Trinidad For Children

Public Appreciation Reception

Eckhart Student-led Awards ceremonies, & more!
Tackling important issues, to support our students & staff in Trinidad School District #1!
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Public Appreciation Reception Thursday, Nov. 8th!

Thank you!
Trinidad for Children Donations & Support

THANK YOU FOR SUPPORTING!
 
Trinidad School District #1
 
Please stop by so we can say thank you!
 
PUBLIC APPRECIATION RECEPTION
NOVEMBER 8, 2018
6:00-8:00 p.m.
Brix Sports Bar & Grill
Appetizers will be served
 
Paid for by the Trinidad for Children Campaign Fund
Trinidad for Children Campaign Committee

As well as the following:

Jesse Manzanares                                                                                                                
Joe and Louise Terry
Carolyn Shatzman                                                                                                   
Ed and Karen Griego
Sandy Palmer                   
Dan Ruscetti                      
Chris Furia                          
Megan Figgins
Chantel Brunelli
Darby Shier                        
Dave Shier
Rosemarie Shier                              
Ron Arant                           
F & C Sawaya Wholesale              
Laura DeBella                    
The Chronicle News
World Journal
Peach Vigil
Farmer’s Market
KCRT (Eli Debono)
COG Children’s Center (Deb Hartman)
Highland Health Dispensary
The Underground Station           
Colorado Education Association

With gratitude,
Bonnie Aaron
TSD1

Safe Trick or Treat table on Halloween!

Trinidad School District #1 Leader In Me Achievment:

  • In 2018, reached Lighthouse Status through the Leader in Me Program.

  • Eckhart Elementary and Fisher's Peak Elementary School are 2 of 517 schools
    worldwide to achieve this amazing honor. 

  • Eckhart Elementary is the ONLY K-1 school worldwide to be recognized as a
    Leader In Me Lighthouse School!

What is a Leader in Me Lighthouse School?

Within the education industry, it is common for schools to receive recognition for outstanding achievement. The Lighthouse Certification is a highly-regarded standard set by FranklinCovey that is attainable by every Leader in Me school. As it is a significant benchmark, applying for this certification typically occurs four to five years after a school begins the Leader in Me process.

The certification is evidence that schools have produced outstanding results in school and student outcomes, by implementing the process with fidelity and excellence. It is also because of the extraordinary impact that the schools may be having on staff, students, parents, and the greater community.


Today, there are more than 300 schools around the world that have earned Lighthouse certification by meeting the following criteria:

• The principal, school administration and staff engage in ongoing learning and develop as leaders, while championing leadership for the school.

• Leadership principles are effectively taught to all students through direct lessons, integrated approaches, and staff modeling. Students are able to think critically about and apply leadership principles.


• Families and the school partner together in learning about the 7 Habits and leadership principles through effective communication and mutual respect.


• The school community is able to see leadership in the physical environment, hear leadership through the common language of the 7 Habits, and feel leadership through a culture of caring, relationships, and affirmation.


• Leadership is shared with students through a variety of leadership roles and student voice leads to innovations within the school.


• Schoolwide, classroom, family and community leadership events provide authentic environments to celebrate leadership, build culture, and allow students to practice leadership skills.


• The school utilizes The 4 Disciplines of Execution process to identify and track progress toward the high priority goals of the school, classroom, and staff members.


• Students lead their own learning with the skills to assess their needs, set appropriate goals, and carry out action plans. They track progress toward goals in Leadership Notebooks and share these notebooks with adults in student-led conferences.


• Teacher planning and reflection, trusting relationships, and student-led learning combine to create environments for highly engaged learning.


Leader in Me schools maintain their Lighthouse Certification for two years and continue to foster their growth in exemplifying a leadership culture. At the end of the two years, schools may recertify to maintain their Lighthouse Certification.

*All previous text taken from the Leader in Me website at www.theleaderinme.org
District Facility Goals:

•Address highest priority district needs, starting with the renovation of the Trinidad Middle School to a modern K-12 educational facility.

•Address decades of significant deferred maintenance.

•Ensure the effective and operable use of the facility for the future.


•Improve the student learning enviroment.

•Improve the safety of district students and staff.

•Relieve an overburdened maintenance staff and budget

•Reallocate budget funds from reactive to proactive expenditures

How will the improvements - and how do district staff - plan to increase student’s academic performance?

1.  Better building conditions will create a better learning environment for students and teaching environment for teachers.

2.  A competitive salary schedule will recruit high quality teachers.

3.  Updated technology such as laptops, Chromebook, software/hardware, bandwidth provide teachers with quality teaching resources and students with learning resources.

4.  Safety and security improvements such as security cameras and security doors.

5.  Newer fleet of buses will aide in safe transportation for students.

6.  Embedded onsite professional development using instructional coaches will enhance student’s educational experience.

7.  Social/emotional/mental health resources for students will assist in learning.
School Finance 101: What Every Coloradan
Should Know About Education Funding


An equitable formula
Since 1994, Colorado’s School Finance Act (the “Act”) has been designed to ensure every student in Colorado has the same educational opportunity regardless of wherethe student lives. Under the Act, the total per-pupil funding received by each school district includes a “base” per-pupil amount (base funding) that represents what it takes to educate an average student in an average district. The base amount is then adjusted by “factors,” which account for unique local circumstances such as size, at-risk students in the district, cost of living and personnel costs.

The factors equalize funding across districts by addressing the increased per-pupil costs for a district to
educate its students when, for example, a high percentage of pupils are from at-risk populations or when the necessary costs of running a school and hiring staff are divided among a small student population in an isolated rural district.

Amendment 23 and adequate funding
Amendment 23 was a constitutional amendment approved by voters in 2000 to reverse a decade of lost funding experienced by Colorado school districts throughout the 1990s. During that decade, Colorado’s education spending did not keep pace with growth and the inflation rate, and each year per-pupil funding for education in Colorado fell steadily further and further behind the national average.

Amendment 23 required K-12 funding to increase each year by the inflation rate plus 1 percent until 2011, and thereafter by inflation. The intention was to provide stable and predictable funding increases for Colorado school districts and to bring the total per pupil funding amount in Colorado back to 1989 levels when adjusted for inflation.

For a decade, the Colorado legislature and the governor interpreted Amendment 23 to require these funding increases each year to be based on the total per-pupil funding – that is, on the total of base funding plus the factors. This interpretation preserved the fairness and equities built into the school finance funding formula and it was consistent with the intent of Amendment 23 to bring total per-pupil funding in Colorado back to 1989 levels.

The Negative Factor
Beginning in the 2009-10 school year, in response to the economic downturn and resulting budget crisis, the legislature changed its interpretation of Amendment 23 and declared that Amendment 23 only required the legislature to increase the base funding each year. Under this new interpretation, funding for the factors could be cut by the legislature. The legislature proceeded to add a new “negative factor” to the school finance funding formula as a mechanism to enact across-the-board cuts to school finance funding each year.


The negative factor has forced all Colorado school districts to make cuts to important educational programs. Moreover, the negative factor has destroyed the equalizing mechanism in the school finance funding formula by disproportionately impacting districts and communities that rely most heavily on the factors to attain equity with other districts. The legislature also has continued to pass significant new mandates that impose additional unfunded and costly obligations on school districts already struggling to serve students with dramatically reduced funding.


Consequences
The total funding school districts have lost by application of the negative factor since 2009-10 is more than $5 billion. The negative factor has destroyed the equities built into the school finance funding formula. It is a violation of the legislature’s own interpretation of Amendment 23 during the first decade after it was passed by the voters. Until the negative factor is eliminated, every new program, initiative or reporting requirement is an unfunded mandate on local school districts.