a strong voice for kids 2nd Congressional District
a strong voice for kids 2nd Congressional District
BURNETT: [No report.]
DEHOFF: Acknowledged that Senator Norma Anderson and Ann Fattor, President of CASB, are in the audience. CASB asked for an SBE liaison, and Pam Suckla agreed to serve. Read SJR02-038, honoring William "Gully" Stanford for his contributions to the arts and education in Colorado.
HUDAK: I mentioned that one of the residential treatment facilities we are approving for continued funding today is Gemini House, where I taught many years ago. I reported on the quarterly meeting of the State Advisory Committee for Gifted and Talented Education, for which I am the Board's liaison. They would like to meet with the SBE during a Work Session to discuss teacher quality issues. They are readying reports on identification of gifted students and on commensurate growth of GT students (developing guidelines for how districts and schools can show adequate academic growth of GT students). I mentioned that at the State PTA Convention, NASBE's booklet Fit, Healthy, and Ready to Learn was part of a workshop on nutrition and learning; I commented on how useful NASBE's study groups are in providing information for the education community. I told the Board that the report prepared for CDE "Special Education Services in Colorado Charter Schools: Surveying Perceptions of Charter School Administrators and Special Education Directors," which I had mentioned previously was being worked on, is now ready and on the CDE website. I attended the Service Learning Conference this past Saturday, sponsored in part by CDE. It was an excellent conference, which included a keynote address by Bill De La Cruz, chair of our Coalition to Close the Achievement Gap. Service learning is a kind of contextual learning, which the SBE requires of all school districts in their accreditation contract. I'm glad to see that it is being promoted around the state. A recent article in the newspaper about a video project being done at Manual High School is another good example.
ORR: Brush School Board invited him to a meeting; discussed HR-1 mostly. Asked him back for second year in a row. Their biggest question was the four levels of proficiency in Colorado's accountability vs. the three in HR1. In the past, CSAP and SARs were on their minds. They gave "high marks" to the Commissioner. Was selected by the Prairie School District to serve as their commander for the Challenger program based in Colorado Springs. The fictional situation was based on the island of Montserrat, where a hurricane was headed and a volcano was starting to erupt. These had been actual events that occurred. The students' mission was to get the people to safety. They were linked up to mission control in Colorado Springs. It was interesting to see how the students worked on the solutions, which included calculating how to evacuate the numbers of people in the available vehicles, etc. They had to take into account the island's topography, roads, etc. The lesson combined many different content areas for middle school students. It was a "neat" experience. Students took leadership roles.
POLIS: Congratulated those who worked on the state's plan for HR-1. It's a document that shows what we are doing here in Colorado. We got a policy update from NASBE about School Trust Lands - mentions that we are educating our Congressional delegation. We are working hard to use this tremendous asset to fund our public schools. Commended CDE's draft on Supplemental Services for HR-1. Acknowledge that the state had a more successful Cinco de Mayo this year; Aurora and Colorado Springs had very large festivals, in addition to Denver.
STANFORD: Joined Orr and others in continuing conversation with the State Land Board, with the goal of doing three things: (1) identifying programs that would be funded by the revenue from School Trust Lands, rather than having it co-mingled with the general fund; (2) working with the Land Board and the State Treasurer to improve flexibility for the investment of the money from the lands; and (3) being a voice for the beneficiaries, which are the students of the state. Thanked Orr for helping us stay focused on this and Karen Gerwitz for working with it. The Association of Black Professional Engineers, who mentor students from Denver and around the metro area, have been able to show that it has improved math and science performance of black students. Joined the Service Learning Unit and group; they are standards-based and focused on improving student achievement and attendance. Denver Teachers Awards went to 9 teachers, who are very enthusiastic, many from low and unsatisfactory schools; they have commitment; their parents and students are also enthusiastic on improvement. Recognized the importance of CSAP to reflect proficiency and as a tool. There was a feeling that Denver wouldn't embrace the accountability, but Denver has. The 3rd grade reading results indicate that growth is being made. The Denver Disparity report shows that there is still a large achievement gap for Hispanic and black students. There will be a presentation on May 30 at the DCPA in the Space Theater, 2 - 5 p.m., on this very compelling report. On Tuesday, May 14, at 7:30 a.m., will have more active engagement of the business community with the Denver Metro Chamber in a discussion about online learning, with participants including Eric Feder, people from Florida Virtual HS, Jones Cable, and Tim Snyder from the Colorado Online Consortium. Education Week has just published its report about the use of technology. Gully Stanford's law on the loquaciousness of office-holders: verbosity increases in inverse ratio to the number of days remaining in his term of office. Since he won't have an official role as a member of this Board in future sessions of the Legislature, would like to go on record about good work done, even though it was a very contentious session. School Finance Act will do a lot of good; came together close to midnight. Commended the work of Karen Stroup and Vody Herrmann. They had the wisdom to ask Stroup to explain some information to them before making certain decisions. It is so helpful to have our staff "under the dome" - commended Karen on her work on school finance. Will protect districts from shortfall on mineral leases. Date for publication of SARs moved to November 15. Exemption of students from SAR scores moved to residence in the district by October 1. Progress was made. Bill passed requiring SBE to create standards for principal preparation (by Jan 2003). SB 94 provides a process for identifying schools that should be exempted from the SAR ratings. SB 109 covers the testing of non-English speaking students; congratulated Jan Silverstein on that bill. One final effort to address family literacy (we are still the only state that doesn't fund it) - the bill is limited to grants, gifts, and contributions only. Next edition of School Laws book will have an index!
SUCKLA: Has been working with Smart Schools and Tech Tools, projects of the Fund for Colorado's Future, and their presentations on HR-1 have been very exciting. Is very excited about the direction that HR-1 is giving education, giving teachers recognition for the job they do - we'll no longer have to go to legislators and beg for funds.
COMMISSIONER MOLONEY: The "great pageant of democracy" occurred yesterday when CDE was asked to go to the Legislature to "word-smith" some legislation. Last week's press conference releasing the 3rd grade CSAP scores was good. We often forget about the legacy of the 1996 Literacy Act. Senator Anderson and others who worked on it can take pride in the implementation of that taking place in all of our schools. It was a pleasure for all of us who were here to celebrate and to encourage those whose efforts have been so successful.
Adopted proposed amendments to the rules for the Administration of the Exceptional Children's Education Act (ECEA). [The federal Office of Special Education Programs (OSEP) has required us to make amendments to these rules to bring them into full compliance with IDEA. Additional amendments have been proposed in order to provide clarification to the field regarding implementation of specific requirements. A hearing was conducted at the March 14, 2002, SBE meeting and written comments were received. A Board discussion was conducted on April 11. 2002, at which time the SBE directed revisions.]
Approved the establishment of the following on-grounds special education schools/facilities, which have met the criteria for eligible facilities as described in the Rules for the Administration of the Public School Finance Act of 1994, as well as the requirements set forth by the Special Education Services Unit:
SEAC has 7 vacancies which it would like the SBE's assistance in finding people to fill. at the May meeting, the SBE appoints new members to SEAC, taking into consideration the committee's recommendations. The vacancies are for 1 elected official, 1 charter school representative, 1 general education administrator, 1 teacher, and 3 parents of children with disabilities or adults with disabilities.
(1) ESTABLISHMENT OF FEES FOR LICENSING PROGRAM
Approved the establishment of evaluation fees and CBI/FBI charges for FY 02/03 according to the schedule proposed. [Lowers evaluation fees from $48 to $40. Lowers one-year substitutes from $24 to $20. Keeps CBI/FBI at $36.]
(2) EMERGENCY EDUCATOR AUTHORIZATIONS
Approved emergency Type III educator authorizations for 47 initially and 8 renewals .
[Local districts may request Type III Emergency Authorization to employ non-licensed teachers, principals, administrators, or special services providers if they agree to provide an induction program. The SBE's approval is based on consideration of whether the district has demonstrated a shortage of licensed personnel and the employment of non-licensed personnel is essential to preserving the instructional program and to the well-being of the children enrolled.]
(3) TEACHER INDUCTION PROGRAM
Approved the proposed teacher induction program for Rock Solid Christian High School in Littleton. [The Educator Licensing Act of 1991 requires school districts wishing to hire provisionally licensed educators to have induction programs approved by the SBE. Rock Solid Christian High School seeks approval to assist new, provisionally licensed teachers; its program meets the requirements of SBE rules.]
(4) ALTERNATIVE TEACHER LICENSURE AND WAIVER OF PLACE ASSESSMENTS
Approved the program entitled Moving Mountains to Prepare Quality Teachers sponsored by Western State College as a designated agency for the preparation of teachers through the alternative teacher program. Also, granted a waiver of the timing of the PLACE assessments for this program through May 9, 2004.
(5) TEACHER-IN-RESIDENCE PROGRAM
Approved the Teacher Residency Program for Centennial BOCES.
[Colorado school districts and boards of cooperative educational services (BOCES) are authorized to establish teacher in residence programs, enabling them to hire non-licensed individuals with appropriate degrees for two years, providing that they give these people individual training, support, and evaluation and that they recommend them for licensure upon completion of the program. The intent of the teacher in residence program is to enable districts to address teacher shortages and reduce the number of people employed under Type III Emergency Authorizations. It also attempts to help school districts and BOCES to recruit and employ nontraditional teacher candidates.]
(6) DISCIPLINARY PROCEEDINGS
(These remain confidential until action is taken by the Board.)
(7) CHARTER SCHOOL WAIVER REQUESTS
(1) PAYMENTS UNDER PUBLIC SCHOOL FINANCE ACT
Approved payments of $185,860,799.61 under the Public School Finance Act. [Districts are entitled to receive monthly funding under the Public School Finance Act by the 25th of each month. The June 2002 payments reflect final, closeout payments for the 2001-2002 fiscal year. Included in these payments are adjustments for amended pupil counts, for CDE audit findings, for Colorado Division of Wildlife impact assistance grant moneys, and for funding of auditing.]
(2) EXCESS COST RATES FOR ELIGIBLE FACILITIES FOR EXTENDED SCHOOL YEAR
Approved excess cost rates for children with disabilities in eligible facilities for the extended school year 2002.
(3) PAYMENTS UNDER EXCEPTIONAL CHILDREN'S EDUCATIONAL ACT (ECEA)
Approved payments to administrative units and school districts under ECEA, in the total amount of $1,653,368. [Beginning with the 2000-2001 school year, the Legislature appropriated funds of $2.1 million under ECEA for children with disabilities for whom tuition is paid by administrative units for children to receive educational services at eligible facilities approved by the state and who are "educational orphans" (children who are legally emancipated or whose parents are incarcerated, cannot be located, or have lost parental rights).]
(4) RULES FOR ACT ASSESSMENT ON NATIONAL TEST DATE
Approved the rules for the Administration of the ACT Assessment on a National Test Date. [These rules were adopted as emergency rules on January 10, 2002. A hearing was held on April 11, 2002, to consider these as permanent rules. The rules ensure that any requirements of the administrator of ACT are met, such as a secure environment, and that students are identified who need to take the ACT on the national test date.]
(5) CAPITAL CONSTRUCTION PROJECTS
Approved capital construction projects from the School Capital Construction Expenditures Reserve Supplemental Fund in the amount of $1,162,091. [The projects funded were proposed by the Capital Construction Advisory Committee. If moneys are left unexpended or unencumbered on June 30 of the fiscal year, the department will lose spending authority for the supplemental funds. The total amount of projects previously approved from the School Capital Construction Expenditures Reserve Fund is $15,308,961. The Board was not previously provided this request because of the lack of direction of funding from the Legislature concerning the four projects that were previously approved from the School Construction and Renovation Fund. Three of those districts passed successful bond elections as matching funds for the state grants. It is now estimated that $4.1 million will be available through lottery proceeds, which will cover the bulk of the $5 million required for the four districts.]
The proposed rules for the Implementation and Financing of Regional Education and Support Services will provide a planning and funding mechanism that recognizes the role of the Boards of Cooperative Services (BOCES) in assisting participating districts in the development of cooperatives addressing:
[Rules had never been established to comply with an option in the law established in 1997 to specify what BOCES could do. These rules provide further substance and clarification, and they stabilize the work the BOCES are already doing. They allow BOCES to utilize funds available for a variety of things that districts cannot do themselves or that can be done better with larger groups. CDE's 8 regional service teams, service centers, and assistance centers work with BOCES in their regions, although it's not evenly distributed.]
RAY KILMER (Executive Director of BOCES Association): BOCES are creations of local school districts, not state government. Just last year the Legislature gave money ($10,000) to each of the 22 BOCES. The BOCES are working with districts in the spectrum of education reform. They provide staff development. BOCES were established 35 years ago with enabling legislation authorizing voluntary creation of groups by school districts. In 1996 the statutes were changed to require that the basic grant would be used to fund professional development in standards-based education. Sometimes several BOCES work together for projects such as professional development in regional service centers. Only 9 districts are not affiliated in some way with a BOCES; some aren't members of BOCES directly but participate with a program at a regional assistance center. The Front Range BOCES is comprised of the metro-area districts. The BOCES Association will have its own website soon. Eric Feder (CDE) and Ed Vandertook (Mountain BOCES) have created the Data Mining project.
DAVID THOMPSON (President-Elect of BOCES Association): CU in Colorado Springs and Pikes Peak BOCES are working to use research to establish a learning center on best practices in staff development. There is a technology consortium to help districts with limited access to online services or excessive costs - it is a subscriber process in partnership with businesses. Also, BOCES are involved in the Data Mining Project. BOCES serve as a regional transportation consortium to facilitate use of school buses and to update vehicles. Believes that these rules will help continued development of such services.
DALE MCCALL (Centennial BOCES): Thanks Dr. Davidson for working with Dr. Kilmer to bring these rules forward. They are a great step forward. As a federal liaison with federal BOCES, he worked on implementation of HR1. Believes that these rules will help with that implementation - we are a small local control state. Membership in BOCES is voluntary. Districts are willing to work together because they've done it through BOCES. We have districts as small as 200 and as large as 20,000 in the same BOCES. Some things they are working together on so far include literacy professional development; closing the learning gap; data-driven instruction on the results of CSAP and other tests. There is a math proposal where districts work with teachers on improving math achievement.
A motion was made to direct revisions and schedule consideration of the rules for the Board's next meeting (passed 6:1, Burnett dissented).
Stanford suggested adding: "evidence of cooperation with regional service team(s)" somewhere in section 4.01. He also suggested adding "evidence of partnerships for the accreditation goal on closing the achievement gap" in some part. "Evidence of partnerships and sharing with other BOCES" to allow for cooperation between differenct BOCES, since law references "consortia" but that isn't clear in regard to BOCES.
ACLIN SERVICES/RESOURCE SHARING CONTRACT
The SBE will be asked to approve a contract for the use and benefit of the Department of Education, Colorado State Library, with Plains & Peaks Regional Library Service System to maintain the services provided by ACLIN (Access Colorado Library and Information Network) and to provide coordination and training in support of resource sharing activities in Colorado.
ASHELEY PETERSON (Director of Elementary/Secondary Services for ACT for the West Region): Their office is here in Colorado. Is here to share highlights of the recent ACT testing for all high school juniors in Colorado. The only problem in the recent administration was the forest fire near Bailey, causing those students to have to take the makeup test yesterday. Concern had been expressed that there would be negative repercussions. The average score was 19.6, which is only slightly less than the national average of 21, where the students taking it were self-selected. Historically, about 68% of Colorado students voluntarily took the test. There were questions about whether this test would be accepted by colleges and universities. It has been; no concerns were reported about the security and validity of the results (except for the NCAA and the military service academies). We will know by the incoming freshman class this fall whether it helped more students go to college, but Colorado had 5360 more students qualify for admission college based on minimum score requirements. Contrary to some reports of feedback, every student who took the ACT received a report, and every school and the state received reports. Every high school received instructional support in each of the four content areas that the ACT tests, in relation to state standards. The ACT people are proud of their work with instructors. They made sure that every high school received test preparation software and a copy of ACT's test preparation book. They did training throughout the state on how to prepare students to take the ACT. Many Colorado students take EXPLORE in 8th grade and PLAN in 10th grade - might provide the ability to do some longitudinal tracking. Acknowledged help from CDE in implementing this test for all Colorado juniors - Karen Stroup, instumental in every detail, and Dave Bahna and Dr. Carolyn Haug. ACT's research department responded to the report by Dr. Howe from CU on the lack of alignment of ACT with Colorado's content standards; they disagree with some of the methodology of the study.
KEVIN WAGNER (Student at CCD): Reports that he is happy that he was not separated out of regular classes because of his disabilities; he went to Jeffco Open School. He was able to be with his friends there.
ANITA WAGNER (Kevin's mother): Is an educator and was terrified that she wasn't making the right choice not to have him separated into special education classes. Kevin has become independent. Was afraid about his being able to succeed in college. He has had some educational support in the regular classrooms. Spoke with Kevin's friends about their experiences having Kevin in their classes; said it contributed to their education. His teachers also said that it helped them become better teachers for all kids. Wanted to share this.
ORR read an inspirational piece about mothers in honor of Mother's Day.
Affirmed the decision of the Jefferson County School District to deny the application appeal of George Washington Academy Charter School. Motion passed 5:2; DeHoff and Burnett dissented.)
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