SAN LUIS PROGRESS VALLEY Education
2017
February 1, 2017 719-852-3531 835 First Ave. Monte Vista, Colo.
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Education Progress
Wednesday, February 1, 2017
Sargent School accredited with distinction BY ANTHONY GUERRERO
MONTE VISTA—The Colorado Department of Education has given the title of “accredited with distinction” to the Sargent School District. Tina Goar of the Colorado Department of Education presented a plaque to Sargent administrators and staff during a special dinner on Monday, Nov. 14 at Dos Rios. The plaque reads “Certificate of Achievement in Closing Student Achievement Gaps.” Sargent is one of only eight school districts throughout the state of Colorado to receive the designation. According to the Colorado Department of Education to be designated with distinction means that a “district meets or exceeds statewide attainment on the performance indicators and is required to adopt and implement a performance plan.” The performance indicators used to measure success by the CDE are academic achievement, academic longitudinal growth, academic gaps and postsecondary and workforce readiness. An evaluation of a district’s overall performance results in their level of accreditation. Junior/Senior High School principal Ronna Cochran and Elementary Principal Joni Hemmerling led the dinner. “We are happy to celebrate the accomplishments of our teachers, administrators, board of education and support staff in achieving the status of accredited with distinction by the Colorado Department of Education which places us in the top 10 percent of all in school academic achievement,” said Cochran. She said the special dinner and fun door prizes were a way to thank and celebrate the teachers and staff of Sargent
School District. Goar also commended the school on their accomplishment and thanked the Sargent staff for their remarkable work. School Board President David Steinart also attended. He thanked the staff and administrators for their efforts and was proud of their accomplishment.
Photos by Anthony Guerrero
Junior/Senior High School Principal Ronna Cochran and Elementary Principal Joni Hemmerling address staff members at an appreciation dinner on Monday, Nov. 14.
David Steinart, Sargent school board president, addresses the staff and thanks them Tina Gore from the Colorado Department of Education presents Sargent administrators with a plaque for being accredited with distinction. for their hard work.
CDE releases dropout and graduation rates STAFF REPORT
Alamosa High School Dropout rate: 0.5 SAN LUIS VALLEY—Colorado stuGraduation rate: 90.6 dents, especially those in the San Luis Completion rate: 90.6 Valley, are staying in school. The Colorado Department of Education Alamosa Ombudsman School of Excelreleased data on 2016’s graduation and lence completion last Thursday and it shows the Dropout rate: 15.0 highest rates since 2010 when the method Graduation rate: 10.0 of reporting was changed. Completion rate: 10.0 Dropout rates were also disclosed and public schools saw 584 fewer dropouts, Sangre De Cristo School District translating to a .2 percent improvement Dropout rate: 0.0 over the 2014-2015 school year. Graduation rate: 100.0 “It is motivating that we are moving in Completion rate: 100.0 the right direction as we all strive to have students graduate prepared for life after North Conejos School District high school, whether that is in college or Dropout rate: 1.1 careers,” said Colorado Education ComGraduation rate: 86.4 missioner Katy Anthes. Completion rate: 87.7 The dropout rate is calculated by taking the number of dropouts during the 2015Centauri High School 2016 year and dividing it by the total Dropout rate: 0.0 number of students that year. Graduation rate: 92.5 The graduation rate is calculated by Completion rate: 94.0 taking the number of students receiving diplomas and dividing it by the number of Sanford School District students who entered in ninth grade plus Dropout rate: 0.0 transfers in and minus students transferred Graduation rate: 100.0 out. Completion rate: 100.0 The completion rate is the same formula but factors in those completing a nonSouth Conejos School District diploma certificate or GED. Dropout rate: 0.8 Schools aren’t listed if a district enrolled Graduation rate: 100.0 100 students or less during the year or Completion rate: 100.0 if they had less than 15 students in the graduating class. Antonito High School Dropout rate: 0.0 State Average Graduation rate: 100.0 Dropout rate: 2.3 Completion rate: 100.0 Graduation rate: 78.9 Completion rate: 80.3 Del Norte School District Dropout rate: 1.3 Alamosa School District Graduation rate: 83.9 Dropout rate: 1.9 Completion rate: 83.9 Graduation rate: 79.6 Completion rate: 79.6
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Del Norte High School Dropout rate: 1.9 Graduation rate: 83.9 Completion rate: 83.9
Byron Syring Delta Center Dropout rate: 18.2 Graduation rate: 38.9 Completion rate: 50.0
Monte Vista School District Dropout rate: 2.6 Graduation rate: 76.6 Completion rate: 80.9
Sargent School District Dropout rate: 0.0 Graduation rate: 100.0 Completion rate: 100.0
Monte Vista Senior High School Dropout rate: 0.9 Graduation rate: 90.9 Completion rate: 92.7
Center School District Dropout rate: 5.1 Graduation rate: 73.5 Completion rate: 73.5
Monte Vista On-Line Academy Dropout rate: 2.5 Graduation rate: 71.4 Completion rate: 76.2
Center High School Dropout rate: 1.5 Graduation rate: 87.5 Completion rate: 87.5
Sargent to begin fourday school week MONTE VISTA— In the monthly meeting held Monday, Jan. 23, the Sargent School Board approved a resolution to begin a threeyear pilot program and move to a four-day week schedule for a trial period beginning with the 2017-18 school year. The resolution stated various factors contributing to
the board’s decision and spells out areas to be assessed and evaluated at the end of the pilot program. Results of the evaluation will determine whether a four-day schedule will continue. The board anticipates reviewing a draft 2017-18 calendar at their February board meeting.
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Education Progress
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Adams State welcomes new trustees ALAMOSA—Governor John Hickenlooper recently appointed Pam Bricker and Reeves Brown and reappointed Wendell Pryor to the Board of Trustees for Adams State University. All will serve three-year terms ending Dec. 21, 2020. “These individuals each have influential careers and bring valuable leadership experience in education, community service, and local and state government to our Board. They clearly appreciate how important Adams State is to our students and to the San Luis Valley and will help us advance our mission,” said Adams State President Beverlee J. McClure.
Pam Bricker A resident of Del Norte, Bricker recently concluded a term as Rio Grande County Commissioner. She and her husband, John, own Three Barrel Brewing Company. Previously, she had a gratifying career as an educator and school administrator. She completed that career as the Byron Syring DELTA Center principal and adult education director in the Monte Vista School District. “It was an honor to be appointed an ASU trustee, and I am delighted to have the opportunity to once again be involved in my lifelong passion for education,” Bricker said.
“My diverse background in education, government, and community service has given me a unique perspective from working with people from all walks of life that is compatible with the board’s work.” Bricker has a diverse resume that includes service on the Action 22 Executive Board (a southern Colorado regional advocacy organization), Upper Rio Grande Economic Development, Colorado Department of Criminal Justice and Safety Sex Offender Management Board, Rio Grande Planning and Zoning Commission, the Colorado Coalition of Alternative Education Campuses Board, Colorado Adult Education Professional Association and Monte Vista City Council. She has also been involved in numerous other boards and volunteer community organizations over the years. In 2003, Bricker earned an M.A. in education from Adams State with endorsements in educational leadership and in language, literacy, and culture. She also holds a B.S. in foreign languages (Spanish and Russian) with a secondary education endorsement from the University of Northern Colorado.
Reeves Brown
Brown, a resident of Denver, is an independent public policy consultant and project coordinator for the “Building a Better Colorado” project, a non-partisan effort to engage Coloradans in a constructive conversation about how to improve their state and seek consensus public policy recommendations to that end. “Two things impress me about Adams State at this point in time. Number one is the leadership on the board of trustees. It is a combination of people that have both statewide reach and a local passion for the university. The other strong asset is Dr. McClure. I am more and more impressed with her and with her common sense approach. I am very excited to begin working with this team,” Brown said. Having grown up on a Montana ranch, he added, “My heart is in rural communities, and I recognize the important role higher education can play in defining the fabric of a community and as an economic driver. There is no greater example of an institution serving that role than Adams State.” From 2011-2015, Brown served on Governor John Hickenlooper’s cabinet as Executive Director of the Colorado Department of Local Affairs (DOLA), which provides technical assistance on all aspects of local government administration, housing solutions, and property tax administration. He previously served as executive director of CLUB 20, a non-profit political advocacy organization representing the diverse interests of the 22-county western Colorado region. He also served as the executive director of the Colorado Cattlemen’s Association and oversaw the creation of the Colorado Cattlemen’s Agriculture Land Trust, which led to the protection of over two million acres of agriculture land nationwide. All of those experiences allowed him to become familiar with the San Luis Valley. Reeves earned a B.S. in agriculture
business with a minor in economics from Montana State University.
Wendell Pryor First appointed to serve on the ASU board of trustees last May, Pryor is the director of the Chaffee County Economic Development Corporation. He is also an adjunct professor/lecturer with the University of Colorado School of Public Affairs and was recently appointed a senior fellow for the Buechner Institute with the School of Public Affairs. Pryor retired as the state of Colorado civil rights director and has extensive executive level management experience in civil rights, human resources, and nonprofit management in Colorado and California. A former lobbyist and social entrepreneur, he served as chairman of the foundation board for Innovage, a senior care organization, and on its board of directors. He holds a law degree from the University of Denver, a master’s in public administration from the University of Colorado and an undergraduate degree from Western State Colorado University.
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Education Progress
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Technological advancements enhance Valley schools BY LYNDSIE FERRELL SAN LUIS VALLEY— Schools all across the Valley are on the brink of the modern world as they head into the future with technological advancements to aid in the task of better learning. Every district from Conejos County to Mineral County are using the opportunities provided by this electronic age to increase learning abilities in students and enhance lesson plans throughout the schools. The Valley is up to date with all of the new equipment needed to succeed in an electronically advanced world. Alamosa School District had a very successful year providing 100 computers to families that previously did not have the means or finances available to own their own. In October of last year the school district partnered with PCs for People and other area organizations to help provide a solution to families that did not have access to technological advances. The program through PCs for People helped purchase 100 computers for selected students and set them on the path to higher learning. The program was aided in their efforts by the Anschutz Family Foundation who generously donated grant funding to PCs for People to help with their cause. The Energy Resource Center, Century Link and WSB Computers also partnered with the school district to make this program a success. All students were from the Ortega Middle School. Monte Vista High School is another Valley district that exceeds the technological gap between basic learning and the new advancements that came with the new school when it was built in 2011. The entire district is connected through fiber optic cables that allow easy access to records and other important curriculum. SchoolS within the Monte Vista district also utilize technology in every day classes from math to history to increase the learning within each subject. Sargent School District has been home to the agricultural community for many years. The district was beyond pleased to have a new building built for their students to ensure the continued education for children who live within an agricultural family
and lifestyle. The school offers a unique schedule to fit their students’ needs and can now also give them the chance to learn through technology-based lessons. When the new building was completed in 2010, it provided a safe and healthy environment for students and staff. Further up in the Valley, the Del Norte School District has joined the rest of their fellow schools and began offering technologically-based lessons to children in as low a grade as kindergarten. Students have tablets in each of their homerooms that are used during lessons. In addition to the in-class technology, students also partake in a program known as “Specials.” This particular program allows students to use computers for specific tasks and become familiar with basic operation of recent technology. Creede opened their new school after almost three years of planning. The school was called a 21st Century School, equipped with state of the art technology located throughout the classrooms and halls. Students spoke of the first few weeks in the Photos by Ruth Heide new school stating that it was like walking in a dream. Prior to the new building, stu- Families receive their new computers in the Ortega Middle School gym in October. dents were dealing with leaking roofs and hazardous conditions in their old location. Valley schools have come a long way from the original buildings that used to house the staff and students that make each and every district in the area a unique and enriching environment to learn. With the help of a bill that passed in 2008 that selected the San Luis Valley to receive an exponential amount of funds through the Building Excellent Schools Today (BEST) program to complete five projects in the region. The projects included four schools within Alamosa County, Sangre De Cristo and Sargent school districts. The effort was part of a half-billion-dollar statewide program to build better schools in Colorado. The statewide BEST program began what was soon to be a running trend within the Valley. Many of the schools in the region were close to 100 years old, with bad heating, poor insulation and several other safety concerns that were directly affecting the learning environment, all of which is now While others waited eagerly in line for their turn, families received computers from PCs for People in October. a thing of the past.
Are charter schools the answer to better education choices? BY TERESA L. BENNS
SAN LUIS VALLEY — The recent endorsement by President Trump of charter schools as the means for parents to take control of their children’s education may have merit, but it also appears to be only part of the answer to a very complex education question. A survey of online articles on the subject reveals that while charter schools are recognized for offering smaller classrooms, more one-on-one student time, greater student cohesion, a chance for gifted students to excel and in some cases better career development, the main problem some believe is plaguing America’s schools can also exist in charter schools. That problem is the education of American teachers, pointed to by some experts as straying more into areas of psychology and social justice issues and increasingly less into knowledge based fields. The actual hands-on skills necessary to educate students is lacking in many teaching colleges, experts claim, and this can account for students’ failure to achieve and the low educational ranking worldwide of American schools. According to a 1998 article by Heather MacDonald in the magazine Why Johnny’s Teacher Can’t Teach, an article still cited in more recent evaluations of the problem, the switch from teacher directed to child-directed learning began after World War I and has been progressing ever since. “As E. D. Hirsch observes, the childcentered doctrine grew out of the romantic idealization of children,” MacDonald wrote in her article. “If the child was, in Wordsworth’s words, a ‘Mighty Prophet! Seer Blest!’ then who needs teachers? But the Mighty Prophet emerged from student-centered schools ever
more ignorant and incurious as the schools became more vacuous. By the 1940s and 1950s, schools were offering classes in how to put on nail polish and how to act on a date.” She explains how this method brought about the “disdain for report cards” and “objective tests of knowledge.” Enter in the open book exam, grading on the curve, and the idea that the playing field should be leveled to accommodate every possible individual “difference” imaginable. The problem, MacDonald points out, is the discouragement of individual effort and the descent to “groupthink” without emphasizing the importance of individual accomplishments. “Unwilling to adopt the discipline and teaching practices that would help reduce that gap, the education establishment tries to conceal it under group projects,” she comments. “And so the ultimate community-building mechanism is the ubiquitous ‘collaborative group.’ No activity is too solitary to escape assignment to a group: writing, reading, researching, thinking — all are better done with many partners…” In an editorial for Forbes magazine Oct. 24 2013, George Leef quotes MacDonald and then observes: “If you wonder why so few young Americans can write a coherent paragraph, the ed schools have a lot to do with that. Under ‘progressive’ educational thinking, it supposedly dampens the students’ creativity and spontaneity to insist on following fuddy-duddy old rules about composition and English usage.” Using ideas from an article by the Wall Street Journal and a work by tow authors on miseducation, he suggests America follow (Finland’s and) Japan’s model and require teachers to become actual majors in an academic field
Photo by Teresa L. Benns
Center elementary students engage in standardized testing, a controversial issue in the education debate. (history, math, science, literature, English apprenticeship programs and do away with language, etc.) rather than education majors, teacher credentialing program. Not only would charter schools benefit apprenticing to a teaching position before from better selections from the teachers pools, being accredited. “The Japanese system…get[s] better edu- so would public schools, Leef notes. (see cational results with relatively large classes Leef’s article at http://www.forbes.com/sites/ taught by experts than we do with small georgeleef/2013/10/24/a-key-reason-whyclasses that are often taught by teachers of american-students-do-poorly/#1ac7537c4753 low ability.” He also suggest school districts ). And then both institutions could equally might consider requesting the money and benefit from changes at the top, rather than authority to run their own teacher training and adjustments from the middle.
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South Conejos schools rise to excellence BY SYLVIA LOBATO
ANTONITO — Beginning 2016 in a new school building equipped to serve students well into the 21st Century, the South Conejos Schools faced both struggle and success. An immediate bonus for students came with the school’s location next door to the Valleybound Antonito School and Community Garden. Students ate fresh vegetables from an abundant salad bar, while learning how food is produced. Another plus was the teaching opportunity as students consider proper nutrition. The many pluses of the new building are good for students, but there were still issues to be resolved in the middle school, and the Board of Education (BOE) began holding public meetings to deal with state threats to close the school due to poor scores. Colorado Department of Education (CDE) officers began looking at the situation. In March, successes were announced and parents were welcomed into the picture. They worked with faculty and school administration to create lists of positives and negatives and areas in which the district has improved are curriculum, data driven instruction, staff development and a Unified Improvement Plan. The school had been on probation for a maximum of five years and the South Conejos School District was advised that the accountability clock was winding down. According to CDE Executive Director Lisa Medler, the clock was established by the Colorado Educational Accountability Act, which set up a comprehensive process to create an
aligned and balanced accountability system. She said schools and districts that meet basic state expectations hold increased autonomy, while those not meeting expectations would be eligible for increased support, as well as increased monitoring. The middle school needed work, and Medler began visiting regularly. Since the middle school is part of a K-12 continuum housed in one building, closure was to be avoided at all costs, she said. In addition to serving a significant amount of students who qualify for free or reducedprice lunches, language problems were found in some students who lived in homes where Spanish was the primary language. Work and planning began for a May visit by evaluators and a June 17 deadline for improvement and it began to show. At the end of the school year, middle school history students researched famous persons in the nation’s history and created displays. Most of the students dressed in costume, adding their personalities to their projects. When the final assessment was made, the school was “accredited with distinction.” The elementary school also was on the clock, but administrators knew what the problems were and how to solve them. The high school boasted a strong retention rate and graduation rate, with a low number of dropouts.
the need to sell the old high school complex, which was costly to maintain. Darrick J. Garcia, under the corporate name of DCCKG Ltd., had already paid $187,000 to the school district, and copies of an undated quitclaim deed from the South Conejos School District provided for members of the audience to study. Earlier, Garcia submitted a bid of $186,000 for the high school complex, explaining that part of it would be used for food manufacturing Selling the old school and production, while the gymnasium could Also on the district’s plate during 2016 was remain open to the community for events. A fee schedule for use was released. What Garcia paid was a significant drop in price from the $400,000-$500,000 bids submitted earlier by individuals and groups seeking
North Conejos Schools upgrades security BY SYLVIA LOBATO
CONEJOS COUNTY — It’s a documented fact that the North Conejos School District is one of the best, and it just keeps getting better. Superintendent Curt Wilson began 2017 looking at the possibility of a new high school building and applauding the district designation of “accredited with distinction,” with each and every school within the district rated as “performance” schools by the Colorado Department of Education (CDE). The designation reflects quality effort, great individual and collective instructional effort and planning and willing students supported by a quality community, said Wilson. Each school has extended an effort to the public to promote home-to-school partnerships and will continue to build that relationship, he noted. While a new high school isn’t in the immediate future, work began in April 2016 on a series of security upgrades that made the elementary schools in La Jara and Manassa safer, along with Centauri High School and Middle School. Funded in part by Colorado’s Building Excellent Schools Today (BEST) program, the upgrades make it more difficult for unwelcome visitors to enter the schools, while making it easier for the schools to air Event Alerting Notification (EAN) messages inside and outside the buildings. Cost of the upgrades was $678,547, with more than half coming from state grants. While preliminary planning and preparation for the increased load on equipment took place in April; May was a time of doing work that would not disrupt classes and administration tasks and necessary demolition began June 14 at La Jara Elementary School and Centauri Middle School. This included remodeling of the school offices to improve visual control and communication, with the primary entry point of each school defined and limited to the main office. More IP cameras were added, and the intercom/PA systems were improved to cover the entire buildings. Work was complete well before students returned for the 2016-17 school year. At Manassa, in addition to the routine security work in the main building, the elementary school gym received a PA system,
Courtesy photo
North Conejos Superintendent of Schools Curt Wilson poses with Tina Goar from the Colorado Department of Education in November after the North Conejos District received the highest possible ratings. with an EAN incorporated into the system, along with IP cameras. Necessary demolition began June 21. At La Jara Elementary School, wooden service doors and frames were replaced, the main entry was established and more IP cameras installed, as the PA/EAN system was improved for the entire building and outside area. Centauri Middle School received the same upgrades to help ensure the wrong people wouldn’t enter the building and, should problems occur, essential alerts will be clearly heard both inside and outside the building. Alert systems were placed on all outside doors throughout the entire district, along with cameras to record activity in and near the buildings.
Photo by Sylvia Lobato
to buy the building but unable to come up with the funds. With utilities costing upwards of $1,500 per month, the school board moved forward with Garcia’s offer. In February 2016, the electric bill was in the $5,000-$6,000 per month range, according to financial reports released at the Feb. 20 BOE meeting. Although water had been shot off to parts of the complex, this hasn’t lowered the cost of other utilities and some users have been leaving the lights on at times. Garcia’s bid paid a bill left after the new schools opened in 2015 and released the district from maintenance and utilities. His offer was accepted and he was given keys to the building as the year wound down.
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Dr. Penny Sanders named Adams State Asst. VP
ALAMOSA— Adams State University recently named Dr. Penny Sanders assistant vice president for graduate studies, research and sponsored programs, according to Dr. Chris Gilmer, vice president for Academic Affairs. An associate professor of counselor education at Adams State since 2013, Sanders will head the university’s new Office for Graduate Studies, which was approved by the Adams State Trustees in May. The office will centralize administrative services and support graduate programs and students in both on-campus and distance programs. Graduate student enrollment at Adams State has doubled in the last 16 years and now represents one-third of total enrollment. Adams State offers eleven graduate programs, with ten at the master’s level and one at the doctoral level. “I commend the Graduate Council on their vision to design this new office at a time when
graduate enrollment is increasing and opportunities abound,” Gilmer said, noting Sanders was unanimously selected following a national search. “Dr. Sanders brings talent, energy, and creativity to a new role which will be very important to our campus and the communities we serve. She is already a respected member of our academic community, and she has both the knowledge and passion for this new position, as well as a stellar reputation on campus which will allow her to be productive from day one.” Sanders’ first step in her new position will be to staff the Office of Graduate Studies and work with the Graduate Council to review policies and procedures. “We need to maximize our strengths and work with the academic departments to see what works, then to create centralized, consistent systems for admissions and other processes. I want to be a consensus builder and meet the needs of each gradu-
Colorado preschool through 12th-grade student enrollment grows slightly COLORADO— The Colorado Department of Education announced in mid-January the statewide preschool through 12th-grade pupil count for the 2016-17 school year increased by 5,907 over the previous year, bringing the total enrollment to 905,019 public school students. This number represents the total number of students served. This change represents an increase of 0.7 percent, lower than the 1.1 percent growth rate in the 201415 school year and lower than the median and mean (average) growth rate of 1.3 percent in the past 20 years. Student population growth is the smallest student increase since 2003 and smallest percentage increase since 1989. But Colorado has not seen a decrease in pupil enrollment since 1988. The largest 15 districts and their current student enrollments are: Denver Public Schools (91,132) Jeffco Public Schools (86,347) Douglas County School District (67,470) Cherry Creek Schools (54,815) Aurora Public Schools (41,797) Adams 12 Five Star Schools (38,818) St. Vrain Valley School District (32,171) Boulder Valley School District (31,189) Poudre School District (29,682) Colorado Springs District 11 (27,911) Academy School District 20 (25,591) Mesa County Valley District 51 (22,105) Greeley-Evans School District 6 (21,950) Falcon School District 49 (20,834) Pueblo City Schools (17,299) These 15 school districts, with a total enrollment of 609,111, represent 67.3 percent of the total statewide enrollment. In 2015-16 the percentage of students in the 15 largest school districts was 67.5 percent of the total statewide enrollment. The greatest growth in enrollment is in urban-suburban districts, which are districts in cities and suburbs outside of the Denver Metro region. Those districts compromise the areas in and around Colorado Springs, Fort Collins, Grand Junction, Greeley and Pueblo, which grew by 3,513 students or by 1.4 percent, while districts in outlying towns saw growth of 2.3 percent, an increase of 1,626 students. Denver Metro area schools grew by 459 students for an increase of 0.1 percent from the 2015-16 school year. On the other end of the size spectrum, 132 of Colorado’s 185 districts and BOCES (excluding detention centers) each have an enrollment of fewer than 2,000 students. These 132 agencies currently enroll 65,485 students, 7.2 percent of the total number of students in the state. Of these, 111 enroll fewer than 1,000 students. These 111 local education agencies enroll 4.2 percent of the total number of students in the state.
Race and ethnicity data The greatest percentage growth (7 percent) in race/ethnicity groups is in students classified as Native Hawaiian or Other Pacific Islander. The pupil count for this group increased from 2,077 in 2015 to 2223 in 2016. The largest count change is in students identified as Hispanic and Latino; their count increased from 300,107 in 2015 to 303,573 in 2016, a 3,466 (1.2 percent) increase. Students identified as two or more races increased by 1,995 students, an increase of 5.8 percent over the number of students identified as two or more races in 2015.
State adds about 5,900 students in 2016-17 school year
Fast-growing districts Of the districts with greater than 100 students, the Charter School Institute had the largest number of student gains in 2016, adding 1,352 students, which is a 9 percent increase from 2015. Part of the reason the Charter School Institute saw a large increase in 2016 was the addition of four more schools since 2015. Denver Public Schools saw the second largest growth this year with an increase of 897 students, representing a 1 percent increase. Las Animas School District had the largest percentage increase in 2016 with an increase of 120 percent or 642 more students. The majority of that increase is due to two new online schools opening in the district, including AIM Global that had 533 students enrolled for the student October count. There were 20 school districts that saw an increase of 100 students or more in the 201617 school year. Seventeen school districts saw an increase in their student population of 5 percent or more, which is down from 35 districts with a 5 percent or greater increase in the 2015-16 school year. District decreases Adams 12 Five Star Schools had the largest drop in student enrollment from 39,287 in 2015 to 38,818 in 2016, a decrease of 469 students or 1.2 percent. A total of 77 local education agencies saw enrollment decreases in 2016 totaling 3,699 students. Online enrollment The 2016-17 enrollment totals include 19,581 students registered in online educational programs. This is 2.2 percent of all students. The online enrollment for 2016 is a 5 percent increase from the 2015 online enrollment count of 18,664. The 2016 enrollment reflects a 21 percent increase over the past five years and 114 percent increase over the past 10 years. To access to the complete 2016-2017 school year student count information, click on http:// www.cde.state.co.us/cdereval/pupilcurrent.
ate program to allow them to achieve their individual goals,” Sanders said. “Ultimately, we will work to grow graduate programs and support student recruitment.” Sanders will also chair the Institutional Research Board. With a Doctorate of Education in counselor education from Texas A&M UniversityCommerce, Sanders has taught in counselor education programs for the last 20 years. She previously taught at University of TexasDallas and at Eastern New Mexico University (ENMU) in her hometown of Portales. She also has been a counselor in private practice and at a community clinic. She holds National Counselor Certification, as well as Licensed Professional Counselor certification in New Dr. Penny Sanders Mexico and Texas. Sanders also gained administrative experience as graduate coordina- University (NAU). She earned a B.S. in radio/ tor for counselor education at ENMU and as TV communication from ENMU University conference coordinator at Northern Arizona and an M.A. in counseling from NAU.
School ratings shared STAFF REPORT SAN LUIS VALLEY—According to a Colorado Department of Education press release published yesterday, roughly 87 percent of Colorado’s 1,716 public schools received the two highest ratings in the state’s accountability system from the State Board of Education. The accreditation ratings are given to all schools based on various common indicators, including student achievement and growth on state tests and graduation, dropout and matriculation rates for high schools. The Education Accountability Act of 2009 created the system. If a school received a Performance rating then the school meets or exceeds statewide standards. An Improvement status means the school approaches or meets the performance indicators. Receiving either a Priority Improvement or Turnaround accreditation rating means that no statewide standards have been met. In all, 1,499 of the state’s public schools were assigned Performance or Improvement, equaling 87.4 percent of schools. A total of 105 public schools were assigned Priority Improvement and 56 were assigned Turnaround. That comes out to 6.1 percent and 3.3 percent of schools, respectively. The majority of all schools (66 .5 percent) received the same rating type in 2016 as they did in 2014. The state took a one-year hiatus from calculating performance in 2015 to allow time to adjust to the new assessments. A total of 14.5 percent of schools improved by one or more levels from 2014, while 15.8 percent of schools dropped one or more levels. If the school had below 85 percent participation rate in two or more content areas, there was insufficient data to determine a rating and the school is not listed. Only 56 schools statewide had insufficient data.
North Conejos School District Centauri High School Accreditation Status: Performance Centauri Middle School: Accreditation Status: Performance La Jara Elementary School: Accreditation Status: Performance Manassa Elementary School: Accreditation Status: Performance North Conejos Alternative Program: Accreditation Status: Performance South Conejos School District Antonito High School: Accreditation Status: Performance Antonito Middle School: Accreditation Status: Performance Guadalupe Elementary School: Accreditation Status: Priority Improvement Creede Consolidated School District Creede School: Accreditation Status: Performance Del Norte School District Del Norte High School: Accreditation Status: Performance Del Norte Middle School: Accreditation Status: Performance Underwood Elementary: School Accreditation Status: Priority Improvement Moffat Consolidated School District Moffat PreK-12 School: Accreditation Status: Performance Plan Monte Vista School District Bill Metz Elementary: Accreditation Status: Turnaround Byron Syring Delta Center: Accreditation Status: Improvement Monte Vista Middle School: Accreditation Status: Improvement Monte Vista Senior High School: Accreditation Status: Performance
Alamosa School District Alamosa Elementary School: AccreditaMountain Valley School District tion Status: Performance Mountain Valley School: Accreditation Ortega Middle School: Accreditation Status: Improvement Status: Performance Alamosa High School: Accreditation Sanford School District Status: Performance Sanford Elementary School: AccreditaAlamosa Ombudsman School of Excellence: Accreditation Status: Improvement tion Status: Performance Sanford Junior/Senior High School: Accreditation Status: Performance Centennial School District Centennial School: Accreditation Status: Sangre De Cristo School District Performance Sangre De Cristo Elementary School: Accreditation Status: Performance Center School District Sangre De Cristo Undivided High School: Center High School: Accreditation StaAccreditation Status: Performance tus: Performance Center Virtual Academy: Accreditation Sargent School District Status: Performance Sargent Elementary School: AccreditaHaskin Elementary School: Accreditation Status: Performance tion Status: Performance Sargent Junior High School: AccreditaSkoglund Middle School: Accreditation tion Status: Performance Status: Performance Sargent Senior High School: AccreditaThe Academic Recovery Center of San Luis Valley: Accreditation Status: Improvement tion Status: Performance
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Education Progress
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Creede Schools will say goodbye to Stroh BY LYNDSIE FERRELL
CREEDE—In September 2016, Superintendent Buck Stroh announced that he would be retiring in the spring of 2017 after 35 years of service to the Creede School District. Stroh states that he feels it is time. “I told the board a few years ago that this would be my last season and here it is.” Stroh will be done at the end of May, and the board will be using the rest of the 2016-17 school year to seek out his replacement. Stroh came to the Creede school 35 years ago, witnessing the ups and downs, ins and outs that the town has experienced throughout the last two and a half decades that he has been in Creede. Stroh had plans to see a new school built before his retirement and is more than pleased to have stayed long enough to see that happen. Stroh was a huge part in the planning and construction of the new school. Board members who have worked with him through the years say they were lucky to have him. “I am really happy with how the school has turned out. The faculty and staff are beyond wonderful and we are lucky to have them. I am confident the school will be fine,” said Stroh. The only other thing Stroh would like to see in
the next year would be the National Negative Factor released and the proper funding distributed to schools. “I don’t really see that happening, but I can always hope,” said Stroh. The school board is utilizing CASB (Colorado Association of School Boards) to search for a qualified replacement for the following school year. Stroh decided not to be a part of the process of seeking his replacement stating, “This is a decision that absolutely needs to come from the board. They are the ones who need to make this decision. I will be around to help if I need to.” In the meantime, Stroh has a full agenda to work through in the next year. The school is currently in the process of building a new track in the field located to the west of the school. Stroh confirmed that all permits have been issued and excavation of the area began at the beginning of September. Funding for the project is coming from money left over from the BEST grant that was used to build the new school. “It is progressing nicely. We have the funding and no time frame to use it,” said Stroh. In addition to the new track, the school is also working to complete a bus barn to house school vehicles and equipment in order keep them out
of the elements during harsh winter months. The BEST funds are being stretched to include the bus barn. Stroh stated that the materials for the structure have been ordered and construction will begin soon. Officials hope to have the building complete before the cold weather kicks in. “I am really happy with where the school is. We have incredible staff, faculty and even more incredible students,” said Stroh. When asked what he planned to do with his retirement years, Stroh answered, “I plan on sleeping in for most of it.” Stroh also plans to remain in Creede. “This is our home. We are going to stay.” Stroh will be dearly missed and the community will thank him for his years of service at the end of the year. Creede Schools will be saying goodbye to Superintendent Buck Stroh at the end of the 2016-17 school year. Stroh has worked for the district for 35 years and plans on using his retirement to get some rest. Stroh is seen here at the groundbreaking ceremony for the new school in 2015. Photo by Lyndsie Ferrell
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This plan was developed by the RTA Architects firm to show Saguache residents how the new MountainValley School would be situated on the football field behind the present school site.
New school favored by Saguache residents BY TERESA L. BENNS SAGUACHE — Following another facilities master plan meeting, Mountain Valley School parents and staff seem to be leaning toward building a new facility versus renovating the current school, school Superintendent Travis Garoutte said in January. Garoutte explained what the school hopes to accomplish in pursuing the master plan. “As part of the important work to meet the changing needs of students, Mountain Valley School District is in the beginning phase of completing a Facilities Master Plan. “We are looking at the strengths and weaknesses of our current facilities while considering future student needs. During this collaborative effort, we are seeking input from all stakeholders.” At each meeting, about 50 concerned citizens were present to help form a consensus about the school’s plan. Judging from the discussion with citizens “plans for a new school were most popular,” Garoutte noted. The meetings so far have addressed the issues of existing problems with the current school, renovation costs and new ideas from the public. The focus now will be to further discuss finding options including a Building Excellent Schools Today (BEST) grant and the 2017 bond needed to gain voter approval for the new school. The district is looking at a $3.7 million bonding cap on building. But the BEST schools
grant match for MVS would be a lot less than for other schools, Garoutte pointed out, working out at about “10 percent dollar for dollar.” According to Garoutte, those he talked to at the meetings want to “include the community” in plans for the new school, possibly incorporating a library, areas where community activities can be held, a place where senior citizens can gather, etc. I would love to see the school utilized to be the hub of the community,” Garoutte commented. The new school would probably be built on the football field behind the school. If the new school becomes a reality, Garoutte said in an earlier article he also would like to see some changes made to learning areas to accommodate 21st century learning styles. “When our school was built, it was ‘sit and get’ education,” he explained. “Kids sat in rows and teachers stood in front. Today we need ‘maker spaces’ where kids can get together and learn in groups, move around.” This is the best way to ensure they are successful in the future, he added. Overall, Garoutte says he sees the town coming around slowly, improving its downtown area and embarking on other projects. He feels the new school would fit in well with this, imbuing parents, students and staff with a “sense of pride.” The next facilities master plan meeting and community dinner is scheduled for Feb. 8 at the school.
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Page 8
Education Progress
Wednesday, February 1, 2017
TSJC focuses on student success BY ANTHONY GUERRERO
ALAMOSA— Trinidad State Junior College which was founded in 1925 and has campuses in Alamosa and Trinidad continues to dedicate itself to student and community success. With the highest completion rate of any community college in the state the educational institution offers affordable and accessible courses for those wanting to achieve their dreams. The Alamosa campus has several course offerings with special routes such as law enforcement training, nursing, welding and auto and diesel mechanics. The tuition rates at TSJC are consistently 40 percent lower than four-year colleges and universities. For those wanting to continue their education at higher levels there is a guaranteed transfer program with Colorado’s four-year institutions. TSJC has a mission and vision that is supported by core values. The mission is to “enrich the lives of diverse communities by providing educational experiences and promoting lifelong learning.” The vision of TSJC is to “adapt to change, embrace diversity and educate for the future.” Core values which support these statements are a philosophy of students first, diversity in community, communication, responsiveness and a commitment to lifelong learning.” The junior college has recently been operating under the 2014-2017 strategic plan. According to TSJC’s website a strategic plan committee developed the plan. “In the process of developing the strategic plan, the commit-
tee felt that the collective visions for TSJC’s future could be categorized into one of four distinct areas – student access, student success, operational excellence and community engagement. These four areas, designated as strategic priorities, encompass all facets of the college. These priorities were designed to be fluid in order to meet the ever-evolving needs of the communities the college serves. The priorities are all equally important and are designed to work in concert with one another. Care was taken to insure that the strategic priorities are both synchronized and integrated,” states the website. In the beginning of the Trinidad State Junior College strategic plan for 2014-2017, TSJC President Carmen Simone offers an opening message. “By adopting this plan, Trinidad State reaffirms its commitment to the four key strategic priorities of student access, student success, operational excellence and community engagement. Chosen by Trinidad State many years ago, this set of priorities now defines the institution. The essence of the college is captured by its mission, vision and core values statements, also included with this plan. Throughout several years of transition and change, our students have remained our steadfast focus. As a guiding document, this strategic plan shapes the implementation plans written on an annual basis. While there is much to accomplish each year, our work is continually framed by our Students First core value. To achieve our goals, we plan to invest
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TSJC has also been selected for a random resources – time, energy and money – into what we believe to be best for our students,” financial aid compliance audit that will take place sometime in mid-February reports writes Simone. Simone. The college also recorded their first en2017 updates There are also some recent updates regard- rollment increase in years in 2016. Numing Trinidad State Junior College in early bers for 2017 are currently being watched. 2017. At the Valley Campus the college is “We remain hopeful that we will be able to partnering with the city to secure a campus maintain student numbers,” writes Simone. resource officer. “If we are successful, this The president also advised staff members that person would be employed by the Alamosa the college’s budget is in good standing and Police Department through a partnership no layoffs were needed. “We have diligently with us and assigned to cover the campus. built a stable financial base for the college Our experiences with the Trinidad Police which we will continue to grow. We are adding Department and CRO Andrew Saracino have programs and have plans to build enrollment. been extremely positive – we hope to replicate We are investing in our people and in our inthis model in Alamosa,” said Simone in her frastructure,” stated Simone in her most recent January staff memo. weekly memo to staff members.
Byron Syring/MV OLA filled with passionate educators BY ANTHONY GUERRERO MONTE VISTA—Walking into the doors of the Byron Syring Delta Center and the Monte Vista On-Line Academy a sense is immediately felt that it is not a traditional school. Many different and possibly tough life circumstances bring students to these educational options. The Byron Syring Delta Center, named after one of Monte Vista’s most memorable educators and the Monte Vista On-Line Academy are located within the same school district but are each their own unique campus. They have overlapping characteristics such as a similar curriculum, committed multi-talented staff and flexible scheduling for students. Byron Syring Delta Center and Monte Vista On-Line Academy also have their differences. Monte Vista On-line Academy Director for both campuses Dirk Oden explained that the Monte Vista On-line Academy has been in operation since 1997 and was the first fully operational online only campus in the state of Colorado. About 100 students from grades 4-12 work on their schoolwork remotely from their computers with this program. The students not only come from the Valley but are scattered throughout the state. The Monte Vista On-Line Academy follows the same standard accountability as other public school districts. Upon completion of the program students are awarded a high school diploma. Even though the program is entirely online, students can still expect to be taught and motivated by experienced and caring teachers. Devon Davey primarily works with online elementary students and truly shows a love for her job. “One of the great things about the on-line academy is that it gives students another option. It works great for students who may be suffering a chronic illness as it helps them to be able to work around the clock. It’s also good for students who are highly involved in sports, family or church activities,” said Davey. “We also have a great partnership with the rest of the Monte Vista School District. We have students who are taking classes through us but have also joined the Monte Vista bands or take science classes on campus for the more hands-on pieces,” she said. Davey said a false assumption about online learning is that students don’t have any face-toface interaction. She explained that technology has made it possible to use things such as Go To
Meeting for more traditional educational experiences. They also send students video podcasts. Once a month on Fridays the On-Line Academy holds a Friday School to give students extra help or for them to pursue fun educational interest. She said when she travels she also tries to meet her students if she is in the same area. Byron Syring Delta Center The Byron Syring Delta Center is an officially designated “alternative education campus (AEC).” To qualify as an AEC schools must have 95 percent of enrolled students who meet criteria of “highly at risk.” To be considered high risk, students fall into categories of those who have issues with substance abuse, parole/ probation, domestic violence, teen pregnancy, gang involvement, psychiatric disorders, homelessness, dropouts and habitual truancy. Around 40 Delta Center students go to the site and learn with passionate teachers. The center works with those 16 years or older and offers a traditional high school diploma or GED. Younger students may be considered in extenuating circumstances. Several community agencies partner with the Delta Center to help it be sustainable and offer quality educational opportunities. For success in the Delta Center students must find the greatness within themselves. Dedicated and passionate educators are readily available to help students achieve that success. One such teacher who works with high school students on site is Tracy Simon. Simon said that she absolutely loves being able to interact with the students and helping them to find their full potential. “We really do everything in a student-driven way. We meet those emotional needs and help them make academic progress. We try to make this a place where they feel important, a safe place and ensure they want to be here. We show them love and figure out how we can support them,” said Simon. “We have students who have been on the verge of dropping out who have landed up graduating early, on time and even completing concurrent enrollment classes with Trinidad State Junior College. Their success is what we’re all about,” she said. The programs are definitely working and have made their marks on the San Luis Valley and the state of Colorado. Every year several students graduate from these two programs and participate in the combined graduation ceremony. “In both of our programs we individualize the curriculum for our students. We really try to get to know them on an individual basis and
build things around them. We figure out what they need and do our best to provide it. We try to be very accessible. That’s common to both programs,” said Oden. In recent years the programs have expanded and adapted with changing technology. “Something that’s new is that we have over 50 electives. Many of them are career related or technical education. They expose students to things they may be interested in career-wise. We also like to take advantage of student interests so they have the opportunity to develop independent study contracts in addition to their core curriculum. There’s a lot of freedom and flexibility in pursing individual interest”. “The traditional system works great for many students. It’s really important that there are a variety of models available so that everyone can find something that’s a good fit. Online learning is not a good choice for every student, but for many it is something that really fits his
Dirk Oden or her needs. I really appreciate being able to work in a district that recognizes the different needs students may have and works hard to meet them,” he said.