CALHAN SCHOOL DISTRICT RJ-1

 

Community Forum September 4, 2007

 

Response to Questions:

 

What is the Status of Dual Credit Classes?

When Mr. Sanchez came to the district as High School Principal, he was interested in offering more dual credit classes (students get high school credit and college credit for the same class).  His experience in eastern Colorado was that the colleges were very willing to work with the high school to offer these classes if the teacher had a master’s degree or if an individual that had a master’s degree would be the teacher of record.  It was the recommendation of the High School Accountability Committee to offer an increase in the number of dual credit classes.

 

Mr. Sanchez met with Pikes Peak Community College (PPCC) officials to discuss possible courses that we would like to offer.  Mr. Sanchez presented PPCC with a number of courses we would like to offer. They rejected some of the courses but there were 22 courses approved by the college for Calhan School to offer, pending approval of our teachers’ credentials by the college.

 

We were informed that the rules that applied to colleges further east did not apply to PPCC.  Many of our teachers that were credentialed in the subject area and had a master’s degree were not approved to teach classes that would be honored by PPCC.  Example, if a teacher had a BA degree in Chemistry and a Masters degree in Curriculum and Instruction, they would not be allowed to teach a class in Chemistry that would be given credit by PPCC because the teacher did not have a Masters degree in Chemistry.  PPCC would not consider a teacher with a Masters degree being the teacher of record.  Mr. Sanchez appealed to various college officials without success.  

 

On October 1st, Mr. McCoin, Mr. Monks and the Superintendent met with the leaders of PPCC.  After some discussion, PPCC has agreed to help us offer two additional dual credit classes beginning next semester.  The high school will be offering college history and college chemistry. The district is very encouraged by the meeting and the willingness of the college to work with Calhan School District to the benefit of our students.

 

What were the Board Expenses that were mentioned in the Board Meeting of 8/21/07 of $9,350?

Here is the breakdown of the Travel and Transportation Expense that was mentioned at the August 21, 2007 Board meeting.

1.       The CASB Conference registration (12/06)    $  2,200

2.       Travel & Lodging for CASB Conference           $     512

3.       Limon CASB Meeting                                              $     275

4.       Legislative Breakfast                                               $       30

5.       CASB Winter Conference                                     $     300

6.       Election Nuts and Bolts Workshop                    $       50

7.       New Superintendent Seminar                           $     225

8.       Reimbursement for mileage and meals         $     245

9.       Model School Conference Registration           $  5,120

10.   Refund of Model School Conference                              $(4,720)

Total Expenditure            $  4,142

 

 

 

 

 

 

There is concern about the budget. People are spreading rumors that it is the fault of past administration.  It is extremely confusing.  Where are we right now?

The beginning fund balance was spent down by $117,000 in 2005-06.  This was brought to the attention of the Board in February 2007 when the 2005-06 audit was completed.  The Board was concerned as to how this happened and because the previous administration had not informed the Board of any deficit.

In light of this information, the Board voted to pay the insurance out of Capital Reserve and not make an allocation to the Capital Reserve that was originally reflected in the 2006-07 budget.

 

There is a definite trend that our district has been declining in enrollment for the past 5 years.  Since 2002, we have declined in enrollment by 94 students.  Averaging approximately $350,000 in lost revenues per year.  No adjustments in staff or programs have been made to reflect this trend.  This Board has made these issues and the budget one of their main focus’ for this year.

 

Can a 3rd party be appointed to review the audit?

After the auditors have completed and the Board has accepted the district audit report, the report is then sent to CDE and reviewed by the State Auditor Office.

 

Last year’s audit of the 2005/06 budget was late, and this lateness cause the district not to know the bottom line – isn’t that true.

Answer – Yes.  The auditors for the 2006-07 audit are scheduled for this week.  These auditors give us ending fund balances upon completion of the field work.  Therefore, the Board will have more timely information.

 

The auditors we have now are the ones we have had in the past. And they are very timely – isn’t that true?

Answer – Yes.  The old auditors will come this week and we will know our figures before they leave.

 

How are auditor selected?

The audit was put out to bid. We received bids from 3 different companies.  That is how we chose last year’s auditor.  We had the same auditor for a number of years and wanted a new set of eyes to review the audit.

 

Mr. Selle reported that the accrued salaries were budgeted for.  Mr. Selle thought the money was in the reserve accounts.

The problem with previous budgets is that the beginning fund balance was never identified in the expense budget.  Appropriated Reserves were budgeted, but the amount did not total the beginning fund balance.  Budgeted line items were in excess of what was actually to be spent.  With declining enrollment and no adjustments made in the budget to compensate for the loss in income, the “excess” in the budget line items started to be depleted.  The Board and current administration has adopted a different format for the budget report.  The beginning fund balance is identified, line items are more accurately represented making the budget more transparent.  If beginning fund balance is budgeted to be spent down, it is easily identified.  This new budget format gives a clearer picture of where the district is financially and how the money is being spent.

 

The auditor has no relationship to anyone on the Board? Answer - No

When have Community Forums been held and how have they been advertised?

In December 2005, the Board established a goal to hold two Community Forums per school year:  September and February.  The first year the community forum was held on January 24, 2006.  Fourteen people attended which included six staff members.  On September 5, 2006, the second community forum was held with a total of 25 individuals in attendance, of which 6 were staff.  February 5, 2007 was the third meeting held.  This community forum held on September 4, 2007, had 37 in attendance which included 9 staff.

 

 

 

 

 

 

 

How will the all day Kindergarten program benefit students, how will it differ?

Full day or all day kindergarten offers more learning time for students.  Students have more social interaction and it allows time to apply language, reading and math skill in other settings during the day.  Many schools that have participated in a full day program report that students are better prepared to learn when they reach 1st grade and beyond if they have participated in a full day kindergarten program.  The full day program will offer an opportunity to explore more concepts in other subject areas such as math and science.  However, if a parent at home spends time with their child exploring books, number concepts, and other educational opportunities, that student may be every bit as prepared for 1st grade as a student who attends full day kindergarten.  The research indicates that most parents do not have the time and expertise to participate with their child in such a program.  There has been a great deal written both pro and con about the benefits of full day kindergarten.  The Board suggests that anyone interested in this subject go to: http://www.ask.com and type in “full day kindergarten.”

 

Is the high school history teacher able to teach the college history class?

The new teacher Ms. Cox has a BA in History and a MA in Curriculum and Instruction.  Under Pikes Peak CC guidelines this does not qualify her to teach History at the college level.  She is currently working on a Master degree in History.  However, after our October 1st meeting with PPCC, the college has agreed to help us offer a College History Class the second semester of this school year.

 

How many kids took it last year?  Answer – 17 total

 

Why are we bound to Pikes Peak Community College?

We are in their attendance area, in order to go to another Community College for classes, we would need their permission.

 

 We have English, Math and AVP.  We have about 24 students going to AVP at Pikes Peak Community College this year. No One is doing post secondary options this year?  Answer – No

 

We are in process of a principal search.  This is key to the high school.  We want some input as parents of high school students.  We have concerns about courses offered.  Are there enough offered? The parent is concerned about other academic avenues that students are taking, and spending time as an aid, when they do not have enough credits because courses were not offered throughout year.   Hopefully, the new Principal will proceed with the literacy program with Mr. Lessig, Mrs. Miller and Mrs. Bartling.  We need to continue the vision for the literacy program.    A parent has great concerns about the high school program.  No gifted writers?  Advanced students aren’t writing.   They have to wait too long to get to write. 

Currently our H.S. staff teaches 6 hours per day, this is considered a full load.  Additional classes are not possible this year based on the current schedule; however, in checking the schedule of the child of the concerned parent, we found that there were several options instead of being both an aide and taking PE.  The aide class is 7th hour; Art, Choir, Band, Shop, and Public Speaking are all offered during this time. There really is not an option regarding Health for a semester because it is required.  PE or BFS are the designed courses to replace Health for the 2nd half of the year. 

 

Currently, academic skilled staff teach the BFS program.  However, this program might be replaced with courses more aligned to each teacher’s specialty area (i.e.: another science course, newspaper, and writing).  Also, the new literacy grant will require talented staff to teach remediation in literacy; therefore, this may decrease additional offerings.  The district will continue to explore course offerings to keep students challenged and give them an opportunity to grow academically.

 

 

 

 

 

Every day students are writing for a variety of purposes (per State Standards 2.3 Language Arts).  The English department believes more creative writing opportunities might be helpful; however, the state has placed a heavy emphasis on non-fiction and expository writing.  The English department will continue to follow the state standards very closely.  CSAP results for reading and writing, at the high school level, are very strong.  The scores reflect above state average achievement by Calhan students and we attribute those scores to teaching reading and writing every day in the classroom.

 

A parent commented that her son took college English and did well; he came out of this school with a good education.  Courses are offered and it is up to the kids to choose their schedules.  The other parent did not feel the options were available to her student.   

The Board has discussed this issue.  The district is researching the options of offering more sections of academic courses and less sections of physical education.

 

 A parent commented on the literacy program.  She feels that it is keeping some teachers fired up and happy at Calhan.    She has spoke to teachers who are fired up about this program.

Yes, our teachers are excited about the opportunity to make sure all students have adequate reading and writing skills upon graduation from Calhan High School.

 

Are we going to reinstate FBLA?  Why don’t we have a sponsor?

Currently, we do not have a vocational teacher who can sponsor FBLA.  We are not looking for one this year.  We have a low enrollment in our business classes and have combined this assignment with another teaching assignment.

 

FFA grants from Sanchez where considered, what happened to FFA as a possibility.

We did look into the possibility of an FFA program.  We talked to some consultants from the state and talked to a former FFA teacher from a neighboring community.  Program success is determined by the teacher.   Teachers attract the students and make the program come to life.  We could not find a quality teacher out here.  There are not many teachers going in to FFA and we could not find a quality teacher.   

 

Someone asked if we could we share a FFA teacher with a neighboring district?

We explored that option with the consultant and the former teacher from a neighboring district.  The FFA teacher needs to be immersed in the district; they visit students before and after school, and have to be available to work with kids on their home projects.  Both individuals felt that the shared teacher would not work and would set up both programs up for failure.

 

What about the morale of teachers?  How is it?  General morale is down quite a bit isn’t it? 

 At the high school we have had a few meetings.  The H.S. staff is doing pretty well.  Everyone is coming to work to work.  Mr. McCoin is happy with what is going on in the high school.  Things are very positive.  Kids are going to class with very few disruptions.  All things are going well at the H.S.

 Sherry Bassett thinks things are going very well.  We have an encouraging and supporting our staff.   Mr. Monks’ art class is a positive addition to the curriculum and is going well.

 

The Middle School team is rising to the occasion. They are supporting what is going on.  We are here to teach children.  We are very excited about secondary literacy and implementing the program.  This is a huge step.    Working hard and keeping our heads up. 

 

Mrs. Miller reports that the 3rd through 5th team is amazing.  The staff is very low maintenance and encouraging.  It is all about the children.  The focus is where it needs to be.

 

 

 

 

Laurie Ochsie responded that our job is to teach.  My job is here for the kids.  When I am in with students, I am doing what I am supposed to do, teach children.   If I didn’t teach children, I wouldn’t be here.

 

The superintendent understands that the change in leadership has some people wondering what happened and why.  There are questions that cannot be answered due to the confidentiality of personnel issues.  There may be some apprehension and uncertainty, but the staff is very professional and is not letting any of that effect what is going on in the classroom.  Their primary focus is the students and giving them the quality program they deserve.

 

Mrs. Parks commended Ms. Eisenbeisz, the new kindergarten teacher.  She has a good disposition.  She opens up her classroom, and never closes her doors.   I was able to watch the classroom.  The way she interacts with kids is amazing.

Thank you for the support of our staff.

 

Mrs. Skryzpek passed out a letter to the Board.    She attends board meetings regularly.  I have not agreed with all of your decisions but feel that you are moving forward.  She wanted to recognize members of her sons IEP Team.  She listed names of those in charge of his IEP.  This is the first year since September 2003 that he has made meaningful and measurable strides in his learning.  You have given the staff tools to work with, including tools for me and my husband.   We had heard that he did not have the mental capacity to learn.  It is the first year that I have not had to be armed with experts, attorneys and the Individuals from the Disabilities Act.  Mrs. Skryzpek named all people involved.    Thanks to Board and Mr. Freeman.    Budget is confusing and I look forward to seeing it revamped. 

 

Christine Fisher:  Wants to applaud the Board for their professionalism throughout all of the problems.    Mr. Freeman is included.  Mr. Freeman has been nothing but professional.  Mr. McCoin has done a wonderful job.  Mrs. Miller is wonderful to work with.  Would like to talk to the Board for a goal for SIC whether our graduates are prepared to enter workforce?  Can you communicate this in the Chalk Talk?

Thank you for the positive feedback.

 

Clarify the change in the grading scale for students in high school.  Are we lowering the bar?  Content of what 92 or 90 percent is.   What is the expectation for high content?  Is it equitable?

We had a recommendation from the SAC to change the grading system.  We have had lengthy discussions about this.  The change in the grading scale was to make our students more competitive in scholarship programs.  No, we are not lowering the bar.  The Board expects the teachers to keep standards high and to have appropriate grading scales to reflect the expectations.

 

Are the ACT Scores 15 percent proficient in math?  Is this true?   

Of the 56 students who took the ACT test last year, we had only 20% of the students in math meeting the benchmarks as being ready for college math programs.  The percent of students meeting the college readiness bench marks other areas were: 55% in English, 30% in Reading, 16% in Science.

 

An article that stated that some students that graduated from Calhan went on to college and could not pass remedial classes.   Where is she getting her information?  Get back to her on this.  She doesn’t agree with this. 

A report from Colorado Public Higher Education in 2006 on the high school graduates from Calhan that had to take remediation classes entering college was 24%.  Of the 25 students that entered college, 6 had take remediation classes. Some had to take more than one class:  4 had to take Math, 2 had to take Writing and 5 had to take Reading.