I wish you all the best in all your future endeavors!

Respectfully,
Dr. Susan Chandler

In recent years, Colorado has passed new laws governing school accountability, dropout prevention and intervention, and teacher and principal effectiveness and evaluation. At the same time, the state has adopted new content standards and new standards for technology proficiency, financial literacy, individualized career and academic planning and post-secondary and workforce readiness. I believe the intent is to improve our state laws to require schools to work smarter, but that statement is far too simplistic to dismiss the impact of constant change on the work we do each day.

When this year’s school and district performance frameworks were published (see them all on CDE’s SchoolView website), Adams 14 earned the lowest rating of Accredited with Turnaround Plan. Naturally, I am not pleased about this rating, nor should you be. However, please take a moment to understand my perspective on this rating.

Adams 14 first received the turnaround designation in 2010 for the 2009-10 school year. The current district performance results also show the District as a designated turnaround district for the 2010-11 school year. In recent years, the measurements factored into Colorado’s accreditation and accountability frameworks have evolved annually. In fact, the measures are likely to change again next year. What this means is that the designations that districts receive have changed over time. Due to these changing factors, it is my belief that we must stay focused on research-based improvement strategies that are sustainable over time. That’s the work we have been doing for more than two years in Adams 14.

With that in mind, it is important to note that Adams 14 carefully considers its performance results when settling on research-based, districtwide improvement strategies. The District has analyzed the key metrics of the state accountability frameworks to understand the areas that will assist the District in moving out of the turnaround designation. Approximately 35 percent of the scores for districts reflect the category of Post-secondary and Workforce Readiness (PWR). With one traditional high school and one alternative high school, the heavy weighting on this category greatly impacts Adams 14’s designation. To move out of turnaround, the District will continue its emphasis on improving the three measures that are currently factored into the PWR calculation: graduation rate, dropout rate and ACT scores. Additionally, the District will remain committed to its overall improvement of instructional strategies, teacher quality, data use and parent involvement.

When reviewing educational research about what works in education, one does not find that overnight turnaround is a reality for large systems. There are examples of schools that show rapid improvement, but it is rare to find a large system that moves test scores dramatically in three years with sustained improvement. The Ontario school system in Canada is a good example of a district that has successfully improved; however, the improvement required nearly a decade of commitment of all stakeholders. Ontario launched its improvements in 2003, arriving at the following key strategies to improve struggling schools:

• Dedicated blocks of uninterrupted time for literacy and numeracy;
• A school improvement team that meets regularly to review school data and plan next steps;
• A mechanism to regularly monitor the growth and progress of specific students;
• A capacity-building strategy for school staff to improve instructional effectiveness;
• A common assessment tool for primary and junior grades;
• Adequate resources to ensure a comprehensive literacy program;
• Teacher moderation of samples of student learning which leads to instructional planning;
• School and classroom organization and scheduling;
• A school culture that makes school improvement a whole school priority;
• Professional development and capacity-building for teachers and principals aligned to the school improvement plan that strengthens instructional practice; and
• Parental involvement and community engagement.

By staying focused on these high-leverage strategies, Ontario schools improved student success significantly. If most of the strategies above sound familiar, that’s no accident. Just like Ontario, Adams 14 settled on evidence-based improvement strategies when developing its strategic plan. The experts, including those at the Colorado Department of Education (CDE), agree that systemwide improvement takes significant time and commitment. To be clear, there is no silver bullet that Adams 14 will be able to identify to increase test scores and improve graduation rates in a short time. The work is slow and difficult to improve all components of the District for the benefit of students, staff and community.

I assure you that we have a sense of urgency in addressing student achievement in Adams 14. We consistently engage CDE in conversations about our strategies (as detailed in our Unified Improvement Plan), and they agree that we are engaged in the right work. The key is to stay focused, go deeper into our research-based strategies, and leverage existing local, state and national resources to improve our schools. We are seeking full partnership of CDE in this process, including options to increase CDE’s work with us through the commitment of resources, personnel and consultants.

I know it can be challenging to stay optimistic, focusing on the great successes you are having in helping children learn each and every day. Remember, we are doing the right work, and there is no doubt that our work is showing results. It is extremely hard work, and it will get easier as we grow together in our practices. I appreciate the moral obligation you bring to the challenge of inspiring, educating and empowering the students of Adams 14 each day; and I thank you for being part of our amazing community of professionals.

This year, the Adams 14 community has experienced the extremes of the emotional spectrum. There have been tremendous celebrations of children's creativity that have filled our hearts with joy. Musical and theatrical performances are a rich part of Adams 14 history, and our schools mark the holidays each year with amazing programs that delight the community.

There have been announcements of award-winning teachers, staff and programs. At Monaco Elementary School, music teacher Kristen Lewis was notified last week that the Monaco music program won $25,000 in the nationwide Glee Give a Note competition. I visited Mrs. Lewis' classroom last week to congratulate her on this amazing achievement, and you might guess how she and her students celebrated. Yes, they celebrated by singing this uplifting, bilingual song about Christmas.

There have been countless partners of our district working to make the holiday season brighter for so many Adams 14 families and community members. At Alsup Elementary School, men and women from Buckley Air Force Base provided gifts to students at Alsup as they have done for several years now. They also made a special visit to one Alsup family to give them an amazing holiday surprise. The story of how the 460th OG supported this family is told in this online video.

In the midst of all of this excitement and celebration of the holidays, a tragedy ended the life of a member of the Adams 14 community. On Friday, Alsup fifth-grade teacher Andrea Roan was killed in a shooting in Denver. While we may never understand why such a tragic event happened, we know that such an incident has a deep impact on the people whose lives have been touched by Andrea's amazing spirit. First and foremost, my thoughts are with Andrea's family. My heart also aches for the students and staff who had such a close relationship with Andrea. Teachers are influential figures in a community, because they devote themselves to the noble cause of educating our children. They support their students, colleagues and their school communities. Andrea Roan was a shining example of all that is great about the teaching profession.

She served the Alsup community in the 2010-11 school year as a teacher candidate through our partnership with the University of Colorado at Denver. Our friends at the UCD partnership expressed their condolences to the Adams 14 community by sharing these words:

• Our heartfelt condolences go out to the educators and students in Adams 14, as we remember Andrea Roan’s passion for teaching children. Andrea was truly inspired during her professional development school internship experience at Alsup Elementary and loved her time as a fifth-grade teacher at Alsup after graduation. The UCD Partnership at Alsup has a long history extending back to 1994; as such, we share times of joy, as well as sorrow. Andrea will be greatly missed by all of us. She was a kind, articulate, thoughtful, and hardworking person who loved the time she spent student teaching in your district. She made a huge impact in the lives of students, friends and colleagues. Please let us know if there is anything we can do for your school district during this time.

Andrea was one of a handful of UCD teacher candidates identified as having the skills, ability and dedication to be a successful Adams 14 teacher. As a result, she was asked to become part of the Alsup fifth grade team this school year. All those who knew Andrea have expressed how excited she was to be an Alsup teacher. She loved her students, and she worked after hours and on weekends to provide them with enriching educational experiences in her classroom.

I know I speak on behalf of the Alsup and Adams 14 community when I express that the memory of Andrea Roan will remain with us. Please extend your thoughts to the Roan family this holiday season. The memories of Andrea are precious and will be celebrated.

I wish you all a restful holiday season, and I encourage you to take a moment to reflect on the importance of family, friends and community in supporting one another through the holidays and all year long. There is no better gift than that of a supportive, loving family like we have here in Adams 14.

As you know, Board members Mary Morton, Larry Quintana and David J. Rolla have taken their seats with the Board. Larry Quintana previously served a four-year term, while Mary Morton and David Rolla are newcomers on the Board.

The Board has also realigned to appoint officers as follows:
• President Robert Vashaw
• Vice President Larry Quintana
• Secretary Adrian Schimpf
• Treasurer David Rolla
• Director Mary Morton

I had the pleasure of spending time with our new Board at the 2011 Colorado Association of School Boards (CASB) Annual Convention in Colorado Springs this December.

This year’s conference focused on the importance of collaboration, and our Board discussed the importance of increased interactions and collaboration amongst key stakeholders to improve our community.

At our December 13 Board meeting, there were also great conversations around the importance of having a District culture of results and accountability from every member of the District – with collective ownership of both positive results and results that need improvement.

The Board of Education believes that when the community, students and staff are involved, all students do learn and succeed.

The Board of Education’s Goals:
• To ensure all students will be at or above grade level;
• To continually review programs and policies to ensure students are prepared for the 21st Century;
• To continue our commitment to sustainable fiscal management and accountability;
• To recruit and maintain the best qualified and well-trained work force;
• To embrace the community as partners in the success of our students.

Additionally, we welcome all citizens to attend Board of Education meetings, and be involved in improving our schools. Regular board meetings always allow time for citizens' comments. Public meetings are the second and fourth Tuesday of each month with the exception of the second Tuesday of July and the fourth Tuesday of December. Meetings begin at 6:30 p.m., unless noted otherwise.

Additionally, our Board members’ email addresses are posted online, if you are interested in contacting a Board member with any questions, or want to find out more about the Adams 14 Board of Education.

I am excited about the many initiatives the Board has expressed interest in pursuing, and look forward to collaborating with our Board to support the success of all Adams 14 students!

In fact, there is an abundance of research that tells us that behind quality classroom teachers, parent involvement and support of education is the second most important ingredient for a child's success in school. We know that there are specific parenting behaviors that are linked to improving student academic performance. Engaged parents support their child's academic progress by providing a home environment with four main components:

• Actively organizing and monitoring our children's time;
• Helping and supporting our children with homework;
• Discussing school with our children;
• Reading to and being read to by our children.

Here are some tips for enhancing your child’s education at home!

• Designate an area of your home for homework, and have study time begin at the same time each day.
• Make sure the TV and radio are off during homework time - and keep younger siblings busy so your student is not distracted.
• Equip your student’s homework area with supplies like pencils, paper and a dictionary.
• Have your student explain homework assignments before they begin - and encourage them to explain their completed work.
• Delight in your child’s academic accomplishments; showcase work on the refrigerator and celebrate as a family.
• Have a conversation with your child about what was learned at school that day - make your questions specific - “what did you like best about the book you read in class today?”
• When students see you read they understand that learning is a life-long process.
• Be excited about learning and education, and keep comments about teachers and/or the school positive in front of your student.
• Create a small area of your home for family reading - and have a variety of books available for daily reading (at least 15 minutes each day).
• Engage in consistent communications with your student’s teacher - determine ways to enable your student’s success.

Beyond all these things that parents can do in the home, there are also opportunities to be involved in school. Parents can be in-school participants by visiting the school; attending school events, performances, and athletics; and regularly communicating with teachers and school leaders. However, if time doesn't allow a parent to make these commitments, parents should still focus on the four areas of in-home support listed above. Those are the four things that will help children succeed academically in their school career.

My involvement in my children's education has been very rewarding for me. It has been exciting to be part of their learning and growth. Helping my children learn to read, discussing school issues, and problem solving with my children has made my relationship with my children very strong through the years. Relationships are key for growth and success, and I encourage all parents to be a critical part of their child's learning and growth.

Calling all parents! Please join us 15 minutes before school starts on Friday, November 18, to celebrate National Parent Involvement Day at every Adams 14 school. We know that parents and caregivers play an integral role in assisting their child’s learning at school – and we want to share more information about how you can get involved. You’ll also hear tips for enhancing your child’s learning at home.

*Research for this entry comes from ASCD's Educational Leadership.

Yesterday, Drew Giles, Monaco Elementary kindergarten teacher, was recognized by the Colorado Department of Education as one of three finalists for Colorado Teacher of the Year! Drew is such an amazing, inspiring individual and collaborative team member, and he represents the great work that is happening all across Adams 14. The Teacher of the Year selection process is highly rigorous. It starts with an application and nomination process, then teachers who make it through the first paper screening are visited for personal interviews and classroom observations. Colleagues, students and district personnel are also interviewed as part of the process. Naturally, folks in Adams 14 have so many positive things to say about Drew. He is personable and professional, and his commitment to teaching excellence extends far beyond his classroom. It is very difficult for teachers to talk about themselves and their work, but here are a few things Colorado learned about Drew in the Teacher of the Year process:

He has taught kindergarten at Monaco Elementary School for three years. Previously, he was an ELA-S kindergarten teacher at Goldrick Elementary School, and an ESL preschool teacher in South Korea. Drew has collaborated to provide professional development at both a building and district level. He believes in using individualized teaching strategies to meet the needs of culturally and linguistically diverse students by teaching students excellence and independence. Giles also believes that forming strong ties with parents and the community will help to ensure student success throughout their education.

Drew has truly become a leader in Adams 14. He is clearly one of our rockstar teachers. Congratulations, Drew, for being our Teacher of the Year and one of three finalists in Colorado!

Today, I honored the great work of about 15 elementary school teachers at my first Rockstar Teacher luncheon of the school year. Teachers from preschool through fifth grade gathered to reflect on the work we are doing, and they provided me with great feedback about our initiatives. These conversations are focused, collaborative and helpful for generating ideas to implement in our schools. Today's conversation focused on coaching and feedback for teachers, and here are some of the things I heard:

• Immediate, personal coaching (in/out coaching) through the walk throughs has been beneficial for teachers, because the hallway conversations occur while the information is still fresh and the feedback is specific and actionable.
• Hallway coaching is impactful, because teachers and administrators bounce ideas about instructional approaches off one another. Additionally, teachers have the opportunity to explain why they were doing certain things the walk through team saw in their classroom.
• Professionals deserve to receive feedback. The growing pains in the process are worth it.
• When everyone in the District is on the same page about teaching and learning, relationships between colleagues, teachers and administrators improve. Dialogue between teachers and administrators is healthy.
• The walk through teams have grown more personable and interactive as the process has improved.
• First year teachers need lots of feedback to help them grow, and positive, constructive feedback goes a long way.

One teacher talked about her friend who moved away from Adams 14 to another part of the state. She stated that her friend really missed Adams 14, because she believed her new district lacked the structure and focus that we have here. Another teacher mentioned that a friend teaching in a neighboring district was surprised to find that the neighboring district didn't have a curriculum or pacing guide to help her plan for each day, week and unit of instruction.

Adams 14 works hard to refine the supports, resources and initiatives that will improve outcomes for students. We know there is always more work that needs to be done; however, we also know how far we have come in a few short years of implementing our strategic plan.

It's great to have so many rockstars in our district, and it's great that folks believe in the philosophy and structure we have adopted here. This work is difficult, and I'm glad I had the opportunity to learn from some of our amazing teaching staff. Congratulations to Drew Giles and all of the rockstar teachers across Adams 14! We know you are inspiring, educating and empowering students each day. I'm honored to be on your team.

Last week, I visited schools during National School Lunch Week. The National School Lunch Program has served our nation admirably for more than 60 years through advanced practices in nutrition education, while stressing the importance of healthy school meals and physical activity as key ingredients for student success. As I talked with students and staff at Dupont Elementary, I learned that they have embraced the changes we have made to provide healthier and fresher school meals. Fresh fruit and vegetables, fewer processed foods and breakfast in the classroom for all students are just a few of the positive changes we have made in nutrition services in recent years.

The nutrition services staff also showed me how much it means for children to be provided a healthy meal and a warm smile. These staff members enjoy the interaction they have with students, and they go the extra mile to let our children know they are valued. It is this type of caring employee that allows Adams 14 to make good on its promise of inspiring, educating and empowering every student, every day.

See more pictures of the District leadership team's visits to school cafeterias online at our Flickr page.

Read the Board of Education's resolution recognizing Classified School Employees Week, National School Lunch Week and National School Bus Safety Week. 

Classified employees, thanks for your commitment to the District and to the students, staff and community. Your dedication is an inspiration to me, and I know it is an inspiration to others who are fortunate to work beside you each day.

The press conference announced the incredible commitment of a variety of aligned partners, who are determined to create enriching prospects for our youth. Blending government, business and nonprofit partners means great things for the members of our community.

We are proud to be working alongside the City of Commerce City, Mayor Paul Natale, City Manager Jerry Flannery and the Commerce City Urban Renewal Authority; John Arigoni and the Boys & Girls Clubs of Metro Denver; Suncor Energy and Congressman Perlmutter to create opportunities for generations of youth in Commerce City.

Currently, at Kearney Middle School, roughly 150 youth are served daily at the Boys & Girls Club. The new space at Mile High Greyhound Park will likely double the number of youth served each day in Commerce City!

As a District, we know that this endeavor will enhance academic achievement, build character and provide life-long skills for our students’ successful futures. This is one of many partnerships that Adams 14 has cultivated to inspire, educate and empower students. We thank all of our community partners for their commitment to the students and families of Adams 14!

Each year, as Adams 14 welcomes teachers back to school, we are reminded of the importance of beginning the first days of school on the right track. This year, our District has an opportunity to continue the momentum we have established. We are improving education in our classrooms and strengthening parent and community connections with our schools. Our CSAP scores improved, but only slightly. Our goal is for the entire Adams 14 community to rally around our students and families to increase the academic growth our students are making each year. We know that our strategic plan is working, as evidenced by the improved health of our system. Parent, student and staff satisfaction is improving; we have been successful at hiring and retaining high quality teachers; we have withstood funding cuts and even increased services to families; and we continue to be recognized locally and nationally as an innovative, award-winning school district.

We should all be proud of this work. I remain committed to our strategy of ensuring that every classroom has an effective, dynamic, standards-based teacher who delivers powerful, 21st century learning experiences to each Adams 14 student. As a team, we can make great strides to support student success, as every child deserves the best we can provide for them. I want the same for my own children, and I will accept no less for the students of Adams 14.

Welcome back to school. Let’s make it a great year!

So, what does summer learning loss mean, and how might it affect your student?

The National Summer Learning Association reports that:

• All young people experience learning losses when they do not engage in educational activities during the summer. Research spanning 100 years shows that students typically score lower on standardized tests at the end of summer vacation than they do on the same tests at the beginning of the summer (White, 1906; Heyns, 1978; Entwisle & Alexander 1992; Cooper, 1996; Downey et al, 2004).
• Most students lose about two months of grade level equivalency in mathematical computation skills over the summer months. Low-income students also lose more than two months in reading achievement, despite the fact that their middle-class peers make slight gains (Cooper, 1996).
• Children lose more than academic knowledge over the summer. Most children—particularly children at high risk of obesity—gain weight more rapidly when they are out of school during summer break (Von Hippel et al, 2007).
• Parents consistently cite summer as the most difficult time to ensure that their children have productive things to do (Duffett et al, 2004).

Summer is also an excellent opportunity to help your student make significant academic gains before the next school year through summer school sessions. If your child qualifies for summer school services, we highly recommend you enroll them in this valuable opportunity.

We encourage all families to invest in the many opportunities available to engage your student academically over the summer. Here are some easy and fun ideas and activities you can try this summer:

• Get a library card for your child and enjoy the Commerce City Anythink Library together! There are a variety of fun activities happening throughout the summer for the entire family.
• Start a family book summer book club. Read a book as a family and have special discussion nights over dinner…maybe even on a picnic!
• Make trips to the grocery store a family affair. Invite your children and enhance their math skills by having them help budget the grocery list as you shop.
• Cook a meal as a family, encouraging your child to help with the measuring – a great way to practice math skills.
• Turn family walks into nature explorations! Have your child write a summary of what they saw on the nature walk, and draw pictures that depict the adventure.
• Visit the Commerce City Recreation Center for a variety of fun and engaging summer activities. Call 303-289-3760 or visit www.c3gov.com for more information.
• Check out the Rocky Mountain Arsenal Wildlife Refuge. A brand new visitor center features a Discovery Room – designed for kids of all ages! Access to the Discovery Room is free, and it features a variety of interactive activities. It’s open to the public Tuesday through Sunday from 9 a.m. to 4 p.m. Call 303-289-0930 for more information.

Adams 14 staff: thanks for a fantastic year! We have so much to be proud of. Our instructional improvements are showing results; our fiscal responsibility allows us to avoid laying off staff next year; and our collective commitment to meeting the needs of students, staff and families is strengthening the Adams 14 community. I thank each of you for your dedication. I understand that the end of the school year is a challenging time for each of you, so I appreciate your continued effort.

Have a great summer!

First, Adams City Middle School teacher Matt Schwartz has been promoted to become the assistant principal of ACMS. Matt's teaching career - all 16 years of it - has taken him to various schools in Adams 14. He started at Dupont, then moved to Kemp, and he has taught math for the past seven years at ACMS. Matt has served as summer school principal for many years in our district, and he is a member of the STAR teacher program as a teacher leader. We are excited that Matt will expand his role at ACMS, because he has so many of the essential skills of strong school leaders:

• Ability to build relational trust with staff, students, and parents;
• Instructional leadership and understanding of data use to inform and differentiate instruction;
• A belief in continued learning and growth and a desire to constantly refine his practice;
• Ability to lead staff in professional learning, as evidenced by his work during new teacher induction in recent years.

I congratulate Matt on this fantastic accomplishment, and I am thrilled that he has chosen to take his leadership a step further at ACMS.

This year, on the first day of school, I asked Kevin Greeley to leave his assistant principal position at ACMS to serve as interim principal at Monaco Elementary. For some people, this shift would have been daunting, but not for Kevin. Understanding that teachers are the key ingredient for student success, Kevin immediately went to work forging strong relationships with each staff member. Monaco has truly become a professional learning community where teachers and leaders frequently reflect about their practice, use data to plan and deliver differentiated instruction and solve school problems collaboratively. And Monaco will continue this work with Kevin's official appointment as principal this week.

Kevin has a wealth of experience as a teacher and leader, both in Adams 14 and across the world. Kevin began his career as a high school special education teacher in Hawaii, then he taught middle school math in Pakistan, and later returned to the U.S. to be the learning specialist at Monaco Elementary from 2000 to 2002. Since then, Kevin has worked at the Rocky Mountain School of Expeditionary Learning (RMSEL), and he most recently held assistant principal positions at both Adams City High School and Adams City Middle School.

Kevin's ability to build trusting relationships with the Adams 14 staff and community is evident. Walking through classrooms with Kevin is so much fun, because he provides teachers with coaching and feedback that is specific, thoughtful and appropriately delivered. It is rare to be in a school where the teachers leave their classrooms to ask for feedback after walk throughs, but that's what happens at Monaco with Kevin. These professional conversations are amazing, and I know they are leading to improvements in teaching practice that will foster student growth. Kevin has also made great efforts to engage the community in the school culture at Monaco. As a result, the school community is focused on student learning as its first priority.

Kevin and Matt, congratulations on your achievements! Our community is lucky to have both of you, and I am honored to deliver this exciting news.

On behalf of Adams 14, I would like to express sincere gratitude to this incredible team of medical professionals who keep our students healthy!

Adams 14 staffs health clerks at all of its schools, and is fortunate enough to collaborate with Community Health Services for nursing support throughout the District. We also have health clinics at Adams City High School, Lester Arnold High School, Adams City Middle School and Kearney Middle School.

School nurses have a profound impact on our students’ well-being. In Adams 14, we have students and families who face limited access to health care, due to high poverty rates, lack of health insurance and geographic isolation. The District’s school nurses provide the much-needed health and wellness support that enables our students to lead healthy, fulfilling lives.

It is incredibly important to have nurses at our school-based health centers throughout the District, so students can easily access the care they need to thrive and succeed in the 21st Century. Students perform better when they are healthy and ready to learn when they show up for class.

The Adams 14 program for student health and wellness, which includes our team of school nurses, was recognized through a 2011 Magna Award celebrating the District’s school-based health clinics. The Magna Awards is a national recognition program co-sponsored by American School Board Journal, the National School Boards Association, and Sodexo School Services that honors school board best practices and innovative programs that advance student learning and encourage community involvement in schools.

Please remember to stop by and thank one of our school nurses for their tireless efforts to support student health and wellness.

I regularly ask students about the challenges they have faced in their school careers, and then I follow up with a question about how they overcame such challenges. Without fail, students mention an adult in school that helped them succeed. More often than not, it is a special teacher that knew the potential within that child. This is what our students need, and this is what great Adams 14 teachers do. They understand the educational needs of their students, they build relationships based on trust and respect, and they push their students to meet their full potential.

Each year, the Adams 14 Board of Education adopts a resolution in honor of Teacher Appreciation Week. Please take a moment to read the contents of this year’s resolution. You will note our unwavering belief in the ability of teachers to make a positive impact on student achievement. Certainly Teacher Appreciation Week is an important time for me to mention how much I appreciate your work, and know that I recognize your dedication to inspiring, educating and empowering the Adams 14 community each day.

NATIONAL TEACHER APPRECIATION WEEK, MAY 2-6, 2011

A RESOLUTION CALLING FOR RECOGNITION OF TEACHER APPRECIATION WEEK IN ADAMS 14.

WHEREAS, Teachers are the backbone of Adams 14 schools, and they work daily to open the world to our students; and

WHEREAS, The role of the classroom teacher cannot be overemphasized, for they are the single most influential factor in a child’s academic achievement; and

WHEREAS, Our teachers are at their best when they hold students to high expectations, challenge them to think critically, push them to excel in the face of any obstacle, and guide their development into contributing citizens; and

WHEREAS, Adams 14 teachers daily engage, encourage, calm, assist, lead, inspire, educate and empower their students to meet their potential and reach their personal goals; and

WHEREAS, Adams 14 strives to continually support teachers through quality professional development and through several specific initiatives, including the Global Learners Program, Star Teachers Program, and New Teacher Training and Induction; and

WHEREAS, The National Parent Teacher Association has declared May 2 through May 6, 2011, as Teacher Appreciation Week; and

WHEREAS, The goal of Teacher Appreciation Week is to raise national and local awareness of the importance of teaching in our society, a profession that touches the lives of thousands of students in Adams 14 and millions of students nationwide each year;

THEREFORE, BE IT RESOLVED: that the Board of Education of Adams County School District 14, Adams County, State of Colorado, does hereby proclaim May 2 through May 6, 2011, as Teacher Appreciation Week in Adams 14.

The Adams 14 Story: Budget Year 2011-12
Each spring, the 178 school districts of Colorado plan their budgets for the upcoming school year. Headlines have been pretty scary this year, as Colorado school districts hunker down in expectation of significant funding cuts for 2011-12. And as districts adjust their plans accordingly, they review what’s working and what needs improvement. In Adams 14, we go through the same annual exercise, but as evidenced by our proposed budget scenario, the grass is a little greener in Adams 14 this year.

Last Tuesday, Director of Finance Martha Baldwin provided a public report to our Board of Education about next year’s budget. As the headlines have stated, Governor Hickenlooper’s proposed budget includes a $332 million reduction to K-12 funding in the state of Colorado. To put this into perspective, $332 million equals the combined budgets of the 109 smallest school districts in the state of Colorado, or 61 percent of Colorado school districts which educate almost 40,000 students. If this reduction passes through the legislature, it will mean that K-12 education will be funded at $888 million less than what the Colorado constitution demands. Because K-12 funding makes up 41 percent of the state’s General Fund budget, and because K-12 funding has been mostly protected through this current year, there was really no other place for the governor to make cuts to balance the budget. This $332 million cut is not yet set in stone, as the Long Bill and the School Finance Act still have to be passed through the legislature. Both of those will be addressed in the legislature in the coming weeks.

On top of reductions in state funding, Adams 14 expects reductions in revenues from specific ownership taxes, federal E-rate funding and other state funding. The end result is that Adams 14 is building a 2011-12 budget with projected funding reductions of $3,333,081. On the expenditures side, District administration has met with all school leaders to determine staffing levels for next year. To be clear: there are no job cuts proposed; we are simply reallocating staff to match student enrollment numbers in our schools. We have some expenditure increases for PERA retirement contributions, a new math textbook adoption and utilities costs. In the end, by budgeting to support our strategic plan, we are decreasing our expenses by nearly $100,000.

Adams 14 will use fund balance reserves that it has saved through the years to offset the impact of a $3,236,950 budget gap. This still leaves the District with some cushion in its funding reserves, which means we will have some room to use fund balance one more year to help offset possible reductions in 2012-13.

Why is the Adams 14 budget story so much different than the neighboring districts that are cutting millions of dollars, closing schools, increasing class sizes, or proposing salary reductions? There are two main reasons:

• First, we knew that K-12 funding would have to take a major hit once the effects of the 2008 recession hit the School Finance Act. Even though school districts didn’t experience a reduction in revenues until this current year, some districts decided to start preparing for that unknown reduction by being more conservative with their student enrollment projections, more cautious with their pay increases, and more data-driven on where the resources were allocated to ensure that each dollar spent made as much impact on student achievement as possible. When you compare Adams 14 to other districts that are having to cut a large percentage of their budget, you will find that we began doing all of these things as early as 2008-09 while the other districts either waited too long to implement these changes or just didn’t make them at all.
• Second, and most importantly, Adams 14 has an abundance of strong leaders who have implemented a strategic plan that puts the students at the center of the work we do each day. Our team has succeeded in developing collaboration amongst all staff to ensure that we are working together toward a common goal.

While the state picture is rather grim, things will likely work out fine for Adams 14. Great credit is due to our finance division, district leadership, the Board of Education, and all staff for their great fiscal discipline.

Under state law, the Board must adopt a budget by the end of June. Members of the public are welcome to comment on the budget during a public hearing of the Board of Education on Tuesday, April 26, at 6:30 p.m. at Adams 14 Educational Support Services.

Comprehensive Facilities Update
Throughout the rest of the school year, Adams 14 will be exploring various facility and program improvements that may be implemented at the start of the 2011-12 school year. Several Adams 14 schools may see changes in the fall, so it is important to update staff, students, parents and the community about the proposed improvements.

Three important factors are taken into consideration when proposing changes to schools:

• What’s best for kids;
• What’s best for the Adams 14 community of staff, parents and stakeholders; and
• What’s aligned to the District’s Comprehensive Facilities Master Plan.

The Adams 14 Comprehensive Facilities Master Plan, adopted in 2010, points out the need for replacement of nearly all Adams 14 schools. The schools were each constructed in the 1950s and 1960s. The authors point out that “Wholesale replacement over a short time frame is not a realistic financial option. Nor is it a wise one, the District does not want to face this same dilemma 50 to 60 years from now.” The work of replacing and improving schools begins now, as Adams 14 seeks to enhance opportunities for children attending its schools today.

Last week, discussions began with staff, students and parents about a potential change to Hanson PreK-8 School. The details are as follows:

• Hanson became a PreK through eighth grade school starting in the 2004-05 school year. Since 2007-08, with the first eighth grade class continuation at Hanson, Hanson students have progressed to Adams City High School with their middle school peers from Kearney and Adams City Middle Schools.
• A preliminary analysis of student data suggests that many Hanson students, along with many of their middle school peers, struggle when they arrive in the comprehensive high school environment.
• Meanwhile, middle school teachers at Hanson have experienced professional isolation over the years. Because there is only one teacher for each middle school content area at Hanson, there is little opportunity for teachers to collaborate and plan with colleagues in like subject areas (math, science, language arts). Education research tells us that teachers who regularly plan, collaborate and learn from their colleagues are more effective with their students.
• In the facilities master plan, Hanson is slated to become a preschool and prekindergarten center to serve all of the community’s children in one location.
• As Adams 14 looks to the future, and to move toward the long range vision of Hanson as a preschool and prekindergarten center, the District is exploring the following:
  • Moving Hanson middle school students to Kearney Middle School starting in August 2011.
  • Using Hanson’s one existing prekindergarten room and three kindergarten rooms to expand to four prekindergarten classes.
  • Moving one prekindergarten class, with the accompanying teacher and paraprofessional, from Alsup Elementary School to Hanson to reduce overcrowding issues at Alsup. Alsup currently exceeds recommended capacity.
  • Providing two additional prekindergarten classrooms at Hanson.
• Hanson middle school students should benefit academically and socially from the move to Kearney. A review of middle school student achievement data shows Kearney as the highest performing middle school in Adams 14.
• Hanson middle school students will also benefit from a variety of programs available to students at Kearney (comprehensive athletics, art and music, International Baccalaureate, Gifted and Talented, Boys and Girls Club).
• For middle school students who live outside the walking area for KMS, daily transportation to and from school will be provided.

As we look to next year, other schools may see changes too. We are currently working on improvement plans for Adams City High School and for the alternative programs at Lester Arnold High School. In working with the community, the Board of Education and District administration will host community meetings to outline proposed changes for next year.

Opportunities to learn more about improvement plans in Adams 14:

• Friday, April 1, 8:30 a.m. – Hanson parent meeting with principal Nelson VanVranken
• Wednesday, April 20, 6 p.m. – Comprehensive Facilities Update, public meeting at ACHS
• Monday, May 2, 6 p.m. – Comprehensive Facilities Update, public meeting at ACHS

Last week, Adams 14 was featured in an article written by Ed News Colorado reporter Nancy Mitchell entitled Census shows education gaps by district, highlighting a variety of challenges that Adams 14 students face daily. While we cannot control challenges at home, we can strive to control teacher quality.

I appreciate Nancy closing the article with a description of the Adams 14 strategy:

But the key emphasis for Adams 14 – while some other struggling Adams County districts have implemented dramatic structural reforms such as Mapleton’s small schools and Westminster’s standards-based system – is improving teacher quality in a traditional setting.

“We believe, regardless of where our students start on the achievement level, they will still realize growth over time if we have highly effective teachers in our classrooms,” Albright said. “We’ve built all of our work around that.”

Adams 14 arrived at its strategy in 2008, after an external review team concluded that a systemic approach to reform was necessary to improve student learning. The review team found that Adams 14 was a district of schools as opposed to a school district. In a medium-sized, demographically homogeneous district with 13 schools and 7,500 students, it was evident that we could improve results by adopting initiatives that would be implemented with fidelity across all schools. From this work, we arrived at the Adams 14 strategy: to improve student achievement so that 80 percent of students assessed will be on grade level by 2014 by ensuring that each classroom has a dynamic, standards-based teacher who provides powerful 21st century learning experiences to all students.

A system cannot improve what it cannot measure, so we selected the Balanced Scorecard as our performance management tool. All parts of the system must be measured to determine strengths and opportunities for growth. Through the Scorecard, we measure instructional quality throughout the year. This allows us to adjust teaching practices through professional development and coaching before it’s too late to make midcourse corrections.

To measure improvement in instructional practice, we first had to define effective instruction in Adams 14. In the spring of 2009, Adams 14 adopted a set of research-based teaching practices to set a baseline for high quality instruction in all classrooms. Every teacher receives training and feedback regularly. The baseline Adams 14 teaching practices – adapted from West Ed’s Teach for Success (T4S) – include three main elements:

• Aligning instruction to the appropriate level of rigor to address the standards as outlined in the District curriculum, and including formative assessment in each lesson to gauge student understanding;
• Gradually releasing responsibility for learning to students through explicit explanation and modeling (I Do), teacher-led practice (We Do), student independent practice with teacher support and monitoring (You Do) and small group instruction; and
• Making engagement in learning mandatory for all students through a variety of teacher strategies.

As we have learned through our work with Teach for Success, any question that is important enough to ask one student is important enough to ask all students. With mandatory engagement, teachers instill accountability for learning in every student.

Our strategic plan outlines initiatives for increasing effective instruction, effective use of data to inform instruction and collaboration. Our most important reform thus far has been the implementation of weekly walk throughs. As a walk through team leader, I conduct weekly spot observations with two purposes: to measure the state of instruction in all classrooms, and to provide specific, timely and relevant feedback for each teacher observed. I am encouraged that the walk through process we began in August 2009 is now accepted as standard practice in our district. This didn’t happen overnight, and launching this initiative was difficult; but our latest teacher feedback shows that teachers now understand the process and the purpose of walk throughs.

To date, student achievement gains lag behind the improvements we have made in teacher practice; however, that does not shake my confidence in the work. And while this type of reform may not be considered revolutionary, we are excited to have long-term strategies in place to ensure consistent, quality instruction.

Realistically, we have just scratched the surface of the comprehensive reform necessary to improve results in our schools, but I am pleased with our instructional improvements thus far.

In reflecting upon the holiday season and looking forward to this new year, it is humbling for me to think about all of the people who dedicate time and energy to support the Adams 14 community. Each year, community partners play a significant role in supporting Adams 14 students and families. With the rising number of Adams 14 families living in difficult circumstances, I wish to thank our community partners for making the holidays a bit brighter.

Just to name a few:

• Commerce City Rotary Club: provided shoes, dental supplies and dictionaries to students.
• Alpine Food Service: provides more than $1,000 in food donations each month.
• Crossroads Community Church: provided food, uniforms, school supplies and backpacks to children in need.
• Community Choice Credit Union: supports Adams 14 families through the HOPE Family Resource Center.
• South Adams Women’s Association: provided $50 Hi-Lo gift cards to families across the District.
• True Life Church: hosted Thanksgiving dinner and provided Christmas gifts to families in need.
• Food Bank of the Rockies: provides $1,500 in food donations each month.
• Frito Lay: provided 50 Thanksgiving baskets and 50 winter coats to students at Central Elementary.
• Northwestern Mutual: provided $250 in turkeys for families at Rose Hill.
• PTO groups: provided Thanksgiving baskets and turkeys to families in need across the District.
• Commerce City Recreation Center: provided toys to District children in need.
• Monaco Neighborhood Group: provided new gloves and holiday goodies for Monaco students.
• Rotary Interact Club at Adams City High School: supported 20 families with holiday food.
• United States Air Force: members from Buckley Air Force Base delivered holiday gifts to all second graders at Alsup Elementary.

As budgets tighten for school districts, and as Adams 14 strives to dedicate resources to improving student achievement, it is gratifying to have supportive community partners to assist children and families in times of need. Thank you all!

With 1,700 students in school at ACHS last Wednesday, it was critical that the response was handled quickly and appropriately. The Commerce City Police Department (CCPD) was immediately notified of a potential threat to the school. As officers and District personnel arrived on scene to establish a joint command post, clear communication and collaboration were immediately recognized as essential elements of this joint response.

In the end, after a thorough search of the school, and a sweep of all students, CCPD was confident in clearing the school and ending the response. In fact, because of strong collaboration and clear communication throughout the day, students went home on time safely.

At the Board of Education meeting on Tuesday, Dec. 14, CCPD Commanders Baker and Sibley explained the response protocol to the Board, and they were extremely clear in their message: the protocol works. It is intended to be flexible to be adapted to any possible emergency situation that might arise throughout the county. Additionally, it establishes clear procedures to foster joint communication and collaboration to ensure the safety of staff, students and community members in our schools.

I want to personally thank the CCPD and other responders who protected the 1,700 Adams City High School students and 100 staff inside the building last week. The District has long depended upon partners to provide a safety net for children and families, and it's humbling and comforting to know that each of the nearly 100 responders that came to ACHS last week is committed to preserving the well being of both children and adults in the community.

Partners from throughout Adams County contributed to the search, including Adams County Sheriff’s Department, Brighton Police Department, Colorado State Patrol and Commerce City Neighborhood Services. Commerce City Police Department was the lead law enforcement agency. Kroenke Sports Enterprises/Dick’s Sporting Goods Park also assisted by loaning 15 hand scanners to facilitate the schoolwide search.

When you see these folks in the community, thank them for their commitment to serving and protecting our schools. Their work often happens behind the scenes, but no work is more essential than protecting the safety of the community, and preserving the learning environment in our schools.

The Adams 14 strategy is to ensure that every student benefits from a highly effective teacher. We know that the teacher in the classroom is the number one effect on academic growth; and that's why we place so much time and energy into improving classroom instruction. We believe we understand what good instruction looks like, and that's what we look for each week in our walk throughs.

So as I reviewed the walk through survey feedback from 238 teachers in Adams 14, I was delighted to see that our work is yielding results. We have worked hard to clearly communicate expectations for classroom instruction, and these survey data are evidence of progress in that area.

Here is the Districtwide summary of the feedback we received from teachers:

• 238 responses to this survey (vs. average of 170 in the two rounds of surveys last year).
• 88% of respondents agree that they understand the purpose of Tuesday walk throughs (vs. 83% last year).
• 91% of respondents agree that they know what is expected when their classroom is visited in walk throughs (vs. 78% last year).
• 45% of respondents agree that verbal feedback has helped improve instruction (vs. 51% last year).
• 65% of respondents agree that written feedback has helped improve instruction (vs. 50% last year).

Two new questions were added this fall to help us understand and improve our consistency in walk throughs:

• 77% of respondents agree that their principal provides consistent explanations of the walk through attributes.
• 72% of respondents agree that their principal consistently codes the form for their classroom practices.

Additionally, districtwide, about 40% of teachers responded that they need professional development on making student engagement mandatory throughout academic learning.

The walk through survey results show that teachers understand classroom expectations and understand the purpose of the walk throughs. We have certainly gotten better at communicating classroom expectations and the purpose of walk throughs. While most teachers agree that we are consistently coding instructional practices according to the walk through form, we still have some work to do in this area. District walk through team members regularly attend training or receive guidance from instructional leaders about the meaning of each attribute on the walk through form. We remain steadfastly committed to improving our consistency on walk throughs.

Our principals are working hard to be effective instructional coaches for teachers. Their goal is to provide you with feedback that is timely and specific so that it is useful. It is a critical part of our instructional strategies to improve instructional coaching. If you have specific needs for the type of feedback that works well for you, let your principal know.

Teachers: I congratulate you for your hard work during the last two school years. As I walk through your schools, I'm impressed by the professionalism, dedication and thoughtfulness that is evident in your practice. I have no doubt that we are headed in the right direction, and we're doing it together.

Please reference the 35 strategies for making engagement mandatory throughout the learning (from T4S). I know it's hard to think about the best way to implement these strategies without seeing them in action. I pledge that we will continue exploring ways to help teachers improve their practice by seeing these strategies in action. We continue our work on the video series on the Teacher Resource Center, so take some time to view examples of effective classroom practice (Elementary, Secondary) online.

While I acknowledge our process isn't perfect, I also see the evidence in our data that our research-based instructional practices are improving. And as I look at these survey results, I am pleased that the prevailing attitude is that the walk through process is improving instruction.

In fact, there is an abundance of research that tells us that behind quality classroom teachers, parent involvement and support of education is the second most important ingredient for a child's success in school. More specifically, there are specific parenting behaviors that are linked to improving student academic performance. Engaged parents support their child's academic progress by providing a home environment with four main components:

• actively organizing and monitoring our children's time;
• helping and supporting our children with homework;
• discussing school with our children;
• reading to and being read to by our children.

Organizing and monitoring time: parents should understand that most children thrive on structured environments. Children should know that we value routines in our home and at school. Engaged parents keep informed about what's happening in school, organize family time to limit television viewing and other non-productive behaviors, value academic performance and keep track of their child's growth, and establish routines and expectations for completing homework.

Supporting homework: parents don't always need to be able to complete homework or answer every question to be supportive of homework. Engaged parents make certain that children do homework, ask children questions, help explain assignments, and help complete homework when possible. If we are unfamiliar with the work, we can ask questions about the work and examine completed work to send our children the message that homework is an important part of their skill development. 

Discussing school: engaged parents ask lots of questions about school. They want to hear the things their child loves, but they also want to support their child when they are struggling. Helping students solve problems by learning how to work with others is a key skill that is developed throughout school years. Parents can encourage their children to be persistent in solving problems and in achieving results in school.

Reading in the home: literacy in the home is a key ingredient for a child's success in school. Homes where parents read books, magazines, newspapers and even read online are positive learning environments. Parents who read in front of their child or read with their child frequently send a message that reading is valued in the home. Developing a child's interest in reading from infancy helps students develop language and literacy skills that will contribute to school success.

Beyond all these things that parents can do in the home, there are also opportunities to be involved in school. Parents can be in-school participants by visiting the school; attending school events, performances, and athletics; and regularly communicating with teachers and school leaders. However, if time doesn't allow a parent to make these commitments, parents should still focus on the four areas of in-home support listed above. Those are the four things that will help children succeed academically in their school career.

My involvement in my children's education has been very rewarding for me. It has been exciting to be part of their learning and growth. Helping my children learn to read, discussing school issues, and problem solving with my children has made my relationship with my children very strong through the years. Relationships are key for growth and success, and I encourage all parents to be a critical part of their child's learning and growth.

Calling all parents! Please join us 15 minutes before school starts on Friday, November 5, to celebrate National Parent Involvement Day at every Adams 14 school. We know that parents and caregivers play an integral role in assisting their child’s learning at school – and we want to share more information about how you can get involved. You’ll also hear tips for enhancing your child’s learning at home.

Research for this entry comes from ASCD's Educational Leadership.

Two weeks ago I had the opportunity to help our nutrition services staff serve lunch during National School Lunch Week. The National School Lunch Program has served our nation admirably for more than 60 years through advanced practices in nutrition education, while stressing the importance of healthy school meals and physical activity as key ingredients for student success. As I served lunch with the staff at Monaco Elementary, I learned that they have embraced the changes we have made to provide healthier and fresher school meals. Fresh fruit and vegetables, fewer processed foods and breakfast in the classroom for all students are just a few of the positive changes we have made in nutrition services this year.

The nutrition services staff also showed me how much it means for children to be provided a healthy meal and a warm smile. These staff members enjoy the interaction they have with students, and they go the extra mile to let our children know they are valued. It is this type of caring employee that allows Adams 14 to make good on its promise of inspiring, educating and empowering every student, every day.

See more pictures of the District leadership team's visits to school cafeterias online at our Flickr page.

Last week, Board President Jeannette Lewis and I stopped by the Transportation Department (affectionately known as the Bus Barn) to greet our drivers and to learn a few things about school bus safety from manager Al Francisco. This visit was part of National School Bus Safety Week, with a theme this year of “Cross in view, it’s the right thing to do,” stressing the importance of students crossing the street in visible areas as a way to keep students safe on their trip to and from school.

We talked with Al about the steps they take to make sure students cross streets and load and unload buses safely, and we also discussed the measures our transportation department takes to work with law enforcement to catch drivers who disregard the flashing signals on our buses. All Adams 14 buses are equipped with cameras to monitor activity inside and outside the bus, and sometimes these cameras are able to catch drivers who break the law and disobey the stop signals on our buses. Al Francisco has been a proactive manager who has taken steps to improve the efficiency of the transportation department while improving school bus safety.

Our drivers conduct daily safety checks of their vehicles using the Zonar system. Throughout the bus are sensors, and drivers use a hand held device to touch these sensors after checking various things on the bus. For example, a driver will check tire pressure and then touch the Zonar device to the sensor on the wheel well above the tire. The transportation department often writes additional safety messages on the home screen of these hand held devices to remind our drivers of important safety practices.

When I talk to bus drivers they tell me they love interacting with our students. As Jeannette Lewis always says, bus drivers represent the first interaction students have with the District each day, and our drivers are also the last employees to work with students each day when they drop off students safely at home. Our drivers have the opportunity to set the tone for a great day with our students by providing a warm smile and a simple hello to show we care about them. 

Classified employees, thanks for your commitment to the District and to the students, staff and community. Your dedication is an inspiration to me, and I know it is an inspiration to others who are fortunate to work beside you each day.

Proponents say that these three measures will force government to operate more efficiently and cut spending. The three measures will drastically reduce government revenue, and supporters say that is the point.

The Adams 14 Board of Education unanimously opposed these three measures due to the collective impacts these three measures will have on District revenue and programs. Upon full implementation of the three measures, Adams 14 revenue will decrease $11,369,884 annually, which equates to nearly 42 percent of the District’s per pupil revenue. That is $1,742.72 per student. View source. This $11,369,884 reduction represents approximately 20 percent of the School District budget. Possible impacts of these budget reductions include closing schools, increasing class sizes and eliminating jobs.

Collectively, if approved, opponents say these three measures will result in the loss of 73,000 primary Colorado jobs, half of which will be in the private sector. Publicly financed projects will no longer be possible in Adams 14 and throughout the state. Examples of publicly financed projects are the new Adams City High School, Anschutz Medical Campus, and public roads and highways.

To learn more about these ballot measures, please attend the October 26 Board of Education meeting to hear Great Education Colorado’s presentation about Proposition 101, Amendment 60 and Amendment 61. The meeting begins at 6:30 p.m. in the boardroom at Adams 14 Educational Support Services, 5291 East 60th Avenue.

Download details about the impact of these three measures on Adams 14.

Download Adams 14's presentation to City Council about these impacts. Hover over the caption bubble in the top left corner of each page to see the notes that accompany the slide.

In late July, the U.S. Congress designated September 12-18, 2010, as Arts in Education Week to promote and showcase the important role that arts education plays in producing engaged, successful students who are prepared for college or career success. At tomorrow's Board of Education meeting, the Board will read and entertain a resolution supporting Arts in Education Week. The resolution, which includes language from Governor Ritter's proclamation, explains that Colorado educators view the arts as core academic subjects and essential elements of a complete and balanced education for all students. The document also notes that arts education is uniquely positioned to teach 21st century learning skills and critical thinking and problem solving abilities, imagination and creativity, discipline, alternative ways to communicate and express ideas, and cross-cultural understanding, which supports academic success across the curriculum as well as personal growth outside the classroom.

Throughout Colorado an estimated 29,000 students attend schools that do not offer formal arts education. Students in Adams 14 have the benefit of learning essential skills from a variety of art and music classes. A 2008 study by the Colorado Department of Education and the Colorado Creative Industries Division shows that Colorado public high schools offering more arts education have higher scores on state tests in reading, writing and science—regardless of student ethnicity or socioeconomic status—along with lower dropout rates.

Adams 14 students are fortunate to live in a community that supports arts education, where residents attend school events and volunteer in these programs; and most importantly residents contribute funding that provides precious resources to children in the community. Music instruments, art supplies, and teachers to instruct these program are expensive resources; with the help of the community, we have been able to continue these programs. The 2008 report that celebrated the role of the arts in Colorado's public schools celebrated Adams 14 as a district deserving recognition for its promotion and protection of these programs. This week, on behalf of the staff, students and parents of Adams 14, I say thank you to the community for supporting arts in education for our children.

Last year was filled with excitement and changes in our school community, and we will continue following our roadmap to build a solid foundation for student success.

Here are a few highlights from last year:

• We reduced the total number of dropouts from Adams City High School by nearly 30%, which means we kept about 75 more students in school and on the road to graduate.
• We improved student attendance through a family focus on coming to school every day, every class, on time.
• We have increased the number of students served healthy breakfasts and lunches. In fact all students will have breakfast in the classroom this year.
• We increased parent involvement in education through a variety of parent education programs and workshops, and we also added a parent liaison at every school to help build bridges between school and home.
• We earned more than $4 million in grant revenue to support a variety of programs: homeless student services, staff professional development and training, parent education programs, adult education like English as a Second Language,

I am honored to be part of such a great organization - one filled with dedicated staff, committed students, healthy families and involved community members.

Let’s make it a great year for the students, parents, staff and community of Adams 14!

Years later, in 1788, the fledgling government of the United States of America would ratify its new Constitution. The newly independent nation came face-to-face with a daunting challenge: how to build a united nation from 13 colonies with little in common. Many citizens believed education held the key. Among the priorities set by the Founding Fathers and leading thinkers was establishing an American public school system.

I have indeed two great measures at heart, without which no republic can maintain itself in strength:
1. That of general education, to enable every man to judge for himself what will secure or endanger his freedom.
2. To divide every county into hundreds, of such size that all the children of each will be within reach of a central school in it.
            ~ Thomas Jefferson

Thomas Jefferson was the first to support a system of tax-supported schools that would mix people of different backgrounds and reinforce the bonds that tie Americans together. Over half a century passed before Horace Mann successfully pushed for laws requiring state financial support of education and compulsory student attendance in non-sectarian schools in 1852.

As the United States expanded westward, the seed was planted that grew to become Adams County School District 14. As early as 1850, settlers began farming along the Sand Creek area. Amid sparse prairie homesteads, Adams County and Adams County School District 14 were officially organized in 1902. In 1903, the Adams Land and Improvement Company established the City of Adams at the dirt intersection of 69th Avenue, Dahlia Street and Brighton Road, consisting of a grocery store, a blacksmith shop, four residences, and a short railroad siding. 1906…the first District 14 grammar school was built. A four-room brick schoolhouse sat in the middle of the prairie at the current location of 69th and Cherry. Eight grades were divided among three of the four rooms. In 1908, twelve high school students began using the fourth room until 1916 when a new high school was built. The high school became its own school district, Union District 1, and had its own board of education. In 1910, basketball was the first sport played at Union High School.

In the early 1900s, nearly three million immigrant children arrived in the U.S. Public schools offered a golden opportunity for them – a chance to be a part of the American Dream. Not only was immigration contributing to the massive growth in public schools, but new child labor laws and the growth of cities also fueled school attendance.

Out West, things were beginning to change. In the 1920s, the automobile and tractor began to replace horses in the farming community. Soon, oil refineries industrialized the area and the settlement was called Commerce Town. During the Great Depression unemployment ran high, taxes went unpaid, and the public school system suffered. In the midst of the Great Depression, Adams City School District 14 was the first school district in the county to receive Works Progress Administration funds in 1936. The federal funding was used to remodel the local high school, adding more classrooms, a stage, and a gymnasium.

In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education.
            ~ Chief Justice Earl Warren

As Adams 14 grew in the Baby Boom of the 1950s, many news schools were built, including Rose Hill Elementary, Central Elementary, Dupont Elementary, Monaco Elementary, Kearney Middle and Adams City Middle.

We have always believed that our people can stand on no higher ground than the school ground, or can enter any more hopeful room than the classroom. We blend time and faith and knowledge in our schools – not only to create educated citizens, but also to shape the destiny of this great Republic.
            ~ President Lyndon Johnson

In the early 1970s, Adams County School District 14, by then a large suburban school district, had nearly 800 employees in 11 schools and an enrollment of nearly 7,000 students. The school board had its first discussions regarding the testing of students and the improvement of the educational programs in the District. On the national stage, a new wave of education reform swept the nation – a reform movement that continues in the present day.

Here in Adams 14, the vision of the Founding Fathers lives on…

Board of Education Goal 1: to ensure all students will be at or above grade level.
Adams 14 Mission: Adams 14, in partnership with the community, will inspire, educate and empower every student to succeed in the 21st Century.

Take a moment this holiday weekend to reflect on the value of the work we do in Adams 14. There is no higher calling than education. When school resumes in August, more than 7,000 students will attend school in our classrooms – some just beginning their educational journey and some beginning their senior year on the path to graduation. In Adams 14, students are provided a wealth of opportunities to succeed.

If you want to learn more about the students we serve and the opportunities for them to earn their diploma and become an educated member of our representative democracy, watch the latest special edition of The Adams 14 Report. Prior to graduation, Director of Communications John Albright interviewed five graduates of the Class of 2010, each of whom found a different path to earning a diploma. It is truly inspiring to hear from our graduates about their experiences and about their excitement to become the leaders of this community.

This Independence Day be inspired by our history.

We made it! It was a tough year for Adams 14 – a year filled with changes in our schools and throughout the District. I want to commend and thank the Adams 14 community for remaining committed to the work of improving the District for the benefit of more than 7000 students.

As we have dealt with shrinking school funding in recent years, support staff in our schools have worked harder with fewer resources and fewer people. Our funding has decreased; however, we still strive to improve and be innovative. The transportation department has reduced emissions and improved efficiency; nutrition services has increased breakfast service for students while increasing revenue; and grounds and facilities crews have implemented energy and water saving measures throughout the District.

For the educators in our schools, this was a challenging year. I thank you for adopting the practices that we have introduced this year, and I know that next year we will continue to see improvement in the education we provide in our classrooms. Together we have accomplished a lot. A quick list is evidence of the transitions teachers and school administrators have made this year: implementation of the English for Speakers of Other Languages (ESOL) model and English Language Development (ELD) time; adopting the Teach for Success (T4S) framework for best practices in curriculum alignment, gradual release of responsibility and student engagement in your classrooms; delivering the 90 minute literacy block in elementary schools and using CORE strategies; and adjusting to weekly walk throughs for monitoring classroom practices and providing feedback.
As we head into the summer, let’s not forget how far we have come this year. I hope you will return next year prepared to continue our education reforms and to refine the work we began this year.

Last weekend, approximately 350 young adults graduated from Adams 14 – about 275 students from Adams City High School and about 75 students from Lester Arnold High School. Those students are heading out into the world, whether that’s to attend college or to join the workforce. The work that you are doing in Adams 14 has contributed to their success in some way; and by contributing to their success, you are creating a brighter future for all of us.

Thank you for being part of Adams 14 and for inspiring, educating and empowering the future leaders of the community. Have a wonderful summer!

Adams 14 believes that providing children with a nutritious meal to jumpstart the school day helps improve student achievement. That’s why the District provides the opportunity for every student to eat a free breakfast. Throughout the District, we have many students who have been unable to take advantage of the free breakfast we offer. Often students are unable to get to school early enough to eat in the cafeteria. As a result of a successful pilot we ran at Central Elementary School this spring, we are making a change to our daily breakfast program for all students and schools. For the 2010-11 school year, all Adams 14 students will be served breakfast in their classrooms. All children will benefit from this change.

Many students are hungry when they get to school; and, without a good breakfast, they are unlikely to properly focus and take advantage of the school day. Some children will overeat on unhealthy food later in the day as a result. Everyone benefits from the change in the classroom atmosphere when all students are nutritiously fed and ready to learn. Studies have shown that serving breakfast in the classroom has many positive impacts for children:

• Improved school attendance;
• Improved academic focus;
• Improved student achievement.

Next year, when your children enter their classrooms in the morning, breakfast will be waiting for them; and they will have time to eat prior to daily lessons. Breakfast will no longer be available in the cafeteria. Breakfast in the classroom is for students only.

The results of the two month pilot program at Central Elementary were promising: daily breakfasts increased from 140 to 580 students served; health clerk visits declined significantly; student discipline referrals dropped nearly 40%; and overall more students were able to eat healthy food each day.

We are excited about this change, and we hope you are too! If you have questions about Adams 14’s breakfast and lunch programs, please contact Cindy Veney, Manager of Nutrition Services, at 303.853.7950.

Sincerely,

Susan Chandler, Ph.D.
Superintendent of Schools

I appreciate that teachers in Adams 14 are working tirelessly to provide the best for their students. This year, I have repeatedly raised expectations for teachers; not because I wish to make life hard for teachers, but because I wish for every child to experience standards-based learning in a dynamic classroom environment. That’s our strategy, and I know that teachers are working hard to deliver on this promise to Adams 14 children and families.

I acknowledge that the implementation of our districtwide initiatives has not been perfect this year. We deliver professional development throughout the year, yet we look for best practices in the classroom every day. That’s hard for a teacher, because teachers want to meet the high standards we set for them. Our intent is that by monitoring expectations and providing training and coaching each year, we are laying a strong foundation for the future for high quality instruction in Adams 14 classrooms. Each week you take risks in your classrooms, as evidenced in our Tuesday walk through data. And implementation of our initiatives is improving. The reading instructional sequence is getting stronger; use of objectives, instructional delivery (I Do, We Do, You Do) and classroom engagement have improved throughout the year; and our approach to English language development has allowed us to serve more children more effectively.

When I talk to teachers, they tell me these initiatives are working. Sure, teachers acknowledge that change has been hard this year, but the majority of teachers are saying that we are making the right changes for students.

Throughout the year, I have invited about 75 teachers to join me for lunch to discuss the changes we have made and to find out how the changes are working in their classrooms. This has been a quiet initiative to honor the work that teachers are doing. Called the Rockstar Teacher Luncheon, attendees have come from all schools for various reasons – some of these teachers are in their first year, and some have been in Adams 14 for decades. But they all have one thing in common: they have led by example in their schools and classrooms. They have taken every tough moment in stride, and they have played many roles each day: listener, explorer, role model, motivator, mentor, risk taker. Each day they deliver lessons that inspire, educate and empower each child that walks into their classroom.

Today, as part of Teacher Appreciation Week, I wish to share with you a few remarks from these Rockstar Teachers, because I believe these comments are representative of the quality teachers we have in Adams 14.

• Jim Howat, ACHS: The shift in engagement this year has been amazing. Seeing my students talk about science is great!
• Eunice Lopez, Hanson: I am collaborating more. I make sure that students are accountable for the learning by using engagement strategies. There is not a second to spare for any student in my class; it is very structured where they know the routines.
• Nancy Carbajal, Dupont: The ESL strategies I used as a bilingual teacher are now working in my classroom (and with the ESOL model). Our students can learn anything if provided explicit instruction and high expectations.
• Robbie Robinson, Monaco: Teachers are making dramatic improvements in engagement. The structure and pacing of moving from task to task in the literacy block keeps students focused.
• Justin Davis, Hanson: Teach for Success has never been a barrier to creativity. It’s a foundation for the business of instruction. I bring my personality to it. I teach what I love and have fun, and it’s contagious for my students.
• Lori Wosk, Kemp: Putting objectives on my wall this year has been great – my kids focus on them right when they come in. There’s no down time; they are right on task.
• Meghan Barkman, ACHS: My high school students say they haven’t felt like teachers really cared until now. Teach for Success has changed the way we work. I love it, embrace it and want to learn more.
• Melissa Current, ACMS: I can’t wait to see the students come up from elementary school with engagement skills already in their toolkit. Small groups are working at the secondary level, and many academics say that can’t be done. Teach for Success has helped us do this. All of my students feel loved and are getting the appropriate level of instruction.
• Maria Drapeau, Hanson: I am really excited about students owning their own data, setting goals and being self-motivated.
• Marilyn Teto, KMS: Teach for Success fit my classroom structure and organizational philosophy. Students know they are accountable and are not afraid to share their learning.
• Shelagh Burke, Central: I am most excited to hear that our work is making a difference districtwide. It’s great to hear success stories from all schools.

Teacher Appreciation Week, May 2 through May 8, is a time to celebrate the success of teachers in Adams 14 this year. As evidenced in our classrooms, teachers are succeeding and children in Adams 14 will reap the benefits over time. Teachers: I appreciate your work, and I know that you are anxious to see the fruits of your labor. Be patient; it will take time. Keep up your great work, and I’ll keep cheerleading.

On April 27, the Adams 14 Board of Education passed a resolution calling for the recognition of Teacher Appreciation Week. Visit the Board’s webpage to read the resolution (www.adams14.org/resolutions).

Here is a list of a few things we are doing to reduce our footprint on the planet while saving taxpayer money:

• Lighting is very important for student achievement as well as satisfaction. We placed motion sensors in most of our schools and offices to reduce the use of lighting in unoccupied areas.
• We installed and retrofitted energy efficient lighting systems in all of our buildings through our energy performance contract.
• We replaced heating and air conditioning controls to make our systems more efficient.
• We installed thermal solar systems at a handful of buildings (Hanson, ESS, ACMS, Kemp). These help with heating water and reducing the amount of natural gas used for these systems.
• We installed vending machine controls that are like light motion sensors. The vending machines turn off when they are not in use.
• Irrigation improvements have been completed throughout the District. We installed flow systems to shut off water in cases of leaks or line breaks, and we replaced outdated and poorly designed irrigation systems at several schools.
• In schools and at our administration building, we recycle paper, cans, glass and cardboard boxes.
• We collect gently used clothing and redistribute these items to families in need.
• We encourage our employees to turn off their computers at the end of the day.
• We use rechargeable batteries for digital cameras and other technology equipment.
• We reduced the amount of styrofoam that we use in our school cafeterias.
• Each year we conduct a stormwater runoff program to educate students and staff about appropriate use of Colorado waterways. By following guidelines of the Clean Water Act, we properly dispose of waste without dirtying our regional water resources.
• Adams 14’s districtwide wellness program helps students and staff understand that eating food from local sources is healthy, affordable and helps improve the environment.
• Farmers markets at Alsup Elementary bring fresh produce from local farms to Adams 14 families, which reduces the distance that food and families must travel to the market.
• Students in our International Baccalaureate program learn about their role in protecting their world. It is important for IB students to learn about sharing humanity with the global community. On the IB website, teachers and students are able to participate in global lessons about the environment to help students understand that “our actions as individuals and schools form part of the IB community’s and the world’s response to marking our life together on Earth – the planet we share with each other, and with other species.” (www.ibo.org)

As we continue our sustainability efforts in schools, look for more improvements in the future. By August 2010, we will install solar panels on every school and at Adams 14 Educational Support Services. We are working with Green Power Company and Kenyon Energy to develop these solar projects. Kenyon Energy will be responsible for design and construction, will own and operate the systems, and will provide the electricity to the school buildings under a twenty-year Solar Services Agreement (SSA). This arrangement will allow the District to take advantage of the environmental, educational and financial benefits of solar energy without incurring any expense. The electricity produced by the systems will replace a portion of each school’s current energy purchase, and will enable us to realize substantial savings on our energy bills over the term of the contract.

These solar systems collectively will generate about 1.6 megawatts of renewable electricity per year. This is enough electricity to meet the annual consumption of 1200 homes. The carbon offset from these systems is equivalent to removing 4,400 cars from the road or planting 58,924 pine trees. This is a huge step forward for us in reducing our energy use in schools and contributing to the improvement of our local environment.

Finally, we are drafting an energy management policy for the Board of Education to consider this summer. This policy would establish guidelines for lighting procedures, temperature controls for our buildings, water use, kitchen use and technology energy use.

I want to extend thanks to Chief Operating Officer Sandy Mutchler, Manager of Operations Alex Bucher and the entire Adams 14 staff for their commitment to conserving resources and energy in our school district. These conservation measures are helping us reduce costs in an era when school district revenues are declining. Above all, this work is an important step for Adams 14 in helping preserve our beautiful community, state, nation and world.

Adams 14 wants you to know about the challenges it faces in developing the budget for the 2010-11 school year. The District is facing unprecedented funding cuts between six and ten percent from the State of Colorado. These dramatic cuts are forcing the District to reduce staff and create other efficiencies to cut costs.

Adams 14’s strategy is to improve student achievement so that 80% of students assessed will be on grade level by 2014 by ensuring that each classroom has a dynamic, standards-based teacher who provides powerful 21st century learning experiences to all students.

With that in mind, the District is prioritizing budget reductions to minimize the impact on student learning. However, funding the District receives per student is decreasing from about $7,500 to $7,000 over the next two years, so the impact of budget cuts will be felt throughout the Adams 14 community.

Please read the enclosed budget report for information about the Adams 14 budget process:

• Colorado public school funding;
• Local impact of budget reductions;
• Proposed cost saving measures;
• Revenue generating measures;
• Timelines in the budget adoption process;
• Statewide initiatives to further decrease school funding.

If you want more information about how you can help improve the funding for public schools in Colorado, please visit www.greateducation.org.

Thank you for your support of Adams 14 students.

Sincerely,

Susan Chandler, Ph.D.
Superintendent of Schools