drug Violation

Other Violation of Code of Conduct

3rd Degree Assault/Disorderly Conduct

Disobedience/Defiant or Repeated Interference


2012-13 to 2013-14 Comparison

2013-14

2012-13

Behavior Supports• Hosting a Positive School Climate Parent Information Night on Feb 11th at

Bill Reed Middle School.• Bullying presentations and curriculum including Tough Kid Bully Blocker

Book at the Elementary Level.• Culturally Responsive and Restorative practices including No Place for

Hate, Middle School and High School Student Effectiveness LeadershipCamps, (SIOP) Sheltered Instruction Observation Strategy Training (Tier I)and Peace Keeper Circle Game at the elementary Level (Tier I) .

• Classroom guidance and groups on a variety of social, emotional andbehavioral topics provided by district counselors, social workers, andschool psychologists.

• Love and Logic Programs for parents, community and staff.• District Culture and Climate Committee with the mission, “Create a school

community where staff and students feel a sense of safety, belonging,connectedness, and confidence.”

Behavior Supports, cont.• Check & Connect Mentoring Program (6-12): Check and Connect

mentorship is designed to promote student engagement by providingpersistent support to boost academic, behavior, and expectations forunderachieving and disengaged students. A volunteer mentor works withstudents and partners and families by regularly checking their educationaland social progress to enhance the student’s connection to school-home.

• Continued implementation of PBIS framework and the use of research-based programs within that framework: Social Skills Improvement System(SSIS) (Tier I and II), CHAMPS Classroom Management (Tier I), CheckIn/Check Out (Tier II), Non-violent Crisis Intervention (Tier III), FunctionBased Support/Behavior Planning and Wrap Around (Tier II and III)

• Partnership with Campus Corps• Kid’s Hope Mentors in most elementary schools and peer mentoring at

most secondary schools.

Questions?

AGENDA ITEM 8.0

Proposed Revisions to Board Policies: GC – Professional Staff

GCQC-GCQD – Resignation of Instructional Staff/Administrative Staff GCQF – Discipline, Suspension and Dismissal of Professional Staff

GDD – Classified and Non-Licensed Administrative/Professional/Technical Staff Vacations and Holidays

Date: February 5, 2014 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Michael Jones, Assistant Superintendent of HR and School Support Consideration: Does the Board have any questions regarding the proposed revisions to

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

File: GC

PROFESSIONAL STAFF Note: Policies and regulations in the GC section (Professional Staff) pertain only to instructional and licensed administrative staff members. Teachers shall be in one of these classifications for purposes of the Colorado Teacher Employment, Compensation and Dismissal Act according to the terms of their employment: 1. Teacher. Teacher means any person who holds an initial or professional teacher’s license

and who is employed to instruct, direct or supervise an instructional program. “Teacher” does not include persons holding letters of authorization or the superintendent.

2. Alternative teacher. A person who is participating in an alternative teacher program

provided by a designated agency and who holds an alternative teacher’s license. 3. Probationary teacher. A teacher on an annual contract who has not completed three

full consecutive years of demonstrated effectiveness or a non-probationary teacher who has had two consecutive years of ineffectiveness, as defined by applicable rules of the State Board of Education. continuous and uninterrupted employment in the district and who has not been re-employed for the fourth year. A year of required service for probationary teachers is defined as a full school year if the period of continuous and uninterrupted employment includes the last 120 school days of the academic year.

4. Substitute teacher. A teacher who normally performs services for the district for four

hours or more during each regular school day, but works on one continuous assignment for a total of less than 90 regular school days, or for less than one semester or equivalent time as determined by the annual school year calendar of the district. Substitute teacher does not include a nonprobationary or probationary teacher who is assigned as a permanent substitute teacher within a school district.

5. Itinerant teacher. A teacher who is employed by the district on a day to day or similar

short-term basis as a replacement teacher for a nonprobationary teacher, a probationary teacher or a part-time teacher who is absent or otherwise unavailable (no limit on the number of days worked). Itinerant teachers may also be referred to as temporary teachers.

6. Part-time teacher. A teacher who normally works less than four hours per day The Board shall approve all classifications upon the recommendation of the superintendent. Adopted prior to 1985 Revised August 7, 1991 Revised October 6, 1999 Revised April 5, 2006 Revised May 16, 2012 Legal refs.: 20 U.S.C. 6319 (definition of highly qualified teacher contained in No Child Left

Behind Act of 2001) 34 C.F.R. 200.55 (federal regulations regarding highly qualified teachers) C.R.S. 22-9-103 (1.5) (definition of licensed personnel) C.R.S. 22-32-109 (1) (f) (board duty to employ personnel) C.R.S. 22-32-109.7 (specific board duties regarding personnel) C.R.S. 22-60.5-111 (types of authorizations, including military spouse interim

authorization) C.R.S. 22-60.5-201 (types of teacher licenses)

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

File: GC

C.R.S. 22-60.5-201 (3) (b) (licensure reciprocity for out-of-state applicants) C.R.S. 22-60.5-207 (alternative teacher contracts) C.R.S. 22-63-103 (definitions in Teacher Employment Act) C.R.S. 22-63-201(2) (hiring of person who holds an alternative teacher license) C.R.S. 22-63-203 (2)(a)(II) (definition of probationary teacher) 1 CCR 301-87 (State Board of Education rules for administration of a system to

evaluate the effectiveness of licensed personnel)


File: GCQC/GCQD

RESIGNATION OF INSTRUCTIONAL STAFF/ ADMINISTRATIVE STAFF In accordance with state statutes, a teacher or licensed administrator may cancel a contract prior to the beginning of an academic year by giving written notice no later than 30 days prior to the start of the academic year, during an academic year by giving at least 30 days’ written notice, or at any time by mutual agreement with the Board of Education. A teacher or licensed administrator who fails to honor a contract, except in accordance with the statutes, shall be held responsible for the ordinary and necessary expenses incurred in securing a replacement, or for 1/12th of his or her annual salary, whichever is less. In addition, the teacher’s or administrator’s license may be suspended. A teacher or licensed administrator who resigns during the term of the contract shall be paid the prorated amount of the annual salary for each day the teacher has been on duty. An adjustment or repayment may be made for amounts accrued or overpaid. The district shall comply with the mandatory reporting requirements concerning allegations of unlawful behavior involving a child and other offenses, in accordance with state law and the regulation accompanying this policy. MANDATORY REPORTING REQUIREMENTS If an employee resigns as a result of an allegation of unlawful behavior involving a child, including unlawful sexual behavior, which is supported by a preponderance of evidence, the superintendent is delegated the responsibility for notifying the Colorado Department of Education (CDE) as soon as possible but no later than ten (10) business days after the employee’s resignation. The superintendent shall provide any information requested by CDE concerning the circumstances of the resignation. The district also shall notify the employee that information concerning the resignation is being forwarded to CDE unless such notice would conflict with the confidentiality requirements of the Child Protection Act. In addition, the superintendent shall immediately notify CDE whenever a licensed employee resigns for any of the following reasons: 1. The individual is convicted, pleads nolo contendere or receives a deferred sentence or

deferred prosecution for a felony or a misdemeanor crime involving unlawful sexual behavior or unlawful behavior involving children.

2. The individual is convicted, pleads guilty, pleads nolo contendere, or receives a deferred

sentence for any of the following offenses:

a. any felony, including but not limited to felony child abuse, felony unlawful sexual behavior, a felony offense involving unlawful sexual behavior, and a felony offense involving an act of domestic violence;

b. a crime of violence; c. indecent exposure; d. contributing to the delinquency of a minor; e. misdemeanor domestic violence; f. misdemeanor sexual assault; g. misdemeanor unlawful sexual conduct; h. misdemeanor sexual assault on a client by a psychotherapist; i. misdemeanor child abuse; j. misdemeanor sexual exploitation of children; k. misdemeanor involving the illegal sale of controlled substances;


File: GCQC/GCQD

l. physical assault; m. battery; or n. a drug-related offense.

3. When the county department of social services or the local law enforcement agency

reasonably believes that an incident of child abuse or neglect has occurred and the employee is the suspected perpetrator and was acting in an official capacity as an employee of the district.

4. When the Board reasonably believes that an employee is guilty of unethical behavior or

professional incompetence. Adopted prior to 1985 Revised February 21, 1990 Revised April 1991 Revised August 7, 1991 Revised March 2, 1994 Revised February 20, 2008 Revised May 16, 2012 Legal refs.: C.R.S. 19-3-301 et seq. (Child Protection Act of 1987) C.R.S. 22-32-109.7 (specific duties regarding hiring inquiries and reporting) C.R.S. 22-63-202 (employment contracts) 1 CCR 301-37, Rules 2260.5-R-15.00 et seq. (mandatory reporting

requirements)


File: GCQF

DISCIPLINE, SUSPENSION AND DISMISSAL OF PROFESSIONAL STAFF (And Contract Nonrenewal)

The Board of Education shall follow procedures established by law for the suspension and dismissal of teachers. Full-time probationary teachers currently employed by the Board shall be re-employed for the succeeding academic year at the appropriate salary unless the Board does not renew the contract of such teacher pursuant to law. The superintendent or designee shall be authorized to suspend with pay or place on administrative leave a professional staff member as a disciplinary measure and/or pending an internal investigation when a professional staff member is accused of serious misconduct. The superintendent shall report all such suspensions to the Board at its next meeting and shall make a recommendation if further disciplinary action is warranted. A teacher shall not be subject to any disciplinary proceeding, including dismissal, for actions that were in good faith and in compliance with the district’s discipline code and other district policies, regulations, rules or procedures, nor shall a contract nonrenewal be based on such lawful actions. The district shall not obtain consumer credit reports on a current employee unless the district is evaluating the employee for promotion, reassignment or retention. In all cases where credit reports are obtained and/or relied upon for purposes of reassigning, terminating employment or denying the promotion of an employee, the district shall comply with the Fair Credit Reporting Act. The district shall comply with the mandatory reporting requirements concerning allegations of unlawful behavior involving a child and other offenses, in accordance with state law and the regulation accompanying this policy. MANDATORY REPORTING REQUIREMENTS If an employee is dismissed as a result of an allegation of unlawful behavior involving a child, including unlawful sexual behavior, which is supported by a preponderance of evidence, the superintendent is delegated the responsibility for notifying the Colorado Department of Education (CDE) as soon as possible but no later than ten (10) business days after the employee’s dismissal. The superintendent shall provide any information requested by CDE concerning the circumstances of the dismissal. The district also shall notify the employee that information concerning the dismissal is being forwarded to CDE unless such notice would conflict with the confidentiality requirements of the Child Protection Act. If the district learns that a current employee has been convicted of, pled nolo contendere to, or received a deferred sentence or deferred prosecution for any felony or misdemeanor crime involving unlawful sexual behavior or unlawful behavior involving children, the superintendent shall immediately report this information to CDE. In addition, the superintendent shall immediately notify CDE when a dismissal action against a licensed employee is based upon the employee’s conviction, guilty plea, plea of nolo contendere, or deferred sentence for any of the following offenses:

a. Any felony, including but not limited to felony child abuse, felony unlawful sexual behavior, a felony offense involving unlawful sexual behavior, and a felony offense involving an act of domestic violence;


File: GCQF

b. A crime of violence; c. Indecent exposure; d. Contributing to the delinquency of a minor; e. Misdemeanor domestic violence; f. Misdemeanor sexual assault; g. Misdemeanor unlawful sexual conduct; h. Misdemeanor sexual assault on a client by a psychotherapist; i. Misdemeanor child abuse; j. Misdemeanor sexual exploitation of children; k. Misdemeanor involving the illegal sale of controlled substances; l. Physical assault; m. Battery; or n. A drug-related offense.

The superintendent shall also notify CDE when:

a. The county department of social services or the local law enforcement agency reasonably believes that an incident of child abuse or neglect has occurred and the employee is the suspected perpetrator and was acting in an official capacity as an employee of the district.

b. The Board reasonably believes that an employee is guilty of unethical behavior or professional incompetence.

Adopted prior to 1985 Revised February 21, 1990 Revised April 1990 Revised August 7, 1991 Revised March 2, 1994 Revised April 12, 2000 Revised August 20, 2008 Revised May 16, 2012 Legal refs.: 15 U.S.C. 1681 et seq. C.R.S. 19-3-301 et seq. (Child Protection Act of 1987) C.R.S. 22-2-119 (duty to make inquiries prior to hiring) C.R.S. 22-32-109.1 (9) (immunity provisions in safe schools law) C.R.S. 22-32-109.7 (specific duties regarding hiring inquiries and reporting) C.R.S. 22-63-202 (3) (temporary suspension during contract period) C.R.S. 22-63-202 (4) (disclosure of reasons why left employment) C.R.S. 22-63-203 (renewal and non-renewal of probationary teacher contracts) C.R.S. 22-63-301 et seq. (dismissal of licensed staff) 1 CCR 301-37, Rules 2260-R-15.00 et seq. (mandatory reporting requirements) Cross ref.: GBG, Liability of School Personnel /Staff Protection


File: GDD

CLASSIFIED AND NON-LICENSED ADMINISTRATIVE/PROFESSIONAL/TECHNICAL STAFF VACATIONS AND

HOLIDAYS Vacations Regular 12-month (260 day) employees shall be entitled to the following annual vacation: 1st through 4th year of employment .................................................................. ……… 80 hours\year 5th through 12th year of employment ................................................................ ……..120 hours\year 13th and each succeeding year of employment ................................................. ……. 160 hours\year Vacation shall accrue from the first day of employment as follows: 1st through 4th year of employment ..................................................................... 6.67 hours\month 5th through 12th year of employment ................................................................. 10.00 hours\month 13th and each succeeding year of employment .................................................. 13.33 hours\month Vacation days shall not accumulate from year to year. Earned vacation time shall begin July 1 of each year and end the following June 30. Vacations shall be scheduled at the convenience of the district and as nearly as possible at the convenience of the employee. Employees shall be encouraged to take vacation during the months of June, July and August. However, upon written approval of an employee's supervisor, vacation time earned during an accrual cycle may be carried over and used during the period between July 1 and the end of winter intermission. APT Staff: Vacation time earned during an accrual cycle may be carried over and used during the period between July 1 and June 30 with a maximum of 320 hours at any given time. Classified Staff: Vacation time earned during an accrual cycle may be carried over and used during the period between July 1 and winter intermission. Employees must obtain the permission of their supervisor prior to taking vacation. All employees who resign or whose employment is terminated shall receive the paid vacation to which they are entitled as soon as possible. New employees whose term of service is less than one full year shall be entitled to paid vacation in the ratio that their length of service bears to a full year. Holidays 12-month (260 days) employees shall be paid for 12 holidays per year as approved by the Board. The following days are considered paid holidays for regular 12-month classified staff: Independence Day (1 day) Labor Day (1 day)


File: GDD

Thanksgiving vacation (3 days) Winter Break/New Year (4 days) Martin Luther King (1 day) Presidents’ Day (1 day) Memorial Day (1 day) Classified employees working less than 12 months will be eligible for a maximum of two paid holidays per year as approved by the Board. The two paid holidays will be Thanksgiving break (one day) and winter intermission break (one day). In order to receive the holiday pay, classified employees working less than 12 months may not take other leave the day prior to or immediately following a holiday. Exemptions must be pre-approved by the assistant superintendent or designee. Adopted prior to 1985 Revised September 4, 1991 Revised September 4, 1996 Revised November 15, 1999 Revised February 20, 2008 Revised January 6, 2010 Revised March 4, 2011 Revised and recoded June 20, 2012 Legal refs: C.R.S. 8-13.3-101 et seq. (leave for parental involvement in academic activities) C.R.S. 22-1-112 (school year –national holidays)


AGENDA ITEM 9.0

High Plains Area School Design Phase Date: February 5, 2014 Submitted by: Stan Scheer, Ed. D., Superintendent of Schools Michael Jones, Assistant Superintendent HR and School Support Consideration: Does the Board have any questions regarding proceeding with the design

phase of the High Plains area school? __________________________________________________________________ On January 8, 2014 the Board heard an update on the High Plains area school project. At this time, staff is recommending to proceed with the design phase of the project. The design phase includes all architectural, mechanical and structural design components up to and including final design approval by the Board and the State. The initial design has been started but has been placed on hold pending approval by the Board. It is recommended that this work be completed by the design team, RB+B. This phase can take up to six months for completion and must be completed prior to construction beginning. The cost for this phase will be paid out of the TIF account. Michael Jones will be in attendance to answer questions.

AGENDA ITEM 10.0

Board Policy BEDH – Public Participation at Board Meetings

Date: February 5, 2014 Submitted by: Bob Kerrigan, BOE President Stan Scheer, Ed.D., Superintendent of Schools Consideration: For the Board to discuss and propose, as needed revisions to Board policy

BEDH. At the January 15, 2014 BOE meeting, Board members requested this policy be placed on the agenda for Board discussion and possible revision. Board policy BEDH is attached for Board review.

File: BEDH

PUBLIC PARTICIPATION AT BOARD MEETINGS All regular and special meetings of the Board shall be open to the public. Because the Board desires to hear the viewpoints of the public and also needs to conduct its business in an orderly and efficient manner, it shall schedule time during some Board meetings for brief comments and questions from the public. The Board shall set a time limit on the length of public participation time and a time limit for individual speakers. Public comments and questions at a regular meeting may deal with any topic related to the Board's conduct of the schools. Speakers may offer such criticism of school operations and programs as concern them, but are encouraged to exercise their speech rights responsibly. The Board encourages the discussion of all personnel matters to be conducted in executive session. The Board president shall be responsible for recognizing all speakers who shall properly identify themselves, for maintaining proper order, and for adherence to any time limits set. Questions requiring investigation shall be referred to the superintendent for consideration and later response. Members of the public who would like the Board to allow them to participate in the discussion of a particular agenda item at a work/study session shall notify the Board secretary prior to the day of the meeting. At the work/study session, the Board shall decide whether to allow participation and, if so, set appropriate guidelines and time limits. Members of the public wishing to make formal presentations before the Board shall make arrangements in advance with the superintendent and Board president so that such presentations, when appropriate, may be scheduled on the agenda. Members of the public will not be recognized by the president during Board meetings except as noted in this policy. Adopted prior to 1985 Revised to conform with practice: date of manual adoption Revised March 6, 1991 Revised to conform with practice August, 2004 Revised December 14, 2011 Revised December 19, 2012 Legal ref.: C.R.S. 24-6-401 et. seq. (open meetings law) Cross refs.: BEDB, Agenda Format KE, Public Complaints

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