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Colorado 2000 6/17/91 [OA 8324] [1]
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Colorado 2000 6/17/91 [OA 8324] [1]
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Speech Backup Chronological Files
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Originally Processed With FOIA(s):
FOIA Number:
S
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Backup Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13760
Folder ID Number:
13760-011
Folder Title:
Colorado 2000 6/17 /9 I [OA 8324] [ 1]
Stack:
Row:
Section:
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26
21
4
6
June 10, 1991
MEMORANDUM FOR MARK LANGE
FROM:
JENNIFER GROSSMAN
SUBJECT:
MATERIAL FOR COLORADO 2000
I.
JEFFERSON QUOTES
1)
"I look to the diffusion of light and education as the
resource most to be relied on for ameliorating the
condition, promoting the virtue, and advancing the happiness
of man.
--Jefferson, to C.C. Blatchly, vii. 263
2)
"Enlighten the people generally, and tyranny and oppression
of body and mind will vanish like spirits at the dawn of
day."
--Jefferson, to Dupont DeNemours, vi. 592.
3)
"Above all things, I hope the education of the
people will
be attended to; convinced that on their good senses we may
rely with the most security for the preservation of a due
degree of liberty."
--Jefferson, to James Madison, Ford ed., iv, 480.
4)
"Every government degenerates when trusted to the rulers of
the people alone. The people themselves therefore are its
only safe depositories. And to render even them safe, their
minds must be improved
"
--Jefferson, letter to James Madison.
II. THE NORTHWEST ORDINANCE (1787)
"As settlers poured into the Northwest Territory, Congress
realized that it would have to establish some provisions for
government, and sooner than it had expected The problem
was how to make the transition from a relatively unpopulated
frontier to statehood. The scheme set forward in the 1787
statute provided the basic mechanism for establishing
government in the territories and then bringing those areas
into the Union
It established for all time the principle
that new states would be equal in every way to the original
members of the Union."
--Documents of American Constitutional and Legal
History, Vol. 1, p. 85.
NOTE:
Article three of the statute states than: "Religion,
morality, and knowledge, being necessary to good
government and the happiness of mankind, schools and
the means of education shall forever be encouraged."
Origin:
The Northwest Ordinance was based in part upon
Jefferson's plan of 1784, and in part upon a committee
report of 19 Sept. 1786.
III. THE GOOD SOCIETY
The Good Society, as described in the President's Michigan
Commencement speech:
"We don't need another Great Society with huge and ambitious
programs administered by the incumbent few. We need a Good
Society built upon the deeds of the many, a society that
promotes service, selflessness, action.' "
"The Good Society poses a challenge: It dares you to explore
the full promise of citizenship, to join in partnership with
family, friends, government to make our world better. The
Good Society does not demand agonizing sacrifice. It
requires something within everyone's reach: common decency -
- common decency and commitment. Know your neighbors.
Build bond of trust at home, at work, wherever you go.
Don't just talk about principles -- live them. "
IV.
EXAMPLES OF INNOVATIVE APPROACHES TO EDUCATION IN COLORADO'S
MESA COUNTY VALLEY SCHOOL DISTRICT 51
1)
At the elementary school level, approximately 1,800 parents
were involved as volunteers in various activities such as:
-Art Heritage:
teaching about famous artists, what they
were like as people, how they lived, and
what they contributed to society.
Presentations:
sharing special knowledge and skills
2)
An Education Business Partnership that works:
The Mesa Valley School District and the Grand Junction Area
Chamber of Commerce have developed a comprehensive Education
Business Partnership. The Partnership is completing its
second year and growing.
The Partnership has focused on educators and business people
getting to know each other and developing a foundation of
support for education within the local community. Often
such Partnerships focus on fundraising; this Partnership has
focused on the sharing of time and expertise. There are
five subcommittees:
*The goal of the Teacher-Businessperson Exchange
Subcommittee is to have all teachers visit at least one
local business. During the visit, business people
share the needs they have in their work force (the
skills and abilities employees need). The reciprocal
goal is for the same business people to visit the
classrooms to gain an insight into what teachers do.
3)
Accountability Committees
The process of accountability in the Mesa Count Valley
School District provides an opportunity for certified and
classified staff, administrators, parents, non parent
taxpayers, and students to form various partnerships in
support of school improvement.
June 7, 1991
MEMORANDUM FOR MARK LANGE
BOB SIMON
FROM:
JENNIFER GROSSMAN
SUBJECT:
EDUCATION EVENT, IN GRAND JUNCTION, CO
On Monday, June 17th, POTUS will participate in a two-
tiered education event in Grand Junction, Colorado. After an
11:30 arrival (time may change). The President will drop by (15-
20 minutes participation) a meeting of either the local or state
steering committee formed in response to the call to implement
our education goals. [**The original plan was to have POTUS
participate in a local school board meeting. These steering
committees were formed rather recently, and frankly, they reek of
Governor Roemer's (D) ambitions to garner attention/credit on the
education front.] The President will listen to the committee's
discussion then comment briefly on what he has heard, how that
fits in with America 2000.- It's unclear whether this will be off
the cuff or if formal talking points/brief remarks are
neccessary. If remarks need be prepared, POTUS should stress the
importance of community efforts in attaining educational
excellence.
The President's main speech will be given after the meeting
with the steering committee, probably at Grand Junction's Two
Rivers Plaza. The purpose of the speech is to highlight Track
Four of the America 2000 Education Strategy: "cultivating
communities where learning can and will happen." Basically,
community involvement in and innovative community approaches to
attaining education goals. Various possible tacks:
--The community has a stake in the skills of its human
resources -- and should therefore have a role in their
cultivation.
POTUS might praise the diversity of community members
involved -- from business groups (donating computers,
and more importantly, training), to older Americans
(tutoring), etc.
--As part of the overall community effort, POTUS has
called for increased parental involvement: a) becoming
more active in your child's education; b) becoming more
active in the development and implementation of these
new generation of schools.
NOTE:
On the day of the event, Governor Roemer, Chairman of
the President's National Education Goals Panel, will
address a teleconference hook-up of all 176 Colorado
school districts on the subject of becoming an America
2000 community. Prerequisites to becoming such a
community include: adopting the six national goals,
devising a community plan to achieve them, developing a
system to measure progress toward these goals, and
creating a new American school. POTUS should probably
praise this effort as the kind of initiatives we need
to gear our students up for the next American Century.
P.S.
1)
6 Teachers of the Year from 6 surrounding states will attend
the event, POTUS should recognize.
2)
Grand Junction: 4,800 ft. elevation, in a valley, girded by
the Grand Mesa -- world's largest flat mountain
table where God does His
3)
Jane Leonard, in Public Liason, can answer questions for
you. She knows her stuff. ext. 7845
4)
Sec. Alexander will attend event.
Expents inpress environmental educations
Here in
1-7 prove Science Education
The Grand Junction community understands this. That's why
local business people have joined with the Governor and the
Department of Energy to make local education a top priorty.
Part of their effort involves a partnership to increase the ranks
of women in math and science related fields. It's called
"Expanding Your Horizons," and it's an equation in which the
federal, state, and local efforts add up to greater opportunity
for today's students.
This
interest
Seeks to attred more young women
to the fields of with is math & SUGURE a
06/12/91
17:36
202 586 9988
OFC SPEC ASSIST
002
OF
DEPARTMENT OF ENERGY
Washington, DC 20585
-
STATES
OFFICE OF THE SECRETARY
June 12, 1991
MEMORANDUM FOR:
MARK LANG
JENNIFER GROSSMAN
WHITE HOUSE OFFICE OF SPEECHWRITING
FROM:
SPECIAL PEGGY DUFOUR ASSISTANT Boufuer TO THE
SECRETARY
SUBJECT:
PRESIDENT'S REMARKS AT GRAND JUNCTION, COLORADO
We were informed by our Field Office in Grand Junction that the President
would be speaking there on education on Monday, June 17.
Because we have a very active partnership there that involves the Federal
government, the Governor's Office, and a lot of private industry -- and is
focussed on community interaction and outreach for education (Track #4), we
would appreciate your including acknowledgment of this partnership when
appropriate in the President's remarks at this event.
DOE is the largest employer there and, with the contractors, is the community
from which Track 4 efforts at education reform will spring. Secretary Watkins
and Governor Romer have also worked closely on math and science education,
because of the National Education Goals Panel.
The partnership is two-fold, and is based at Mesa State College, One part
involves environmental education at the two- and four-year college level, and
the other, "Expanding Your Horizons," involves science career awareness
programs for middle school girls.
Also, DOE is funding the Colorado Center for Environmental Management at
between $1.6 million and $5 million per year. Information on all of these is
attached.
These partnerships were started by Admiral Watkins to encourage the community
to get involved in an area of education that can lead to jobs -- good jobs --
in environmental restoration and waste management. It has been a huge
success, and has led the school to expand its program. It has helped young
girls see that they have a role in the workforce of the 21st century, and that
they belong in science and math just like the boys.
We've had a real hands-on involvement with this effort, especially with
"Expanding Your Horizons." Because it's our community, our people are the
ones who volunteer to teach science, math and reading in the schools and in
after school programs. It would be great if this community effort could be
recognized.
Attachments
CC: Admiral Watkins
to inpet, Bottom to 3?
06/12/91
17:37
6202 586 9988
OFC SPEC ASSIST
003
240
0040
HER-NUCLEAR GEO OFC SPEC ASSISI
01001
Mesa State College
in cooperation with
Colorado Department of Education
Public Service Company of Colorado
U.S. Department of Energy
Codrs Ceramics, Inc.
Chem-Nuclear Geotech, Inc.
General Production Devices, Inc.
Sundstrand Corporation
LOS West Communications
School District 51
Direction the
Presents
Especially for Girls, Grades 6-9
(and their parents, teachers, and cou iselors)
"Expanding Your Horizons"
In Math, Science, Technology, Engineering and Non-Traditional Careers
Mesa State College, Grand Junction-November 17, 1990
What is "Expanding Your Horizons?
Expanding Your Horizons® (EYH) is a nationally recognized conference for girls, their parents, teachers and
counselors. The goals of the conference are:
1. To help girls in grades 6-9, especially minority and disadvantaged girls, become aware of career opportunities in
math and science-related occupations;
2. TO increase the proportion of all girls in grades 6-9 who are interested in mathematics, science, technology and
engineering; and
3. To provide an opportunity for all girls in grades 6-9 to meet professional and technical women who work in
non-trational occupations.
What happens at an EYH Conference?
knitress wortshops, the girls attend @ general orientation session where they hear keynote addresses by women
who have achieved success. At the Mesa State conference these speakers will be Ms. Peggy Dufour, Special
Assistant to the Secretary of Energy, and Ms. Estella Romo of the Department of Energy's Division of Educational
Program Development. Students then select two workshops to attend, one in the morning and one in the afternoon.
Women in non-tractional careers lead an activity-based session related to their jobs. Adults at the conference attend
separate sessions del discuss stereotype behavior and its impact on learning; ways to encourage girls to select, apply
to and achust to college: end how to pay or obtain funding for your child's education.
of <<<<<<<<<<<<<<<<<<<<<<<<< 1991 1991 1991 3. 1990
004
06/12/91
17:38
202 586 9988
OFC SPEC ASSIST
The Daily Sentinel Sunday July 29 1990
ommentary
Dally Sentinel editorials
Mesa State scores a coup
M
esa State College
is already home to a number
might very well be-
of government agencies and
come a Mecca for
private companies that can
students in the small but rap-
contribute to and benefit
idly growing field of environ-
from the program. The De-
mental restoration.
partment of Energy, UNC
The announcement Friday
Geotech and Oak Ridge Na-
that Mesa State this fall will
tional Laboratory are among
begin offering a two-year pro-
the organizations that are
gram leading to an associ-
more and more - as mill tail-
ate's degrèe in environmen-
ings removal nears an end -
tal restoration engineering
looking for other projects to
technology puts Mesa State in
keep them here.
the forefront of a discipline
Environmental restoration,
that could be to the 1990s
particularly the handling of
what computer technology
hazardous and toxic wastes,
was to the 1980s.
will be the key to the future
The environmental restora-
growth of those companies.
tion program is the latest in a
As they expand into those
series of new offerings at
fields they will need the ex-
Mesa State, but it is poten-
pertise that graduates of the
tially the most significant in
new program at Mesa State
its impact on the community
will have, In fact, UNC has al-
Graduates of the program,
ready given five of its em-
which is being funded by a
ployees scholarships for the
$50,000 grant from the U.S.
new program.
Department of Energy,
Those firms will be able to
$10,000 from the state and a
cite Mesa State's program
whopping $825,000 from
when they pitch new projects
AT&T, will fill a critical
to the government. Thus, the
niche in the environmental
environmental restoration
clean-up industry. They will
program could be a key fac-
fill the gap between the poli-
tor in keeping those compa-
cy-makers and the techni-
nies - and the hundreds of
cians in the field. They will
jobs associated with them -
be the middle managers in
in Grand Junction.
the sophisticated and com-
Mesa State College in re-
plex industry of dealing with
cent years has shown again
hazardous, toxic and radioac-
and again that it is respon-
tive wastes, mined land rec-
sive to community needs. The
lamation, reforestation and a
creation of the environmen-
host of other environmental
tal restoration program is the
restoration projects.
latest, and most significant,
Locating such a cutting.
manifestation of the college's
edge program at Mesa State
commitment to provide ser-
is only natural. Mesa County
vice to its constituents.
06/12/91
17:39
202 586 9988
OFC SPEC ASSIST
005
NEWS MEDIA CONTACT:
Catherine Kaliniak, 202/586-5806
FOR IMMEDIATE RELEASE
July 27, 1990
DOE TO PROVIDE SUPPORT FOR ENVIRONMENTAL EDUCATION PROGRAM
The Department of Energy (DOE) announced today it has joined with private industry in
supporting a new Associate of Applied Science Degree Program in Environmental Restoration
Technology at Mesa State College in Grand Junction, Colorado. DOE and the State of Colorado
have provided funds which made the initiation of this program possible.
Ceremonies were held today, July 27, 1990, at Mesa State College to announce collaborative
efforts among academia, industry, federal and state governments, to address the growing need
for qualified personnel in the area of environmental restoration. In attendance were Colorado
Governor R. Romer and Dr. C. W. Frank, Director of DOE's Office of Technology
Development, to recognize industry's support of approximately $1 million in computers and
software, scholarships and grants, from AT&T. AutoDesk, Inc., Public Service Company of
Colorado, Terrasciences Company, and U.S. West Communications.
Currently, an education program for technologists in the environmental restoration area does not
exist. The Associate of Applied Science Degree Program in Environmental Restoration
Technology will provide students with a basic math/science background, technical
communication skills, and specific knowledge of the work process and the work environment
associated with DOE's environmental restoration projects.
DOE's Grand Junction Projects Office (GJPO) will sponsor five employees in the program
beginning in the 1990 fall semester. These employees will work part-time at GJPO, receiving
pay and benefits for full-time, with the remaining time being spent working toward the
Associates Degree. These employees, upon graduation, will be required to work an additional
year at GJPO.
"The DOE has undertaken the monumental task of cleaning up its defense-related facilities." said
Secretary of Energy James D. Watkins. "However, to accomplish our cleanup goal within 30
years. we need skilled workers in the areas of environmental restoration and waste management
DOE's support of this program is one of the key initiatives in the Department's Environmental
Restoration and Waste Management Five-Year cleanup Plan."
06/12/91
17:39
OFC SPEC ASSIST
006
CCEM 5202 586 9988
Environmental ECO-LINK
vol. 1 no.2
Linking Business, Education, Citizens & Government for a Better Environment
Winter 1991
DOE Announces Major Grant for CCEM
Jane O. Russo
At a recent mining workshop, the
mission of the Center was
epitomized by bringing together in-
dustry, academia, government and
private Interest groups to discuss
enivronmental issues of mutual inter-
Department of
est.
Over 300 participants heard leaders
from government and industry dis-
Environm
information
Managem
coment
cuss the challenges before us of pool-
Am
place Research
ing our resources and cooperating as
Excluation (RE
partners as we explore opportunities
for collaborative research and
development.
DOE announced the award of a $1.6
million grant IQ CCEM at the
workshop. The grant will help the
Center to make Colorado a model for
collaboration among educational in-
stitutions, government agencies, and
the public to solve pressing environ-
Left to right: Clyde Frank, Skip Spansley, Leo Dutty. John Cordes
mental problems. The grant is the
beginning of a multi-year committ-
Governor Romer wrote to par-
our needs and capabilities to col-
ment from DOE with annual funding
ticipants:
laborate on solutions.
of $3 to 5 million.
The West has a rich mining heritage.
I believe Colorado's recently-estab-
The industry has adapted and has
lished Center for Environmental
learned valuable lessons. In recent
Management will serve as a model to
INSIDE
years it has complied with rigorous
the nation. It brings together busi-
regulations and developed effective
ness, government, researchers and
Education Colorado
techniques for environmental restora-
educators who recognize a common
FRCC HAZMAT
2
tion. It is my hope that these lessons
need for coordination and coopera-
Mesa Program
3
will be transferred to other industries
tion on research, training and finding
Need to Know
3
to help in hazardous waste cleanup
solutions in this area. I appreciate
Red Rocks
3
programs.
DOE's grant for the Technology In-
R&D Colorado
For some time, I have been acutely
tegration Project. It will help the Cen-
Water Research Center
sware of the hazardous waste
ter begin this new collaborative
4
CCEM Activities
problems facing Colorado. I have
approach.
TIP Manager
5
recognized the outstanding quality of
We are embarking on an exciting
Workshop
5
research universities and the
new initiative embracing the con-
Resource Directory
5
capability of industries on the cutting
cepts of CCEM to achieve our com-
Research Needs
S
edge of cleanup technology. The chal-
mon goal of a clean, healthy
lenge before us is to find a forum of
Seminar
environment for the citizens of
5
communication throughout the
Colorado.
Calendar
6
country. We need to bring together
06/12/91 17:36
202 586 9988
OFC SPEC ASSIST
001
JUN 12 P5: 30
UNITED STATES * OF OF ENERGY. . 91
HOLLY FAX223
Office of the Secretary
U.S. Department of Energy
FAX Transmittal Sheet
Date 6/12/91
To Mark lang - Ornnifer Gross man
FAX Number 456-6218
Phone Number 456-2930
Comments Re - Grand Junction 6/17
See especially -the Expanding your Harizons info
From P.Dufour
Thanks!
FAX Number
202 586-9988
Phone Number
-7970
Number of Pages (including cover)
6
(Lange/Grossman)
June 11, 1991
6:30 P.M.
[C02000.TS]
PRESIDENTIAL REMARKS:
COLORADO 2000 COMMUNITIES INITIATIVE
GRAND JUNCTION, COLORADO
MONDAY, JUNE 17, 1991
[12:20 p.m.]
?
->feigh Annt
Jane leonard [[
-Sanny
Thank you,
.
Let me salute Governor Romer, who's
7875
doing such a wonderful job leading the National Education Goals
Panel. And to the six Teachers of the Year with us today
to
heigh Secretary Alexander
thank you all for being here. ]]
Ann
On the way in, I was struck by the majestic views of the
Grand Mesa -- that great big table that looks like just the kind
of place where God might have done His homework, or put down the
pallete He used to paint the sky.
In a place as beautiful as this, you can't help but feel
some of the excitement our forebears must have felt, surveying
the vast frontier before them.
Some will say America's frontiers have been explored fully -
- developed, or even lost. But one frontier knows no limits,
needs constant development, and can't be lost. That's the
frontier of the American mind -- the unlimited vista of the
American imagination.
As a people our love of learning has guided every step of
our progress. The Northwest Ordinance of 1787 XXX declared that
"knowledge being necessary to good government and the happiness
2
Docs
of mankind, schools and the means of education shall forever be
of Am
Consti
encouraged."
+ legal
That same need to encourage education brings us together
Hist
Nax
today 204 years later. You can think of education as a political
p88
issue, or a competitiveness issue, or an economic issue. It will
1991
1787
be all of these -- but above all, education in America is a moral
imperative.
204
Thomas Jefferson knew -- and Eastern Europe recently
reminded us -- that the powers of any society rest ultimately
with the people themselves. Education provides the grounding in
ideas and values so crucial to maintaining democracy and
prosperity. Education serves as our greatest source of social,
economic and moral power.
No social program has greater influence over our future.
And none attracts more attention and generates more passion on
the part of our people. That's why, together with all of the
nation's governors -- and with the leadership of Governor Romer -
- we set six ambitious National Education Goals for American
students of all ages.
We cannot achieve those goals without declaring a revolution
in American education. This revolution demands far more than
revolving-charge, blank-check spending. It demands that every
community raise expectations, accelerate accountability, and
reward results.
yesterdes
3
Our America 2000 Education Strategy calls for "cultivating
Del speed
communities where learning can and will happen" -- and all of you no shott
here have been doing just that.
You're part of a natural groundswell of reform nationwide,
catching on in different forms to meet local needs.
Local businesses need a talented labor pool. Schools need a
sense for the kinds of skills their students need for the future.
Every citizen needs to know that the kid standing on the
streetcorner is going somewhere -- and isn't just another lost
soul waiting to become another statistic.
We need every citizen to join this revolution for American
education: whether it's the business executive who takes time
out to visit a classroom; or the older American who knows so much
and has so much to share, tutoring kids at the local library; or
even the parent who takes a few extra minutes each night to read
with a child.
Every one of our National Education Goals relies on
everyone, in every community across this nation. That's why I'm
so pleased to hear about Governor Romer's teleconference with all
176 Colorado school districts -- to set goals, make progress, and
measure results. That's just the kind of thoughtful, community-
based action we need to reinvent the American school.
I challenge every community in America to become an America
2000 community -- to embrace the National Educational Goals and
accomplish them. Colorado's doing it. So can towns, cities,
counties and states across our nation.
4
Community involvement -- and community innovation -- will
enable students of the future to set and meet world-class
standards of achievement. But world-class standards begin here:
in the hearts and imaginations of people who care about
education, who care about their kids, who care about the future.
Casely
Shamp
About a hundred and fifty miles from here, in little town
327
4810
called Norwood, Colorado, a woman named Carolyn Sharp is doing
what students of the past couldn't have dreamed possible.
couldn't
FOUR
afford
monitors
Seventy-one years old, she's too far away to get radio or
them
broadcast TV. But now she gets satellite-delivered programming
through the Mind Extension University -- and does her learning
long-distance.
She says, "I'd already been boning up, doing some history
research on my own, and I wanted to take a class." Now, by
satellite, she's studying French, history, and physics.
Ms. Sharp makes people like me look pretty bad. I've been
Makiy All Arreshool [[
trying to learn how to use a computer, and
...
(progress
report?) ]]
But beyond the techniques and the technology, our best hope
a
for reinventing the American school rests in the hands of people
in communities across the country -- people willing to engage in
the business of learning, and introduce others into the exciting
world of ideas.
At its most fundamental, learning involves imagination.
And, of course, we Americans have never been known for a lack of
imagination.
5
We've set goals for education as ambitious as any we've had
for the West, for space, or for any other American frontier.
With the active support of people like you, I'm confident we will
meet those goals -- and help our children toward the future they
deserve.
Thank you for that warm welcome -- and God bless you all.
# # #
ARAA-It> FOR to:07 TC TT
06.11.1991 12:48
P.5
P.26
Colorado2000
-
Some Things
How many students at each grade level are now taking courses in science
We Need To
and mathematics? Wher are the schools' requirements for these courses?
Know About
Goal Four
What percentage of high school students are taking advanced courses in
these subjects?
What special attention is given to encouraging women andminorities in
these fields?
How do we measure achievement in these subjects? Do we have a good
definition of what students need to know?
What background do our science and math teachers have?
What can we do to better prepare teachers of science and math? To what
extent do they have the opportunity to enhance their own skills in these
areas?
What is the status of technology--computers, lab equipment, etc.-in our
schools?
To what extent are colleges and universities helping our elementary and
high schools develop science and math programs?
Additional
State goal team four can provide both information and technical assis-
Resources
tence. It can help generate ideas for strategies and serve as a clearing-
Available to
house for state and national resources.
Local Goal
Teams
Other sources to consider are local businesses, foundations, colleges,
parents and the Colorado Alliance for Science (a statewide coalition of
educators, businesses, government agencies, and community groups).
To get more information on this goal, including examples of successful
programs under way in Colorado, please call the state goal team chairper-
son:
Karen Sandstead, (303) 866-4585.
22
Colorado2000
GOAL FIVE
By the year 2000, every adult American will be literate and will possess
the knowledge and skills necessary to compete in a global economy and
exercise the rights and responsibilities of citizenship.
Objectives
Every American business and education provider will be involved in
strengthening the connection between education and work.
All adults will have the opportunity to acquire the knowledge and skills-
from basic to highly technical--needed to adapt to emerging new technolo-
gies, work methods, and markets through public and private educational,
vocational, technical, workplace or other programs.
The number of quality programs designed to serve the needs of adults-
including literacy, GED, high school completion, library services and
nontraditional programs-will increase substantially.
The proportion of those qualified students, especially minorities, who
enter college, who complete at least two years, and who complete their
degree programs will increase substantially.
The proportion of college graduates who demonstrate an advanced ability
to think critically, communicate effectively and solve problems will in-
crease substantially.
24
P.8
P.28
Goal Five -- adult literacy and lifelong learning
Discussion
Questions
School District
Why is this goal important to our community or organization?
What are we already doing in our community and schools to accomplish
this goal?
What else do we need to do in our community or statewide to accomplish
this goal?
Who else needs to be on our goal teem?
What are our immediate next steps?
25
of
coior
HILTON
303
241-8888
12:51
P.9
F.29
Colorado2000
Background
Estimates vary on the percentage of adult Americans who are illiterate or
functionally illiterate, but rates are considered especially high among the
chronically unemployed, welfare recipients and prison inmates.
Business people have pointed out that a commitment to lifelong learning
is an essential qualification for must jobs in today's global economy.
Workers who do not have critical thinking abilities face the prospect of
declining incomes and limited opportunity.
Employers also say they must spend too much on remedial education for
their employees. In many countries, government policies and programs
are carefully coordinated with private sector activities to create effective
apprenticeship and job training opportunities. Critics say American high
school youngsters who do not go on to postsecondary education do not
receive effective preparation for the world of work. Moreover, technical
schools, community colleges and specific training programs are not well
coordinated.
Others argue that schools are too quick to decide which students are
college bound and which are not. Consequently, they say, many students
who could succeed in college never get a chance to prepare for it. Thus,
they argue) all students should be considered college-bound and should
be exposed to the same core curriculum.
Our future will be shaped by the opportunity all citizens have to continue
their education and development of their skills, from basic literacy
through postsecondary education at colleges and universities. These
opportunities should be available through libraries, workplaces, volunteer
and community organizations, occupational schools, community colleges
and other public and private postsecondary education institutions.
26
P.30
What opportunities are there for adults in this community to participate in
literacy, high-school completion, library and other educational programs?
Some Things
How can these opportunities be increased and the programs strength-
We Need To
ened? (For specific literacy information, call the Literacy Hotline, 1-800-
Know About
367-5555.)
Goal Five
How effectively are employers and schools in this community working
together to improve the school-to-work transition for students?
How well have employers identified the skills they need on the job? Are
educators aware of what they are?
How do you judge the quality of vocational and technical education
programs in your community? How is it viewed by employers, students,
and others?
How can citizens in your community be encouraged to take a more active
role in public affairs?
How can the community increase awareness of, and respect for, diverse
cultural backgrounds of our society?
How effective are efforts by colleges to be accessible to all students and to
help them complete degree programs?
State goal team five can provide both information and technical assistance.
Additional
Other resources include local businesses, public and private colleges and
universities, the adult services division of the Colorado Department of
Resources
Education, and social service agencies.
Available to
Local Goal
To get more information on this goal, including examples of successful
Teams
programs under way in Colerado, please call the state geal team chair-
person:
David Longanecker. (303) 866-2723.
27
Goal Six -- safe, disciplined and drug-free
Discussion
Questions
School District
Why is this goal important to our community or organization?
What are we already doing in our community and schools to accomplish
this goal?
What else do we need to do in our community or statewide to accomplish
this goal?
Who else needs to be on our goal team?
What are our immediate next steps?
29
21.1
2411-888 E0E NO17IH 6E:02 16, IT NNI
Colorado2000
Some Things We
How well is your community organized to combat drug abuse?
Need To Know
About Goal Six
How "firm and fair" are school policies on drug abuse? How involved are
teachers and students in their creation?
How extensive are mentor and other support programs that give students
a place to turn to for help?
What de students think of security and discipline measures at the schools?
How safe do they feel in school?
How effective are local drug education programs?
How widely available to students are health, social and psychological
services at the school and eisewhere in the community?
How well do businesses, colleges and universities and other organizations
work with elementary and high schools on combating drug and alcohol
abuse?
Additional
State goal team six can provide both information and technical assistance
Resources
to local goal teams.
Available to
Local Goal
To get more information on this goal, including examples of successful
Teams
programs under way in Colorado, please call the state goal team chairper-
son:
Buzzy Gibson (303) 894-2750
30
IT'd
2411-888 E0E NO17IH 8E:02 16. II NNI
ing 719-347-2545)
13 Kenneth Stevens 719-520-2000
Stanebury 648-3013
-6240
719-275-0691
BB
I 5 30
1595
20/hm
megan 944-2314
7
P.35
28 Sherri Williams 451-1361 ext 2123
11,1991 1901
1 Fax 426-2810
at 457
11
Colorado2000
GOALSIX
By the year 2000, every school in America will be free of drugs and
violence and will offer a disciplined environment conducive to
learning.
Objectives
Every school will implement a firm and fair policy on use, possession and
distribution of drugs and alcohol.
Parents, businesses and community organizations will work together to
ensure that schools are a safe haven for all children.
Every school district will develop a comprehensive K-12 drug and alcohol
Extended Page 12. 1
STATE OF COLORADO
EXECUTIVE CHAMBERS
?36 State Capitol
Denver, Coluiado 85203-1792
DEPARTMENT
Phone (303) 866-2471
1879
June 4, 1991
Roy Romer
Governor
Dear Friend,
Education is the most important business of our nation and of our state.
That is why President George Bush and ail 50 of the nation's governors
established six national education goals and pledged to hold themselves
accountable for achieving those goals by the year 2000.
We are launching "Colorade 2000" TO focus every community in
Colorado on making education its number one priority.
Colorado 2000 is a community-based effort to make education a lifelong
pursuit -- from the preschool years, through the school years and then
continuing through the remainder of an individual's life.
Colorado 2000 has the support of the educational community, the
business and civic communities, and both political parties. But we will
fall short of our goal unless every Coloradan is engaged in this effort.
Every individual, every organization and every community must join in
making education Colorado's number one priority.
Coloratic 2000 is an individual-by-individual, organization-by-
organization, community-by-community effort. It encompasses a four-
fold program that asks each community to adopt the national education
goals; to design a strategy for achieving the goals; to assess progress
toward achievement of the goals; and to determine how to allocate the
resources necessary at both the local and state level to get the job done.
What follows is a handbook designed to get us started. Together. we
Extended Page 12. 2
CHEVENNE COUNTY
Cheyenne County RE-5, TSD Haim Calderon 767-5656
Kit Carson R-1, Kk Carson School, P.O. Box 185, Kit Carson, CO 80825 Ronald Kelton 719-962-3528
CLEAR CREEK COUNTY
P.13
Clear Creek RE-1, Clair Creek High School, P.O. box 3369, idaho Springs, Co 80452 Dan Johnson 567-4467/wk 674-3867/hm
CONEJOS COUNTY
North Conejos RE-1J, Alemess High School, 401 Vieroria, Alamose, Co STT01 Chris Martinez 719-274-6174
Sanford 6J. Alemoes High Schook, 401 Victoria, Alemoes, Co 81101 Jurry Cook 719-589-5881
South Conejos RE-10. Alamose High School, 401 Victoria. Alamose, CO 81?01 Jerry Cook 719-589-5851
COSTILLA COUNTY
Centernial R-1, Centernial High School, P.O. Box 350. San Luis, Co 81152 Robert Reel 672-3631
Sierra Grande R-30, will be conducted at 4 later date Lauren Bussey 379-3259
CHOTAEY COUNTY
Crowley County Re-1-J. Cruwley High School. 602 Main, Ordway, CO 81083 Bane Gibson 719-287-3417
CUSTER COUNTY
Custer County Consulidated C-1, Custer County Righ School, 703 Main, Westchit, DO 81252 Richard Wilson 718-783-2367
DELTA COUNTY
Date County 50J.
1. Support Service Center, 10002 Hestings, Delts, CO 81410 and
2. Paonis itich School. 1551 Highway 137, Paonin, CO 81428 Bill Cariquist 874-45438
DENVER COUNTY
Dunver County 1
1. Career Education Center. 2650 Elliot, Denver, Co and Wayne Ecketing Fax B60-8260
2. 38th and York
DOLORES COUNTY
Dolores County RE No.2, High School, P.O. Drawer 459 Dove Creek 81324 Pam Sukie 677-2290/hm 677-2237
Delores RE 4A Magg Health 565-8975 882-7695
JUN 11 '91 20:40 HILTON 303 241-8888
DOUGLAS COUNTY
Douglas County RE 1, Highlands Ranch School, 9375 Cresthill Lane, Highlands Ranch. CO 80126 Herriet Stokie 688-3195
EAGLE COUNTY
Eagle County RE 50, Eagle Valley Middle School P. o. Box 1019, Eagle, CO 81631 Kent Tameen 328-6321
TED = To Be Determined, call superintendent's office for further information
Page 2
HUERFANO COUNTY
Hueriano RE-1, Gardner Bementary Schnol, Gardner, CO 81040 Mickey D. Ambrosio 719-74G-2917
La Veta RE-2, Administration Building, 126 E Garland, La Veta, CO 81055 Roger Bruncili 719-742-3662
JACKSON COUNTY
P.14
North Park R-1, North Park Junior & Senior High 910 4th Street, Walden, CO 80480 Harry Mansinton 723-4391
JITERSON COUNTY
Jefferson County R-1 Jane Urschel 273-6803 972-8034
1. Co School of Mines, 1500 Minole, Golden CO 30401
2. Permons High School, 8101 W. Permone Drive, Arvada, CO 80005
3. U.S. West Accdemy. 3893 Se. Taller, Lakswood, CO
4. Wheatridge High School. AGUS W. 32nd Ave., Wheatridge, CO
KIOWA COUNTY
Earle HE-T, Ends High School, P.O. Box 077, Ends CO 81038 Max Bridgaman 438-2218
Plainview RE-2, Planniew High School P.O. Box 120e, Sherldan Lake, CO 81071 Billy Godden 719-729-3331
KIT CARSON COUNTY
Arribe-Flagler C-20, Regier School, P.O. Box 218, Flaght, CO R0815 Mark Ricken 719-785-4684
Eathune H-6, not participating James Puole 346- 7513
Engrification RE-65, to be conducted 2* a future date Harvey Billington 346-8737
Hi-Plaine R-23, Sans f.(id-2636(o) 664-2470(h)
Stration R-4. Stratton Elementary School, 219 Illinois Avenue, Stration, co 80836 Douglas Householder 719-348-5555
LA PLATA COUNTY
Bayfield 10JT-R. High School, P.O. Box 268. Baynets. Co B7122 Edward Scheihnes 884-2450
Gurango 9R. Durango High School. 2390 Main Ave. Durange CO 81031 Jamas Federico 247-5411
lynacio 11-ST,TED Bryce Fauble 553 4521
LAKE COUNTY
Lake County H-3, Colorado Mountain Codege. Timberline Campus. Leadville, CO. Jim McCobe 719-436-0160
LARMER COUNTY
JUN 11 '91 20:41 HILTON 303 241-8888
Park (Estee Park) R-3, Park High School, P.O. Box 1140, Estes Park, CO 80617 Dr. Bill Fears 586-2361
Poudre R-1, Colorado State University, Clark Bkig, Room 206, Ft. Colline, Co 80523 Werren Berman 490-3640
Thompson R-2J, ISTE Road Middle School, 370 W 4th Street, Loveland. CO 80637 Jack liste 669-3940 Fax 667-2141
LAS ANIMAS COUNTY
Aguilar Reorganized 8, School or Town Hell, Aguilar CO 81020, call school district to confirm location Littlen Stanton 719-941-4614
Branson Reorgenized 82, Branson School, 116 Moin, Branson, CO 81027 Jim Matthews 946-5531
Hoshne Reorgenized 3, Hoshne Media Center, P.O. Box 91, Houline, CO 81046 Jasper Butero 719-846-4457
Kim Reorganized 88, Kim High School, Kim CO, 81049 Robert Hall 643-5295
Primero Reorganized 2, Remard Martonare 719-868-3306
Trinidad 1. Trinidad State Junior College, Santo Bldg, 600 Prospect Street, Trinided, CO 81082 Victor Bacco 719-846-3324
T80 - To the Determined, call experintendent's office for further information
Page 4
LINCOLN COUNTY
Genes-Hupo C113, East Slope Telephone Center, 403 3rd Ave., Hugo, CO 80821 Bvin Mosier 743-2428
Kerval Pierce 719-446-5311
Limon RE-11, Uman Elementery School. Maria Ctr. P.O. Box 243, Limon CO 80028 Joan Marley 719-583-6634
LOGAR COUNTY
Buffelo RE-4. to be conducted at a future date Charles Haver 522-7424
Frenchnian RE-3, Hose R33-9588
Platome RE-OPTED Ebonard Who 336-2435
Valify RE-1, Signing 15th School Library, West Broadway, Sterling, CO 80751 Don Manualle 522-0752
DeBeque 49JT. DeBuque School. P.O. Box 70, DeBuque. CO 81630 Doneld Stratman 238-5591
Micson County Vettey 51, Humada Inn. 2790 Creasroads, Grand Junction 00 81501 Poul Rosier 24G 2422
Flateru Valley S0, Modia Center of School, P.O. Box 128, Colibran, co 81624 Grog Shafer 467-3547
MANERAL COUNTY
Creaths Conectidated 1, Creeds High School, LuGsite Art., P.O. Box 429. Croade, CO 91130 Rick Inmes 650-2455
MOTAT COUNTY
Moffet County RE-1, Administration Building. 775 Temps Ave., Craig CU 61625 Charles Grove 820-3268 824-4850
JUN 11 20:42 HILTON 303 241-8888
INNITIZUKA COUNTY
Colores
Menicos RE-C, Mencer High school, P.O Box 420, Meneus, CO 81326 David Bloine 633-7839
Montexima/Contor AE-1, Administration Blog. 121 E. 1st St., Cortez, CO 81321 BIR Julinson 565-7190
MONTHINGS COUNTY
Montrage County RE-U. School Library, P.O. Box 219, Montross, CO G1402 Russell Stone 249-7726
West End RE-Z, to be conducted at a later date Larry Swain 865-2290
MORGAN COUNTY
Brush RE-2J. Brush High School, 400 West St., Brush, CO 80723 Des Wagner (Doug Johnson) 842-3173
Fort Morgin RE-3, Fort Morgen High School, 709 E. Riverview Ave., Ft. Morgan, CO 80701 Joe Rockop 067-5633
Wohlon Valley RE-2013, Wetdon Valley School. 24185 1st St., Goodrich-Weldans, CO 80653 Mickey Beugh 645-2525
Wiggins RE-SOW). Wiggins Library, P.O. Box 126, Wiggins, CO 80654 Gene Brubacher 483-7762
OTHIC COUNTY
Cheraw 31, Cheraw School P.O. Box 159, Checom, CO 81030 Johnny Dombaugh 719-053-6655
06.11.1991 10:00
East Otero R-1, Otero Community College Student Center Roy Fritch 719-384-7136 Sherry Pleper 719-384-6890
Fowler R-4J, High School Librery, P.O. Box 218, Fowler, CO 81039 Larry Bibber 719-263-4224
Menzenula 3J, Fowler High School, P.O. Box 216, Fewler, CO 81039 Alien Smith 719-462-5527
Rocky Ford, R-2, Rocky Ford High School, P.O. Box 311, Rocky Ford, CO 81067 Dr. Dougles Brown 719-254-7423
Gwink 33, Cheraw High School, P.O. Box 159, Cheraw, CO 81030 John Dombaugh 719-853-6655
TED If To Be Determined, call superintendent's office for further information
Paye 5
P.15
F.35
JUN 11 '91 21:17 HILTON 303 241-8888
P.2
MEMO
TO:
Lynn Kennelly, White House Advance
FROM: Mike Stratton, Karen Rokala, Romer Advance
RE:
President's Visit to Grand Junction
DATE: June 11, 1991
Below are the names and phone numbers of the key people
who will be involved with the President's visit to Grand
Junction on Monday, June 17, 1991.
Kathy Hall, U. S. Senator Hank Brown
245-9553 (o)
241-0542 (h)
--Kathy has big picture--knows all the players.
She has convened all local meetings to date.
Airport Site: Arrival/Departure
Jeff Wendlund, Airport Manager
244-9100
Sheriff's Department:
Riecke Claussen, Sheriff
244-3500
Dave Wooley, Sheriff's Dept.
244-3507
Grand Junction Police Department:
Marty Currie, Acting Chief
244-3560
Venue #1: Two Rivers Convention Center: Meeting
with Colorado 2000 Steering Committee
(See attached memo from Steering
Committee/School Board)
Key Contacts: Mark Achen, City Manager 244-1501
Jody Kole, Asst. to City Manager 244-1501
Venue #2: Outdoor Event: Mesa County Courthouse
Key Contacts: Mesa County Commissioners:
Doralyn Genova, Chr.
244-1606
Asst: June Utter
244-1601
Mesa County Community Services:
Steve Ausmus, Director
244-1607
Mesa County Facilities Manager:
Mike Serra III
244-1773
District Court Administrator:
Judy Vanderleest
242-4761
JUN 11 '91 21:17 HILTON 303 241-8888
P.3
MEMORANDUM
TO:
Ms. Lynn Kennely, Representative of the White House
Mr. Mike Stratton, Representative of Governor Romer
FROM:
Gary Hannah, Executive Instructional Director,
Mesa County Valley School District 51
just
SUBJECT: America/Colorado 2000 Communities Initiative Meeting
with President George Bush
DATE:
June 11, 1991
COPIES:
Dr. Rosier, Board of Education, Steering Committee Members
Joint Meeting with Mesa County Valley School District No. 51 Board of Education and The
America/Colorado 2000 Communities Initiative Steering Committee.
DATE:
June 17, 1991
TIME:
10:15 A.M.
LOCATION: Two Rivers Plaza
Participants:
A.
Discussants: Board of Education and Selected Steering Committee Members
3 GOP 1.
Board of Education (5)
Dem 2.
Governor (1) Roger
Dem 3.
Superintendent (1) Rosier Board of Ed
GOP 4.
Moderator (1) Iteming. Chamber
maj. GOP
5.
Steering Committee (7) - to be selected
B.
Audience:
Seventy participants representing a cross section of community
groups have been invited to attend, including: Parent-Teacher
Association, students, educators, Accountability Advisory
Committee, professional groups, service organizations, private
schools and higher education.
Extended Page
3.1
3.
Discussion on National Education Goals.
4.
Town Meeting Teleconference.
The order of topics for discussion have been arranged so that the President may enter when
the focus of the panel's discussion is on the National Education Goals.
For further clarification, please contact me at 245-2422.
jm
JUN 11 '91 21:18 HILTON 303 241-8888
P.4
An Education Business Partnership That Works
Mesa County Valley School District No. 51 and the Grand Junction Area Chamber of
Commerce have developed a comprehensive Education Business Partnership. The
Partnership is completing its second year and growing. A formal subcommittee of the
Chamber of Commerce, the Partnership includes Mesa State College and private schools.
Today, over a hundred businesses are directly involved.
The Partnership has focused on educators and business people getting to know each other
and developing a foundation of support for education within the local community. Often
such Partnerships focus on fund raising; this Partnership has focused on the sharing of time
and expertise. At present, the Partnership is directed by a steering committee which is
composed of business people, educators from District 51 and Mesa State, and from private
schools. Five subcommittees have been organized, each co-chaired by an educator and a
business person. The five subcommittees implement the activities of the Partnership. Each
committee is composed of business people and educators with the emphasis on classroom
teacher participation since these are the people who are the backbone of any educational
institution.
The Strategic Planning Subcommittee is responsible for developing goals and direction. This
subcommittee has had the task of focusing the Partnership. In November, the subcommittee
will conduct an in-depth planning activity with Bob Gholson of IBM facilitating the process.
The Teacher-Businessperson Exchange Subcommittee has conducted one of the most
successful activities of the Partnership. The goal of this subcommittee is to have all teachers
(K-12) in the district visit at least one local business. During the visit business people share
the needs they have in their work force (the skills and abilities employees need). They
provide an overview of their businesses and have a general discussion with teachers.
Teachers then meet to share their experience with other teachers. The reciprocal goal is
for the same business people to visit the classrooms of the teachers and gain an insight into
what teachers do. To date over 400 teachers have visited participating businesses. The
report from both teachers and business people is that it has been a great experience.
Teachers state that this activity is one of the best "in-service" days they have ever had.
Teachers are gaining a more precise concept of what our "customers" (business people) need
in terms of student skills.
This fall, Grand Junction High School will launch into the third step of the Business
Education Exchange. This third step will involve students visiting businesses. The student
exchange will take fifteen hundred students out in teams of approximately twenty-five to visit
one of forty businesses participating in this exchange. The purpose is to give students a first
hand look at responsibilities, requirements, and the important steps in getting a job, being
productive, and keeping the job. Business will help instill in students the need to prepare
at school for success after graduation.
The Teacher Recognition Subcommittee has the responsibility on finding methods of
recognizing the teaching profession. The goal is to re-establish the status of teaching in our
community. The primary activity has been an annual Teacher Recognition Dinner sponsored
JUN 11 '91 21:19 HILTON 303 241-8888
P.5
by the Chamber of Commerce. Teachers nominate peers that they consider as outstanding
representatives of the profession. A panel of business people select the finalists who are
recognized at the dinner. The dinner receives excellent media coverage.
The At-Risk Subcommittee has the responsibility of addressing the needs of high risk
students from a total community perspective. One of the goals of the Partnership is to find
methods of supporting and strengthening the family. The At-Risk Committee to date has
been: (1) developing an awareness in the community of the costs and needs of high risk
students, and (2) identifying all the programs within the community that are designed to
assist at-risk families and children.
The fifth subcommittee, the Resource Committee, is designed to find resources to assist
teachers in their jobs. This committee has subdivided to focus on specific tasks. Among the
activities of this committee are: (1) developing a program on how to get and keep a job
which includes interviewing skills; (2) supporting the development of computer data bases
of resource people available to classroom teachers in both the sciences and arts, (3)
supporting activities of the Colorado Alliance for Science, and (4) supporting the Business
Week Summer Program for students. The long-range goal of this committee is to develop
an educational foundation.
The major task faced by the Partnership has been how to channel all the enthusiasm and
focus on specific tasks. We have many more people, both teachers and business people who
want to participate, than we can effectively manage. CDE, in the District's Accreditation
Report, stated that the Education Business Partnership was the best example of such a
Partnership in the state. Bill Schipper, a nationally recognized consultant on high risk
students, stated that the Partnership was actually doing what everyone else is merely talking
about doing. He stated that the Partnership is the finest he had encountered in his travels
throughout the country.
We would like to share the process that we have developed to make this Partnership a
reality.
6/91
JUN 11 '91 21:20 HILTON 303 241-8888
P.6
A UNIFIED TECHNOLOGICAL EDUCATION CENTER
FOR
MESA COUNTY
The Need for a Unified Program.
Today, we need the most skilled work force ever in the history of Our country. The competition among
businesses for skilled people is increasing. Eighty-five percent of the jobs that will be available in the 90's will
require post-secondary education and the majority of these jobs will require technological training, but only
14% will need a baccalaureate degree or higher.
The requirement of an increasingly skilled work force is on a collision course with a labor pool that is
decreasing in numbers. In order to meet the demands of the 90's and beyond, we must educate all members
of the work force to a higher level of skill than public schools have produced in the past. Technological
education must become a component of our curriculum. Only 50% of the District's graduating seniors go on
to some type of post-secondary education. At least 85% of them will need to have training and education
beyond high school. The predictions for the future, changing careers three to five times in one's work life,
will require our children to be life-long learners. They will need to have continuous training and educational
opportunities. Technological (vocational) education must be available to all students. We must create
programs that attract students! The image of technological education must be different than that which has
evolved in vocational education.
One of the problems that has plagued the present vocational education program in Mesa County has been that
both Mesa State College and School District 51 have operated separate programs; often offering duplicate
programs. Although both institutions have cooperated, overall coordination and direction has been lacking.
This has led to the development of inconsistencies in programs which often cause students confusion and
alienation.
A single unified system of technological education would eliminate the problems in the present programs and
create an opportunity to provide the best educational and training system in Mesa County and the state. The
unification of both Mesa State College and District 51 programs into one system designed to meet the needs
of both business and students will be the first such cooperative venture in the State of Colorado. The
partnership that has evolved to date is unique; no other four-year institution in Colorado has entered into such
an arrangement with a school district and the local business organization. All three partners have made major
contributions (see the next section).
The unified program will allow for the creation of one curriculum: that is, rather than having two separate
curriculums for auto technology as we have today, there will be only one curriculum. This will allow a high
school student to enter a program and complete as much of it as possible within his/her high school years.
Not only will this student have earned high school credit, he/she will also have earned college credit toward
an Associate Degree in Auto Technology. The student then can finish the curriculum as a student at Mesa
State College or elsewhere in Colorado. The completion of the curriculum may take as little as a semester
after graduating from high school. The goal of unification is to have single curriculums for every course
offered in the Technological Education Program.
One of the most important principles under which the unification program has proceeded is that the
curriculum must be flexible. One of the problems in the system is the inability to adjust to the needs
of business. The business partners in the unified program can provide the guidance and direction in both
developing new programs to meet the local and national labor need and establishing the most efficient training
processes.
A unified technological education program is a must for future economic development for Mesa County. The
future is now! Our students are not only competing with students throughout Colorado and the USA but with
students in Europe, Japan, Canada, Korea, etc. We are in a global market. Many companies in the Grand
I
JUN 11 '91 21:21 HILTON 303 241-9888
P.7
Valley have competitors from throughout the world. Example: General Production Devices, which creates
customized robots, is competing with companies in West Germany, not the United States. Sunstrand competes
with Japan and other countries. Mesa County must be competitive with the world. Our resources are limited;
a partnership that unifies technological education into one system is an effective strategy for using those
limited resources. A final note: we have always had a surplus of labor in the USA, but this surplus will end
by the mid-1990's. We will need to have all our students trained to the degree necessary to meet the demands
of business. We must train all the students; they all will be needed. The Technological Education Center will
provide a place where all students can gain the skills necessary to be productive in society.
Background and Development of the Technological Education Center.
Vocational education in Mesa County has never been well organized. Two systems have operated with some
cooperation, but very little coordination. District 51 has operated vocational programs as has Mesa State
College. In some cases, duplicate programs have been established.
Mesa State was designated as an area vocational school for Mesa County and initially for Western Colorado.
Later the Delta-Montrose Vo-Tech Center was designated as an area center. Over the years, "turf" issues have
prevented more coordinated and organized vocational programs from developing.
In addition to the "turf" issues, vocational education developed a top down structure that was inflexible and
lacked long-range vision. All vocational programs that are certified operate not under the Colorado
Department of Education, but under the Colorado Community College & Occupational Education System
(CCCOES). CCCOES became notorious for its rigid rules. Vocational educators in general were people who
came through this rigid system and developed the worst cases of tunnel vision. The best description of
traditional vocational education is that the world is a series of well-defined boxes and everything fits neatly
into some box.
The rigid "little box" world of vocational education had little room for flexible programs that adjusted to an
ever changing needs-based student population. Nor did vocational education readily adjust to the needs of
the market place. If there were no jobs for a particular area, vocational programs continued to train students
for jobs that did not exist. It is true that many of the skills taught in such programs were transferrable to
other areas, but further training in those areas would be needed.
Vocational education of the past was considered a place for those students who could not, or would not, have
made it in the regular general and/or college bound programs within the high school. Vocational education
became stigmatized as the place for the less able.
In the mid-eighties, enrollment in the District vocational programs began to decline. Mesa State experienced
a similar problem. Much blame has been placed on everything, but vocational education itself. The decline
seemed to bottom out in the last few years, but there has not been a turn-around. The exception to this
dismal scene is in two areas: (1) Business classes at the home high schools have increased in enrollment and
(2) the Career Center has turned around and enrollment has increased significantly.
Vocational education at Mesa State College and in District 51 had to change or it would die of its own inertia.
The District administration recognized the need for change in the late eighties. Discussion centered on the
concept of a life-long vocational-technological education center that would offer programs to students of high
school age through senior citizens. The concept required the cooperation of District 51 and Mesa State 10
become a reality. But there had been little cooperation between the two institutions for several years.
The opportunity for a significant change in the relationship between the School District and Mesa State was
created with the selection of Lou Grasso as Superintendent. Cabinet level meetings were initiated with Mesa
State and the discussions of a joint venture in vocational-technological education were underway. Mesa was
open President. to the concept. But then, events at Mesa delayed further discussion-John Tomlinson resigned as
~
JUN 11 '91 21:22 HILTON 303 241-8888
P.8
While Dr. Tomiinson's resignation was a setback, other events were occurring within the valley and state that
would enhance the possibility of developing a life-long vocational-technological education center. CCCOES
changed leadership. The new president realized that without flexibility, vocational education would die. He
instituted guidelines that allowed for innovation and change. The transition at the state level has been slow
and difficult. The mind set of the "little box" world had been well entrenched, but progress has been made.
Within the valley the Mesa County Economic Development Council had much success in drawing businesses
to the area. One of the attractions to the area was the large pool of skilled labor. But this pool began to
shrink by the end of the 1980's. The Economic Development Council realized that technological training to
create a skilled work force for the area was a necessity. They established a subcommittee to study vocational
education. Neal Bunce, Manager of General Production Devices, chaired the committee. Neal soon learned
that vocational education in Mesa County was disorganized and lacked direction and leadership.
District 51 hired Kerry Youngblood as principal of the Career Center in 1988. Kerry turned out to be an
innovative, dynamic leader. He turned the Career Center into a futuristic technological training center, even
though at the time all students were handicapped, many severely handicapped. Gradually, programs at the
Career Center have been opened to non-handicapped students. Kerry possessed the vision, leadership skills
and ability to make the life-long vocational technological education center a reality.
The final player entered the situation when Ray Kieft became the interim president of Mesa State. Ray was
open to the concept of a cooperative venture, but Mesa State had made a unilateral decision to move their
vocational programs off the main campus. At the time, the only area open to Mesa was to move the programs
to their South Campus site at 29 and D Road, which was very difficult to access as this site is located between
the railroad tracks and the river. Everyone involved in vocational education believed this move would be the
kiss of death to vocational-technological education and any joint venture. Mesa was in line to receive
approximately 1.6 million dollars in state funding to build a new facility on the South Campus.
In the fall of 1989, Neal Bunce approached both Mesa State and District 51 with a proposal that the Economic
Development Council fund a position to allow a person to work full-time for a year to establish a joint venture
in vocational-technological education. Paul Rosier met with Neal and discussed the concept of a life-long
vocational-technological education center on a common campus, but not on Mesa State's South Campus. They
also discussed who should lead the process. They both had come to the same conclusion Kerry Youngblood.
Neal and Paul met with Ray Kieft and the unification process was underway.
Kerry was given the tasks of: (1) developing a unification concept that was agreeable to both sides, (2) finding
an alternative campus site that was agreeable to both parties, (3) developing a common curriculum for the first
phase of the program.
Kerry was able to put together a concept that encompasses the ideas of a life-long vocational-technological
training center. With the assistance of the local business community a common campus in Foresight Park has
become a reality.
The Grand Junction Area Chamber of Commerce's Industrial Development, Inc. (IDI) joined the partnership.
IDI concurred that a campus located in the core of the valley was needed. The leaders of IDI worked with
Mesa State College and District 51 to orchestrate a land exchange to create a new unified campus site in the
Foresight Industrial Park. IDI deeded six acres on the campus plot to Mesa State College and agreed to
exchange land with District 51 to provide six acres on the same plot for District 51.
The legislature approved the 1.6 million dollar construction fund for the first phase of the campus. Senator
Bishop had to put together a special bill to allow the funds to be used on the Foresight Park site. The bill
was passed in record time. We discovered as the architects' plans came together that we needed additional
funds to build a facility that would handle both Mesa State and District 51 students in the first three programs
to become unified (precision machinist, auto technology and auto body). Ray Kieft went to the Mesa State
Foundation and was given $150,000. The City of Grand Junction put in $100,000 and the District agreed to
3
JUN 11 '91 21:23 HILTON 303 241-8888
P.9
purchase equipment for the program at the amount of $40,000 a year for 5 years. This equipment remains
District property.
Plan to Develop a Unified Technological Education Program and Campus.
The first step has been completed, securing a campus for a unified program, but much more work is needed.
Three phases have been discussed as an approach to developing the campus at Foresight Park. These phases
will be discussed in detail below, but it should be noted that the phases can and will be modified as other
considerations develop. This plan provides possible options; there will be other options developed as the site
and facility plan is updated over the next ten years.
Phase I. The first facility planned for the Foresight Park Campus is designed to unify three programs. The
structure will have a total area of 32,000 square feet. Mesa State will construct this facility on a portion
of the six acres which was deeded to Mesa State. The three programs that are to be unified with a single
curriculum are Automotive Technology, Auto Body Technology and Precision Machinist Technology.
There will be both high school and Mesa State students in attendance in this facility. The students who
presently attend the District 51 Vo-Tech Center in these three programs will attend at the new
Technological Center. This will free up most of the space at the Vo-Tech Center for other uses or vacate
the building for sale.
District 51 students will continue to attend their home high school for the core academic courses and
transportation will be provided so that these students can attend the Technological center for the unified
course work
Construction on the first phase is projected to begin in March 1991. The anticipated completion date
is December 1991, which will allow equipment to be moved during Christmas break and the opening of
classes in the new facility at the beginning of second semester 1992. If there are construction delays, the
program may not open until the fall of 1992.
Phase IL The second phase of the facility offers several possible options. Options selected will depend on
funding sources available and program needs. Options for consideration are:
Option 1. Constructing classrooms that will allow for the housing of R-5 students. Having R-5 High
School which can only legally exist in is current structure as a certified verational program. allows
the new campus the capacity to give traditional subject area academic credit. We need a
traditional subject areas credit granting strand to make the campus complete. In addition, most
need
to
Also, once these classrooms are in place the activities at the campus can expand. There will 18
space available for activities that begin at 7:00 a.m. and run through 10:00 p.m. in the evening
12126
JUN 11 '91 18:50 HILTON SKJ 641-0000
2
TOWN MEETING
agenda, time, suggested materials
TELECONFERENCE
SUGGESTED AGENDA
JUNE 17, 1991
1. Registration desk
6:30 p.m.
2. Registration sheets: name, address, phone affiliation
3. Name tags
Registration
4. Felt markers
5. Handbooks handed out
6. Food: whatever is locally appropriate
1. Welcome to evening: teleconference chairpe: SON
2. Describe purpose of evening town meeting telecon/erence
6:45 p.m.
3. Explain agenda de is often helpful to have agenda end times on easel pad in
Introduction
large block letters in front of room)
to the Evening
4. Review handbook; it will follow agenda
5. Introductions:
A. Local steering committee
B. Introduce goal team facilitators (they should be selected beforehand)
C. If it is a small meeting you might want to introduce everyone, if it is & large
meeting Introductions should be in goal team break-out sessions at 8:00 p.m.
1. Cable or satellite arrangements confirmed
7:00 p.m.
2. Assure adequate viewing screens are evailable
Live and Video
3. Have telephone available is call hot hne
Telecast Program
1. Break out rooms or space for six simultaneous meetings
8:00 p.m.
2. A gnal team facilitate. for each goal team should be preselected and briefed to
conduct this 90-minute work session and oriented to the handbook
Goal Team
3. A goal team recorder for each gcal team should be presclected and briefed on
Work Sessions
responsibilities (record comments on easel pai, submit senuri June 18).
i. SUPPLIES: easci pad, tape, felt markers for a public record of people's responses
to the workbook questions
i. Break out suggestions:
A. Count off to form 6 groups, or
B. Ask people to attend the goal ham of their choice) If some groups are very
small, teleconference chairperson might encourage people to attend groups
that have too few.
Give instructions to the group an where members need to ge. Posters on the
walls near the area or room should list the number and the brief ritle of the goal.
Encourage people to gather quickly n3 there is much tor do before we have to
report back at 9:20.
Any time between 8:00 - 930, If your goal team has & need for information,
questions. or need for clasification, expens in each goal team will be
standing by to assist you in accomplishing tonight's objectives. Call 1-SCO-
777-6463.
1
12137
JUN 11 '91 18:51 HILTON 303 241-8888
"
Colorado2000
1. What is your name and what organization are you affiliated with, if any?
5:05 p.m.
2. What is your interest in being here tonight?
Introductions
and What is
Our purpose here waight is:
1. To understand what the national educational goal means to us.
our goal
2. Adopt the national educational goal.
team's task to
3. List what we are already doing to meet the goal.
accomplish
4. List what else we need to do to accomplish this goal.
by 9:30?
3. Cutline & summer plun of action.
s. You might remind the group that the handbook is theirs to use for note taking
and for some of the assignments.
To get started you might ask the group to:
1. Reflect on the telecast and review your handbook goal material.
8:15 p.m.
2. Ask the group members to 11st in the handbook three reasons why the goal is
Why is this goal
important to our community. (Give them three minutes to make'list.)
important to our
3. Ask the group to call out their answers.
community?
+. The group recorder may record information on the pase! pad.
HENT: when an easel page 24 filled, tear off. tape on a wall
5. Based on this Hst, ask the group:
IS THERE A CONSENSUS FOR ADOPTING THIS GOAL?
3. BRAINSTORM: List as quickly as possible all the things that
8:35 p.m.
we already being done in our community and/or school district.
What are we
Include in your thinking the question Blues Are there other planning, accountability
already doing in
or committees working to accomplish this goal?
our community
HINT: There is no debate in brainstorming fust get the ideas out as quickly as
and schools to
possible. fter to minutes or when you are almost dry, stop. You may wish to
go back and combine similar ideas.
accomplish this
2. We now have % Not of initial Meas people have about what we are presently
goal?
doing to accomplish this goal.
3. These lides will need to be evaluated at future goal team meetings.
DISCUSSION QUESTION: How well are these elements working together?
3:55 p.m.
i. PRAINSTORM: List quickly all the possible things that could be done.
What else needs to
A. HINT: There is no debate in brainstorming. just get the ideas out as quickly
be done in our
as possible. After 10 minutes or when you are almost dry, stop. Go back and
ommunity or
combine similar Ideas.
latewide to ac-
B. HINT: Give each participant three votes and answer the question "Which of
these ideas is most Important to our community it: implementing this goal?" The
omplish this
largest vote generals are your highest priorities.
oal?
?
Vir, now have an initial Net of visas that people want to do to accomplish this
goal.
3. Much there needs to be done to make judgements about which ideas we need to
act spon, to Involve others and obtain their ideas and commitments. This leads
to the next agenda item.
2
P.4
JUN 11 '91 18:51 HILTON 303 241-8888
17:28
BRAINSTORM: An even quicker list:
9:10 p.m.
1. Divide the paper in hall by drawing a line down the middle.
Who else needs to
2. Make a list on one half of the paper of other people we need to have involved - who
isn't here who should be?
be on our goal
3. Make a list on the other nuif of the paper next to the names, and tower the question:
team that isn't
Who will contact them and 25% them to be involved?
here fonight?
One of the primary purposes of the evening is to initiate an action process:
9:15 p.m.
1. What is the date of our next meeting?
What are our
2. We have a list of who else needs to be involved end who will contact them.
immediate next
3. We have & list of our Initial Rivas of where we might start.
4. What is the preposed agends of our next meeting:
steps?
A. Introductions
B. Review material for the rewcomers since the June 17 meeting
C. You might want to select questions TUM the handbook developed by the state-
wide goal teams 25 a guide to organize your agends. If you use these questions in
your meeting, you will And there is much work to be done to gather information that
will help in your decision making and action process.
HINT: be sure to assign responsibilities to gather information, take action.
Reconvene back in the large room to prepare & group report:
9:20 p.m.
1. IS THERE A CONSENSUS TO ADOPT THE SIX NATIONAL EDUCATIONAL
Prepare group report to
GOALS?
call into Governor and
2. A quick report from the group facilitators may give you an answer to this question;
you may want to reconfirm the groups consensus.
to mail into the Colo-
rado 2000 office.
If you would like to telephone in: to tell the governor how the evening went, include in
your report:
1. Whether you adopted the goals;
2. A quick good example or two of what initial actions you plan to take, from the
segment entitled: "What eise do we need to do in our community to accomplish this
goal?"
3. The hot line telephone number: 1-800-777-6463.
Because there will be many calls, callers may or may net in able to talk directly to the
governor. He will get to as mane callers 35 pussible in the half hour, some people will
talk to his staff or statewide goal team members.
A REPORT OF THE EVENINGS ACCOMPLISHMENTS
At the conclusion of the meeting the telecon/evence chairperson will be responsible for
collecting each goel team report from each goal team recorder. These will be included in
the report sent to Colorado 2000. Il should consist of
1. A copy of the attendance sheet(s).
2. Answers to handbook questions for each good team
3. A verification of the adoption of the Stx national goals using the Teleconference
Follow-Up form provided. SEND THE REPORT TO: COLORADO 2000 COMMUNI
TIES INITIATIVE STATE CAPITOL BUILDING, ROOM 119, DE: IVER, COLORADO
80203. First thing Tuesday morning, please mail the report.
The governor will speak in as many people as possible, bat all calls will Dis answered by
staff. The hot line number is 1-800-777-6463.
9:30 p.m.
Optional live reports
Steering committee establishes heat meeting date and agenda. If there isn't a complete
steering committee formed, be oure to complete steering committee this evening.
10:00 p.m.
Adjourn
56.11.1991 12:30
JUN 11 '91 18:52 HILTON 303 241-8888
P. 5
Colorado2000
STRUCTURE AND
PROCESS
Statewide steering
1. Takes campaign leadership
committee
2. Sets policies
3. Sanctions processes
4. Coordinates statewide strategies
5. Advocate of statewide goals
6. Meets monthly
Statewide goal
1. Select committed state-wide team members.
teams
2. Explain national goals for local goal teams and the public.
3. Integrate state goals with national goals.
4. Prepare goal materials to distribute to local goal teams.
3. Compile, categorize and analyze strategies and actions developed by
local goal teams.
6. From local goal team strategies, develop strategies that require state
level action.
7. Share statewide strategies analysis with local goal teams for review and
revision.
8. Colorado Department of Education staff acts as resource personnel to
statewide goal teams.
9. Assist in conducting regional workshops in selected locations through-
out the state.
Local convening
Before the Teleconference
and steering
1. Selects an initial stearing committee with a chairperson.
committee
2. Committee should be comprised of local representatives of:
Colorado Association of School Boards
Colorado Association of School Executives
Colorado Education Association
Colorado Parent Teachers Association or parent representative.
3. Local school district accountability committee may play an important
part in this process.
4. Other local organizations must be invited and encouraged to be part of
the convening and steering committee.
5. Committee takes a leadership role in community and district.
6. Local committee initiates the local kick-off meeting.
7. Invite broadest local participation possible.
8. Special invitations to locally elected officials.
9. Make a special invitation to your state legislator.
10. Select a teleconference chairperson, six goal team facilitators, and six
goal team recorders.
4
P.6
JUN 11 '91 18:53 HILTON 303 241-8888
06.11.1991 12431
6
During the teleconference
1. Register participants and distribute handbooks.
Local convening
2. Teleconference chairperson introduces teleconference session, describes
and steering
the four implementations strategies, and introduces the live and video
committee
telecast.
3. Break into six goal team sessions to discuss geals.
4. Adopt the six national education goals.
5. Fill out the follow-up sheet and provide the information required.
After the Teleconference
1. Coordinate activities of the local goal teams.
2. Encourage others in the community to join the campaign.
3. Make special efforts to inform and involve locally elected officials and
state legislators.
4. Encourage the "official" adoption of the six goals by virtually every
organization in town; be sure copies of the pledge, resolution, or policy
are sent to the Colorado 2000 office as soon as they are passed.
5. Assemble goal strategies into a report by August 20, 1991, outlining the
progress made toward implementing the four strategies and goals.
6. Disseminate materials to business and civic organizations, government
entities and agencies, media, churches, the public at large.
7. Initiate immediate action steps.
1. Broadly involve local community citizens, knowledgeable providers
Local goal team
and experts in the goal teams, continually inviting new people to par-
ticipate, being inclusive at every opportunity.
2. Utilize workbook to guide local goal team process.
3. Develop lists of all organizations and businesses in your community
and the district that could adopt the six national goals. Develop a strat-
egy with specific responsibilities to get each organization and business
to adopt them.
4. Develop implementation strategies for each goal, asking each organiza-
tion and business what part they can play in implementing the goals.
5. Develop accountability methods for accomplishing strategies and hold-
ing selves, communities and district accountable.
i. Define local and state resources needed to implement strategies.
Make recommendations to all community segments on how to be in-
volved in implementing goals and strategies.
Pass recommendation to all community segments on how to be in-
volved in implementing goals and strategies.
Pass recommended strategies on to locals steering committee for compi-
lation and coordination.
). Pass recommendations on to statewide goal team for compilation and
coordination.
5
JUN 11 '91 18:54 HILTON 303 241-8888
Colorado2000
ACTIVITY
Statewide steering committee inaugural meeting
May 15, 1991
TIME LINES
Statewide goal teams initial meetings
May 16 - 22, 1991
Local convening and steering committee
kick-off meeting with Governor Romer
May 24, 1991
Local convening and steering committees
May 25 - June 16,
meeting to plan the teleconference
1991
Colorado 2000 Communities Initiative
Town Meeting Teleconierence
June 17, 1991
Local steering committees meet to
coordinate local goal team activities
June . August 1991
Local goal teams meet to develop
strategies and take actions
June - August 1991
Regional goal team workshops to
further develop local strategies
July 1991:
Statewide steering committee meets
June - September,
to coordinate state activities
1991
Statewide goal teams meet to prepare
resource materials for local goal teams
and to be a technical resource to them
June - August 1991
Report to governor on the progress made
throughout the summer
August 20, 1991
6
P.8
JUN 11 '91 18:54 HILTON 303 241-8888
06.11.1991 12:33
School District
TELECONFERENCE
FOLLOW-UP
Following the teleconference, please provide the following Information
and materials and mail to:
Colorado 2000 Communities Initiative
State Capitol Building, Room 119
Denver, Colorado 80203
1. Did your Town Meeting adopt the six national education goals?
YES
NO
2. Please send a copy of the attendance sheet(s) including names,
addresses, affiliation and phone numbers of each participant.
3. Please send a copy of each goal teams' consensus of the answers for
each goal team break-out session from the Colorado 2000 Handbook.
4. Comments:
7
JUN 11 '91 18:55 HILTON 303 241-8888
06.11.1991 12:33
P.9
P.9
A Message from Governor Romer
2
America's Education Goals
3
CONTENTS
What We Need To Do
4
How We Can Do It
4
How You Can Help
5
Questions and Answers
5
Achieving the Goals
Goal 1: Readiness for School
8
Goal 2: Completing High School
12
Goal 3: Student Achievement and Citizenship
Goal 4: Science and Mathematics
16
20
Goal 5: Adult Literacy and Lifelong Learning
24
Goal 6: Safe, Disciplined, and Drug-Free Schools
28
P.10
JUN 11 '91 18:55 HILTON 303 241-8888
06.11.1991 12:34
P.10
By the year 2000:
1
AMERICA'S
All children will start school ready to learn.
EDUCATION GOALS
2
The high school graduation rate will increase to at least 90
percent for all groups.
3
All students will leave grades four, eight, and twelve having
demonstrated competency in challenging subject matter includ-
ing English, mathematics, science, history and geography; and
every school in America will ensure that all students learn to
use their minds well, so they may be prepared for responsible
citizenship, further learning and productive employment in our
modern economy.
4
U.S. students will be first in the world in science and mathemat-
ics achievement.
5
Every adult American will be literate and will possess the
knowledge and skills necessary to compete in a global economy
and exercise the rights and responsibilities of citizenship.
6
Every school in America will be free of drugs and violence and
will offer a disciplined environment conducive to learning.
3
P.11
JUN 11 '91 18:56 HILTON 303 241-8888
06.11.1991 12:35
Fad1
Colorado2000
WHAT WE
President Bush and the nation's governors have called on every commu-
NEED To Do
nity in America to achieve the national education goals by the year 2000.
In response to that call, government, civic, business, labor, and education
leaders have asked every community in our state to become a Colorado
2000 community by doing four things:
Adopt the national goals. Service clubs and businesses, city councils and
labor unions, educators and parents, county commissioners and everyday
citizens are urged to commit to these goals and to help their communities
achieve them.
Establish strategies for achieving them. Determine what specifically your
community must do to reach each of the goals. The section "Achieving
the Goals" suggests ideas.
Measure progress. Know what your schools and other organizations are
doing to meet the goals.
Determine what resources are needed to achieve the goals. Find out what
public and private resources are available, how they are being used, and
whether more are needed.
How WE
If we are to achieve America's education goals, we must do it community
CAN Do IT
by community. Thus, Colorado 2000 focuses on community organizations
with support at the state level.
A Colorado 2000 steering committee, consisting of the governor, state
legislators, educators, business people, labor and civic leaders, is charged
with making sure the community is heard and gets support. Statewide
reams for each of the six national education goals will work with commu-
nity goal teams throughout Colorado.
The work will continue for at least three years. A first statewide report,
developed by the local and state teams, will be presented to the legislature
and to all citizens in September 1991. A timetable of events is in the last
section of this booklet.
4
P.12
JUN 11 '91 18:57 HILTON 303 241-8888
06,11,199: 12:36
P.12
Join your local Colorado 2000 team. Become part of a community goal
How You
team. Help your community achieve one or more of the national educa-
tion goals.
CAN HELP
Colorado 2000 began with a statewide teleconference in June 1991. If you
were part of that conference, you met with subgroups to begin work on
each of the goals. If you were not part of the conference, watch the video-
tape of it and offer to work with a local goal team. You can get a copy of
the videotape and find out how to contact the team you want to work
with by calling your local school superintendent or the Colorado 2000
office at (303) 866-3123.
Just what is Colorado 2000?
SOME QUESTIONS
It is a community-by-community effort to help Colorado achieve
AND ANSWERS
America's education goals, which were adopted by the President and the
nation's governors. Colorado 2000 is supported by local and state govern-
ment, education, business, labor and civic leaders.
Why is there such 2 need to improve education?
It is the only way to maintain and improve our standard of living, to
protect the kind of society we live in, and to provide opportunities for
ourselves and our children.
American industry now competes directly with nations that have higher
productivity and lower wages than ours. But American productivity has
grown very little during the past two decades. If we are to maintain a
high standard of living we must become more productive, more resource-
ful. That takes well-educated workers with greater skills.
Education is the key, too, to individual opportunity. We want everyone to
fulfill his or her potential, to actively participate in as democratic society,
and to regard education as a lifelong adventure. Achieving the national
goals can make that happen.
5
P.13
JUN 11 '91 18:58 HILTON 303 241-8888
06.11.1991 12:37
P.13
Colorado2000
We're already working on state goals. Do we just set them
aside in favor of the national goals?
Absolutely not. The state and national goals complement each other. The
impressive work being done on state and local goals through accountabil-
ity and planning committees, PTA's and PTO's, business partnerships,
education foundations, creativity school committees and others gives
Colorado an advantage. All these groups should be part of Colorado
2000. They have built a good foundation for working toward our national
goals.
Haven't some Colorado communities surpassed the national
goals? Some school districts, for example, already have a higher
than 90 percent graduation rate.
It is true that some communities are further along on some goals than are
others. But it would be a serious mistake to think that education improve-
ment is someone else's problem. What has served us well in the past will
not necessarily serve as well in the future. Moreover, even top American
students often do not compare favorably with students from other na-
tions, and American industry is less productive than much of its foreign
competition. Every community owes it to itself to ensure that all citi-
zens-from the youngest to the oldest-have the opportunity to improve
their knowledge and skills.
Isn't the real problem just with the schools?
Not at all. The best schools are no substitute for families or community.
Nor are they substitutes for adequate health and social services or early
childhood care. Education is the responsibility of all the community.
Schools cannot be primarily responsible for goals to ensure that young-
sters enter school ready to learn, or to improve adult literacy and job
skills, or to keep schools drug-free.
But schools, like all institutions, must change. They must be responsive to
changes in society, changes in the populations they serve, and changes in
skills needed in the workplace. Schools can reinforce the values that bring
us together as a community. They can help students learn to read, write,
and compute, and to develop higher-order thinking skills. With our help,
they will do it.
6
P.14
11 '91 18:58 HILTON 303 241-8888
06.11.1991
12:38
P.14
Will accomplishing the goals require more tax dollars?
It may. But first we must know whether we are making the best use of the
resources we have now. We need to know what is needed that is not
being done and what resources are needed to do them. Even so, we may
well need to invest more to reach our goals. The long-term cost, however,
will be much less than that of doing nothing. No program for educational
achievement will compare with the costs of prisons or support of those
without the skills to work.
How will we know whether additional money is needed
and, if it is, how much?
That is an important part of the Colorado 2000 initiative. Teams in every
community are asked to determine how to achieve the national goals and
what resources it will take to do it. These teams will make their first
report to the state in August 20, 1991.
What is the status of public school funding now?
Colorado pays for public schools with approximately equal shares of state
money and local property taxes. A new school finance act, designed to
make school funding equitable throughout the state, has not been fully
funded because of declining property values, increasing school enroll-
monts, and insufficient state funds Significant additional funding will be
needed to maintain present programs and services and make them equally
accessible throughout the state.
How do I get more information on Colorado 2000?
Call the Colorado 2000 office at (303) 866-3123.
Colorado 2000 envisions local teams in every school district working on
each of the six national education goals. These teams are to set strategies,
ACHIEVING
measure progress, and determine what resources are needed to meet the
THE NATIONAL
goals.
EDUCATION GOALS
What follows is additional detail on each goal, including areas to explore,
things lo know, questions to ask, people to call for more information, and
1 discussion guide for goal-team work sessions.
P.15
FROM JUN 11 '91 18:59 HILTON 303 241-8888
06.11.1991 12:39
P,15
Colorado2000
GOAL ONE
By the year 2000, all children will start school ready to learn.
Objectives
All disadvantaged and disabled children will have access to high quality
and developmentally appropriate preschool programs that help prepare
children for school.
Every parent in America will be a child's first teacher and devote time
each day helping his or her preschool child learn; parents will have access
to the training and support they need.
Children will receive the nutrition and health care needed to arrive at
school with healthy minds and bodies, and the number of low birthweight
bables will be significantly reduced through enhanced prenatal health
systems.
Background
Studies show that children who attend early childhood programs are
more likely to complete high school and less likely to become parents as
teenagers, to have discipline problems, or to need welfare services.
But experts agree that even the best preschool programs alone are not
enough. Ultimately, the family is responsible for a child starting school
ready to learn. Prenatal care, parent education, health care, good nutri-
tion, and early childhood education programs are all needed if children
are to be emotionally, physically, socially, and intellectually ready for
kindergarten and beyond.
Educators say we are not finding out early enough what help children
need, and, when we do, we don't do enough about it. Good programs
that help parents improve their parental skills and their children's learn-
ing environment have been limited by costs and lack of public informa-
tion.
A concern often cited is the lack of coordination of public and private
health, social, and education services. Too often, critics say, services and
resources are fragmented and not enough attention is given to delivering
these services in a way that is best for children.
8
P.16
JUN 11 '91 19:00 HILTON 303 241-8888
06.11.1991 12:40
#.16
Goal One -- readiness for school
Discussion
Questions
School District
Why is this goal important to our community or organization?
What are we already doing in our community and schools to accomplish
this goal?
What else do we need to do in our community or statewide to accomplish
this goal?
Who else needs to be on our goal team?
What are our immediate next steps?
9
Colorado2000
Some Things
How do we know when a child is "ready for school"?
We Need To
Know About
How available are social, health and education services in our community
Goal One
and how well are they coordinated?
What perkentage of preschool youngsters in our community now attend
preschool programs? What do we know about the quality of those pro-
grams?
What is the quality of parent education programs here?
What data is there for our community on numbers of preschool young-
stars, newborns expected each year, early childhood educators, support
and education programs for parents of young children?
Additional
State goal team one can provide both information and technical assistance,
Resources
including names of early childhood advocates and statistics on the status
Available to
of children and families. Early childhood strategies recommended by the
Local Goal
Decade of the Child Coalition are available through Colorado Children's
Teams
Campaign at 303/394-3212
There are strategies available through the Governor's office at 303/866-
2974 on how state and local government can work together to benefit
children and families; information on business and work-family policies;
assistance in scheduling regional forums on children and families, work-
ing with businesses and foundations on behalf of young children, and
standards for early childhood educators.
To get more information on this goal, including examples of successful
programs under way in Colorado, please call the state goal-team chair-
person:
Donna Chitwood or Sally Vogler. (303) 866-2974.
10
2411-888 E0E NO17IH 10:51 I6. II NNI
41'd
Colorado2000
GOAL Two
By the year 2000, the high school graduation rate will increase to at least
90 percent for all groups.
Objectives
The nation must dramatically reduce its dropout rate, but 75 percent of
those who do drop out will successfully complete a high school degree or
equivalent.
The gap in high school graduation rates between American students from
minority backgrounds and their non-minority counterparts will be elimi-
nated.
Background
Many believe the best hope for keeping youngsters in school is keeping
them interested in school, challenging them to do their best. The best help
is early help. That means helping youngsters as soon as they show signs
of falling behind.
Others point out the importance of having A qualified teacher in every
classroom with classes small enough to permit individual attention. It is
important, too, that youngsters not be segregated by ability, race, or socio-
economic background because it can result in inferior education.
Finally, many youngsters who do not plan to go on to postsecondary
education drop out because they don't see much connection between
school and what they will do next Some argue that school counselors
concentrate on the college-bound and do not work closely with the non-
college bound.
Colorado had a 76 percent graduation rate in 1987 and has an objective of
improving that to 90 percent by 1995. The dropout rate varies greatly by
district and generally is higher for minority students. The Colorado
Department of Education does not include those who receive a GED
certificate among high school graduates.
12
2411-888 E0E NO17IH 10:01 T6. TT NOS
P.18
Goal Two Am school completion
Discussion
Questions
School District
Why is this goal important to our community or organization?
What are we already doing in our community and schools to accomplish
this goal?
What else do we need to do in our community or statewide to accomplish
this goal?
Who else needs to be on our goal team?
What are our immediate next steps?
13
P.19
2411-888 E0E NO17IH 20:61 T6, TT NRI
Colorado2000
How good are early intervention and remedial education programs in our
Some Things
community's schools?
We Need To
Know About
How effectively do the schools work with youngsters who plan not to go
Goal Two
on to college? What relationships do the schools have with potential
employers in their area?
How much individual attention are teachers and others in the schools able
to give to students?
Do caring adults from outside the schools provide encouragement and
support for youngsters who need it? How effective are these mentor
programs?
What special efforts are under way to keep youngsters who need extra
help in school?
To what extent do local employers encourage youngsters to stay in
school? Do they have informal contracts that coordinate job requirements
with school work?
To what extent do schools work with youth clubs and other groups that
might encourage youngsters to stay in school?
State goal teamitwo can provide both information and technical assis-
Additional
tance. It can help generate ideas for strategies and serve as a clearing-
house for state and national resources.
Resources
Available to
To get more information on this goal, including examples of successful
Local Goal
programs under way in Colorado, please call the state goal team chair-
Teams
person:
Randy Quinn, executive director of Colorado Assn. of School Boards.
(303) 832-1000.
14
2411-888 E0E NO17IH E0:6T T6, II NNI
02'd
Colorado2000
GOAL THREE
By the year 2000, all students will leave grades four, eight, and twelve
having demonstrated competency in challenging subject matter includ-
ing English, mathematics, science, history, and geography; and every
school in America will ensure that all students learn to use their minds
well, so they may be prepared for responsible citizenship, further learn-
ing, and productive employment in our modern economy.
Objectives
The academic performance of elementary and secondary students will
increase significantly in every quartile, and the distribution of minority
students in each level will more closely reflect the student population as a
whole.
The percentage of students who demonstrate the ability to reason, solve
problems, apply knowledge, and write and communicate effectively will
substantially increase.
All students will be involved in activities that promote and demonstrate
good citizenship, community service and personal responsibility.
The percentage of students who are competent in more than one language
will substantially increase.
All students will be knowledgeable about the diverse cultural heritage of
this nation and about the world community.
Background
According to tests administered by the National Assessment of Educa-
tional Progress, American students, especially those in the upper grades
and minority students, do not perform well in the core subjects addressed
by goal three. By grade 12, according to these tests, fewer than half of all
students perform at expected levels. For example, only half of 17-year-
olds who are still in school can compute using decimals, fractions and
percents. A 1988 assessment of writing found that only 28 percent of
eleventh graders could write a simple, persuasive letter.
Critics say too many schools have too many remedial and too few ad-
vanced courses in math and science. This is particularly true, they say,
among schools serving predominately minority students. Others point to
"tracking" of students and to teachers who lack sufficient background in
their subjects as contributing to the problem. Some argue that standard-
ized tests are often overemphasized or misapplied, and that teachers often
do not have the freedom and resources to give students individual atten-
tion.
16
2411-888 E0E NO17IH 0:50 16. IT NNI
1221
Goal Three -- student achievement and citizenship
Discussion
Questions
School District
Why is this goal important to our community or organization?
What are we already doing in our community and schools to accomplish
this goal?
What else do we need to do in our community or state-wide to accomplish
this goal?
Who else needs to be on our goal team?
What are our immediate next steps?
17
FROM 251111 DI CO.SS 641-0000
06.11.1991 12146
P.23
Colorado2000
Some Things
How many students at each grade level take courses in English, math-
We Need To
ematics, science, history and geography? What are the schools' require-
Know ADOUT
Goal Three
What percentage of high school students are taking advanced courses in
these subjects?
What special attention is given to encouraging minorities in these fields?
How is achievement in these subjects measured? Are state and national
assessments compatible?
How do students feel about the courses they get at school? Do they find
them interesting and challenging or repetitious and boring? Do they feel
the courses are relevant to their futures?
To what extent do teachers have the opportunity to enhance their own
skills in these areas?
Additional
State goal team three will provide information and technical assistance.
Resources
Available to
The state team is sending to each school district information on goal three
Local Goal
from the Colorado Department of Education as well as information on
Teams
assessment techniques. The state team is also providing information on
each district's progress toward state education goals.
The state team urges local teams to review with local accountability com-
mittees work done to assess academic progress in local school districts.
To get more information on this goal, including examples of successful
programs under way in Colorado, please call the state goal team chair
person:
Tony Rollins (303) 695-4300.
18
PROM JUN 11 '91 20:33 HILTON 303 241-8888
06.11.1991 12147
P.4
P.24
Colorado2000
GOAL FOUR
By the year 2000, U.S. students will be first in the world in science and
mathematics achievement.
Objective
Math and science education will be strengthened throughout the system,
especially in the early grades.
The number of teachers with a substantive background in mathematics
and science will increase by 50 percent.
The number of U.S. undergraduate and graduate students, especially
women and minorities, who complete degrees in mathematics, science
and engineering will increasing significantly.
Background
When measured against students from other nations, Americans rank
near the bottom in math and science achievement. Less than half of
American high school students take advanced courses in math and sci-
ence. But educators agree that chemistry and advanced algebra must be
part of the minimum curriculum in preparing for college-level science and
engineering courses. Moreover, many argue that advanced algebra
teaches problem-soiving skills that virually all workers need in today's
technological economy.
During the past two decades the number of American students earning
college degrees in mathetnatics decreased by one-third. Women, blacks
and Hispanics are significantly underrepresented in science and engineer-
ing professions.
Studies show that too many elementary and high school science and math
teachers lack appropriate backgrounds or degrees in subjects they teach.
Teachers say they often do not have access to professional development
opportunites that would allow them to broaden their skills in science and
math instruction. Others say that many schools have antiquated laborato-
ries and equipment, and many are unable to provide students with even
routine involvement with computers, a skill considered essential by most
employers.
20
FROM JUN 11 '91 20:37 HILTON 303 241-8888
$6,11,1991 12:40
P.10 P.23
Goal Four - science and mathematics
Discussion
Questions
School District
Why is this goal important to our community or organization?
What are we already doing in our community and schools to accomplish
this goal?
What else do we need to do in our community or statewide to accomplish
this goal?
Who eise needs to be on our goal team?
What are our immediate next steps?
21
/
OFFICE OF PRESiDENTiAL ADVANCE
CONTACT SHEET
-
NAME
OFFICE
Phone Number
Presidential advance office
202/456-8565
Presidential advance fax
202/456-2820
Conner W., Shepherd
Mayor, City of Grand Junction 303/244-1504
Leo Tomeu
Presidential advance 202/456-8565
Kelley Gannon
11
"
Suzanne faulk
11
202/456-7565
Riecre ClAUSSEN
Paul Rosier
DR. ROZERE
MESA Co Sheriffs Dept.
303/244-3500
Supt of Cb Schools
305/245-2422
TAFT MOORE
SCHOOL DIST.#51
207/245-5222
Bernie Buescher
West Star Aviation - Bus/Ed Partnership
303.243.7500
M. Katherine Pinson
School Dist 51 - Colorado Assoc. SchoolBoards
303-243-3652
JAYNE JUSTICE
COAST GUARD MILITARY AIDE/MILITARY OFFICE
2023951747
JENNIFER GROSSMAN
PRESIDENTIAL SPEECHWRITING
(202)456-7750
MARTYN CURRIE
GRANd Junction P.D.
(303)244-3560
Linda Schooley
Sch Dist 51- Middle Sch. Teacher
(303) 242-6859
Lawy Sallenbergr
Colo, Dept. of (303)866-4903
GJ Airz Clizanberg Commise
292-4903
KATHY Holl
SenATor HANK Brown
245-9553
Elisa Watkins
WH- Intergovernmental Affairs
202-456-7170
MARKACHEN
CITY OF GRAND JUNCTION
303/2441501
Tom WULF
Colo. STATE PATROL
303-2487278
Michael J. Stratton
Citizens for Romer
303/831-9016
Jim CURTiS
White House Communications
202-395-1200
Mark Barnette
White House Communications
202-395-4040
ROB CREAMER
MARINE ONE ADVANCE
(703)640-2364
ANDY FOSTER
WH POLITICAL AFFAIRS
2024566510
LARRY SPERL
USSS /PPD
Tornin R 10mm and
202/395-4112
CAREER CENTER
INCENTIVE PROGRAM
1990-91
WHAT IS THE CAREER CENTER INCENTIVE PROGRAM?
The basic intent of the incentive program is to recognize and
reward excellence in our students. All students, regardless of
inate abilities, have the same chance for success. Each student
will be assessed on a bi-monthly basis by a school committee known
as the Incentive Review Board. The I.R.B. will look at three basic
areas on an individual basis - behavior, grades, attendance.
Behavior
Each student starts the day with the opportunity to earn up to 10
points. A perfect score for a two week period would equal 100
points. Students can lose points by being written up. Write ups
fall into two categories - minor & major (see explanation, page 2).
The only way a student can fail to earn 100 points in 2 weeks is
to fail to earn 10 points per day and/or have points deducted for
inappropriate behavior.
Grades
The incentive level (see chart) a student accesses will in part be
determined by grades. Instructors will conference weekly with
students regarding what their grade is and why they have the grade
they do.
Attendance
This is assessed on a percentage of daily attendance beginning at
the time the student enters the Career Center. Excused absences
will not be figured in the attendance but they could affect a
student's grades if he or she fails to do appropriate make-up work.
Students in every Career Center program will be assessed under the
same criteria and all data will follow a student from one program
to another.
WHAT ARE INCENTIVES?
Incentives range from basic privileges to cash bonuses. It is
imperative to keep in mind that every student can earn top honors
through our incentive program. Once again, its basic intent is to
reward outstanding performance assessed on an individual basis.
Any reasonable consideration for a type of incentive should come
to the I.R.B. and administration from the Student Council or
individual staff members.
Career Center Incentive Program continued
Page 2
WHAT IS THE "FRIDAY CLUB"?
The F.C. is a student oriented reward period beginning at the
school break every other Friday (twice per month). Some activities
could be volleyball, movies, burgers or any other approved
activities. (Activities for T.F.C. can be submitted through your
Student Council.)
WHAT ARE "C" BUCKS?
C Bucks are Career Center dollars which are awarded to a specific
student and can be spent in the school store at any time.
WHAT ARE ADULT PRIVILEGES?
When a student reaches the "MASTER" level, he or she earns the
opportunity to function on our campus as an adult. He or she does
not need a hall pass, may access his or her own car or that of a
fellow MASTER, and may use the phone upon request. Adult
privileges must be accompanied by adult behavior or the privilege
may be revoked at any time.
How do I know what my School Behavior percentage is?
ALL students start each day with the opportunity to earn up to 10
points; 100 points for 2 weeks. Once earned, points can only be
lost by being "written up". There are two basic categories under
which a student can be written up; they are:
1. Major write up
2. Minor write up
WHAT IS A MAJOR WRITE UP?
Severe types of behavior such as fighting, abusive language,
inappropriate response to authority, etc., could constitute a major
write up greater than 10 points and resulting in 2 or more strikes.
WHAT IS A MINOR WRITE UP?
A minor write up will be up to 10 points and is basically the same
thing as a strike. Your behavior score determines where you are
in the incentive program and your number of strikes determines when
and if a parent/teacher conference, in-house or out-of-house
detention, or any other disciplinary action is needed.
Career Center Incentive Program, continued
Page 3
HOW DO I CHANGE A LEVEL?
Every two weeks students will have the opportunity, upon teacher
recommendation, to go before the Incentive Review Board. The
members of the I.R.B. will take all factors into consideration and
will recommend based upon that assessment. Three components will
be considered by the I.R.B.; they are:
1. Behavior
2. Grades
3. Attendance
Only the I.R.B. can move a student up or down the Incentive
pathway. No one teacher can move a student up or down; however,
students should keep in mind that any person in a position of
authority can issue a write-up in or out of class, during breaks,
or at any appropriate time and place.
CAREER CENTER
INCENTIVE PROGRAM
1990-91
BEHAVIOR
CLASS GRADE
ATTENDANCE
INCENTIVES
Level I
Below 70 pts. Below "C"
Below 80%
No breaks, field trips, or general
school activities
Level II
70 pts. or
"C" or
80% or
Breaks/store privileges, field trips,
better
better
better
general school activities
Level III
80 pts.
"B" or
90%
Level II privileges plus
better
$1 C Bucks/week, TFC (The Friday Club)
Level IV
90 pts.
"A"
95%
Level II & III privileges plus
hat or T-shirt, recognition certificate, $5,
2 C Bucks/week (total), $2 cash/week payable
bi-weekly
*Level IV must be maintained for 18 weeks
or semester in order to go on to Masters Level.
MASTERS
100 pts.
"A"
100%
Adult privileges, school jacket,
end of year trip paid by C.C.,
5 C Bucks/week (total),
$5 cash/week payable bi-weekly,
$100 cash bonus per full semester at
Masters level
Assessment/Entry
Level II privileges
MEMORANDUM NO. 91-66
TO:
District 51 Staff
FROM:
Paul Rosier, Superintendent
DATE:
June 5, 1991
SUBJECT:
Job Well Done!
The last day of school is upon us. It has been an excellent year thanks to all of you. Now is the time
to celebrate. I would like to share some of the highlights of this year with you.
1.
A marked increase in student attendance. In 1988 the State Department calculated the
district's average daily attendance for students to be at 90%. As you are aware, the state goal
is to have by 1995 an average attendance rate of 95%. We have calculated this year's
attendance rate using the same period the CDE used, the 11 days of the official count period.
Our average daily attendance rate for 1990-91 is 95%!!! Outstanding!!
2.
A business education partnership that is recognized as a model for the rest of the state. Our
business colleagues continue to provide support assistance and direction. All of our high
schools, middle schools and three elementary schools have participated in the business-teacher
exchange where teachers visit businesses and business people visit schools. The reports from
both educators and business people are that these exchanges are valuable experiences. The
Chamber of Commerce again honored teachers from our district at its annual teacher
recognition dinner. The number of teachers and business people. that are involved in this
partnership has increased significantly this year. Just an anecdotal note: Bill Schipper, a
national consultant who worked with the business people on "at risk students" in January,
reported that when he got off the plane he was met by business leaders who raved about our
schools and the partnership. He stated that he had never had that happen anyplace else he had
visited. He also complimented the district on the quality of people (our staff) who make this
an outstanding district.
3.
One more step toward a unified technological education center. Last month Mesa State
College broke ground on the first phase of construction of a life-long training center for Mesa
County. This concept of a unified technological center has far reaching ramifications for
education in this valley. In addition to breaking ground and getting construction underway at
the Foresight campus, the Board has committed to sell property and build classrooms at the site
as soon as possible.
4.
A curriculum development process that is a model of participatory decision making. The
district's curriculum development process continues to evolve. The process is driven by standing
committees composed of practicing teachers. Often curriculum is developed by specialists who
were once practicing teachers, but who may have been out of the classroom several years. Our
model is driven by shared decision making. The buy-in by teachers has been tremendous. For
example, the new direction in the science curriculum matches the latest research on science
instruction and is designed to meet the national goal to be first in the world in science. We all
can be proud of the curriculum development process.
(over)
5.
Moving toward shared decision making. We continue to move toward a decentralized, shared
decision making process. The reorganization of the central administration has been a positive
step in this direction. A committee of teachers, principals, district administrators and
representatives of both MVEA and AFSCME have been working together to organize a
training program that will assist building staff and parents in developing skills for shared
decision making. The training program started this spring and will continue during this summer
and next school year. Together, we (staff, parents and administrators) can find the best
methods and processes to meet district, state and national goals.
6.
A graduating class of over 900 students. We just graduated a fine class of seniors. Over 20 of
those seniors had 4.0 or better grade point averages. We can all take pride in the skills,
abilities and attitudes that these graduates take into the world.
7.
A report on our Special Education Department and District 51 that was outstanding. CDE
completed their on-site assessment of the district programs for special needs students in May.
The exit report was most complimentary of this district and the people who serve special needs
students. In particular, the CDE team stated that in most districts they find one or two model
programs, but they noted 8 to 10 such programs in ours. Their greatest praise was for the
people - both special and regular educators - who serve handicapped children. CDE assessment
teams have, in my experience, never been so positive about our district and our people.
Another job well done.
8.
Gains in the area of high risk students. Although we have not as yet completed our final
reports on drop-outs, the preliminary information indicates that we may have reduced the total
number by as much as 50% in comparison to last year. WOW!! We will complete the official
reports this month and will know more precisely what the results are. We will continue to put
in the extra effort and commitment to find ways to not only keep students in school but to
provide positive learning experiences. Kudos to all those who worked so hard in this area.
9.
Individuals receiving statewide acknowledgement for achievement. This year we have had a
couple of people honored with statewide recognition. Maureen Kallio received the Golden
Apple Award from the Colorado Education Association for her outstanding work as the
President of MVEA for the past four years. Karen Cox was selected as the state's classified
employee of the year. Karen is a library secretary at Broadway Elementary School. Karen and
Maureen depict the outstanding people in this district.
10. Quality people make a difference. We are all tired at this time of the year, but if you will take
a few minutes to look at the people around you, are not they the finest people in the world?
This district is a great place to work and to be a part of because of the fine people - staff,
students, parents and community folks - with whom we all get to associate and work.
There are many other areas that we can justifiably celebrate. I have noted only a few.
Thank you all for a great year and job well done.
PR:mkk