Connecting you to your Five Star Schools March 2014 VOL. 13 | NO. 3 | An Adams 12 Five Star Schools Publication
/Adams12FiveStarSchools
THREAT ASSESSMENT PROCESS PROVIDES SWIFT, CONSISTENT RESPONSE
/Adams12
/company/adams-12-five-star-schools
| PAge 8
District faces another challenging budget cycle Superintendents, boards of education and parents encourage legislature to restore K-12 funding Adams 12 Five Star Schools’ budget development process for the 20142015 school year began in January. While budget work is already underway, the district will not know the exact amount of funding it will receive from the state until the Colorado General Assembly finalizes the School Finance Act for the 2014-2015 budget year. The governor’s November 2013 forecast called for modest additional funding for K-12 education to reflect statewide enrollment growth of 1.3 percent and 2.6 percent inflation. For the Five Star District this would equate to an increase of approximately $217 per pupil. Even if the Five Star District receives the additional dollars from the state, a projected 9.3 percent increase in healthcare costs and a 0.9 percent See BUDGET | PAge 10
Broncos’ safety David Bruton presented Hillcrest Elementary third-grader Alen Lupercio-Escoto with an autographed football for his winning essay on why it’s important to fuel up with school breakfast every day during test week. Bruton and Miles the Mascot visited Hillcrest as part of the “It Starts With School Breakfast” campaign, which aims to increase school breakfast awareness and participation and provide resources to help all kids start each day with the fuel they need to succeed. The campaign is a collaboration between Fuel Up to Play 60, Share our Strength’s “No Kid Hungry” campaign and Dean Foods. The assembly was hosted by the Western Dairy Association.
New Colorado academic assessments to begin this spring Assessments to more accurately evaluate what students know and can do
Educational Support Center 1500 E. 128th Ave. Thornton, CO 80241
State-mandated assessments are changing in order to more accurately measure student mastery of the updated Colorado Academic Standards. The new online science and social studies assessments will begin this spring. Colorado’s new assessments, collectively known as the Colorado Measures of Academic Success (CMAS), include both the Colorado-developed science and social studies assessments and the Partnership for Assessment of Readiness for College and Careers (PARCC)-
developed English language arts and mathematics assessments. CMAS assessments mark the first time social studies-related knowledge will be measured. It is also the first time that assessments, other than the ACT, will be administered in grade 11. The CMAS assessments will be taken on electronic devices. “We’re in the process of improving hardwired and wireless infrastructure in all schools, as well as providing more devices upon which students can test,”
Director of Assessment and Accountability Dave Bahna said. “This also will allow more embedded and integrated use of technology in regular classroom settings.” The technology-enhanced assessments are interactive and will measure the full range of students’ depth of knowledge and critical thinking skills. “The state released sample CMAS assessments in the online format so teachers and students could become acquainted with the assessment and tools associated with the tests,” Bahna See CMAS | PAge 4
STUDENTS PREPARE TAX RETURNS Provide community service
SUPERINTENDENTS REQUEST FUNDING RESTORATION
Volunteers help close gap
PAGE 4
Legislature entertains option
PAGE 7
PAGE 5
READING CORPS TO EXPAND
Five Star Journal
2 | March 2014
School districts need flexibility to invest in areas that impact student success
BOARD MESSAGE
page
State funding of education should reflect unique needs, local priorities
By Mark Clark, President Adams 12 Five Star Schools Board of Education
ournal
urnal News Jo
Connecting you to your Five Star Schools
For the first time in almost five years, the Colorado Legislature has the opportunity to restore some of the $1 billion in lost funding to K-12 public education due to the Great Recession. The question now is how much the legislature will reinvest and what that investment will look like. At its regular meeting on Feb. 19, the Adams 12 Five Star Schools Board of Education passed a resolution calling upon the legislature to restore school funding. In addition, 168 of 178 superintendents statewide, including Superintendent Chris Gdowski, have made the same request. Read our budget story on Page 1 to get the latest information about budget planning for 2014-2015. When the legislature cut funding, it did not tell districts where to make those cuts. As a result, districts made cuts based on the needs and priorities of their local communities. In many instances, those cuts have looked different from one school district to another. This is why it’s important that when the legislature begins to restore funding that it also allows districts to invest those dollars in areas that reflect the needs and priorities of their community. Two of the board of education’s legislative principles are local control and fewer regulations.
The board’s legislative platform states: “Preserve the responsibility, fiduciary role and authority of locally-elected school boards for the operations and decisions of their local schools and districts. … “Due to the cuts in funding for education and to allow maximum effectiveness with the funds available, the removal and/or flexibility of regulations on funding and program mandates would allow local school boards to better act in the best interest of its students, parents and community.” The support we provide for at-risk students is an example of the importance of preserving local control and maintaining the flexibility to invest in areas of need and that have a demonstrated impact on student success. In July 2011, the Five Star District was awarded a $1.3 million grant over four years. It’s called the Expelled and At-Risk Student Services (EARSS) grant. As part of the grant structure, funding is reduced in the third year by 25 percent, and by 50 percent in the fourth year. The grant sunsets in June 2015. The district is currently in a position of needing to find another funding source to maintain this important work. The resources provided through this grant have positively impacted student success.
The grant supports our work in improving attendance, addressing bullying and aggression, and providing interventions for drug and alcohol issues. The data proves this work is paying off. We’ve seen a 22 percent reduction in suspensions over the past two years, and a 42 percent reduction in expulsions over three years. More time in the classroom and fewer disruptions mean more time devoted to learning. Our Alternative to Suspension (ATS) and Alternative to Expulsion (ATE) classes are keeping students from losing valuable learning time while getting them the help they need to address specific challenges such as issues with drugs and alcohol. The classes educate students and parents about the dangers and/ or disruptive nature of certain behaviors and support them in developing more appropriate strategies to avoid engaging in those behaviors in the future. The success rate for ATS is 72 percent. The success rate for ATE is 70 percent. That is an investment worth making. Now we need the legislature to give us the flexibility to invest new dollars in programs like this one rather than creating more mandates or taking a one-size-fits-all approach to funding local districts.
Communications Services 1500 E. 128th Ave. Thornton, CO 80241 (720) 972-4005
www.adams12.org Board of Education Mark D. Clark Norman L. Jennings R. Max Wilsey Kathy D. Plomer Enrico Figueroa
March 2014 | Published Quarterly To advertise in the Five Star Journal, contact Barb Stolte at 720-272-8292
Mountain Range High School participates in the 5A State Wrestling Championship. Jorge Rodriguez (heavyweight), left, became the first two-time state champion in Mountain Range history.
Five Star Journal
March 2014 |
page
3
Board of education and teachers’ association ratify agreement Agreement includes use of new negotiations process
FIVE STAR NOTES
The Adams 12 Five Star Schools Board of Education and the District Twelve Educators’ Association (DTEA) have ratified an agreement that sets the course for a stronger and more productive relationship that benefits the 42,000-plus students in the Five Star District. Since October 2013, a group made up of teachers, administrators and board members has been working to address outstanding issues and concerns regarding the relationship between the district and its teachers. To do this work, the group has been using a new process called Interest Based Strategies (IBS). IBS favors a “one” team approach. It shifts the parties from positional bargaining, the negotiations process used in the past. Positional bargaining starts with both parties coming in with an initial proposal. Conversely, IBS is an approach that enables traditional negotiators to become joint problem-solvers. It asserts that mutual gain is possible, that solutions which satisfy mutual interests are more durable, and that parties should help each other achieve a positive outcome. “Everyone on the IBS team – board members, teachers and administrators – collectively accepts the responsibility each of us has to build relationships and trust within the district, and to do our best work to support student success in the Five Star District,” Board President Mark Clark said. In January, the Five Star District’s IBS team reached consensus on a plan to move the district forward in a productive manner. The plan was subsequently ratified by the board and DTEA members in February. It’s been collectively agreed to: • Forego impending litigation by DTEA related to the salary reduction imposed for the 2012-2013 certified contract year and any claim for lost compensation; • Extend the certified contract to Aug. 31, 2017; and • Reaffirm commitment to the IBS process, with some future meeting dates determined, and to develop contract language that reflects a transition to the new process for certified negotiations. The IBS team has confidence in the current financial information/budgetary models for the district, and negotiations for the 2014-2015 school year will begin based on
initial budget models that reflect all current contract costs. The IBS team will continue to meet over the coming months as part of the 2013-2014 negotiations process for the 2014-2015 school year. “This transition to IBS is a progressive step forward for our district and association. Our collective goal is to ensure that every student in our community receives the quality public education that they deserve,” DTEA President Dorian DeLong said.
IBS Committee Members Yvonne Bradford – UniServ Director Mark Clark – President, Board of Education Dorian DeLong – DTEA President Julie Enger – Principal, Mountain Range H. S. Dennis Flodeen – English Teacher, The International School at Thornton Middle Beau Foubert – Principal, Glacier Peak Elemetary Chris Gdowski – Superintendent Lori Goldstein – DTEA Coordinator Heather Greicius – Asst. Director, Student Support Services Andy Hartzheim – P.E./Health Teacher, Glacier Peak Elementary Kyle Hester – Art Teacher, Rocky Mountain Elementary Mark Hinson – Chief Human ResourcesOffi Offi Resources cercer
Norm Jennings – Vice President, Board of Education Mike Jones – Math Teacher, Thornton H. S. Nancy Leonard – Consultant, District Negotiations Team (Retired Principal) David Lockley – Social Studies Teacher, The International School Jami Miller – Principal, The International School Kristy Riccio – Human Resources Director Linda Walther – Consultant, DTEA Negotiations Team (Retired Counselor) Facilitators Jim Lowham – Consultant (Retired School Superintendent) Dave Mussetter – Colorado Education Association
Colorado Preschool Program available to New app helps parents send alert when child is missing qualifying children for 2014-2015
The Lassy Project is a free app that aims to keep kids safe by immediately alerting Adams 12 Five Star Schools offers preschool to a parents when their child is off their pre-programmed course. The Lassy Project limited number of Colorado Preschool Program (CPP) uses GPS and cell phone technology to help parents keep track of their children. If a child goes off their pre-programmed course and is missing, parents can use qualifying children. The program is funded by the state the app’s crowd-source technology to instantly mobilize hundreds of neighbors of Colorado and eligible children will attend at no cost and community members who have signed up for the app, referred to as “villagers,” to the family. Classes are four days per week for 2 hours in seconds to help. and 55 minutes per day. Once an alert is activated by a parent, those local to the event who have also signed up for The Lassy Project receive a link to an image of the missing child and Some eligibility requirements for the program include: a real-time map showing the coordinates of their last known location. Villagers who are not local to the event do not receive the alert. • The child and parent/guardian must reside within the Five Star District Anyone can sign up to be in the village, but names are checked against criminal boundaries. background lists before they’re added. • The child must be four years old on or before Oct. 1, 2014. The Lassy Project founders believe that being able to get a message out in seconds • The child must go through a screening process. to hundreds of individuals near the area a child goes missing can make a difference • The child must meet the state’s criteria for eligibility. in finding the child. For more information, visit www.thelassyproject.com. • All students must have an up-to-date immunization record, a physical and an official birth certificate. North Metro Rail Line ground breaking March 20 • The parent/guardian must be responsible for transportation to and from the RTD will break the ground on the North Metro Rail Line on Thursday, March program. 20, at 10 a.m. at the future 124th Ave. Station (Claude Ct. and E. 124th Ave.). The For more information about the program, call 720-972-8761. North Metro Rail Line is an 18.5-mile electric commuter rail line that will run from Denver Union Station through Commerce City, Thornton and Northglenn to Highway 7 in north Adams County. For more information visit http://www.rtd-fastracks.com/nm_2.
page
Five Star Journal
4 | March 2014
Students help low-income families prepare tax returns Horizon and Mountain Range students volunteer more than 1,800 hours This tax season, 35 Horizon High School students and about 50 Mountain Range High School students will volunteer more than 1,800 hours to help low-income families prepare more than $1.4 million in tax returns. The schools are participating in the Tax Help Colorado program, which is a partnership between the Denver-based Piton Foundation and the Colorado Community College System, to offer free tax preparation services to individuals and families who make less than $52,000. In 2012 Mountain Range High School became the first high school in the state to participate in the program. This is the second year Horizon High School has participated. Dave Lawrence, Horizon High School business teacher and the school’s program sponsor, says students learn a career skill and also use this skill to provide a community service. Emphasis is placed on tax-form preparation using professional tax software. A specifically prepared curriculum gives the students the necessary tax law knowledge to pass the Advanced Level of the IRS certification examination. Students need to pass the IRS exam as part of the course requirements. “This is one area of accounting they get hands-on experience in and an area they can pursue in college,” Lawrence said. “They also have enough tax knowledge to work part-time as tax preparers to help defer their college costs.” Students who participate are concurrently enrolled at their high school and at Front Range Community College (FRCC). The Piton Foundation covers the costs of training course instructors and provides the curriculum and course guides for the class. There is no cost to the students. The students complete the college-accredited income tax prep course and take the Internal Revenue Service (IRS) certification exam. Upon successful completion the students volunteer at the FRCC tax preparation sites beginning in January and leading up to Tax Day (April 15). “I chose to participate in this program in the interest of furthering my own education in both taxes and accounting,” Horizon High School senior Jacob Netwal said. When volunteering, the students sit down one-on-one with their client and ask about their finances and provide free basic income tax preparation assistance and electronic filing. “Through my participation, I have learned valuable information regarding all of the components that are ultimately compiled into a tax return,” Mountain Range High School junior Kelsey Cannon said. “I have also added onto my experience in communicating with clients, since a preparer has to establish trust, ask questions, clarify information and carry on a casual conversation.”
Horizon High School students, from left, Alec Condello, Natalye Gregory and Deryk Treece prepare tax returns at the Front Range Community College Brighton campus. The students receive hands-on experience and further their accounting knowledge while providing a valuable community service.
Students who volunteer 30 hours receive one college-level credit. If they volunteer 40 or more hours they also get a letter from the governor, which they can use in college and job applications. “The whole process has been new to me and I enjoyed expanding my knowledge,” Mountain Range High School senior Janet Payan said. “My favorite part was being able to interact with clients and being able to assist Spanish-speaking clients.” Horizon High School sophomore Melanie Atencio said she enjoyed volunteering because of the opportunity to apply classroom work in hands-on, real-life situations instead of preparing sample returns in the classroom. “I have learned a tremendous amount in my participation, such as how to handle different situations and finding solutions to them,” Atencio said. Last year, Tax Help Colorado helped nearly 9,200 taxpayers receive refunds totaling about $18.5 million. Those numbers are expected to increase this year. “One of the best feelings in the world is being able to say to someone that they should be expecting money back from Uncle Sam,” Netwal said.
CMAS: Assessments establish new baseline FRoM PAge 1
said. “We’re shifting to a different assessment platform and we didn’t want to unintentionally test students’ use of technology.” In April, online CMAS science assessments will be administered in grades 5 and 8 and the social studies assessments will be administered in grades 4 and 7 (both science and social studies high school administrations will occur this fall for grade 12). The Transitional Colorado Assessment Program (TCAP) assessments were administered in February and March for reading, writing and math. This is the last year TCAP assessments will be administered. In 2014-2015, the transition will be made to CMAS language arts and mathematics assessments. The CMAS assessments will establish a new baseline of expected student learning and are aligned with the Colorado Academic Standards. While the new language arts and mathematics assessments are more than a year away (spring 2015), it is important to realize that the new assessments associated with the new standards will bring new proficiency scores.
“The rigor required for students taking the assessments is greater than with previous tests,” Bahna said. “For example, in past TCAP tests a student may have had to read one passage and respond. Now a student may have to read multiple passages or use multiple resources to answer questions.” The new assessments measure deeper knowledge and skills that are particularly important for students’ futures, including problem-solving, writing and critical thinking. The new scores associated with the new assessments will be a more accurate reflection of what students know and can do. The new tests will provide meaningful data for all students, across all proficiency levels. Teachers and families will get detailed reports, helping them better understand each child’s mastery of the standards and what additional support or enrichment might be needed. Scores from TCAP tests will not be comparable to scores from the new CMAS tests. They are different tests measuring different standards and a new baseline of students’ learning will be established.
Colorado Assessment Schedule School Year
20132014
Fall Field test CMAS science and social studies assessments (grade 12)
Spring TCAP reading, writing and math tests (grade 3-10) CMAS science (grades 5 and 8) and social studies (grades 4 and 7) ACT (grade 11)
20142015
CMAS science and social studies assessments (grade 12)
CMAS science (grades 5 and 8) and social studies (grades 4 and 7) CMAS language arts and math (grades 3-11) ACT (grade 11)
NEWS FROM THE CAPITOL
Five Star Journal
March 2014 |
Message to legislature: restore education funding Nearly 95 percent of school districts support the plan
page
5
Connecting your community with the classroom.
Superintendents across the state of Colorado have united in an effort to advocate for increased state funding and a buy down of the negative factor, a mechanism used to cut K-12 education in Colorado by $1 billion during the Great Recession. Superintendents are pushing back against legislation that would require making investments in certain program areas and are instead asking to restore funding, about $275 million, so respective districts could determine how best to address their own local needs. The superintendents started meeting late last year and came together around one common issue, restoring funding to K-12 education. One hundred sixty-eight superintendents, including Adams 12 Five Star Schools’ Superintendent Chris Gdowski, signed off on a letter that was sent to the Legislature and the Executive Branch with a proposal to buy down the negative factor by $275 million. This strategy recognizes that each district is vastly different and would provide individual districts with the flexibility to use the funds on program areas that may have been cut over the years or on issues that are important to respective districts. This is the first movement of its kind among the school districts in the state and is quite significant given there are 178 school districts in Colorado and 168 signed off on the proposal. A few weeks after receiving the superintendents’ proposal, the Student Success Act was introduced in the House. The bill makes investments in the READ Act (a state law passed in 2012 aimed at improving early childhood literacy programs), and provides funding for English language learners and charter school facilities. It also includes a plan to move from one student count date to multiple count dates that would be used to determine an average daily membership. The proposal would reduce the negative factor by $100 million. In total, the package would include $263 million for K-12 education programs - $155 million in ongoing funding and $108 million in one-time funding. The House Education Committee held a hearing on the Student Success Act on March 3. About 60 witnesses testified. Many voiced their concern that the bill would only restore 1/10th of the $1 billion cut from education through the negative factor. As of press time, the House Education Committee had not voted on the bill.
GREAT SELECTION! ELK • DEER • BISON Steaks • Roast • Burger Summer Sausage • Jerky
Continental Sausage and Cold Cuts
$5 OFF
purchase of $25 or more Offer expires 3/31/14 Thank you for your continued support.
11187 Sheridan Blvd. | Westminster 303-439-8024 | www.WallysQualityMeats.com
page
Five Star Journal
6 | March 2014
Call and Schedule Your Appointment Today!
NEW PATIENTS WELCOME!
Tara Carroll, DDS, PC Andrea Schmidt, DDS 16683 Washington St. Thornton, CO 80023
Conveniently located at I-25 & Hwy.7 in the Larkridge Village
303-962-6400
www.larkridgefamilydentistry.com
Bollman Technical Education Center (BTEC) celebrates its second annual “Girls Day In” event promoting non-traditional occupations. Female students had the opportunity to experience career pathways that they might not have known about while learning what BTeC has to offer. Careers are considered non-traditional when women or men comprise less than 25 percent of the workforce. The welding program offers a chance to experience a welded arc project to get a general understanding of the industry.
BACK IN TIME
Bollman’s programs prepare students for today’s competitive and dynamic workplace by providing them with essential postsecondary and workforce readiness skills. To learn more, please visit: bollmantech.org
Brian Bauer, Owner
Experience an “old time” barbershop! Old Fashioned Service! Great Prices!
HOURS: Tues-Fri 7am-6pm • Sat 7am - 2pm Men’s Cut – $14 Seniors 65+ – $12 Kids under 12 – $12 Buzz Cut – $10 Trim, no top work – $10 Beard Trim – $5 Shampoo – $5 Facial Shave – $14
Early Bird Special
$2 OFF any cut before 9am
Not valid with any other discount or offer.
1 OFF Any Cut, Any Day
$
Not valid with any other discount or offer.
3901 E. 112th Ave. • Thornton, CO • 303.452.4014
YEAR ROUND PROGRAM FOR BOYS AND GIRLS
LS
M
AGES 8-18, and also Masters. PRACTICES AT
YEAR ROUND PROGRAM FOR BOYS AND GIRLS AGES 8-18, and also Masters.
Veterans Memorial Aquatic Center PRACTICES AT VMAC IN THORNTON 5310 E. 136th Ave. Thornton SUNDAYS 3-5, WEDNESDAYS 7:30-8:30 PM
SUNDAYS 3-5, WEDNESDAYS 7:30-8:30 PM For more information call Manu at 303-570-1402 (manughaffari@gmail.com) www.rockymountainneptunes.org
Legacy High School’s music and theater department performed a four-day run of the musical comedy “All Shook Up,” featuring some of Elvis’ greatest hits.
For more information call Manu at
303-570-1402
(manughaffari@gmail.com) www.rockymountainneptunes.org
Back row (left to right): Jim (Zach Thompson), Sylvia (Macy Stacks), Chad (Asa Sweigart), and Dennis (Ryan Degnan). Front row (left to right): Lorraine (Leah Scott), Dean (Diego Vargas), Natalie (Ali Armacost), Matilda (Moorea Corrigan), and Sheriff earl (Jackson Hambric). Photo courtesy of Legacy parent Michelle Romero.
Five Star Journal
March 2014 |
page
7
Colorado Reading Corps looks to close reading proficiency gap Volunteers work one-on-one with students to improve reading skills In his time volunteering at Leroy Drive Elementary, Colorado Reading Corp (CRC) member Eric Rueth’s students have been asking him, “What happens if I read 150 words?” It’s the highest number of words per minute read that he and his colleagues, all members of Mile High United Way’s Colorado Reading Corps, use when tracking a student’s reading progress. He didn’t know when or if he would see a student get to the mark. But he did, and he was impressed by the celebration. “The student jumped up out of the chair and started dancing,” Rueth said. “I’m happy and surprised that so far this year the most excited I’ve seen a student has been because of reading.” Thanks to a grant to expand the Colorado Reading Corps, five volunteers are working with kindergarten through third-grade students in three Adams 12 Five Star Schools elementary schools—Hillcrest, Leroy and Stukey. Each volunteer works with up to 18 students to help them improve their reading skills through daily one-on-one sessions. Throughout the school year, every volunteer will work with up to 30 students. “This program is helping children who are on the cusp of becoming a competent, independent reader to be able to close the gap that exists between them and their more prepared peers,” said Debbie Riley, Stukey first-grade teacher. The students selected to participate are reading at or below reading level. During 20-minute reading sessions, students focus on phonemic awareness, phonics, fluency, vocabulary and comprehension. A Reading Corp volunteer provides one-on-one reading support to a third-grader at Stukey “The consistent practice and exposure to daily reading has helped many students Elementary. not only increase their reading fluency, but also realize that they actually like to read,” said Leroy reading interventionist Sarah Merecicky. CRC has seen success so far with the program: 77 percent of third graders who completed the program in a neighboring school district last school year scored proficient or better on the Transitional Colorado Assessment Program (TCAP). Students at “The consistent practice and exposure to daily reading has helped many students Hillcrest, Leroy and Stukey are exiting their school programs because they have made not only increase their reading fluency, but also realize that they actually like improvements, which allows for other students to participate. to read,” said Leroy reading interventionist Sarah Merecicky. Hillcrest Teaching/Learning Cycle Coach Jennifer Harvey said teachers at her school are celebrating the new confidence students are gaining in their reading ability. Creating proficient readers is one of the most important jobs for an educator, she said, These one-on-one sessions also remove the pressure students may feel if asked to adding that in the face of tight budgets CRC provides a critical service to students. read aloud, Rueth said. “Students who get off to a good start with reading have a much greater chance The goal of CRC is to have every student reading at grade level before they leave of becoming someone who enjoys reading; and students who read, are much more third grade—it’s an important benchmark noting the shift from learning to read to successful throughout all of their schooling,” she said. “Students who can read well focusing on reading to learn. can learn anything! Creating readers means we are creating learners.” “By building proficient and confident readers we’re hopefully removing an obstacle For the 2014-2015 school year, CRC is expected to expand to an additional 18 that could hinder the students’ future academic success,” Rueth said. Five Star elementary schools.
Shadow Ridge Middle School held a school-wide science fair where students presented their experiments to a panel of judges. Right: Sierra garcia (grade 6) shares her heart beat versus age experiment. Far right: Volunteer Tony Steck critiques Tyler Davis’ (grade 8) NFL Concussions project. other projects covered topics from choosing a dog toy to potato clocks.
page
Five Star Journal
8 | March 2014
Protocol outlines process for assessing school threats Plan utilizes best practices from around the country In 2007 five Adams County school districts joined together to develop a threat assessment protocol using best practices from around the country. The protocol outlines clear and specific procedures to examine school threats. “Anytime there is a reported threat we immediately set in motion a number of proactive steps in accordance with our threat assessment protocol,” said Director of Intervention Services Kenlyn Newman. “A swift, consistent response is critical to ensuring the safety of our students and staff.” A threat is any expression of intent to inflict pain, injury, damage or other hostile action on someone. A threat can be conveyed through a variety of means. Threats may be written, spoken, communicated by using gestures, or through a person’s actions. For example: • Written – Internet, email, social network sites, writings, pictures, hit list • Verbal – directly, indirectly, voice mails, messages, third person • Physical gestures – body language, posture • Actions – possessing weapons or dangerous items Newman said all threats are taken seriously and all threats require individual assessment. Each threat is reviewed and requires the development of a plan to respond, manage and support anyone who was impacted by the threat and support the student who made the threat. This includes a threat assessment screen to determine if the student who made the threat poses a low, medium or high threat to the safety of others. “It’s important that the family of the student who made the threat participate in the screening process, as they often have a different perspective and information about the health of their child,” Newman said. If the screen doesn’t resolve the threat, there are remaining questions or it is believed the student may pose a threat then a threat assessment team is convened. The threat assessment team consists of at least three members who have completed a four-hour training session and take part in ongoing training opportunities. Team members can include a school administrator; a mental health professional, such as a
“A swift, consistent response is critical to ensuring the safety of our students and staff,” said Kenlyn Newman, Director of Intervention Services. school psychologist, social worker or counselor; and a School Resource Officer (SRO). The team digs deeper into questions that remain unanswered and they determine the level of threat that exists. A Response, Management and Support Plan (RMS) is developed for all threats. “The RMS plan is arguably the most important part of the process,” Newman said. The RMS plan identifies systems that need to be in place to reasonably support and manage the threat. It addresses plans to support the victim, students and staff. It also identifies support services and systems that will be used to reduce the likelihood that the student will engage in future threatening behavior. “High-level threats are not frequent in the Five Star District,” Newman said. “But when they do occur, ensuring the safety of our students and staff is our No. 1 priority.” A very important part of preventing school violence is to remain vigilant and report any action that could pose a threat to the safety of others to school staff or the local police department. Concerns also can be anonymously reported to Safe2Tell at 1-877-542-SAFE (1-877-542-7233) or online at www.safe2tell.org. For more information on the Adams County threat assessment protocol, visit acyi.org/content/adams-county-threat-assessment-protocol.
Adams County Threat Assessment Flow Chart
Adapted for print from acyi.org/content/adams-county-threat-assessment-protocol
Identify Potential Threat
Secure the Safety of the School
Student May Pose a Threat
Convene Threat Assessment Team
Determine Level of Concern
Employ Threat Assessment Tools Conduct Threat Assessment Screen
Use Full Team Threat Assessment
Develop RMS Plan
Complete Threat Assessment Summary Documentation Form
Document the Process
Monitor & Adjust as Necessary
Student Does Not Pose a Threat
PARENT POINTERS
Five Star Journal
March 2014 |
page
Talking with kids about alcohol and drugs National studies show that the average age when a child first tries alcohol is 11; for marijuana, it’s 12. Many kids start becoming curious about these substances even sooner. We need to help our kids to distinguish fact from fiction when it comes to alcohol and drugs and it’s not too soon to begin.
Listen carefully – Student surveys reveal that when parents listen to their children’s feelings and concerns, their kids feel comfortable talking with them and are more likely to stay drug-free.
Role play how to say “no” – Role play ways in which your child can refuse to go along with his friends without becoming a social outcast. Try something like this, “Let’s play a game. Suppose you and your friends are at Andy’s house after school and they find some beer in the refrigerator and ask you to join them in drinking it. The rule in our family is that children are not allowed to drink alcohol. So what could you say?” Encourage choice – Allow your child plenty of opportunity to become a confident decision-maker. As your child becomes more skilled at making all kinds of good choices, both you and your child will feel more secure in your child’s ability to make the right decision concerning alcohol and drugs if and when the time arrives. Provide age-appropriate information – Make sure the information that you offer fits the child’s age and stage. When your 6- or 7-year-old is brushing his teeth, you can say, “There are lots of things we do to keep our bodies healthy, like brushing our teeth. But there are also things we shouldn’t do because they hurt our bodies, like smoking or taking medicines when we are not sick.” If you are watching TV with your 8-year-old and marijuana is mentioned on a program, you can say, “Do you know what marijuana is? It’s a drug that can hurt your body.” If your child has more questions, answer them. If not, let it go. Short, simple comments said and repeated often enough will get the message across. You can offer your older child the same message, but add more drug-specific information. For example, you might explain to your 12-year-old what marijuana and crack look like, their street names and how they can affect your child’s body. Establish a clear family position on drugs – It’s okay to say, “We don’t allow any drug use and children in this family are not allowed to drink alcohol. The only time that you can take any drugs is when the doctor or Mom or Dad gives you medicine when you’re sick. We made this rule because we love you very much and we know that drugs can hurt your body and make you very sick; some may even kill you. Do you have any questions?” Be a good example – Children will do what you do much more readily than what you say. So try not to reach for a beer the minute you come home after a tough day; it sends the message that drinking is the best way to unwind. Offer dinner guests non-alcoholic drinks in addition to wine and spirits. And take care not to pop pills, even over-the-counter remedies, indiscriminately. Your behavior needs to reflect your beliefs. Discuss what makes a good friend – Since peer pressure is so important when it comes to kids’ involvement with drugs and alcohol, it makes good sense to talk with your children about what makes a good friend. Once you’ve gotten this concept across, your children will understand that “friends” who pressure them to drink or smoke pot aren’t friends at all. Build self-esteem – Kids who feel good about themselves are much less likely than other kids to turn to illegal substances to get high. Offer lots of praise for any job well done and make sure to say, “I love you” often. Repeat the message – Information and lessons about drugs are important enough to repeat frequently. So be sure to answer your children’s questions as often as they ask them to initiate conversation whenever the opportunity arises. Source: Talking with Kids About Tough Issues, www.talkingwithkids.org. PRincipal Communicator, December 2006, published by the National School Public Relations Association, 15948 Derwood Road, Rockville, MD 80855; (301) 519-0496; www.nspra.org.
April 9th and May 7th
9
page
Five Star Journal
10 | March 2014
BUDGET: Legislators urged to restore funding FRoM PAge 1
PERA contribution increase, combined with increased utility and fuel costs, will well outpace inflation and will leave the Five Star District with a multi-million dollar deficit going into the next school year before any staff compensation increases are considered. That also doesn’t factor in a technology investment that’s needed to support growing demands on the district’s IT infrastructure as classroom instruction relies more on wireless devices for learning. The challenging financial situation is not unique to the Five Star District. Many school districts across the state have faced similar circumstances dating back to fiscal year 2010-2011 when the legislature added a “negative factor” to the School Finance Act that makes across-the-board cuts to education spending. (See Navigating the Budget guide Page 8 at www.adams12. org/financial_accountability/budget.) In Adams 12 Five Star Schools, the impact of the negative factor this year alone (Fiscal Year 20132014) is $52 million less in funding, or $1,185 less per student. The cumulative effect of the negative factor over multiple years is more than $140 million in reduced funding. Years of reduced funding and increased mandates that have been levied on school districts without additional or adequate dollars for implementation have lead 168 Colorado superintendents to join together and sign a
letter to the governor and legislators urging a buy down of the negative factor, which would restore millions in unmet funding. “We’re collectively calling for funding to be restored, local flexibility to invest dollars in areas we know will best benefit the unique needs of our students and an end to one-size-fits-all unfunded mandates,” Superintendent Chris Gdowski said. During its regular meeting on Feb. 19, the Adams 12 Five Star Schools Board of Education passed a resolution calling upon the Colorado Legislature to eliminate the negative factor in K-12 education funding over the next five years. Five Star parents are also urging legislators to restore funding. Recently several parents and K-12 education supporters participated in Advocates Day at the Capitol to ask the legislature to reverse the negative factor. “I want legislators to know that parents are paying attention and that we are informed about the legislature’s role in determining how schools are funded,” said Katie Detmer, Five Star parent and District School Improvement Team (DSIT) member. “I will hold lawmakers accountable and inform them of the impact past decisions have had on Colorado students and teachers.” Detmer said she believes students are deprived of the education they deserve.
“Education is the foundation of a healthy, low-crime, productive and high-quality life,” Detmer said. “At a minimum, providing our children with a good education serves a fundamental role in society by giving people the tools to achieve their very best and to rise the tide of opportunity and economic success for their neighbors.” On Feb. 25, the Student Success Act was introduced in the House to reduce the negative factor by $100 million. The proposal was put forth by a group of legislators a week after receiving the superintendents’ proposal. If passed, the bill would make investments in the READ Act (a state law aimed at improving early childhood literacy programs) and provide funding for English language learners and charter school facilities. It also includes a plan to move from one student count date to multiple count dates that would be used to determine average daily membership. “I’m glad the Student Success Act was introduced and I appreciate our legislators’ efforts,” Gdowski said. “I’m hopeful the Act will be amended to increase the amount of money allocated to the reduction of the negative factor, and to remove the provisions earmarking new funds for specific purposes, so we can address pressing local educational needs in ways we believe would have the biggest impact on our students’ learning.”
Reaching New Heights with Gymnastics
Unlimited!
• Top Level Coaches • Boys & Girls, ages 2-18 years • Recreational Gymnastics Classes • Pre-School Classes • Gymnastics Birthday Parties • Summer Adventure Camp Now Enrolling! • 3Oh3! Cheer Classes 303-720-3393
303-452-4075 www.gucolorado.com 525 W. 115th Ave. in Northglenn
In Adams 12 Five Star Schools, the impact of the negative factor this year alone (Fiscal Year 2013-2014) is $52 million less in funding, or $1,185 less per student. The cumulative effect of the negative factor over multiple years is more than $140 million in reduced funding.
Five Star Journal
March 2014 |
page
11
Adams 12 Five Star Schools’ graduation rate surpasses 80 percent, outpaces the state Northglenn High School sees 5.9 percent jump in its graduation rate, Horizon and Legacy High Schools’ rate continues to exceed 90 percent Adams 12 Five Star Schools’ graduation rate for the Class of 2013 increased to 80.1 percent (this figure does not include district charter schools). The district’s graduation rate has increased the last three years, or every year since the new four-year “on time” formula for calculating graduation rates was established by the U.S. Department of Education beginning with the Class of 2010. The district’s graduation rate also exceeds the Colorado state average of 76.9 percent as reported by the Colorado Department of Education. “We believe this improvement is a result of our collective efforts to create multiple pathways for student learning and a more individualized approach to helping our students graduate on time and prepare for post-secondary opportunities,” Superintendent Chris Gdowski said. Northglenn High School saw the greatest gain out of the district’s five traditional high schools. The school’s 79.3 percent graduation rate increased 5.9 percent from the previous year. “In addition to placing an emphasis on student achievement and engagement, we’re offering credit recovery courses during the day and creating better connections with parents and guardians,” said Northglenn High School Principal Sharee Blunt. “We now offer a parent class twice a week where we talk about school systems and educational processes so our parents feel more connected to the school and know who and where to direct questions.”
“We believe this improvement is a result of our collective efforts to create multiple pathways for student learning and a more individualized approach to helping our students graduate on time and prepare for post-secondary opportunities,” Superintendent Chris Gdowski said. Horizon High School had the district’s highest graduation rate of 93.1 percent. Horizon High School Principal Pam Smiley attributes the graduation rate to individual meetings with students during both their junior and senior years to be certain they are on track for graduation. The school also tries to place students who are struggling academically in settings that more appropriately meet their needs. “We set a 93 percent graduation rate goal knowing it was lofty, but the collaborative efforts of staff, students and parents helped us realize our goal,” Smiley said. Vantage Point High School and Pathways, the district’s alternative schools, have also helped students in the Five Star District graduate on time by providing additional learning options for students such as credit recovery programs, online and classroom blended-learning courses, night classes and a variety of curricula to support the individual needs of students. “Our educators and staff continue to work hard and demonstrate a commitment to help our students graduate,” Gdowski said. “I believe our efforts to intervene earlier when there are initial signs a student is getting off track academically and our success in connecting students with multiple learning options will continue to add to our schools’ ability to help even more students graduate.” Adams 12 Five Star Schools’ graduation rate has continued to increase at the same time the district’s achievement has improved over time. The Five Star District’s 2013 composite score for the ACT was 19.3, compared to 18.6 in 2006. The 2013 graduation rate for all of the Adams 12 Five Star Schools’ traditional, noncharter schools are as follows: Horizon High School’s (Thornton, Colo.) graduation rate was 93.1 percent, Legacy High School’s (Broomfield, Colo.) was 91.3 percent, Mountain Range High School’s (Westminster, Colo.) was 85.7 percent, Northglenn High School’s was 79.3 percent and Thornton High School’s was 82.1 percent.
Here’s a listing of graduation ceremonies in the Five Star District. Horizon High School Monday, May 12 at 7 p.m. CU events Center
Vantage Point Thursday, May 15 at 11 a.m. Colorado Heights
Thornton High School Tuesday, May 13 at 2:30 p.m. CU events Center
Pathways Thursday, May 22 at 10 a.m. 1STBANK Field
Legacy High School Tuesday, May 13 at 7 p.m. CU events Center
Colorado Virtual Academy Friday, May 23 at 2 p.m. Arvada Center
Northglenn High School Wednesday, May 14 at 2 p.m. CU events Center
The Academy Charter School Saturday, May 31 at 9 a.m. 1STBANK Field
Mountain Range High School Wednesday, May 14 at 7 p.m. CU events Center
Five Star Journal
March 2014 |
page
12