board of education meeting agenda september 11, 2013 · 9/11/2013 · board of education special...

BOARD OF EDUCATION

MEETING AGENDA

September 11, 2013

800 South Taft Avenue, Loveland, Colorado 80537

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

Empower to Learn – Challenge to Achieve – Inspire to Excel

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

Director District A 970-290-4216

Term Expires 2013

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

Director District G 970-290-3610

Term Expires 2015

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

Director District B 970-679-9706

Term Expires 2013

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

Director District C 970-679-9705

Term Expires 2015

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

Director District E 970-669-3297

Term Expires 2013

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

Director District F 970-667-3807

Term Expires 2013

Vacant Director District D Term Expires 2015

ADMINISTRATION

Stan Scheer, Ed.D. [email protected]

Superintendent of Schools 970-613-5013

Michael Jones [email protected]

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

Steve Towne [email protected]

Chief Financial Officer 970-613-5051

Paul Bankes, Ed.D. [email protected]

Executive Director of Elementary Education 970-613-5054

Charlie Carter [email protected]

Executive Director of Student Support Services 970-613-5055

Margaret Crespo, Ed.D. [email protected]

Executive Director of Secondary Education 970-613-5032

Diane Lauer, Ed.D. [email protected]

Executive Director of Instruction 970-613-6784

Michael Hausmann [email protected]

Public Information Officer 970-613-5015

Erv Klein [email protected]

Chief Technology Officer 970-613-5158

Shana Garcia [email protected]

Executive Assistant to Superintendent/BOE 970-613-5013

mailto:[email protected]
















Board of Education 800 S. Taft Avenue

Loveland, Co 80537

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

September 11, 2013 6:00 – 9:00 P.M.

Board Room

Agenda Items

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

2. Loveland High School Marketing Video 20 Minutes

3. 2013-14 Annual Fundraising Drives – Thompson Education Foundation and 10 Minutes United Way - Written Report

4. 2013-14 Preliminary Enrollment Report – Written Report 5 Minutes

5. Staffing Update – Written Report 5 Minutes

6. 2013-14 District Accountability Committee Membership – Written Report-Revised 10 Minutes

7. 2013-14 Curriculum Improvement Council Membership – Written Report 10 Minutes

8. New School Finance Act – Senate Bill 13-213 Update 30 Minutes

9. Student Achievement/Literacy Plan 15 Minutes

10. Memorandum of Understanding Between District and Front Range Community 5 Minutes College’s Center for Adult Learning for 2013-14 – Written Report

11. Proposed Revision to Board Policy/Regulation/Exhibit – Written Report 15 Minutes JEA – Compulsory AttendanceJFC – Student Withdrawal from School/DropoutsJH/JHA/JHB – Student Absences and ExcusesJH/JHA/JHB-R – Student Absences and ExcusesJIC – Student ConductJICDA – Code of ConductJICH – Drug and Alcohol Involvement by StudentsJICH-R – Drug and Alcohol Involvement by StudentsJICI – Weapons in SchoolsJIH – Student Interviews, Interrogations, Searches and ArrestsJJJ – Extracurricular Activity EligibilityJK – Student DisciplineJK-R – Student DisciplineJKD/JKE – Classroom Removal/Suspension/Expulsion/ Denial of AdmissionJKD/JKE-E – Grounds for Suspension/ExpulsionJKF – Educational Alternatives for Expelled StudentsJKG – Expulsion Prevention

Board of Education 800 S. Taft Avenue

Loveland, Co 80537

12. Proposed Adoption/Revision of Board Policy/Regulation – Written Report 5 Minutes

KB – Family/School Partnership KB-R – Family/School Partnership

13. Proposed Revision to Board Policy – Written Report 5 Minutes CCA – Thompson School District Organizational Chart

14. Review Interview Questions for Director District D Vacancy 10 Minutes

15. Other 5 Minutes

16. Adjournment

AGENDA ITEM 2.0

Loveland High School Marketing Video Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Margaret Crespo, Ed.D., Executive Director of Secondary Education Consideration: Does the Board have any questions regarding the marketing video to

attract more students to Loveland High School? Loveland High School is presenting information related to their marketing strategy to engage students in embracing the culture at Loveland High. A few short videos will be presented to showcase the work. Todd Ball, Loveland High School Principal, will be in attendance to answer questions.

AGENDA ITEM 3.0

2013-2014 Annual Fundraising Drives - Thompson Education Foundation and United Way

Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Kim Akeley-Charron, Executive Director of Thompson Education Foundation Michael Hausmann, Public Information Officer Consideration: Does the Board have any questions regarding the annual fundraising

drives for the Thompson Education Foundation and the United Way? Under Board policy KHA, Public Solicitations/Fund Drives, all district fund drives require approval by the Board of Education. This year, the Thompson Education Foundation (TEF) and the United Way have been identified as organizations for the employee giving campaign. TEF provides financial support for additional and creative educational opportunities within the district. Projects that TEF sponsors include the Help Kids Succeed school supply drive, annual ecology field trips to Bobcat Ridge for all fifth grade students, musical instruments for all elementary students, Creativity Grants for educators, Founders Grants for schools, the district elementary science coordinator, the Big Thompson Elementary School Playscape, and student scholarships. The TEF campaign kickoff begins October 1, 2013 and will continue through November 15, 2013. Kim Akeley-Charron will be in attendance to answer questions. The United Way of Larimer County advances the common good by creating opportunities for a better life for all in Larimer County. Their focus is on education, income and health – the building blocks for a good quality of life. The United Way recruits people and organizations from all across the community who bring the passion, expertise and resources to get things done. United Way Resource Development Manager Scott Sprague will discuss the district’s historical partnership with the organization, as well as talk about proposed plans to conduct an annual employee campaign effort from October 1-November 15.

AGENDA ITEM 4.0

2013-14 Preliminary Enrollment Report Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Michael Jones, Assistant Superintendent of HR and School Support Consideration: Does the Board have any questions regarding the 2013-14 preliminary

enrollment report? __________________________________________________________________ Each year, coinciding with the beginning of school, the district tracks enrollment prior to the official October count report. This practice enables the district to track current year enrollment vs. prior year enrollment and vs. projected enrollment. The planning department analyzes major discrepancies between projected and actual enrollment at specific schools to better understand the demographic patterns. Factors that affect enrollment fluctuations at this time of year include dual enrollment, state law prohibiting dropping of enrolled students for at least 10 days, and attendance. Given the daily changes that occur at this time of year, actual enrollment numbers will be provided at the meeting. Mike Jones and Skip Armatoski, planning and GIS manager, will be in attendance to answer questions.

AGENDA ITEM 5.0

2013-14 Staffing Update Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Michael Jones, Assistant Superintendent of HR and School Support Consideration: Does the Board have any questions regarding the 2013 staffing

update? Each year the HR department provides information to the Board of Education regarding the hiring process for the current school year. HR always anticipate positions that will be considered hard to fill or challenging to fill. These positions may include early childhood education, special education, and world languages. Typically, these positions have a s maller pool of candidates and require either additional postings or one-on-one recruiting. The district had a total of three hard to fill positions and/or positions where HR recommended additional credit for job related experiences for the 2013-14 hiring season. During the months of June, July and August, the district had 782 personnel actions. This is up by 10% over the past year. These actions included resignations/separations, assignment changes, and new hires/rehires. The district had a total of 16 APT positions posted for the 2013-14 school year. Of the 16 positions, 8 were filled by new employees and the remaining 8 were filled by current district staff members. A total of 14 APT employees resigned during the 2012-13 school year; and one APT staff member was non-renewed for a turnover rate of 12.5%. The district had a total of 224 licensed positions posted for the 2013-14 school year. Some positions were posted more than once due to limited applicant pools and the fact that some candidates declined positions once they were offered to them. The primary reason candidates gave for declining a position was lack of a competitive salary. The district’s total licensed hires for the 2013-14 school year include 130 employees new to the district and 66 rehires (71% of non-renewed employees) for a total of 196 new and rehired licensed employees. Of the 130 new licensed hires, 50 (38%) are at the elementary level, 32 (25%) at the middle school level, and 38 (29%) at the high school level. The district also hired six early childhood education teachers, and four district wide special education positions. This year’s total of 196 licensed hires is approximately the same number of hires as last year. Overall, the district has 999.53 licensed FTE across all funding sources for the 2013-14 school year compared to 987.67 licensed FTE during the 2012-13 school year; which is an approximate 1% increase in licensed FTE. There were a total of 74 licensed employee resignations; 10 leave of absence requests, and 33 total non-renewed, non-rehired licensed employees for the 2012-13 school year resulting in a licensed turnover rate of 11%. Because classified employees are hired on a c ontinual basis, last year’s staffing information is included for clarification. The district hired a total of 239 classified employees between July 1, 2012 and June 30, 2013. 56 classified employees were hired between July 1 and August 21, 2013.

There were a total of 147 classified employee separations between July 1, 2012 and June 30, 2013; 115 of those separations were resignations for a classified turnover rate of 15.6%. Michael Jones and Vicki Thompson, director of HR, will be in attendance to provide a b rief narrative and answer questions.

REVISED AGENDA ITEM 6.0

2013-2014 District Accountability Committee Membership Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Paul Bankes, Ed.D., Executive Director of Elementary Education Consideration: Does the Board have any questions regarding the 2013-2014 District

Accountability Committee (DAC) membership? The Board is asked to review the DAC membership roster for the 2013-2014 school year in accordance with the rules elaborated on in the District Accountability Handbook (2013, Colorado Department of Education) and BOE Regulation AE-R, Accountability/Commitment to Accomplishment. Kodi Fidler, DAC chair, will be in attendance to answer questions.

NAME REPRESENTING Busse, Kathy Parent Dewey, Greg Parent Dukette, Aaron Parent Fidler, Kodi Parent Fogland, Vonda Teacher Frisch, Erin Teacher Keen, Robin Parent Machon, Jeanine Parent Messenger, Ron Community Montagu, Trent Parent Mudron, Amanda Parent Olson, Sharon BOE Penco, Diana Parent Peters, Cortney Parent Rayment, Liz Parent Seaser, Jen Parent Shadduck-McNally, Jody Parent Shores, Larry Administration Talan, Jonathan Parent Venzke, Marcia Community Wilson, Charlton Parent

AGENDA ITEM 7.0

2013-14 Curriculum Improvement Council Membership Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Diane Lauer, Ed.D., Executive Director of Instruction Consideration: Does the Board have questions or require additional information

regarding the membership of the 2013-2014 Curriculum Improvement Council?

In accordance with policy IGA/IGF, the Board of Education shall appoint members to a Curriculum Improvement Council (CIC), which shall bring recommendations for curricular changes to the Board for consideration and adoption. The CIC shall be responsible for developing and evaluating curriculum within the guidelines stated in IGA/IGF/IGF-R. The membership of CIC should be broad-based, reflecting varied district constituencies, including parents. The following persons are recommended to serve on CIC. P-12 Council Leaders: Art Lora Patrick CES/LEES Career & Technical Education Business Janese Asche LHS Family & Consumer Amber Wharton BHS Industrial Technology Tom Frayer MVHS Language Arts Will Sherman FHS Math Doug May BRMS Music Elementary Susan Harding MBES Secondary Bob Kreutz WCMS/TVHS Physical Education/Health Elementary Dawn Fertitta NES Secondary Chad Walker LEMS Science Chastity Stringer LEMS Social Studies Kendra Vair CBMS World Languages Toni Theisen LHS

Building Administrators: Jesse Nino MVHS AP Tom Texeira TVHS AP Deanna Dykstra LHS AP Chase McBride BHS AP Sheila Pottorff FHS Principal Community Representative: Carol Kirkstadt Parent Representative: Jody McNally Elementary Representative: Jan Lanting Elementary Science TOSA Middle School Representative: Michelle Logan Integration Liaison High School Representative: CarinJo Barrett BHS Counselor: Glenda Nachtrieb LHS Early Childhood: Theresa Clements ECE Administrator Gifted and Talented: Carol Swalley GT Administrator Technology: Val Downing Technology TOSA Special Education: Julie Olson SPED Coordinator English Language Acquisition: Clint Richards ELA Administrator Diane Lauer will be in attendance to answer questions.

AGENDA ITEM 8.0 New School Finance Act - Senate Bill 13-213 Update Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Stephen Towne, CFO Consideration: Does the Board have any questions or need additional information

regarding Senate Bill 13-213? Senate Bill 13-213 was introduced and approved during the 2013 Colorado General Legislative Session. The Bill, commonly referred to as the New School Finance Act, includes a new funding mechanism which will require voter approval on the November 2013 ballot. Should voters statewide approve the funding measure the new Act would become effective for the 2015-16 fiscal year. Attached is a summary of the key features of the Act prepared by the Colorado Department of Education’s School Finance Division. On September 11, a representative(s) of the Colorado Association of School Boards will attend the Board meeting to present an overview of the key features of the Bill. Steve Towne will also be available to answer questions.

Understanding Senate Bill 13-213

Proposed Future School Finance Act

August 2013

Colorado Department of Education

Public School Finance 201 E. Colfax Ave., Denver, CO 80203

a UNDERSTANDING SENATE BILL 13-213 2

Table of Contents Page

I) Districts 3

a. Total Program Funding

b. Local and State Shares – Total Program Mill Levy Calculation

c. Mill Levy Overrides

II) Institute Charter Schools 6

a. Total Program Funding

III) District Charter Schools 6

a. Total Charter School Funding

b. Three Key Changes in S.B. 13-213 Affecting Charter Schools

IV) Categorical Funding 7

a. Special Education Categorical

b. Gifted and Talented Categorical

V) Additional State Funding 8

a. Investment Moneys

b. Hold-Harmless Moneys

c. Per Pupil Supplemental Payment (Floor Funding)

d. At-Risk Supplemental Funding

e. Mill Levy Equalization Fund

f. Mill Levy Election Support Fund

g. Education Innovation Grant Program

VI) Other Sections of Interest 10

a. Reporting Issues

b. Budgeting for At-Risk and ELL

c. Charter Capital Construction

d. One-time Funds

UNDERSTANDING SENATE BILL 13-213 3

I) Districts a. Total Program Funding - Funding for school districts is based on a per pupil formula that is

supplemented with funding for such factors as at-risk students, English language learners (ELL), multi-district on-line students and Accelerating Schools through Concurrent Enrollment (ASCENT) program students. Because these additional factors may vary across school districts, total program (TP) provided for each district may vary. {CRS § 22-54.5-201}

i) District per pupil funding is calculated by multiplying the statewide base per pupil funding by the district size factor. The statewide base is the starting per pupil funding level for each district. Under the Public School Finance Act of 1994 this number was supplemented by such factors as cost of living, personnel costs and size factor. Only the district size factor remains in the future School Finance Act, and is included to reflect the different spending powers across the districts. It is only available to districts with pupil counts of 4,300 or fewer, and changes only for districts with pupil counts between 4,023 and 4,300. {CRS § 22-54.5-201}

ii) Funded membership1 is calculated by utilizing average daily membership (ADM) data throughout the school year, as opposed to a single-day count.2 ADM is total number of pupils in the averaging time period divided by the number of days in the averaging period. To derive the membership count, the state will incorporate the first quarter of ADM data from the current year and the four quarters of ADM data from the previous year. In contrast to the current finance bill, kindergarten students are counted as full-time enrollment students as well as students at the secondary level. Further, the new act allows all students ages three to five who are eligible for and enroll in the Colorado Preschool Program to receive funding on a half-day enrollment basis. {CRS § 22-54.5-201}

iii) District at-risk funding will vary from a minimum 20 percent to a maximum 40 percent of base funding, depending on the number of students in the district who are eligible for free or reduced-cost lunch (FRL) as compared to the statewide average. At-risk funding under the new act

1 This excludes on-line average daily membership and ASCENT Program daily membership.

2 For purposes of uniformity, S.B. 13-213 mandates that the State Board of Education promulgate rules to establish a working definition of membership.

Total Program Funding =

(District’s Per Pupil Funding x

Funded Membership)

+

District’s At-Risk Funding + District’s English Language Learner Funding +

District’s Multi-District On-Line Funding + District’s ASCENT Program Funding


State Share = Total Program - Local Share

Local Share = Amount of Property Tax* + Amount of Specific Ownership Tax *Amount generated from mill levies as determined by CDE to be necessary to produce the local share of total program minus the specific ownership tax; calculation takes into account the district’s real property assessed valuation, median family income, and percentage of at-risk pupils.

expands the definition of at-risk to include students who are eligible for reduced-cost lunch as well as free lunch. {CRS § 22-54.5-201}

iv) District ELL funding is available to ELL students for five years, compared to two years under current law. As with at-risk funding, ELL funding will range from 20 to 40 percent of base funding, depending on the percentage of ELL students in the district as compared to the statewide average.3 A student is determined to be ELL by the district based on how the student performs on an English language proficiency exam. {CRS § 22-54.5-201}

v) District on-line funding is calculated by multiplying the district’s on-line average daily membership by the statewide base per pupil funding amount. {CRS § 22-54.5-201}

vi) District ASCENT funding is calculated by multiplying the district’s ASCENT average daily membership by the statewide base per pupil funding amount. {CRS § 22-54.5-201}

b. Local and State Shares – Total Program Mill Levy Calculation - Under the formula established by S.B. 13-213, CDE will determine, no later than July 1, 2015, July 1, 2020 and July 1 of every six years afterwards, the relative share of funding applicable to local taxpayers and the state.4 To determine the appropriate shares, CDE will utilize the most up-to-date valuations of property, median family income level and membership calculations. Based on these factors, CDE will determine the number of mills each district is expected to levy. {CRS § 22-54.5-203}

i) State share is calculated by subtracting local share (contribution from local property taxes and specific ownership taxes) from the cost of total program. {CRS § 22-54.5-203}

ii) Local share consists of the contribution local taxpayers make from local property taxes (mill levies) and specific ownership taxes. Its calculation is based on a district’s assessed value per pupil (adjusted for median income differences) and a district’s percentage of at-risk students. Though districts may raise their mill levies, a district that currently levies 25 mills or less for total program may not raise its total program mill levy above 25 mills. A district may not lower its total program mill levy below the number of mills levied in the preceding budget year either. {CRS § 22-54.5-203}

3 A student that is both at-risk and ELL is eligible for both at-risk and ELL funding.

4 In terms of percentage, beginning with the 2015-2016 budget year and every subsequent year through 2019-2020, the targeted statewide local share of total program is 40 percent; the targeted statewide state share is 60 percent.


c. Local Mill Levy Overrides - Under S.B. 13-213, a district may raise local property tax revenues in

addition to the amount required to fund the district’s total program. The district’s Board of Education may seek a mill levy override by requesting eligible voters to approve such an increase. The Board of Education for the district must submit the question of increased property taxes to eligible voters if a valid initiative petition (at least 5 percent of the eligible voters) is brought to the district requesting such an increase. Districts that do not receive per pupil supplemental payments (as discussed below) must levy their full total program mill levy before seeking voter approval of an override. Districts may continue to impose mill levy overrides that are currently in place. There are four types of mill levy overrides that a district may seek: {CRS § 22-54.5-205}

i) Operating moneys - A district may seek a mill levy override for general operating expenses. The total additional local property tax revenues a district may receive will be capped at the greater of: A) $200,000; B) 25 percent of total program plus the amount of investment moneys the district receives for the applicable budget year; or C) 25 percent of the sum of total program for 2014-2015 prior to negative factor, plus supplement payments, plus mill levy override from cost of living adjustment, plus investment moneys, plus the amount of district categorical buy-out, plus any state moneys received for categorical funding. As a practical matter, any existing levies for operating expenses count towards the cap. {CRS § 22-54.5-205}

Mill Levy Operating Expenses Capped at Greater of: A) $200,000

B) 25 percent of total program plus the amount of investment moneys the district receives for the applicable budget year

C) 25 percent of the sum of total program for 2014-2015 prior to negative factor, plus supplement payments, plus mill levy override from cost of living adjustment, plus investment moneys, plus the amount of district categorical buy-out, plus any state categorical funding

ii) Early childhood education - A district may seek a mill levy override to fund early childhood education programs. There is no statutory cap on the amount of additional revenue a district may receive. The district that receives voter approval for an override, however, must develop its early childhood education program using evidence-based research. {CRS § 22-54.5-206}

iii) Technology and building maintenance and operation - A district may seek a mill levy override for technology and the maintenance and operation of buildings. There is no statutory cap on the additional revenue a district may receive. {CRS § 22-54.5-207}

iv) Cost of living - A district may seek a mill levy override to provide funding for cost of living expenses for district employees. The mill levy override will be capped at an amount equal to the portion of the district’s total program for the 2014-2015 budget year determined by the cost of living factor, calculated before the negative factor; cap may increase annually beginning 2016-2017 to account for inflation. {CRS § 22-54.5-208}


II) Institute Charter Schools a. Total Program Funding - Funding is available to Institute Charter Schools (schools) to cover the cost of

providing public education to pupils enrolled in such schools. CDE will pay the Total Program for the schools directly from the state public school fund to the Charter School Institute (CSI) to distribute to the various schools within the CSI. Funding is calculated by multiplying the accounting district’s per pupil funding by the school’s funded membership. This calculation is then increased for each school within the CSI by the mill levy equalization funding, at-risk funding, ELL funding, on-line funding, and ASCENT Program funding. Funded membership and the funding averaging period are defined the same as for districts. The accounting district is the district in which the charter school is geographically located. {CRS § 22-54.5-202}

i) Institute charter school mill levy equalization funding is calculated by CDE. The amount is based on the per pupil mill levy override revenue collected by the accounting district, adjusted for the relative enrollment of the school. {CRS § 22-54.5-202}

ii) Institute charter school at-risk funding varies from a minimum 20 percent to a maximum 40 percent of base funding, depending on the number of students in the school that are eligible for free or reduced-cost lunch as compared to the statewide average. At-risk funding under the new act expands the definition of “at-risk” to include students who are eligible for reduced-cost lunch as well as free lunch. {CRS § 22-54.5-202}

iii) Institute charter school ELL funding is available to ELL students for five years and, as with at-risk funding, ELL funding will range from 20 to 40 percent of base funding, depending on the number of ELL students identified by the school.5 {CRS § 22-54.5-202}

iv) Institute charter school multi-district on-line funding is equal to the school multi-district on-line ADM multiplied by the statewide base per pupil funding amount. {CRS § 22-54.5-202}

v) Institute charter school ASCENT Program funding is equal to the school ASCENT Program ADM multiplied by the statewide base per pupil funding amount {CRS § 22-54.5-202}

5 A student that is both at-risk and ELL is eligible for both at-risk and ELL funding.

Institute Charter School Total Program Funding =

(Accounting District’s Per

Pupil Funding x Charter School

Funded Membership)

+

Mill Levy Equalization Funding + School’s At-Risk Funding +

School’s English Language Learner (ELL) Funding +

School’s Multi-District On-Line Funding + School’s ASCENT Program Funding


III) District Charter Schools

a. Total Charter School Funding - Funding for charter schools is substantially similar to current law. However, under the new act and related laws, per pupil amounts will be calculated for each type of funding category. Charter schools will receive 100 percent of the accounting district’s per pupil funding, plus 100 percent of at-risk and ELL per pupil funding, plus 100 percent ASCENT program per pupil funding, and 100 percent of investment moneys (see below) all calculated based on ADM data. In addition, charter schools that are not multi-district online schools will receive investment moneys based on the school’s ADM. For districts with average daily memberships greater than 500, the district and charter school may negotiate central administrative overhead costs for services in an amount up to five percent of the district’s per pupil funding. For districts with average daily membership less than 500, the amount may be up to 15 percent of per pupil funding plus the other categories. {CRS § 22-30.5-111.5}

i. On-line funding for multi-district online schools is calculated by multiplying the on-line funding amount by the charter school’s on-line ADM. This amount is then added to the at-risk and ELL funding amount allocated to the charter school. Multi-district online schools are not eligible for investment moneys. Limits on the amount of central overhead charges are the same for multi-district online schools. {CRS § 22-54.5-202}

b. Three Key Changes in S.B. 13-213 Affecting Charter Schools

i. Mill levy overrides:

A. CDE must publish an annual report detailing the amount of mill levy override revenues in each district, and the amount, if any, each district shares with its charter schools. {CRS § 22-30.5-111.5}

B. Prior to a mill levy override election, an authorizing school district must negotiate the percentage of shared override revenues with a charter school. {CRS § 22-30.5-111.5}

C. If the district and charter school cannot agree on a shared override revenues number, the charter school may apply to become a CSI school and receive the mill levy equalization factor. {CRS § 22-30.5-111.5}

ii. Special education funding - School districts alone are responsible for the education of students with disabilities, many of which charge charter schools fees for special education services rendered. To increase transparency in special education funding, S.B. 13-213 requires districts to provide an itemized accounting of the actual special education costs incurred by the district for that year and the basis of any per-pupil charges for special education services charged to charter schools. {CRS § 22-30.5-111.7(2)(c)}

iii. At-Risk and ELL Funding - At-risk and ELL funding for charter schools will be based on the actual at-risk and ELL populations in each charter school. {CRS § 22-54.5-410}


IV) Categorical Funding For categorical programming, S.B. 13- 213 increases funding for the special education categorical and the gifted and talented categorical.

a. Special Education Categorical - Under S.B. 13-213, categorical funding for special education will increase by $80 million. This increase will go towards funding Tier B students. Tier B students are those students that have been identified with one or more disabilities as listed in CRS § 22-20-114(1)(c). Additionally, funding will increase for Tier A students by $1,250 per pupil, maxing out at $2,500 per pupil. The additional funding for Tier A students is dependent upon the availability of growth tax revenues. Growth tax revenues are those state tax revenues that exceed the amount specified in the statewide ballot question. {CRS § 22-20-114}

b. Gifted & Talented Categorical - Under S.B. 13-213, categorical funding for gifted and talented programs will increase by $7 million. One million dollars of the $7 million will be utilized to identify gifted and talented students.

V) Additional State Funding a. Investment Moneys - S.B. 13-213 provides for investment moneys, to assist district schools and CSI schools

with the costs of implementing the educational reforms. Funding will help cover the costs of providing staff support and professional development needed for the implementation of certain standards-based instruction and assessments, educator performance evaluations, and efforts aimed at eliminating achievement and growth gaps among students of various groups.

For the first year (2015-2016), the amount of funding for each district, each supplemental payment recipient, and each eligible CSI school will be $441 per pupil (excluding on-line and ASCENT program students). The investment moneys are adjusted in each of the subsequent years based on the receipt of per pupil supplemental payments (see below) and average daily membership. {CRS § 22-54.5-301}

b. Hold-Harmless Moneys - Under S.B. 13- 213, hold-harmless funding is designed to protect districts that receive less in state funding compared to the current finance act, after recalculation of local and state shares. Hold-harmless funding will be calculated by comparing the state share in 2014-15 (current) to new state funding under the new act. State funding includes a district’s state share of total program plus a district’s investment moneys. A district would receive the difference plus an additional 2 percent of the sum of the district’s new total program plus funding from the investment moneys. Though a district can receive hold-harmless funding so long as the calculation results in a positive number, local share plus state share plus hold-harmless moneys cannot exceed total program for the applicable budget year or total program for 2014-2015, whichever amount is greater. {CRS § 22-54.5-302}

Hold-Harmless Moneys = (State Share 2014-15 - State Funding New) + .02 x (TP + TLI)


c. Per Pupil Supplemental Payment (Floor Funding) - Per pupil supplemental funding is designed to ensure that the per pupil revenue (PPR) for each district and CSI school is at least equal to 95 percent of the state average PPR. If a district’s or CSI school’s PPR is less than 95 percent of the state average PPR, that district or CSI school will receive supplemental funding to increase PPR to meet that benchmark. {CRS § 22-54.5-303}

d. At-Risk Supplemental Funding - Additional floor funding is available for those districts or CSIs that receive the per pupil supplemental payment and have an at-risk pupil percentage equal to or greater than 10 percentage points less than the statewide average at-risk pupil percentage. A district or CSI school that meets these criteria may receive at-risk supplemental funding equal to 23 percent of the at-risk funding that the district or CSI school would receive. {CRS § 22-54.5-303}

e. Mill Levy Equalization Funding - To help equalize local mill levies, S.B. 13-213 provides mill levy equalization funding. Any district of fewer than 10,000 students that increases its mill levy by at least 2.5 mills will receive mill levy equalization moneys if 2.5 mills on the district’s assessed valuation generates less in revenue than 2.5 mills on statewide assessed valuation. The district per pupil equalization moneys is the difference between the per pupil amount generated by the 2.5 mills on statewide assessed valuation and the per pupil amount generated by 2.5 mills on the district’s assessed valuation. {CRS § 22-54.5-304}

f. Mill Levy Election Support Fund – S.B. 13-213 provides mill levy election support funding to help school districts pay county clerks who charge for the administration of elections to increase total program mill levies. Districts that must pay such costs may seek reimbursement. {CRS § 22-54.5-305}

g. Education Innovation Grant Program - The Education Innovation Grant Program is expected to receive $100 million. It is the intent of the General Assembly to appropriate that money to provide funding for innovation initiatives that are designed to eliminate achievement and growth gaps, improve student retention, reduce dropout rates, and increase graduation rates. Educators, as well as districts, boards of cooperative services (BOCES), and charter schools, may apply for the grants. An appointed education innovation board will award the grants. A grant recipient may receive a grant for up to five consecutive years and must report the success of the initiatives implemented with the program moneys. {CRS § 22-54.5-311}

VI) Other Sections of Interest

a. Reporting Issues – Under existing law, the Colorado State Board of Education must establish and maintain a statewide financial, student management, and human resource electronic data and communications and reporting system. The reporting system currently provides a standard chart of accounts that allows for district to district comparisons.


Charter School Capital Construction Allocations

Operating in facility owned by charter school

Has capital construction costs

$450 per ADM

Operating in facility not owned by district or charter school

$350 per ADM

Operating in facility on state inventory or in district owned facility

$100 per ADM

Under S.B. 13-213, the system will include and expand to the fullest extent possible comparable reporting of expenditures at the school-site level, district level, institute level and BOCES level. The Colorado Department of Education, the state charter school institute, all district charter schools, CSI, school districts and BOCES shall use the system to report and obtain necessary financial information.

Each participating party must report expenditures (including salary and benefit expenditures by type of benefit) as well as whether the school principal retains or chooses to forego control of at-risk and ELL funding. Additionally, all parties must report the number and percentages of professional instructional staff disaggregated by race and the number and percentages of students disaggregated by race. CDE will create a website that makes the reported information easily accessible to the layperson as well as the participating parties. {CRS § 22-44-105}

b. Budgeting for At-Risk and ELL - Each charter school, non-charter school, and the district must dedicate at-

risk and ELL funding to programs that primarily serve at-risk and ELL students. Principals of all schools other than charter schools will develop a budget detailing how he or she will use at-risk and ELL funding. The principal will have the end goal in mind of meeting the district’s achievement targets for at-risk and ELL students. Prior to implementing the budget, the principal will submit the budget to the superintendent for review and comment. The superintendent upon review will ensure that the budget is in line with the school’s improvement strategies, district standards, programs, curricula and interventions. If the superintendent finds that the budget does not align with those requirements, the district board of education may approve the requirements included in the budget.

Districts may apply to the CDE to seek a waiver from the distribution requirements set forth above. Successful waiver depends on the implementation of a different student-based funding allocation plan that nevertheless dedicates a great deal of control to non-charter school principals in determining how to use the funds. {CRS § 22-54.5-410}

c. Charter School Capital Construction - Charter school funding for capital construction is available to

qualified charter schools. The allocation will be distributed to a district or the Charter School Institute based on per pupil amounts for average daily membership. These funds are then distributed in total to the qualified charter schools and no administrative fees may be withheld. A qualified charter school may or not be operating in a district facility, but must have capital construction costs. A charter school operating in a facility listed on the state inventory with lease payments for the facility is also qualified. A qualified charter school does not include those that do not incur capital construction costs or lease payments for operating in a state facility. In addition, a qualified charter school does not include a charter school that operates in a facility that is not included under the Building Excellent Schools Today (BEST) (BEST) Act prioritized facility list or in a facility that is built using financial assistance awarded through BEST. The following table outlines the allocations: {CRS § 22-54.5-309}


d. One-time Funds:

i) Preschool through 12th grade education reserve fund creates a reserve fund that consists of up to 40 percent of revenues received by the state before July 1, 2015, as a result of a citizen-initiated increase in state tax revenues for public education, approved by a ballot initiative in November 2013. {CRS § 22-54.5-412}

ii) Educator effectiveness reserve fund creates a reserve fund of up to 15 percent of revenues received by the state before July 1, 2015, as a result of a citizen-initiated increase in state tax revenues for public education, approved by a ballot initiative in November 2013. Moneys are subject to allocation for programs designed to recruit, prepare, and retain effective educators. {CRS § 22-54.5-413}

iii) Education technology fund creates a reserve fund of up to 5 percent of revenues received by the state before July 1, 2015, as a result of a citizen-initiated increase in state tax revenues for public education, approved by a ballot-initiative in November 2013. Moneys are subject to appropriation to assist school districts and public schools in purchasing and maintaining technology needed to support educational reforms and programmatic enhancements. {CRS § 22-54.5-414}

iv) Capital construction assistance fund (BEST) shall receive up to 40 percent of revenues received by the state before July 1, 2015, as a result of a citizen-initiated increase in state tax revenues for public education, approved by a ballot-initiative in November 2013. These funds will be available for capital construction BEST grant awards needed to support education reforms and programmatic enhancements – including using up to 50 percent of that money for full-day K and Preschool facilities. {CRS § 22-54.5-414}

AGENDA ITEM 9.0

Student Achievement/Literacy Plan Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Paul Bankes, Ed.D., Executive Director of Elementary Education Margaret Crespo, Ed.D., Executive Director of Secondary Education Diane Lauer, Ed.D., Executive Director of Instruction Consideration: Does the Board have any questions regarding the district’s early

literacy plan? To support the understanding of the district literacy plan an explanation of the overall approach as well as specifics tactics will be provided. M embers of the learning services leadership team will be in attendance to answer questions. As the district strives to become the top district in the state, to draw and retain the best employees, and to graduate all students college or career ready, a strong sense of urgency about early literacy is on the forefront. The profound impact early literacy success has on the life of children is recognized. By leveraging and aligning efforts to become a professional learning community, enhancing the comprehensive literacy system, utilizing the educator effectiveness system, and strategically allocating resources, true transformation is not only possible but entirely within reach.

September 11, 2013

External

Flood of Legislation

Educator Effectiveness

Colorado Academic Standards

PARCC Assessments

READ Act

GOLD Assessment

Internal

1 out of 4 students not career and college ready

Professional pride

Stress and work overload

Data driven - Survey results (Common Core Implementation, TELL, Educator Effectiveness), Evaluations, etc.

It is important for the Thompson School District to significantly increase students’ literacy skills. 92.5%

The Common Core Literacy Implementation should be an urgent priority for Thompson School District. 86.6%

I currently have most of the skills needed to carry out my role effectively in the Common Core Literacy Implementation. 49.5%

70% of teachers report needing professional development addressing Common Core Standards – highest area on TELL Survey.

74% of teachers report working in professional learning communities.

44% of teachers report having adequate time available to collaborate with colleagues.

New district leadership and configuration

More resources

Ability to hold people more accountable

Incredible talent among principals and teachers

Standards that can truly prepare students for life-long success

Thompson School District

Thompson School District will be the top literacy district in the state by 2018.

Literacy Achievement Goals

3rd 4th 5thSchool Name 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016BF Kitchen Elementary 66 68 72 74 75 68 67 72 75 76 71 73 73 74 78Berthoud Elementary 92 87 90 93 93 92 88 90 92 93 93 97 90 90 93Big Thompson Elementary 79 78 84 85 85 67 72 82 86 85 84 79 75 82 88Carrie Martin Elementary 81 66 80 82 83 77 74 74 81 83 79 77 75 78 83Centennial Elementary 86 85 86 88 90 80 72 86 88 90 78 86 78 87 90Cottonwood Plains Elementary 81 66 81 83 84 71 82 72 82 84 80 71 83 75 83Coyote Ridge Elementary 97 93 93 93 93 91 85 93 95 95 96 98 93 93 95Garfield Elementary 85 74 81 83 83 83 85 78 83 84 78 78 85 82 85Ivy Stockwell Elementary 84 78 83 85 87 81 73 83 85 86 88 81 78 85 88Laurene Edmondson Elementary 73 66 76 77 80 82 61 70 79 79 73 76 68 74 82Lincoln Elementary 68 63 70 74 80 67 81 70 74 77 59 59 81 75 76Mary Blair Elementary 79 65 76 78 80 72 71 74 77 80 75 66 75 78 80Monroe Elementary 59 50 65 67 71 62 64 60 70 71 59 60 67 70 75Namaqua Elementary 82 77 86 88 90 81 72 82 86 88 75 87 80 85 90Ponderosa Elementary 79 74 85 88 90 75 75 80 87 90 88 92 88 85 90Sarah Milner Elementary 74 88 83 83 83 70 67 74 83 83 73 64 72 78 83Stansberry Elementary 82 91 86 86 86 80 77 83 88 88 76 84 80 85 90Truscott Elementary 57 71 71 72 75 52 58 71 73 74 67 66 62 75 75Van Buren Elementary 63 72 75 75 77 56 53 73 77 77 67 69 60 75 79Winona Elementary 49 54 60 65 70 67 51 60 65 67 60 66 56 67 70Thompson R-2J 77 74 80 81 84 75 72 76 81 84 78 77 78 79 84

Best practices External mandates Direction from Board of Education Current practices Identified needs Gap analysis between current state and

ideal state

Professional Learning

Community

Comprehensive Literacy System

Educator Effectiveness

Develop our district based on the core principles and ideas of a professional learning community.

Implement the new educator effectiveness system.

Implement curriculum, instruction and formative assessments aligned to the Common Core Literacy Standards.

Major Improvement Strategy: Re-culture the district based on the core principles and ideas of a professional learning community.

Ensuring a Focus on Learning A guaranteed and viable curriculum Balanced and coherent system of assessment A school-wide pyramid of interventions

A Collaborative Culture Shared mission, vision, values and goals High performing collaborative teams Intentional collaboration

Establish a Results Orientation Establishing a data mindset Data management, collection and analysis Data-driven action to improve results

Major Improvement Strategy: Implement curriculum, instruction and formative assessments

aligned to the Common Core Literacy Standards.

Balanced literacy framework.

Provide a multi-tiered system of support for students.

Address foundational elements – phonics, phonemic awareness, comprehension, fluency, vocabulary.

Colorado academic standards (Common Core).

Quality reasoning (critical thinking, problem-solving).

Major Improvement Strategy: Implement the new educator effectiveness system.

Deep understanding and application of professional standards and indicators.

Actionable and timely feedback with classroom level response.

Use of student growth and achievement data.

Engage in lesson studies.

District-wide professional development opportunities

FTE to address large class sizes and combination classes

Provide all-day and extended day kindergarten classes

FTE to provide additional intervention support

Targeted professional development

Purchase of materials based on school-by-school audit

Provide direct coaching and support from district literacy leaders

LINCOLN Eliminate Combo Classes 64,250 MONROE 3rd Grade Class Size 64,250 COTTONWOOD Intervention support 32,125 CARRIE MARTIN Intervention support 32,125 MARY BLAIR 4th grade class size 64,250 ADMIN DW Literacy Leadership 100,000

Professional Learning Community 17,000 Inquiry By Design 15,000 Early Lit Theory & Acquisition 28,000 Common Core Instructional Strategies 31,000 Early Lit Instructional Strategies 37,000 Sheltered Instruction (SIOP) 10,000 Orton Gillingham Reading Strategies 5,000

ECARE grant to provide free all-day kindergarten at Lincoln and Edmondson.

Expansion of tuition-based kindergarten programs to offer an all-day or extended program at every school.

Use of additional intervention FTE (3.5 FTE) at targeted schools – Truscott, Lincoln, Edmondson, Sarah Milner, Van Buren.

Professional Development Assurances

Monthly visits and observations by Executive Director of Elementary Education

Ongoing coaching and visits from district literacy leaders to ensure implementation of best practices

Ongoing data analysis

AGENDA ITEM 10.0

Memorandum of Understanding Between District and Front Range Community College’s Center for Adult Learning for 2013-14

Date: September 11, 2013 Submitted by: Stan Scheer Ed.D., Superintendent of Schools Margaret Crespo, Ed.D., Executive Director of Secondary Education Stephen Towne, CFO Consideration: Does the Board have any questions or need additional information

regarding the MOU between the district and Front Range Community College’s Center for Adult Learning for the 2013-14 school year?

For many years the district has worked in conjunction with Front Range Community College to provide general equivalency diploma (GED) services to students within the district who elect this education option. For the 2013-14 school year there are approximately 60 students enrolled in the FRCC program for which the district and FRCC have agreed to share the funding provided through the district under the School Finance Act and the terms of the proposed MOU. Under the terms of the MOU, the district will include the students in its October Count report to CDE and be the direct recipient of all associated School Finance Act funding. The district will then provide 60% of those per pupil operating revenues to FRCC, retaining the remainder 40%. Both the revenue and associated expense will be incremental to the 2013-14 district budget. The primary purpose of this agenda item is to seek board approval of the estimated expenditure in question in accordance with Board Policy DJA which requires Board approval of purchases $50,000 and above. Steve Towne and Margaret Crespo will be in attendance to answer questions.

AGENDA ITEM 11.0

Proposed Revision to Board Policy/Regulation/Exhibit JEA – Compulsory Attendance

JFC – Student Withdrawal from School/Dropouts JH/JHA/JHB – Student Absences and Excuses

JH/JHA/JHB-R – Student Absences and Excuses JIC – Student Conduct

JICDA – Code of Conduct JICH – Drug and Alcohol Involvement by Students

JICH-R – Drug and Alcohol Involvement by Students JICI – Weapons in Schools

JIH – Student Interviews, Interrogations, Searches and Arrests JJJ – Extracurricular Activity Eligibility

JK – Student Discipline JK-R – Student Discipline

JKD/JKE – Classroom Removal/Suspension/Expulsion/ Denial of Admission

JKD/JKE-E – Grounds for Suspension/Expulsion JKF – Educational Alternatives for Expelled Students

JKG – Expulsion Prevention

Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Margaret Crespo, Ed.D., Executive Director of Secondary Education Consideration: Does the Board have any questions regarding the proposed revision to

Board policy/regulation/exhibit? Proposed revisions of the attached Board policy/regulation/exhibit are the result of statutory modifications, alignment with procedure and best practice. All revisions follow Colorado Association of School Board (CASB) sample policies which include a review by CASB legal counsel. In addition, applicable department administrators have reviewed the proposed revisions for specific district applicability and practice. Margaret Crespo will be in attendance to answer questions.

File: JEA

COMPULSORY ATTENDANCE AGES Every child who has attained the age of six years and is under the age of seventeen is required to attend public school with such exceptions as provided by law. Every parent/guardian of a child between the ages of six and seventeen shall insure that the child attends public school unless the child is enrolled in an independent or parochial school or a non-public home-based educational program. The courts may issue orders against the child, child’s parent/guardian, or both compelling the child to attend school or the parent/guardian to take reasonable steps to assure the child’s attendance. The order may require the parent/guardian, child, or both to follow an appropriate treatment plan that addresses problems affecting the child’s school attendance and that ensures an opportunity for the child to obtain a quality education. Statutory Revised March 2, 1994 Revised March 4, 2009 Legal refs.: C.R.S. 22-32-110 (1)(mm) (board may authorize school employee to

represent school district in judicial proceedings to enforce compulsory attendance)

C.R.S. 22-33-104 (compulsory school attendance ages) C.R.S. 22-33-104.5 (home-based education) C.R.S. 22-33-107 (enforcement of school attendance laws) C.R.S. 22-33-108 (judicial proceedings to enforce school attendance laws)

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

File: JFC

STUDENT WITHDRAWAL FROM SCHOOL/DROPOUTS

The Board of Education recognizes and promotes the importance of obtaining a h igh school diploma, as a diploma assists students in entering the workforce, to lead leading healthy and productive lives after graduation. , and pursuing their other goals. Those youth who withdraw from school and prepare to face life with less than a h igh school education will have a m uch more difficult time entering the workforce or pursuing other goals. Therefore, the Board strongly urges all staff members, parents and citizens to exert all their influence which he/she can command to keep encourage district students to stay in school through high school graduation. Principals, teachers and guidance counselors are encouraged to make dropout prevention a priority through personal contacts with students and specialized programs. The goal is to enable those students who are considering dropping out of school to remain and those who have dropped out to return and resume their programs with a minimum degree of disruption. To emphasize the importance of a high school diploma and to encourage students to reconsider their decision to withdraw from school, the district shall will notify the student’s parent/guardian(s) or legal guardian or custodian in writing, when the district has knowledge that a student’s behavior indicates he or she has dropped out of high school. For purposes of this policy, “high school dropout” shall have the same meaning any student included in the district’s “student dropout rate,” as defined by the rules of the State Board of Education. Adopted February 20, 2008 Legal refs.: C.R.S. 22-2-114.1 (definition of “dropout” dropout rate reporting)

C.R.S. 22-14-108 (written notice of dropout status) C.R.S. 22-32-118.5 (intervention strategies for students in grades 6-9 at risk of dropping out) C.R.S. 22-33-104 (compulsory school attendance) C.R.S. 22-33-203 and 204 (services for expelled and at-risk students) C.R.S. 22-35-109.5 (dropout recovery programs) 1 CCR 301-1, Rule 13.01 (definition of “student dropout rate”) C.R.S. 22-33-107.1 (written notice of dropout status)

Cross refs.: IHBC, Student Assistance Programs

IHBH, Alternative Educational Programs IJNDAB*, On-line Instruction

IKF, Graduation Requirements JEA, Compulsory Attendance Ages JH/JHA/JHB and JH/JHA/JHB-R, Student Absences and Excuses JKF*, Educational Alternatives for Expelled Students JKG*, Expulsion Prevention for At-Risk Students JLG, Services for Homeless Students KBA, Family-School Partnership in Education


File: JH/JHA/JHB

STUDENT ABSENCES AND EXCUSES The Board of Education believes that regular and punctual attendance contributes strongly to student academic success and builds habits that are required in the world of work. Frequent tardiness or absence disrupts the continuity of learning; often the work missed cannot be made up adequately. No other single factor is as closely linked with failing grades and dropping out of school. Students with good attendance generally achieve higher grades, enjoy school more and are more employable after leaving school. State law makes parents/guardians responsible for seeing that their children attend school regularly or receive equivalent instruction. The Board is required to designate an attendance officer to enforce the provisions of the compulsory attendance law, counsel students and parents/guardians, investigate the causes of nonattendance and report findings to the Board. State law also allows the Board by resolution to authorize one or more school employees to represent the school district in judicial proceedings to enforce compulsory attendance. This report will be made during the fourth quarter of the year. Each school in the district shall develop a policy/procedure regarding absences and tardies in accordance with the provisions of this policy, the accompanying regulation, and procedures adopted by the Board on December 6, 2000, and communicate them to its school community. Any changes in school policies and procedures shall be ratified by the Board by June of each year for the following school year. The school attendance policy will be determined by students, staff and parents/guardians of the school under the leadership of the principal. It must include procedures for recording and monitoring attendance and notifying parents/guardians of nonattendance, limits on number of excused absences and tardies, incentives for regular attendance, and consequences for unexcused absences or excessive excused absences. The school attendance policy should be designed as a teaching tool. Students should develop positive attitudes about attendance and punctuality; learn that getting to school regularly and on time builds important skills for later life, accept responsibility for their actions, and understand the negative consequences of poor attendance. Each school policy shall clarify the intent, systems and procedures for all concerned; be perceived as fair and just; be as efficient as possible while accomplishing its purposes; and include options for keeping students in school, such as behavior modification strategies for repeat or frequent offenders. Excessive absences are normally a symptom of other problems and attempts should be made to deal with whatever the other problem might be. Special Considerations Because of the close ties between elementary children and their families, elementary schools should respond to unexcused absences with a family focus and the goal of finding and dealing with the underlying causes for the absences. The school should provide helpful, non-threatening assistance if needed. Elementary students and their parents/guardians need to think of the school as a friendly place and that learning is useful and desirable. As much as possible, the attendance procedure should reinforce these attitudes and not be punitive or authoritarian. Middle school policies should attempt to be corrective with an emphasis on individual responsibility and needs. The consequences of repeated truancies or unexcused absences should be made clear. Consequences should be progressive, beginning by emphasizing the seriousness of the behavior and moving to loss of credit and referral to outside authority.


File: JH/JHA/JHB

Adopted prior to 1985 Revised February 18, 1986 Revised to conform with practice July 13, 1988 Revised August 17, 1988 Revised August 3, 1994 Revised August 7, 1996 Revised October 6, 1999 Revised June 6, 2001 Revised June 18, 2008 (CASB-July 07)(CASB-August 08) Legal refs.: C.R.S. 22-14-101 et.seq. (dropout prevention and student re-engagement) C.R.S. 22-2-114.1 (3)(a) (definition of dropout) C.R.S. 22-32-109 (1)(n) (length of school year, contact & instructional time)

C.R.S. 22-31-109.1 (2)(a) (conduct and discipline code) C.R.S. 22-32-138 (6) (excused absence requirements for students in out-of-home

placements) C.R.S. 22-33-101 et seq. (School Attendance Law of 1963) C.R.S. 22-33-105 (3)(d)(III) (opportunity to make up work during suspension) C.R.S. 22-33-108 (judicial proceedings to enforce school attendance laws) C.R.S. 22-33-203 (educational alternatives for expelled students and

determination of credit) 1 CCR 301-78 Rules 1.00 et seq. (standardized calculation for counting student

attendance and truancy) Cross refs.: IC/ICA, School Year/School Calendar IHAL, Teaching About Religion in the Schools JEA, Compulsory Attendance Ages JLIB, Student Dismissal Precautions JK, Student Discipline JKD/JKE, Student Suspension/Expulsion JKD/JKE-2, Suspension/Expulsion of Students with Disabilities JKDA*, Alternatives to Suspension JKF*, Educational Alternatives for Expelled Students JKG*, Expulsion Prevention for At-Risk Students IHBG, Home-Based Education


File: JH/JHA/JHB -R

STUDENT ABSENCES AND EXCUSES ABSENCES A. Excused Absences

Excused absences are exceptions to compulsory attendance. They include the following (asterisked items are specified in Colorado law):

1. A student who is temporarily ill or injured or whose absence is approved by the

administrator of the school of attendance.* 2. A student who is absent for an extended period due to physical, mental or emotional

disability.* 3. A student who is pursuing a work-study program under the supervision of a public

school.* 4. A student who is participating in any school-sponsored activity, or a student who has

advance approval by the administration to attend an activity of an educational nature. 5. A student whose presence in school, on a doctor’s written advice, may constitute a danger

to his or her health or will seriously expose other students to a health hazard (such as a student under quarantine).

6. A student who has a death in his or her immediate family. 7. A student whose presence is required in court. 8. A student who, with advance approval, attends for a minimum of one hundred seventy-

two days an independent or parochial school which provides a basic academic education as defined in state law.

9.8. A student who is in the custody of a court or law enforcement authorities.* 10.9. A student who is being instructed at home by a certified teacher or under a system

of home study pursuant to state law and State Board of Education rules.* 11.10. A student who has the written approval of the building principal based on special

family circumstances. 12.11. A student to whom a current age and school certificate or work permit has been

issued pursuant to state law.* 13.12. A student who is participating in an observance of his or her religion. 14.13. A students who has been suspended from school.

As applicable, the district may require suitable proof regarding the above exceptions, including written statements from medical sources. If a student is in out-of-home placement (as that term is as defined by C.R.S. 22-32-138(1)(e)), absences due to court appearances and participation in court-ordered activities shall be excused. The student’s assigned social worker shall verify the student’s absence was for a court appearance or court-ordered activity.

B. Unexcused Absences

Any absence that is not covered by one of the situations described above is an unexcused absence. These include the following:

1. Expulsion 2. Leaving school or a class without permission of the teacher or administrator in charge. 3. Not reporting to school or a class unless the absence is excused in accordance with the

school’s policy. 4. Any absence that is not excused within 48 hours.


File: JH/JHA/JHB -R

The maximum number of unexcused absences a student may incur before judicial proceedings are initiated to enforce compulsory attendance is 10 days during any calendar or school year or four days in one month.

C. Medical Absences

The school, in its discretion, may require a student who is absent for medical reasons to provide a note from his or her doctor. In such cases, a student who does not provide the required note shall be considered absent without excuse.

RESPONSIBILITIES FOR SCHOOL ATTENDANCE A. Student Responsibility for School Attendance

1. To attend school on all days of the established school calendar. 2. To appear in class on time, prepared to learn. 3. To contact teachers immediately upon return from absences and arrange for completion of

make-up work. 4. To complete work as assigned by the teacher when a preauthorized absence has been

requested. 5. To check the absence list regularly and take steps to correct errors in attendance recording.

B. Parent/Guardian Responsibility for School Attendance

1. To encourage the student to develop good attendance habits and communicate that any

absence or tardy, regardless of cause, may have a detrimental effect on achievement. 2. To be familiar with the school’s attendance policies and procedures and follow them. 3. To contact the school regarding absences, in accordance with the school’s policies, and to

provide the school with written documentation within 48 hours. 4. To contact the school and request a conference with the appropriate administrator or

teacher upon notification from the school that attendance is a concern. 5. To furnish the school with a telephone number or other means of contacting them during

the school day.

C. Teacher Responsibility for School Attendance 1. To inform parents/guardians and students at the beginning of each year, semester or term

about classroom attendance expectations and any penalties that may be imposed for tardies or absences.

2. To take attendance daily and maintain accurate attendance records according to school policy and regulations.

3. To apply the attendance policy consistently to all students. 4. To notify students of tardies, absences, and academic penalties through procedures

specified by the school. 5. To notify parents/guardians of attendance concerns. 6. To provide quality learning experiences that encourage regular attendance.

D. Principal Responsibility for School Attendance

1. To facilitate the development of school-wide attendance regulations in conformance with Policy JED. These regulations shall be forwarded to the Board for ratification by June for the following school year.

2. To supervise the implementation of attendance policy and procedures.


File: JH/JHA/JHB -R

3. To provide parents/ or guardians with information about the school’s attendance procedures and their child’s attendance records.

4. To inform parents/guardians of absences. 5. To facilitate the use of available resources for students who exhibit attendance problems.

The school shall establish a system of monitoring individual absences, both excused and unexcused. When a student fails to report on a regularly scheduled school day and school employees have received no indication that his or her parent/guardian is aware of the absence, school employees or volunteers under the direction of school employees shall make a reasonable effort to notify the parent/guardian by telephone. CHRONIC ABSENTEEISM When a student has an excessive number of absences, these absences negatively impact the student’s academic success. For this reason, a student who has 10 total absences in a school year, whether the absences are excused or unexcused, may be identified as “chronically absent” by the principal or designee. Absences due to suspension or expulsion shall not be counted in the total number of absences considered for purposes of identifying a student as “chronically absent.” If a student is identified as “chronically absent,” the principal or designee shall develop a plan to improve the student’s attendance. The plan shall include best practices and research-based strategies to address the reasons for the student’s chronic absenteeism. When practicable, the student’s parent/guardian shall participate in the development of the plan. Nothing herein shall require the principal or designee to identify a student as “chronically absent” prior to declaring the student as a “habitual truant” and pursuing court proceedings against the student and his or her parents/guardians to compel the student’s attendance with state law. TARDINESS A tardy student is a student without a valid excuse who is not in the classroom at the time the teacher expects. A student detained by another teacher or staff member shall not be considered tardy provided that the staff member gives the student a pass to enter the next class. Elementary students will be considered tardy if they arrive more than five minutes after class has started; secondary schools will determine their definitions and consequences for tardiness. Penalties for tardiness will be equated with penalties for unexcused absences. An unexcused tardy exceeding 30 minutes will be counted as a half day unexcused absence in elementary and middle schools. The classroom teacher, counselors and/or administrators will work with tardy students to discuss the undesirable consequences or tardiness, explore the reasons for the tardies, work mutually with the student to identify how to avoid future tardies, and point out the consequences of further tardies. Tardiness may be excused if a parent/guardian, legal custodian or school staff member communicates with the teacher about the tardiness within 24 hours. In elementary and middle school, after 30 minutes an unexcused tardy will be counted as a half day unexcused absence. TRUANCY/HABITUAL TRUANCY If a student is absent without a signed parental excuse or if the student leaves school or a class without permission of the teacher or administrator in charge, the student shall be considered truant. An “habitual truant” shall be defined as a student of compulsory attendance age who has four unexcused absences from school or from class in any one month or 10 unexcused absences during any year. Absences due to suspension or expulsion shall not be counted in determining whether a student is an habitual truant.


File: JH/JHA/JHB -R

When a student is declared habitually truant, the school shall, in cooperation with the student and parent/guardian or legal custodian, develop a plan to assist the child to remain in school. In order to reduce the incidence of truancy, parents/guardians of all students shall be notified in writing at the beginning of each school year of their obligation to insure that all children of compulsory attendance age attend school. DROPOUT Any student who has been absent from class for six consecutive weeks or more in any one school year, except for reasons of expulsion, excused long-term illness or death, is considered to be a “dropout” and shall be reported as such to the Department of Education. However, if the student is in attendance at the end of the school year or enrolled in another school, home study course or on-line program, he or she is not considered a dropout and shall not be reported as such.


File: JIC

STUDENT CONDUCT It is the intention of the Board of Education that district schools help students achieve maximum development of individual knowledge, skills and competence and that students become responsible, contributing members of society. Every student in a public school in this district has the right to learn in an environment that is safe, conducive to the learning process, and free from unnecessary disruption. In accordance with state law, the Board has shall adopted a written student conduct and discipline code based upon the principle that every student is expected to follow accepted rules of conduct and to show respect for and to obey persons in authority. The code also shall emphasizes that certain behavior, especially behavior that disrupts the classroom, is unacceptable and may result in disciplinary action. The code shall emphasize proportionate disciplinary interventions and consequences and keeping students engaged in learning. At each site, the code shall be enforced uniformly, fairly and consistently for all students. All Board policies and regulations containing the letters "JIC" in the file name shall be considered as constituteing the conduct section of the legally required code. The Board shall consult with parents/guardians, students, teachers, administrators, and other community members in the development of the conduct and discipline code. The rules shall not infringe upon constitutionally protected rights, shall be clearly and specifically described, shall be printed in a handbook or some other publication made available to students and parents, and shall have an effective date subsequent to the dissemination of the published handbooks. The district shall arrange to have the conduct and discipline code provided once to each student upon enrollment in elementary, middle, and high school and once to each new student in the district. The district shall take ensure reasonable measures are taken to ensure each student is familiar with the code. Copies shall be posted, kept online, or kept on file in each school of the district. In addition, any significant change in the code shall be provided distributed to each students and posted in each school. In all instances, students shall be expected to conduct themselves in keeping with their level of maturity, acting with due regard for the supervisory authority vested by the Board in all district employees, the educational purpose underlying all school activities, the widely shared use of school district property, and the rights and welfare of other students. All employees of the district shall be expected to share the responsibility for supervising the behavior of students and for seeing that they abide by the established rules of conduct and discipline code. Adopted prior to 1985 Revised February 18, 1986 Revised to conform with practice: date of manual adoption Revised: January 4, 1989 Revised October 6, 1999 Revised May 21, 2001 Revised June 15, 2011 Revised November 14, 2012


File: JIC

Legal refs.: C.R.S. 22-11-302 (1)(f) (district accountability committee shall provide input to the board regarding the creation and enforcement of the conduct and discipline code)

C.R.S. 22-32-109.1(2) (policy required as part of safe schools plan) C.R.S. 22-32-109.1(2)(a) (school district shall take reasonable measures to

familiarize students with conduct and discipline code) C.R.S. 22-33-106 (1) (a-eg) (grounds for suspension, expulsion, and denial of admission)

Cross refs.: GBGB, Staff Protection

JIC, Code of Conduct, and sub codes JK, Student Discipline, and sub codes


File: JICDA

CODE OF CONDUCT In accordance with applicable law and Board policy concerning student suspensions, expulsions and other disciplinary interventions, Tthe principal may suspend and/or recommend expulsion of a student who engages in one or more of the following specific activities while in school buildings, on school grounds, on district property, at district sanctioned activities or events, when being transported in any vehicle dispatched by the district or one of its schools, or off school district property when such conduct has a nexus to school or any district curricular or non-curricular activities or events. Suspension or expulsion shall be mandatory for serious violations in a school building or on school property. 1. Causing or attempting to cause damage to school district property or stealing or attempting to

steal school district property of value. 2. Causing or attempting to cause damage to private property or stealing or attempting to steal

private property. 3. Willful destruction or defacing of district property. 2.4. Causing or attempting to cause physical injury to another person. 3.5. Commission of any act which if committed by an adult would be robbery or first or

second-degree assault as defined by state law. 4.6. Violation of criminal law. 5.7. Violation of Board, district or building regulations. 6.8. Violation of the district's Board policy on dangerous weapons in the schools. Expulsion shall be

mandatory for using or possessing a firearm, in accordance with federal law. 7.9. Violation of the district's Board alcohol use/drug abuse policy. 8.10. Violation of the district's Board tobacco-free policy. 9.11. Violation of the district's Board policy regarding sexual harassment policy. 10.12. Throwing objects, except as part of a supervised school activity, which can cause bodily

injury or damage property. 11.13. Directing profanity, vulgar language, or obscene gestures toward other students, school

district employees or visitors to the school. 12.14. Violation of the district’s Board nondiscrimination policy. 13.15. Committing extortion, coercion, or blackmail, i.e., obtaining money or other objects of

value from an unwilling person or forcing an individual to act through the use of force or threat of force.

14.16. Lying or giving false information, either verbally or in writing, to a district school employee.

15.17. Scholastic dishonesty, which includes but is not limited to cheating on a test, altering student records, plagiarism, or unauthorized collaboration with another person in preparing written work.

16.18. Continued willful disobedience or open and persistent defiance of proper authority. 17.19. Behavior on or off school district property that is detrimental to the welfare, safety, or

morals of other students or school district employees. 18.20. Repeated interference with the school's ability to provide educational opportunities to

other students. 19.21. Non-compliance with the school or district student dress code. 20.22. Use and/or possession of fireworks or ammunition. 21.23. Bringing or possessing items that are disruptive to the educational process or a positive

school climate. 22.24. Engaging in "hazing” activities such as forcing prolonged physical activity, forcing

excessive consumption of any substance, forcing prolonged deprivation of sleep, food or drink, or any other behavior, which recklessly endangers the health, or safety of an individual for


File: JICDA

purposes of initiation into any student group. 23.25. Violation of the Board Engaging in bullying prevention and education policy

policybehavior. 24.26. Making a false accusation of criminal activity against a district employee to law

enforcement or to the district. Each principal shall post a copy of these rules in a prominent place in each school and shall distribute a copy to each student. Copies also shall be available to any patron of the district upon request. Revised October 6, 1993 Revised August 7, 1996 Revised December 4, 1996 Revised July 8, 1998 Revised October 6, 1999 Revised July 11, 2001 Revised March 3, 2004 Revised February 4, 2009 Revised June 15, 2011 Revised November 14, 2012 Legal refs.: C.R.S. 12-22-303 (7) (definition of controlled substance)

C.R.S. 18-3-202 et seq. (offenses against persons) C.R.S. 18-4-301 et seq. (offenses against property) C.R.S. 18-9-124 (2)(a) (prohibition of hazing) C.R.S. 22-12-105 (3) (authority to suspend or expel for false accusations) C.R.S. 22-32-109.1(2) (a)(I) (duty to adopt policies; safe schools law) C.R.S. 22-32-109.1 (2)(a)(I)(A) (duty to adopt policies on student conduct, safety and welfare) C.R.S. 22-32-109.1(9) (immunity provisions) C.R.S. 22-33-106 (1)(a-g) (grounds for suspension, expulsion, and denial of admission)

Cross refs.: AC, Nondiscrimination/Equal Opportunity ADC, Tobacco-Free Schools/Workplace ADD, Safe Schools

ECAC, Vandalism GBGB, Staff Personal Security and Safety JBB, Sexual Harassment JIC, Student Conduct and Sub codes JK, Student Discipline JKD/JKE, Classroom Removal/Suspension/Expulsion/Denial of Admission


File: JICH

DRUG AND ALCOHOL CONTROLLED SUBSTANCE INVOLVEMENT USE BY STUDENTS

The district shall promote a healthy environment for students by providing education, support and decision making skills in regard to alcohol, drugs and other controlled substances and their abuse. In order to accomplish this goal, a cooperative effort must be made among the schools, parents/guardians, community and its agencies. It shall be a violation of Board policy and considered to be behavior detrimental to the welfare or safety of other students or employees for any student to possess, use, sell, distribute or procure or to be under the influence of a controlled substance. Student use, possession, distribution or sale of alcohol or controlled substances and the abuse of other drugs is prohibited in all district schools and on district school property, in district school vehicles, and at district school activities or sanctioned events. For purposes of this policy, controlled substances include but are not limited to narcotic drugs, hallucinogenic or mind-altering drugs or substances, amphetamines, barbiturates, stimulants, depressants, marijuana, anabolic steroids, toxic vapors smelled or inhaled for the purpose of causing a condition of euphoria, excitement, exhilaration, stupefaction, or dulled senses of the nervous system, or any other controlled substances as defined in law, or any prescription or nonprescription drug, medicationine, vitamin or other chemical substances including inhalants not taken in accordance with the Board policy and regulations on administering medicines to students. This policy also includes substances that are represented by or to the student to be any such controlled substance or what the student believes to be any such substance. This policy shall apply to any student who is on district school property, in attendance at school, in a district school vehicle or taking part in any district school sponsored or sanctioned activity or whose conduct at any time or place interferes with the operations of the district or the safety or welfare of students, employees, or school visitors. Students violating this policy shall be subject to dDisciplinary sanctions and interventions for violation of this policy shall be in accordance with Board policy concerning student suspension, expulsion and other disciplinary interventions. , which may include suspension and/or expulsion from school and referral for prosecution. Situations in which a student seeks counseling or information from a professional staff member for the purpose of overcoming substance abuse or dependency shall be handled on an individual basis and shall not be considered a v iolation of this policy. When appropriate, parents/guardians shall be involved and effort made to direct the substance abuser to sources of help. The Board of Education, in recognition that substance abuse is a community problem, will seek to cooperate actively with any other public organization or agency that shows promise in bringing drug education and intervention to the awareness of students, parents/guardians and the community. Whenever possible, school employees shall provide parents/guardians and students dealing with substance abuse issues with information about education and rehabilitation programs


File: JICH

which are available. Information provided to students and/or parents/guardians about community substance abuse treatment programs or other resources shall be accompanied by a disclaimer to clarify that the district assumes no financial responsibility for the expense of drug or alcohol assessment or treatment provided by other agencies or groups unless otherwise required by law. The Board or designee shall conduct a periodic review of its drug prevention program to determine its effectiveness, to implement any required changes and to insure that the disciplinary sanctions required are consistently enforced. Revised October 3, 1990 Revised October 6, 1993 Revised June, 2000 Revised January 15, 2003 Revised September 17, 2003 Revised June 4, 2008(CASB-Jul) Revised November 14, 2012 Legal refs.: 20 U.S.C. 7101 et seq. (Safe and Drug-free Schools and Communities Act

of 1994) C.R.S. 18-18-102 (3), (5) (definition of “anabolic steroid” and “controlled substance”) C.R.S. 18-18-407 (2) (crime to sell, distribute or possess controlled substance on or near school grounds or school vehicles) C.R.S. 22-1-110 instruction related to alcohol and drugs C.R.S. 22-32-109.1 (2)(a)(I)(G) (policy required as part of safe schools plan) C.R.S. 22-33-106 (1)(d) (suspension or expulsion discretionary for the sale of a drug or controlled substance) C.R.S. 25-1.5-106 (12)(b) (possession or use of medical marijuana in or on school grounds or in a school bus in prohibited)

Cross refs.: IHAMA, Teaching about Drugs, Alcohol and Tobacco JIH, Student Interrogations, Searches and Arrests JKD/JKE, Suspension/Expulsion of Students JLCD, Administering Medicines to Students


File: JICH-R

DRUG AND ALCOHOL INVOLVEMENT USE BY STUDENTS In accordance with Board policy JICH, the following procedures are established for addressing alcohol or drug-related misconduct. These procedures will supplement and complement authority conferred elsewhere by Board policy and will not be deemed to limit or suspend such other authority. Students shall be disciplined as appropriate in accordance with Board policy JKD/JKE. Use 1. When a student is suspected of use, the person having the suspicion shallould notify the

principal or designee. Notification must include reasons for such suspicion (observed use, unusual behavior, etc.). The principal or designee will conduct a check of the suspected student and collect data. This action shall must comply with the Board policy JIH, Investigations terrogations and Searches.

a. If information is not sufficient to warrant further action, the principal or designee may

have a personal conference with the student expressing awareness and concern. b. If information warrants, the parent/guardian will be requested to attend a conference at

school. The conference may include sharing the data collected, explaining consequences of involvement with drugs/alcohol, developing a plan of action, and offering the student’s parent/guardian general information and resources related to substance abuse.

2. When necessary, emergency health and safety care will be provided and any procedural or

disciplinary issues postponed until the student's immediate needs are treated. While waiting for the parent/guardian or further medical aid, the student will not be left alone but placed in a quiet situation where the student will remain under observation.

Possession, Distribution, and Exchange Students who possess or are involved in any distribution or exchange of alcohol, drugs, other controlled substances or drug-containing or drug-related paraphernalia in violation of Board policy will be handled in the following manner: 1. An employee who comes in contact with evidence and/or contraband must shall notify the

principal or designee immediately. 2. An employee who has reasonable cause to believe that a student possesses or is involved in any

distribution or exchange of alcohol, any controlled substance or drug-containing or drug-related paraphernalia in violation of Board policy will request that the student accompany him or her to the principal or designee. If the student refuses, the employee will notify the principal or designee immediately.

3. The principal or designee will undertake investigation and search procedures as outlined in

Board policy JIH. 4. The principal or designee will place any evidence in an envelope or alternative container as

necessary which will be sealed, dated and initialed by the individual who originally obtained the materials and by the principal or designee. The evidence then will be placed in a secured area.

5. The principal or designee shall refer the student to will call appropriate law enforcement

officials in accordance with applicable law. each instance of possession or sale of controlled substances by a student. A mutual decision will be made as to retention of the contraband by


File: JICH-R

the school or testing by the authorities. 6. When there is evidence of a student possessing alcohol or a controlled substance, the student

may be suspended and his/her parent/guardian notified. If information warrants, the student’s parent/guardian will be requested to attend a conference at school. The conference may include sharing the data collected, explaining consequences of involvement with drugs/alcohol, developing a plan of action and offering the parent/ or guardian general information and resources related to substance abuse.

Distribution Students, who sell, give or exchange alcohol, drugs, other controlled substances or drug- containing or drug-related paraphernalia in violation of Board policy will be handled in the following manner: 1. If an employee witnesses or has reasonable cause to suspect an act in which alcohol, drugs,

other controlled substances or drug-containing or drug related paraphernalia are being transferred from one student to another, the employee will immediately attempt to detain the student and request that the student accompany him to the principal or designee. If the student refuses, the employee will notify the principal or designee immediately.

2. The principal or designee will undertake investigation and search procedures in accordance

with Board policy JIH. 3. Any student who distributes, trades, exchanges or sells controlled substances may be expelled. 4. The principal or designee will place any evidence in an envelope or alternative container as

necessary which will be sealed, dated and initialed by the individual who originally obtained the materials and by the principal or designee. The evidence then will be placed in the school safe.

5. The principal or designee may call appropriate law enforcement officials in each instance of

possession of sale of controlled substances by a student. A mutual decision will be made as to retention of the contraband by the school or testing by the authorities.

6. When there is evidence of a student possessing illegal drugs, the student may be suspended and

the parent/guardian notified. If information warrants, the parent/guardian will be requested to attend a conference at school. The conference may include sharing the data collected, explaining consequences of involvement with drugs/alcohol, developing a plan of action, and offering the parent/guardian general information and resources related to substance abuse.

Revised and readopted October 3, 1990 Revised October 6, 1993 Revised November 14, 2012


File: JICI

WEAPONS IN SCHOOLS The Board of Education will not tolerate student possession or use of weapons on district grounds. Such behavior is unacceptable, detrimental to the safety of others, and destructive to a positive learning environment. Dangerous Weapons Carrying, bringing, uUsing, actively displaying, threatening with, or possessing or threatening to use a any dangerous weapon on district property, when being transported in vehicles dispatched by the district or one of its schools, during a school-sponsored or district-sponsored activity or event, or off school property when the conduct has a reasonable connection to school or any district curricular or non-curricular event, without the authorization of the school or the district is prohibited. An exception to this policy may be made for students participating in an authorized extracurricular activity or team involving the use of firearms. Students who violate this policy provision may be subject to disciplinary action including but not limited to suspension and/or expulsion. As used in this policy, “dDangerous weapon” means: include, but are not limited to: 1. A firearms, loaded or unloaded, or firearm facsimiles that could reasonably be mistaken for an

actual firearm 2. Any pellet, or BB guns or other devices, whether operational or not, designed to propel

projectiles by spring action or compressed air 3. A fixed blade knifeves with a fixed blade thatblade that exceeds measures longer than three

inches in length. 4. A or a spring-loaded knife or a pocket knife with a blade exceeding longer than three and

one-half inches in length. 45. aAny other weapon object, device, instrument, material, or substance, whether animate or

inanimate, that is used or intended to be used to inflict death or serious bodily injury including, but not limited to, a slingshot, bludgeon, nunchucks, brass knuckles or artificial knuckles of any kind.

School administrators shall consider violations of this policy provision on a case-by-case basis to determine whether suspension, expulsion or any other disciplinary action is appropriate based upon the individual facts and circumstances involved. School employees shall confiscate any articles that violate this policy and submit them, if needed, to the appropriate law enforcement agency. Students who use, possess, or threaten to use a dangerous weapon in violation of this policy may be subject to disciplinary action in accordance with Board policy concerning student suspensions, expulsions and other disciplinary interventions. In accordance with federal law, expulsion shall be mandatory for no less than one full calendar year for any student who is determined to have brought used or possessed a firearm at school in violation of this policy. The superintendent may reduce the length of this mandatory expulsion period in writing on a case-by-case basis. Such modification shall be in writing. Firearm Facsimiles Carrying, using actively displaying or threatening with the use of a firearm facsimile that could reasonably be mistaken for an actual firearm on district property, when being transported in vehicles dispatched by the district or one of its schools, during a school-sponsored or district-sponsored activity or event, and off school property when such conduct has a reasonable connection to school,


File: JICI

or any district curricular or non-curricular event without the authorization of the school or school district is prohibited. Students who violate this policy provision may be subject to disciplinary action, including but not limited to suspension and/or expulsion, in accordance with Board policy concerning student suspensions, expulsions, and other disciplinary interventions. A student may seek prior authorization from the building principal to carry, bring, use or possess a firearm facsimile that could reasonably be mistaken for an actual firearm on school property for purposes of a school-related or non-school related activity. A student’s failure to obtain such prior authorization is a violation of this policy provision and may result in disciplinary action, including but not limited to suspension and/or expulsion. The principal’s decision to deny or allow a student to carry, bring, use or possess a firearm facsimile that could reasonably be mistaken for an actual firearm on school property shall be final. School administrators shall consider violations of this policy provision on a case-by-case basis to determine whether suspension, expulsion or any other disciplinary action is appropriate based upon the individual facts and circumstances involved. Any student bringing a firearm or weapon to school shall be referred to appropriate law enforcement officials. For purposes of this paragraph, a firearm means: 1. Aany weapon, including a starter gun, which will or is designed to or may be readily converted

to expel a projectile by the action or an explosive 2. Tthe frame or receiver of any such weapon described above 3. aAny firearm muffler or firearm silencer 4. aAny destructive device, which includes any explosive, incendiary, or poison gas

a. bomb b. grenade c. rocket having a propellant change of more than four ounces d. missile having an explosive or incendiary charge of more than one-quarter ounce e. mine f. similar device

5. aAny weapon which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which had any barrel with a bore of more than one-half inch in diameter

6. aAny combination or parts either defined or intended for use in converting any device into any destructive device described in the two immediately preceding examples, and from which a destructive device may be readily assembled

The district shall maintain records as required by law that describe the circumstances involving expulsion of students who bring weapons to school including the name of the school, the number of students expelled, and the types of weapons involved. Current practice codified 1988 Adopted July 13, 1988 Revised August 17, 1988 Revised May 5, 1993 Revised October 6, 1993 Revised November 2, 1994 Revised February 7, 1995 Revised August 7, 1996 Revised July 8, 1998 Revised June 4, 2008(CASB-Jul)


File: JICI

Revised April 21, 2010 Revised August 18, 2010 Revised November 14, 2012 Legal refs.: 18 U.S.C. 921(a)(3)(Federal definition of "firearm")

20 U.S.C. 7151 (Gun-Free Schools Act) 20 U.S.C. 7151 (h) (requiring schools to have policies requiring referral to law enforcement) C.R.S. 18-1-901 (3)(h) (state law definition of “firearm”) C.R.S. 22-32-109.1(2)(a)(I)(G) (policy required as part of safe schools plan) C.R.S. 22-33-102 (4) (definition of dangerous weapon) C.R.S. 22-33-106 (1) (grounds for suspension, expulsion, denial of admission) C.R.S. 22-33-106 (1)(f) (must adopt policy regarding firearm facsimiles)

Cross refs.: JKD/JKE, Student Suspension/Expulsion

JKD/JKE-2, Suspension/Expulsion of Students with Disabilities KFA, Public Conduct on School District Property or at School Activities


File: JIH

STUDENT INTERVIEWS, INTERROGATIONS, SEARCHES AND ARRESTS The Board of Education seeks to maintain a climate in the schools that is conducive to learning and protective of the safety and welfare of employees and students. To achieve this goal, it may be necessary for schooldistrict employees to search the person and/or the personal property of the student and to seize any property deemed injurious or detrimental to the safety and welfare of students and staff. Interview by SchoolDistrict Administrators When a violation of Board policy or school rules occurs, the principal or designee may question potential student victims and witnesses without prior consent of the student’s parent/guardian. If a schooldistrict official is investigating a report of child abuse regarding the student and the suspected perpetrator is a member of the student’s family, no contact with the student’s family will be made. Interrogations by School Administrators In situations where a student is suspected of violating Board policies or school rules, the principal or designee may interrogate interview the suspected student if the schooldistrict official has reasonable grounds to suspect that such a violation has occurred. The nature or extent of the questioning must be reasonable related to the objectives of the questioning. If the student denies any involvement or culpability, the student will have the opportunity to present his or her side of the story, orally, or in writing. Searches Conducted by SchoolDistrict Employees SchoolDistrict employees may search a student and/or his property while on schooldistrict premises or during a schooldistrict activity in accordance with this policy and may seize any illegal, unauthorized or contraband materials. Whenever possible, the student shall be informed of the reason(s) for conducting the search prior to the actual search. A student's failure to cooperate with schooldistrict officials conducting a search shall be considered grounds for disciplinary action. An administrative report shall be pr epared by the schooldistrict official conducting a search explaining the reasons for the search, the results and the names of any witnesses. Search of SchoolDistrict Property All lockers, desks, storage, and similar areas provided for student use on schooldistrict premises are schooldistrict property and remain at all times under the control of the schooldistrict. All such lockers, desks, and other storage areas, as well as their contents, are subject to inspection at any time, with or without notice. No student shall lock or impede access to any locker or storage area except with a lock provided or approved by schooldistrict officials. Unapproved locks or impediments will be removed and destroyed. Students assume full responsibility for the security of their lockers and storage areas and any loss of or damage to the contents therein. Search of the Student's Person or Personal Effects The principal or designee may search the person of a student if the schooldistrict official has reasonable grounds that the search will uncover the following:


File: JIH

a. evidence of a violation of Board policies/regulations, school rules, or federal, state, or local

laws b. anything which, because of its presence, presents an immediate danger of physical harm or

illness to any person Search of the person can include the student’s pockets, any object in the student’s possession such as a purse, backpack, book bag, or briefcase, and/or a “pat down” and manipulation of the exterior of the students’ clothing. These searches may include removal of extra layers of clothing such as extra shirts, a sweatshirt over another shirt, and jackets. Removal of hats, socks, and shoes is also permitted. The extent of the search of a student’s person or personal effects, as well as the means to conduct the search, must be reasonably related to the objectives of the search and the nature of the suspected violation. Additionally, schooldistrict officials conducting the search shall be respectful of privacy considerations, in light of the sex and age of the student. Searches of the person shall be conducted out of the presence of other students and as privately as possible. At least one additional person shall witness but not participate in the search. A person of the same gender as the student shall conduct any pat-down portion of the search. The parent or/ guardian of any student searched shall be notified of the search as soon as reasonably possible. Searches of the person that require removal of clothing other than a coat or jacket shall be referred to a law enforcement officer. SchoolDistrict employees shall not participate in such searches. Seizure of Items Anything found in the course of a search conducted by schooldistrict officials which is evidence of a violation of law or Board school policy or school rules or which by its presence presents an immediate danger of physical harm may be: 1. seized and offered as evidence in any suspension or expulsion proceeding. Such material shall

be kept in a secure place by the principal until it is presented at the hearing. 2. returned to the student or the parent or guardian. 3. turned over to any law enforcement officer in accordance with this policy. 4. destroyed. Law Enforcement Officer Involvement Interrogations and Interviews When law enforcement officials find it necessary to question students during the school day or periods of extracurricular activities, the principal or designee shall ascertain that the law enforcement officer has proper identification. Except when law enforcement officers have a warrant or other court order, or when emergency or other exigent circumstances exist, such interrogations and interview are discouraged during students’ class time. It is the responsibility of the law enforcement office interviewing student witnesses or interrogating student suspects to assure compliance with all applicable procedural safeguards. Upon request by law enforcement officer to interview a student witness or interrogate a student suspect, schooldistrict officials shall make an effort to notify the student’s parent/guardian, except in cases involving


File: JIH

investigation of reported child abuse of a student where the suspected perpetrator is a member of the student’s family. However, whether or not to postpone the interview or interrogation until the parent arrives is the law enforcement officer’s decision. An effort shall be made to contact the parent or guardian of the student so that he or she may be notified of the situation. An effort shall also be made not to draw undue attention to the student being questioned by conducting the interrogation in private and with as little disruption to the schedule as possible. If custody and/or arrest are involved, the principal or designee shall request that all procedural safeguards, as prescribed by law, will be observed by the law enforcement officials. Search and Seizure The principal or designee may request a search on schooldistrict premises be conducted by a law enforcement officer. When law enforcement officers respond to such a request, no schooldistrict employee shall assist or otherwise participate in the search. It is expected that searches by law enforcement will be conducted in accordance with the requirements of applicable law. Custody and/or Arrest Students will be released to law enforcement officers if the student has been placed under arrest or if the student’s parent/guardian and the student consent to such release. When a student is removed from school by law enforcement officers for any reason, schooldistrict officials will make reasonable efforts to notify the student’s parent/guardian. It is expected that all procedural safeguards prescribed by law are followed by law enforcement officers conducting student arrests. However, district staff is not responsible for an officer’s legal compliance when arresting a student. Adopted August 17, 1988 Revised June 20, 2007 Revised June 4, 2008 (CASB-Jul) Reviewed September 5, 2012 Legal refs.: C.R.S. 19-2-511 et seq.

C.R.S. 22-32-109.1(2)(a)(I)(I) (policy required as part of safe schools plan) Cross refs.: JIHB, Parking Lot Searches JK, Student Discipline, and sub codes

JLIE, Student Automobile Use and Parking


File: JJJ

EXTRACURRICULAR ACTIVITY ELIGIBILITY Definitions For purposes of this policy, the following definitions apply:

1. “Activity” means any extracurricular or interscholastic activity including but not limited to any academic, artistic, athletic, recreational or other related activity offered by a public school

2. “School of attendance” means the school in which a student is enrolled and attends classes. 3. “District of residence” means the school district in which a student resides. 4. “District of attendance” means the school district in which a student is enrolled and attends

classes if the student does not attend school in his or her district of residence. For a homeschooled student, the district of attendance shall be determined in accordance with C.R.S. 22-33-104.5(6).

5. “School of participation” means a school in which the student participates in an activity but is not the student’s school of attendance.

Participation in Activities Students meeting eligibility requirements may participate in activities at their school of attendance. Subject to the same eligibility requirements and in accordance with this policy and applicable law, the district shall allow students enrolled in any school (including charter schools, online education programs, nonpublic schools and nonpublic home-based educational programs) to participate on an equal basis in any activity offered by the district that is not offered at a student’s school of attendance. If an activity is not available at a student’s school of attendance, the student may participate at another public school in the district of attendance or district of residence. If an activity is not offered at any public school in the district of attendance or the district of residence, the student may seek to participate in a contiguous school district or at the nearest public school that offers the activity even if the school is not in a contiguous school district. Regardless of whether the student seeks to participate in an activity at a public school in the district of attendance, district of residence, contiguous district or other district, the district in which the student seeks to participate shall choose the school of participation. In choosing a school of participation, the district shall seek to maximize all students’ opportunities to participate in activities and shall consider certain factors, including but not limited to:

1. which public school of the district offers the most activities in which the student wishes to participate;

2. which public school or schools are nearest to the student’s residence; 3. the preferences of the student’s parents/guardians; and 4. such issues as may be presented for the district’s consideration by a statewide high school

activities association. A student may participate in activities at more than one school of participation during the same school year only if the original school of participation does not offer an activity in which the student wishes to participate. This limitation applies regardless of whether the student participates in activities at a public or nonpublic school. Any additional school(s) of participation shall be chosen by the district in accordance with this policy.


File: JJJ

With regard to athletic teams, the school of participation may reserve slots for up to twice the number of starting positions on the team at each level of competition for students enrolled in the district. With regard to individual athletic activities, the school of participation may reserve up to half the total number of team member slots at each level of competition for students enrolled in the district. Eligibility requirements Eligibility requirements in the bylaws as published by of the Colorado High School Activities Association (CHSAA) shall be observed by all students at the high school level. Additional eligibility requirements may be imposed by the district for both high school and middle school students. Such eligibility requirements may shall include, but not be limited to, good citizenship, acceptable academic standing, parental permission and good health (sports only). All eligibility requirements shall be published in applicable student/parent handbooks. To participate in activities at a school of attendance, a student shall meet all of the requirements imposed by the school of attendance. To participate in activities at a school of participation students must comply with:

1. All eligibility requirements imposed by the school of participation. 2. The same responsibilities and standards of behavior, including related classroom and

practice requirements that apply to enrolled students. Student participation in an activity through any amateur association or league that is not a member of CHSAA shall not prevent the student from participating or affect eligibility to participate in the same activity at any school as long as the student has the express written permission of the principal at the school of participation, the student’s class attendance is nor compromised, and the student is in good academic standing. If a student has not met all of the eligibility requirements or if the student would have become ineligible to participate at a school, the student cannot gain or regain eligibility by applying to participate in activities at another school. Any penalties assessed to the student must first be paid at the school of attendance or participation before regaining eligibility to participate at another school. Transfer students If a student transfers enrollment to another school without an accompanying change of domicile by the student’s parent/guardian, the student’s eligibility to participate is determined by the district’s eligibility requirements, CHSAA bylaws, and applicable law. Participation fee Except as otherwise prohibited by state law, non-enrolled students participating in district activities shall pay the same fee charged enrolled students for participation in the activity. Appeal Any student who is sanctioned or is found by the school, school district or CHSAA to be ineligible to participate in any extracurricular activity may appeal the sanction or finding. Students may not appeal sanctions for unsportsmanlike conduct or ejection from the activity. Students from other school districts, which have boundaries contiguous to Thompson R2-J School District, may participate in interscholastic activities in this district if the school in which the student


File: JJJ

is enrolled does not sponsor the particular activity and if the student meets this district's eligibility requirements for participation. Except as otherwise stated by state law, such students may be required to pay the same fee as district students as a prerequisite to participation. Students who are residents of this school district but who are being educated in a non-public home-based program may participate in any district interscholastic activity including but not limited to athletics, music and speech provided they: 1. Comply with all laws governing non-public home-based education 2. Meet all CHSAA and district eligibility requirements for participation except for class

attendance 3. Have not been ruled academically ineligible to participate while a public school student within

the last two years 4. Fulfill the same responsibilities and standards of behavior and performance including related

classroom or practice requirements as other students participating in the activity Adopted June 1, 1994 Revised December 5, 2001 March 4, 2009 Legal refs.: C.R.S. 22-30.7-108 (online students’ participation in extracurricular or

interscholastic activities) C.R.S. 22-32-116.5 (participation in extracurricular and interscholastic

activities) C.R.S. 22-32-138 (7) (waiver of extracurricular fees for students in out-of-

home placement) C.R.S. 22-33-104.5(6) (homeschooled students’ participation in

extracurricular and interscholastic activities)

Cross refs.: IHBGJ, Home-Based Education JJ, Student Activities JQ, Students Fees, Fines and Charges


File: JK

STUDENT DISCIPLINE The Board of Education believes that effective student discipline is a prerequisite for sound educational practice and productive learning. The objectives of disciplining any student must be to help the student develop self-discipline and socially acceptable behavior and to allow other students to learn in an atmosphere which is safe, conducive to the learning process and free from unnecessary disruptions. All policies and procedures for handling general and major discipline problems for all students of the district shall be designed to achieve these broad objectives. Disorderly students also shall be dealt with in a manner that allows other students to learn in an atmosphere which is safe, conducive to the learning process and free from unnecessary disruptions.

In accordance with applicablelaw, the Board has adopted a written student conduct and discipline code based upon the principle that every student is expected to follow accepted rules of conduct and to show respect for and to obey persons in authority. The code also emphasizes that certain behavior, especially behavior that disrupts the classroom, is unacceptable and may result in disciplinary action. The code shall emphasize proportionate disciplinary interventions and consequences and keeping students engaged in learning. The code shall be enforced uniformly, fairly and consistently for all students. Discipline of disruptive students shall be carried out in accordance with applicable Board policy and regulation. The district shall arrange to have the conduct and discipline code provided once to each student in elementary, middle and high school and once to each new student upon enrollment in the district. The district shall ensure reasonable measures are taken to ensure each student is familiar with the code. Copies shall be posted in each school of the district. In addition, any significant change in the code shall be distributed to each student and posted in each school. All Board-adopted policies and Board-approved regulations containing the letters "JK" in the file name shall be considered as constituting the discipline section of the legally-required code. The district shall enforce provisions of the code so that students demonstrating unacceptable behavior and their parents, guardians or legal custodians understand that such behavior shall not be tolerated and shall be dealt with according to the code. The Board shall has consulted with administrators, teachers, parents/guardians, students and other members of the community in the development of the conduct and discipline code. Immunity for Enforcement of Discipline Code An act of a teacher or other employee shall not be considered child abuse if the act was performed in good faith and in compliance with Board policy and procedures. A teacher or any other person acting in good faith and in compliance with state or federal law and regulation and the discipline code adopted by the Board and other district policies, regulations and procedures shall be immune from criminal prosecution or civil liability unless the person is acting willfully or wantonly. Sharing Disciplinary Information with SchoolDistrict Personnel In accordance with state law, the principal or designee shall communicate disciplinary information concerning any student enrolled in the schooldistrict to any teacher who has direct contact with the student in the classroom and to any counselor who has direct contact with the student. The purpose of this requirement is to keep schooldistrict personnel apprised of situations that could pose a risk to the safety and welfare of others.


File: JK

For purposes of this policy, “disciplinary information” means confidential records maintained by or in possession of the principal or designee on an individual student which indicate the student has committed an overt and willful act which constitutes a violation of the district’s code of student conduct and/or there is reasonable cause to believe, through information provided to the principal from another credible source, that the student could pose a threat to the health and safety of other students and schooldistrict personnel based on prior misbehavior. “Disciplinary information” is intended to include only that information of a serious nature that is not otherwise available to teachers and counselors as part of the education records maintained on students or other reports of disciplinary actions. It is appropriate for instructional staff members to request disciplinary information from the principal or designee on students in their classrooms if there is concern that the student poses a threat to the safety of other students or schooldistrict officials. Any teacher or counselor to whom disciplinary information is reported shall maintain the confidentiality of the information and shall not communicate it to any other person. The principal or designee shall inform the student and the student’s parent/guardian when such disciplinary information is communicated and to provide a copy of the disciplinary information to the student and student’s parent/guardian if requested to do so. The student and/or the student’s parent/guardian may challenge the accuracy of disciplinary information through the procedures described in Board Policy JRA/JRC, section 6, Requests to Amend Education Records. Adopted prior to 1985 Revised to conform with practice - date of manual adoption Revised September 4, 1991 Revised October 6, 1993 Revised June, 2000 Revised September 5, 2001 Revised November 5, 2003 Revised November 14, 2012 Legal refs.: C.R.S. 18-6-401 (1) (definition of child abuse) C.R.S. 22-11-302 (1)(f) (district accountability committee shall provide input to the board

regarding the creation and enforcement of the conduct and discipline code) C.R.S. 22-32-109.1 (2) (a) (adoption and enforcement of conduct and discipline code)

C.R.S. 22-32- 109.1 (2)(a)(I) (school district shall take reasonable measures to familiarize students with the conduct and discipline code) C.R.S. 22-32-109.1 (2)(a)(I)(C) (discipline of habitually disruptive students is required part of conduct and discipline code safe school plan) C.R.S. 22-32-109.1 (9) (immunity provisions in safe schools law) C.R.S. 22-33-106(1) (grounds for suspension, expulsion and denial of admission) C.R.S. 22-33-106(1) (c.5) (definition of habitually disruptive students)

Cross refs.: GBG, Liability of School Personnel/Staff Protection GCQF, Discipline, Suspension and Dismissal of Professional Staff Members JIC, Student Conduct, and sub codes

JK sub codes (all relate to student discipline) JO, Student Records/Release of Information


File: JK-R

STUDENT DISCIPLINE Remedial Discipline Plans

1. The principal may develop a plan for any student who causes a material and substantial disruption in the classroom, on school grounds, in school vehicles or at school activities or events. The goal of the remedial discipline plan shall be to address the student’s disruptive behavior and educational needs while keeping the child in school.

2. To develop the plan, the principal will arrange for a m eeting with the student, the student’s parent/guardian and any members of the staff whom the principal believes should attend.

3. The purpose of the meeting will be to address the reasons for the student’s disruptive behavior and to establish goals, objectives and timelines to modify such behavior. A written plan will be prepared which addresses the student’s disruptive behavior, educational needs and what steps are necessary to keep the child in school. The plan will include incentives for good behavior and consequences if the student violates the plan.

4. The plan may be written in the form of a c ontract which the student and the parent/guardian will sign and date.

5. The parent/guardian will be provided a copy of the remedial discipline plan and it will be placed in the student’s cumulative file.

Habitually Disruptive Students A student will may be declared “habitually disruptive” if three or more times during the course of the school year the student causes a material and substantial disruption in the classroom, on school grounds, in a school vehicles or at a school activityies or sanctioned events.

1. The principal will inform the district when a student causes a s econd material and substantial disruption.

2. The student and parent/guardian will be notified in writing of each disruption which counts toward declaring the student habitually disruptive. The student and parent/guardian will also be notified in writing and by telephone or other oral communication of the definition of “habitually disruptive student.”

3. A student who has been declared habitually disruptive shall may be suspended and/or expelled in accordance with Board policy concerning student suspensions, expulsions and other disciplinary interventions JKD/JKE.

Issued prior to 1988 Revised November 14, 2012


File: JKD/JKE

CLASSROOM REMOVAL/SUSPENSION/EXPULSION/DENIAL OF ADMISSION

The Board of Education shall provide due process of law to students, parents, and school employees through written procedures consistent with law for the suspension or expulsion of students and the denial of admission. Proportionate disciplinary interventions and consequences shall be imposed to address the student’s misconduct and maintain a safe and supportive learning environment for students and employees. The Board and its designee(s) may consider the following factors in determining whether to suspend or expel a student:

1. the student’s age 2. the student’s disciplinary history 3. the student’s eligibility as a student with a disability 4. the seriousness of the violation committed by the student 5. the threat posed to any student or employee 6. the likelihood that a lesser intervention would properly address the violation

Definitions 1. “Suspension” means the exclusion of a student from attending school and participating in

school activities for a specified and limited period of time, unless student contact with the district is otherwise authorized by the school or district administration.

2. “Expulsion” means the exclusion of a student from attending school and participating in school activities for a specified period of time beyond that provided for suspension but not to exceed one calendar year, unless student contact with the district is otherwise authorized by the school or district administration. Expulsion of a student with disabilities does not include a cessation of all educational services.

3. “In-school suspension” means a suspension in which the student is suspended from participation in regular school activities but receives continuous educational instruction, supervision and discipline (see Board Policy JKDA).

4. “Classroom removal” means the exclusion of a student from the classroom by a teacher for causing a material and substantial disruption in the classroom through behavior that is initiated, willful and overt on the part of the student.

5. “Student with disabilities” means a student for whom a determination of disability has been made by a duly convened staffing committee in accordance with state and federal laws governing the education of children with disabilities (see Board Policy JK-2).

6. “Informal hearing” means an opportunity for a student to be informed of the evidence and to explain his or her position regarding the incident constituting grounds for discipline. An informal hearing does not include representation by counsel, the ability to confront and cross-examine witnesses, or to call witnesses to verify the student’s version of the incident.

Delegation of Authority 1. The Board delegates to the principals of the district, or to a person designated in writing by a

principal, the power to suspend a student in his or her school for a period of up to five school days. A principal may suspend a student for an additional five school days if the conduct giving rise to the disciplinary action involves a serious violation in a district school building or in or on district school property as set forth in Board Exhibit JKD/JKE-E, Grounds for Suspension/Expulsion.

2. The Board delegates to the superintendent or designee the authority to suspend a student, in accordance with C.R.S. 22-33-105, for an additional 10 school days plus up to and including an additional 10 school days if necessary in order to present the matter to the Board.

3. The total period of suspension shall not exceed 25 continuous school days.


File: JKD/JKE

4. The Board delegates to the superintendent of schools the authority, in accordance with C.R.S.

22-33-105, to deny admission to or expel for any period not extending beyond one calendar year any student whom the superintendent, in accordance with the limitations imposed by Title 22, Article 33, of the Colorado Revised Statutes, shall determine does not qualify for admission to or continued attendance at the public schools of the district. Such denial of admission or expulsion by the superintendent shall be subject to appeal to the Board.

Expulsion for Unlawful Sexual Behavior or Crime of Violence When a petition is filed in juvenile court or district court that alleges a student between the ages of 12 to 18 years has committed an offense that would constitute unlawful sexual behavior or a crime of violence if committed by an adult, basic identification information, as defined in state law, along with the details of the alleged delinquent act or offense must be provided immediately to the school district in which the juvenile is enrolled. The information shall be used by the Board or designee to determine whether the student has exhibited behavior that is detrimental to the safety, welfare and morals of the other students or district school employees and whether educating the student in the school may disrupt the learning environment in the school, provide a negative example for other students or district school employees. The Board or designee shall take appropriate disciplinary action, which may include suspension or expulsion, in accordance with the student code of conduct and related policies. Re-enrollment of Expelled Students Pursuant to Colorado law, a student who has been expelled for an offense, other than a crime against property, that results in a conviction, deferred judgment or placement in a diversion program shall be prohibited from enrolling or re-enrolling in the same school in which the victim or a member of the victim's family is enrolled or employed. If the district does not know the name of the victim, this option shall be implemented only upon request of the victim or a member of the victim's immediate family. Annual Reports The Board annually shall report to the State Board of Education the number of students expelled from district schools for disciplinary reasons or for failure to submit certificates of immunization. Expelled students shall not be included in calculating the dropout rate for the school or the district. Information to Parents/Guardians If the parent/guardian of an expelled student requests, district employees shall provide them with information concerning the educational alternatives available, including the right of the parent/guardian to request that the district provide services during an expulsion. If the parent/guardian chooses to provide a home-based education program for the student, district employees shall assist the parent/guardian in obtaining appropriate curricula for the student if requested by the parent/guardian. Adopted prior to 1985 Revised February 18, 1986 Revised to conform with practice - July 13, 1988 Revised November 2, 1988 Revised September 4, 1991 Revised October 6, 1993 Revised January 1, 1995 Revised August 7, 1996 Revised July 5, 1998 Revised October 6, 1999


File: JKD/JKE

Revised December 6, 2000 Minor Revision January 24, 2005 Cross Reference Revision January 29, 2009 Revision November 14, 2012 Legal refs.: C.R.S. 16-22-102(9) (unlawful sexual behavior) C.R.S. 18-1.3-406 (crime of violence) C.R.S. 22-32-109.1 (2)(a) (adoption and enforcement of discipline code)

C.R.S. 22-32-109.1 (2)(a), (a)(I)(E) (policy required as part of conduct and discipline code safe schools plan) C.R.S. 22-32-109.1 (3) (agreements with state agencies) C.R.S. 22-32-144 (restorative justice practices) C.R.S. 22-33-105 (suspension, expulsion and denial of admission) C.R.S. 22-33-106 (grounds for suspension, expulsion and denial of admission) C.R.S. 22-33-106.3 (use of student’s written statements in expulsion hearings) C.R.S. 22-33-106.5 (information concerning offenses committed by students) C.R.S. 22-33-107 (compulsory attendance law) C.R.S. 22-33-107.5 (notice of failure to attend) C.R.S. 22-33-108 (juvenile judicial proceedings) C.R.S. 25-4-903(1) (immunization)

Cross refs.: ECAC, Vandalism

GBGB, Staff Personal Security and Safety JEA, Compulsory Attendance JF, Admission and Denial of Admission JHD, Exclusions and Exemptions from School Attendance JIC, Student Conduct, and sub codes JK-2. Discipline of Students with Disabilities JKC, Discipline of Disruptive Students JKDA*, Alternatives to Suspension JKF*, Educational Alternatives for Expelled Students JKG, Expulsion Prevention for At Risk Students KL, Relations with Governmental Authorities


File: JKD/JKE-E

GROUNDS FOR SUSPENSION/EXPULSION According to Colorado Revised Statutes 22-33-106 (1)(a-g) and 22-12-105 (3), Tthe following may be grounds for suspension or expulsion from a public school:

1. Continued willful disobedience or open and persistent defiance of proper authority. 2. Willful destruction or defacing of school property. 3. Behavior on or off school property which is detrimental to the welfare or safety of other

pupils or of school employees, including behavior which creates a threat of physical harm to the child or other children. , except that if the child who creates such a threat is a disabled child pursuant to Section 22-20-103(5) such child may not be expelled if the actions creating such threat are a manifestation of such child's disabling condition.

4. Declaration as a habitually disruptive student. a. For purposes of this paragraph, "habitually disruptive student" means a child who

has caused a material and substantial disruption three times during the course of the school year on school grounds, at a school-sanctioned activity or event, or while being transported in a school vehicle. Any student who is enrolled in a public school may be subject to being declared an habitually disruptive student.

b. The student and the parent/legal guardian/legal custodian shall have been notified in writing of each disruption counted toward declaring the student as habitually disruptive and the student and parent/legal guardian/legal custodian shall have been notified in writing and by telephone or other means at the home or the place of employment of the parent/legal guardian/legal custodian of the definition of “habitually disruptive student”.

5. The use, possession or sale of a drug or controlled substance. as defined in C.R.S. 12-22-303.

6. The commission of an act which if committed by an adult would be robbery pursuant to Part 3, Article 4, Title 18, C.R.S. or assault pursuant to Part 2, Article 3, Title 18, C.R.S. other than the commission of an act that would be third degree assault under C.R.S. 18-3-204 if committed by an adult.

7. The carrying, bringing, using or Ppossessing of a dangerous weapon without authorization of the school or district.

For purposes of this paragraph, “dangerous weapon” means: a. a firearm, whether loaded or unloaded b. any pellet or BB gun or other device, whether operational or not, designed to propel

projectiles by spring action or compressed air c. a fixed blade knife with a blade that measures longer thanexceeds three inches in

length or a spring loaded knife or a pocket knife with a blade longer than exceeding three and one-half inches in length

d. any object, device, instrument, material, or substance, whether animate or inanimate, that is used or intended to be used to inflict death or serious bodily injury

8. Repeated interference with a school’s ability to provide educational opportunities to other students.

9. Carrying, using, actively displaying, or threatening with the use of a firearm facsimile that could reasonably be mistaken for an actual firearm in a school building or in or on school property without the authorization of the school or district.

10. Failure to comply with the provisions of Part 9, Article 4, Title 25, C.R.S. (immunization requirements). Any suspension, expulsion or denial of admission for such failure to comply shall not be recorded as a disciplinary action but may be recorded with the student’s immunization record with an appropriate explanation.


File: JKD/JKE-E

1110. Making a false accusation of criminal activity against a district employee to law enforcement or to the district.

According to C.R.S. 22-33-106 (2), subject to the district’s responsibilities under the Exceptional Children’s Education Act and applicable federal law (see Board policy JK2, Discipline of Students with Disabilities), the following may be grounds for expulsion from or denial of admission to a public school or diversion to an appropriate alternate program:

1. Physical or mental disability such that the child cannot reasonably benefit from the programs available.

2. Physical or mental disability or disease causing the attendance of the child suffering therefrom to be inimical to the welfare of other students.

Revised October 6, 1993 Revised August 7, 1996 Revised July 8, 1998 Revised November 23, 2002 Revised February 4, 2004 Revised November 14, 2012


File: JKF*

EDUCATIONAL ALTERNATIVES FOR EXPELLED STUDENTS Upon request of a student or the student’s parent/guardian, the district shall provide educational services deemed appropriate by the district for any student expelled from the district. The educational services will be designed to enable the student to return to a district school in which the student was enrolled prior to expulsion, to successfully complete the GED, or to enroll in a non-public, non-parochial school or in an alternative school. Educational services may includes tutoring, alternative educational programs, including on-line programs authorized by state law, or career and technical education vocational education programs that provide instruction in the academic areas of reading, writing, mathematics, science and social studies. In addition to educational services, the student or parent/guardian may request any of the services provided by the district through agreements with state agencies and community organizations for at-risk students. The district shall determine the amount of credit the student shall receive toward graduation for the educational services provided. Educational services provided by the district shall be designed to provide a second chance for the student to succeed in achieving an education. While receiving educational services, a student may be suspended or expelled pursuant to the conduct and discipline code of the district. Except as required by federal law for special education students, any student who is suspended or expelled while receiving educational services pursuant to this policy shall not receive further services until the period of suspension or expulsion is completed. The educational services may be provided directly by the district or through agreements with state agencies and community organizations entered into pursuant to state law. The services need not be provided on district property. Students who are expelled for conduct or behavior involving a threat of harm to district students or employees personnel shall be s erved through a home-study course bound tutoring or in an alternative school setting designed to address such conduct or behavior, at the discretion of the district. The superintendent may apply for monies through the expelled and at-risk student services grant program established by Colorado law or any other grant programs to assist in providing such services. All expelled students receiving services will be included in the district’s pupil enrollment, including those expelled prior to the pupil enrollment October count date. Adopted August 5, 1998 Revised November 14, 2012 Legal refs.: C.R.S. 22-33-201.5 (definition of educational services)

C.R.S. 22-33-203 (educational alternatives for expelled students) C.R.S. 22-33-204 (services for at-risk students) C.R.S. 22-33-205 (expelled students grant programs)

Cross refs.: JIC, Student Conduct, and sub codes

JK, Student Discipline, and sub codes


File: JKG*

EXPULSION PREVENTION FOR AT RISK STUDENTS District employees shall enforce provisions of the student code of conduct so that students demonstrating unacceptable behavior and their parents, guardians or legal custodians understand that such behavior shall not be tolerated and shall be dealt with according to the code. However, iIt is the belief of the Board of Education that all available interventions and preventions services alternatives should be explored to help students who are at risk of expulsion before expulsion becomes a necessary consequencestep. Expulsion shall be regarded as a punishment of last resort unless a student’s behavior would cause imminent harm to others in the school, or when federal law or the conduct and discipline codes require automatic expulsion. The principal of each school shall work with the professional staff to identify students who are at risk of suspension or expulsion. Students who may be at risk are those who have or are likely to be declared habitually truant or habitually disruptive. Working with the student's parent/guardian, the district shall provide students who are identified as at risk of suspension with information about support services needed to help them avoid expulsion. Such services may include: 1. educational services (tutoring, alternative educational programs or vocational programs that

provide instruction in the academic areas of reading, writing, mathematics, science and social studies)

2. counseling services 3. drug or alcohol addiction programs 4. family preservation services In some cases, a remedial discipline plan may be the means by which various intervention and prevention services are identified and made available to a student. Support services may be provided through agreements with appropriate local governmental agencies, appropriate state agencies, community-based organization and institutions of higher education. All such agreements shall utilize standardized forms that have been reviewed by legal counsel. The failure of the district to identify a student for participation in an expulsion prevention program or the failure of such program to remediate a student's behavior shall not be grounds to prevent school employees from proceeding with appropriate disciplinary measures. Adopted September 2, 1998 Revised November 14, 2012 Legal refs.: C.R.S. 22-14-101 et seq. (dropout prevention and student re-engagement) C.R.S. 22-33-202 (identification of at-risk students) C.R.S. 22-33-204 (services for at risk students) C.R.S. 22-33-204.5 (students in facility schools shall be considered at-risk) C.R.S. 22-33-205 (grants for services to expelled, at-risk and truant students) Cross refs.: JKC, Discipline of Disruptive Students JKD/JKE, Classroom Removal, Suspension, Expulsion, Denial of Admission


AGENDA ITEM 12.0

Proposed Adoption/Revision of Board Policy/Regulation KB – Family/School Partnership

KB-R – Family/School Partnership

Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Paul Bankes, Ed.D., Executive Director of Elementary Education Consideration: Does the Board have any questions regarding the proposed

adoption/revisions of Board policy/regulation? Proposed adoption/revision of the attached Board policy/regulation is the result of statutory modifications, alignment with procedure and best practice. All revisions follow Colorado Association of School Board (CASB) sample policies which include a review by CASB legal counsel. In addition, applicable department administrators have reviewed the proposed revisions for specific district applicability and practice. Paul Bankes will be in attendance to answer questions.

File: KB

FAMILY/SCHOOL PARTNERSHIP IN EDUCATION The Board of Education believes that the education of each student is a responsibility shared by the school as well as parents. The Board recognizes the need for a constructive partnership between the district and parents that provides for two-way communication and fosters educational support for students and parents. In this policy, the word “parent” also includes guardians and other members of a student’s family involved in the student’s education. students, families and school professionals must be partners in effective education; by working together, the home and the school can support each other in reaching their common educational goals. In keeping with theseis beliefs, it is the intention of the district to cultivate and support active parental involvement and to set and realize goals for parent-supported student learning by aligning with the Parent Teacher Association’s (PTA) national standards for family-school partnerships (reference Board regulation KB-R, Standards for Family/School Partnership in Education) as follows: the Board supports and encourages collaborative relationships by: Standard 1

Welcoming all families parents into the school community – Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning in class. and encouraging them to volunteer in the school, in their child’s classroom, in parent organizations and through service on building accountability committees.

Standard 2. Communicating effectively – Families and school staff engage in regular, meaningful

communication about student learning. Sharing information about mutually agreed upon instructional goals, objectives and teaching methods that will be used in the classroom.

Standard 3. Supporting student success – Families and school staff continuously collaborate to support

students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Exchanging information on strategies and supports to assist in providing continuity between home and school with regard to the child’s needs.

Standard 4. Speaking up for every child – Families are empowered to be advocates for their own and other

children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Valuing, supporting and sharing each other’s expertise with regard to helping each child succeed in school.

Standard 5. Sharing power – Families and school staff are equal partners in decisions that affect children

and families and together inform, influence, and create policies, practices, and programs. Encouraging schools to communicate with parents and inform them on a regular basis about the application of academic content standards, how the child’s progress in achieving content standards will be measured and how parents will be informed of such progress.

Standard 6. Collaborating with the community – Families and school staff collaborate with community

members to connect students, families, and staff to expand learning opportunities,


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community services, and civic participation. Informing each other in a prompt and courteous manner regarding the learning or behavior needs of the child.

7. Understanding and valuing the broader definition of parent partnership in response to the

diversity of families. 8. Educating staff members and families to work more effectively in building partnerships by

involving them in the planning, design and implementation of the program, parent compacts, Literacy Education Plan (LEP), Individual Education Plan (IEP), Math Education Plan (MEP) and individual building parent involvement policies.

9. Assessing the effectiveness of family partnerships, school communications and parental

involvement activities. 10. Informing parents about school choices available to students in the district, including open

enrollment, choice programs and charter school options. Title I Parent Involvement The Board also recognizes the special importance of parental involvement to the success of its Title I, Migrant Education Program (MEP) and Limited English Proficiency (LEP) programs and directs the superintendent to ensure that the district and schools jointly develop with parents written parent involvement policies that meet the requirements of federal law. Pursuant to federal law, the Thompson School District and the parents of students participating in Title I programs shall jointly develop, evaluate and regularly update a written district-level Parent Involvement Policy reflecting the requirements of Title I, which will become an integral part of the district’s Title I plan. (Policy KMAA*-1) Each school receiving Title I funds shall jointly develop with and distribute to the parents whose children participate in the program a written school-level Title I Parental Involvement Policy. Exhibit KMAA*-1-E contains the minimum parental participation provisions required by federal law, which include a school-parent agreement outlining the responsibilities of parents, school staff and students in improving student academic achievement. The district shall also implement effective means of outreach to the parents of students who have limited English proficiency, to inform them how they can be involved in their children’s education and actively assist their students in attaining English proficiency and meeting district academic and content standards. The district shall establish and consult with a Parent Advisory Council for its Title I Migratory Education Programs of one or more school years in duration to ensure that these programs have the same parental involvement as required for other Title I programs, unless extraordinary circumstances make such involvement impractical. To the extent feasible, migratory education programs shall provide for advocacy and outreach activities, including helping students and families to access community education, health, nutrition and social services. Information and notices to parents shall be in a format and language they can understand. Adopted August 3, 1994


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Revised September 1, 1999 Revised May 7, 2003 Legal refs.: C.R.S. 8-13.3-101 et seq. (leave for parental involvement in academic activities)

C.R.S. 22-7-3101 through 107 et seq. (measures to increase parental involvement in public educationlocal accountability programs) C.R.S. 22-7-407 (5) (informing parents about standards-based education) C.R.S. 22-11-201(4)(b)(I) (community involvement required by accreditation contract) C.R.S. 22-30.5-10990 (publicity regarding educational optionsinclude charter schools when publicizing district educational options) 20 U.S.C. §6301 et seq. (No Child Left Behind Act of 2001) Title I, Part A, Section 1118 (Title I parental involvement requirements) Title I, Part A, Section 1114 (b)(1)(F) (Schoolwide Reform Program; parental involvement strategies) Title I, Part A, Section 1115 (c )(1)(g) (Targeted Assistance Program; parental involvement strategies) Title I, Part A, Section 1116 (a)(1)(D) (review effectiveness of parental involvement and activities) Title I, Part F, Section 1606 (a)(7) (Comprehensive School Reform Grant parental involvement requirements) Title II, Part A, Section (a)(3)(B)(IV) (parent involvement in preparing & training highly qualified teachers and principals) Title I, Part A, Ssection 1112 (g) (parent involvement & notification for LEP students) Title I, Part C, Section 1304 (b)(3) (parent involvement & notifications for migratory children) Title I, Part A, Section 1114 (b)(2) (comprehensive reform plan for schoolwide program)

Cross refs.: ADA, Thompson District Goals and Objectives ADAB, District Strategic Planning Process AE, Accountability/Commitment to Accomplishment

AED, School District Accreditation IA, Instructional Goals and Learning Objectives IAA, Standards-Based Education

IHBD, Compensatory Education (Title 1) IHBEA, English Language Learners

IHBHD Charter Schools IHBIB, Preschool Programs

IKACA, Parent Conferences IKE, Promotion and Retention of Students IL, Evaluation of Instructional Programs IHBEA-R, Parental Involvement Program for Title I Students with Limited English Proficiency ILBA, Student Assessment System JF, Intradistrict Choice/Open Enrollment KBA, District Title I Parent Involvement Policy KBBA, Custodial/Non-custodial Parents Rights and Responsibilities KI, Visitors to the Schools

LBD, District Charter Schools


New File: KB-R

STANDARDS FOR FAMILY/SCHOOL PARTNERSHIP IN EDUCATION Standard 1

Welcoming all families into the school community – Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning in class. Schools create and nurture a welcoming school-home community. These behaviors

include honesty, trust, mutual respect, involvement, optimism, problem-solving, empathy, active listening and collaboration.

District employees work toward intercultural proficiency. All families’ time and talents are welcomed and accessed. Schedules for volunteers and family events are flexible enough to enable parents who

work to participate. Schools incorporate teacher inservice time to lean strategies for welcoming all types

of families into the school community.

Standard 2 Communicating effectively – Families and school staff engage in regular, meaningful

communication about student learning. Communication is a clear two-way channel from home to school and from school to

home regarding students’ learning goals and continual progress. Communication is in a language understandable to all participants and in a variety of

forms that can be viewed, heard, or read any where, any time, in varied forms. Schools communicate the teaching learning cycle to families.

Standard 3 Supporting student success – Families and school staff continuously collaborate to support

students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Schools inform families on a regular basis about the application of academic content

standards, how the child’s progress in achieving content standards will be measured and how parents can support the progress.

Schools share strategies to support student learning. Families and schools work together towards creating a supportive learning

environment at home and at school. Teachers and administrators work toward building a family community confident in

their roles and skills as partners in student success.

Standard 4 Speaking up for every child – Families are empowered to be advocates for their own and other

children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Teachers and administrators seek and understand family views on children’s

experiences with regard to school, climate and teachers’ behaviors and actions bi-annually.

Schools conduct needs assessments, satisfaction and feedback surveys on a variety of topics including bullying, curriculum, finances, school programs, etc.

Schools provide a system for families to ask questions, voice concerns and offer suggestions for improvement

The district provides a system for resolving concerns and filing complaints.


New File: KB-R

Schools provide a link regarding current legislation that would affect children or education on the school/district website.

Standard 5 Sharing power – Families and school staff are equal partners in decisions that affect children

and families and together inform, influence, and create policies, practices, and programs. Family-school partnerships involve shared views and actions toward shared goals. Parents are given opportunities to develop leadership skills in school contexts. Teachers and families learn together how to be partners.

Standard 6 Collaborating with the community – Families and school staff collaborate with community members to connect students, families, and staff to expand learning opportunities, community services, and civic participation. Families and schools identify and integrate opportunities, resources and services in

the community to strengthen school programs, family practices and student learning and development.

Schools, families and students are encouraged to contribute to the well-being of the community.

The district shares with the community, including members who do not have children in school, the value of supporting the growth and development of the children in its community.

Adopted


AGENDA ITEM 13.0

Proposed Revision of Board Policy CCA – TSD Organizational Chart

Date: September 11, 2013 Submitted by: Stan Scheer, Ed.D., Superintendent of Schools Consideration: Does the Board have any questions regarding the proposed revision of

Board policy? Proposed revision of the attached Board policy is the result of administrative changes for the 2013-14 school year.

File: CCA THOMPSON SCHOOL DISTRICT (TSD) ORGANIZATIONAL CHART

Residents of TSD

Board of Education

Superintendent of Schools Dr. Stan Scheer

Communication and Community Resources* Public Information Officer

Michael Hausmann

Business Services* CFO

Steve Towne

Instruction* Executive Director

Dr. Diane Lauer

Human Resources & School Support*

Assistant Superintendent Michael Jones

Elementary Education* Executive Director

Dr. Paul Bankes

Secondary Education* Executive Director

Dr. Margaret Crespo

DEPARTMENT DIRECTOR

Materials & Procurement Traci Burtnett

Nutrition Services Tammie Rempe

Student Support Services* Executive Director

Charlie Carter

Early Childhood Theresa Clements

Facilities* Brian Erickson

Human Resources* Vicki Thompson

ELEMENTARY PRINCIPAL

MIDDLE PRINCIPAL

HIGH PRINCIPAL

Berthoud Camilla Lojeske

B.F. Kitchen Justin Blick

Big Thompson Sarah Walgast

Carrie Martin Deanna Terry

Centennial Kim Tymkowych

Cottonwood Plains Dave Patterson

Coyote Ridge Diane Spearnak

Garfield Cheryl Cook

Ivy Stockwell Rick Bowles

Edmondson Trish Malik

Instructional Support/ Technology Services* Chief Technology Officer

Erv Klein

ADMINISTRATORS/MANAGERS/SUPERVISORS/COORDINATORS/SPECIALISTS

Lincoln Michelle Malvey

Mary Blair Valerie Lara-Black

Monroe Sara Rasmussen

Namaqua Don Beuke

Ponderosa Kandi Smith

Sarah Milner Dale Bryant

Stansberry Grant Waaler

Truscott Karen Hanford

Van Buren Rebecca Marsh

Winona Larry Shores

Bill Reed Arnold Jahnke

Sandy Heiser

Conrad Ball Tiffany Miller

Matthew Brungardt

Lucile Erwin Di Worner Tom Altepeter Patti Buschjost

Turner Bill Siebers Mary Barron

Walt Clark Christine Smith

Dan Cox

Berthoud Chris Garcia Chase McBride

Loveland Todd Ball

Deanna Dykstra Marc Heiser Tim Ridder

Glenda Bates

Mountain View Kim Young

Jesse Nino Dr. Cindy Wiley

Rick Logan

Thompson Valley Lanny Hass

Jaymie Cruikshank Tom Texeria

Ernie Derrera

ALTERNATIVE EDUCATION

Ferguson High Sheila Pottorff

SOARS

Sheila Pottorff

Thompson Online/ LEAP

Kellie Bashor

*Comprehensive division/department organizational charts on file

Approved October 10, 2012 Revised June 5, 2013

ASSISTANT SUPERINTENDENT/CHIEF FINANCIAL OFFICER/ EXECUTIVE DIRECTOR

Transportation* Terry Ruddick

Instruction Assistant Director Carmen Williams


AGENDA ITEM 14.0

Review Interview Questions for Director District D Vacancy

Date: September 11, 2013 Submitted by: Sharon Olson, BOE President Consideration: For the Board to review and revise as necessary the Director District D

application questions? Interview questions for a previous Board of Education director district vacancy are attached for review and revision as needed.

Candidate Interview Questions

Name _________________

1. Tell us a little about yourself and what led you to apply for this seat on the

school board.

2. What is your view of the Thompson School District and of public education in general?

3. Describe your understanding of the role of the school board and of individual board member responsibilities. What is your understanding of the time commitment necessary for board service?

4. What do you understand to be the current educational issues in the state?

5. What personal qualities, skills and/or experiences do you have that would be assets to the board?

6. How have you informed and prepared yourself for this position? Have you

attended board meetings? Have you spoken to board members or district staff?

Candidate Interview Questions

Name _________________

7. What expectations do you have of the BOE/District to assist in your transition to this role?

8. How will you judge your Board member effectiveness?

9. Do you understand that this seat on the board will be up for election November 2013?

10. If appointed, do you anticipate running for this seat? Do you have any questions?

board of education meeting agenda september 11, 2013 · 9/11/2013 · board of education special...

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