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    <title>Joyce Rankin</title>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-our-schools-are-moving-in-the-right-direction/</link>
        <title>Rankin: Our schools are moving in the right direction</title>
        <description>Preliminary results from the 2018 assessments were revealed to the public in August. All of the school and district scores appear on the Colorado Department of Education (CDE) website. You can review all of the district and school results and...</description>
        <pubDate>Fri, 14 Sep 2018 15:03:07 -0600</pubDate>
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        <content:encoded><![CDATA[School is underway, and a highlight of the August State Board of Education meeting was to review students’ achievement measures from last year and to assess how teachers might proceed to move forward this year. Preliminary results from the 2018 assessments were revealed to the public in August. All of the school and district scores appear on the Colorado Department of Education (CDE) website. You can review all of the district and school results and results broken down by a variety of subgroups.Rankindu1-i-syn Overall, students in Colorado are continuing to improve, although, according to Commissioner Katy Anthes, we continue to see wide achievement gaps among subgroups. The department is discussing how best to support districts and schools to ensure that our education system reaches all students. Reviewing all of the 178 school districts and approximately 1,800 schools in Colorado, one can quickly become overwhelmed with the amount of information that is available. In order to gain a better understanding of Western Slope schools, I focused on the school “frameworks” for the area I represent, the 3rd Congressional District. The school frameworks are a way to hold schools accountable for performance on a consistent set of indicators and measures and allow the department to understand how and where to provide support for the lowest performing schools. Key indicators include academic achievement, growth and postsecondary workforce readiness. The school plan categories include – from high to low in this order – Performance, Improvement Plan, Priority Improvement and Turnaround. After the preliminary results are released schools have an opportunity to meet with the Colorado Department of Education for a “request to reconsider.” This allows schools to adjust for incorrectly submitted information or those that have questions and need additional time to meet with CDE to refine their effort. Because frameworks have been recorded since 2010, we now have information to compare schools over time, which is valuable for schools, districts and the department. In the district I represent, 11 schools have moved into the top two performance plan areas. Thanks to our teachers, parents and students, schools in our district are moving in the right direction. The request to reconsider process is extremely important in determining the FINAL ratings which are scheduled to be made available in November. I encourage taxpayers to visit the website and learn more about their local schools. And parents, you have specific student-related test scores and important information that you can receive directly from your child’s school. Thank you for the opportunity to represent you on the State Board of Education. It’s an honor to serve the 3rd Congressional District. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-whats-a-teacher-to-do/</link>
        <title>Rankin: What’s a teacher to do?</title>
        <description>du1-i-syn Social studies, science and physical education rounded out the curriculum. Then came monitoring the cafeteria, to accommodate students receiving free lunch, then free breakfast. Students, we determined, couldn’t learn if they were hungry. Now we have decided that there...</description>
        <pubDate>Sat, 18 Aug 2018 04:44:03 -0600</pubDate>
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        <content:encoded><![CDATA[du1-i-syn When I went off to college to learn to be a teacher, the responsibility of an elementary school teacher was mostly teaching “reading, ’riting, and ’rithmetic,” the three R’s. Social studies, science and physical education rounded out the curriculum. Then came monitoring the cafeteria, to accommodate students receiving free lunch, then free breakfast. Students, we determined, couldn’t learn if they were hungry. Now we have decided that there are many other demands on a teacher’s time that are “necessary” for students to learn, so we’ve expanded the “mission” of school. Since I’ve been a member of the state board, I’ve visited with teachers, administrators and taxpayers in the school districts I represent. I’ve found that we’ve come a long way from the “three R’s.” For example, teachers are now required, in teacher prep programs, to take courses that enable them to teach non-English-speaking students. Classes aren’t directed toward any specific language but languages in general (HB14-1298). The students are called English Language Learners. If teachers are already in the classroom, they are required to take continuing education courses in ELL as they earn credits to maintain their teaching credential. Another tough duty is dealing with special needs students. I recently visited with several special education (SPED) teachers who specialize in autism. Some students are with their SPED teacher for part of the day and integrated into a general classroom the rest of the day. The SPED teachers told me that it is essential that all classroom teachers take specific coursework in teaching and understanding students with autism. So far, this is not a requirement. Teachers are also expected to incorporate “Social and Emotional” lessons into their classroom curriculum. Students are coming to school without skills usually learned at home; therefore, teachers need to include social-emotional skills in classroom lessons. Teachers are also required to have an understanding of suicide prevention, depression, mental illness and bullying. And then there’s drug prevention, sex education and “safe schools.” It’s understandable why school administrators continue to request more school counselors and health professionals to address these needs. Another area where teachers need ongoing professional development is in technology, and its effective use in the classroom. On the flip side of technology, parents are becoming more concerned about too much “screen time” for their students in and out of school. Social skills and socialization may be compromised when too much time is spent on technology. And I almost forgot about testing. At our August meeting this week, we’ll receive test results from the Colorado Measurement of Academic Success and the SAT, used for college admission. So much to teach in so little time. On a positive note, with the economy doing better, the Legislature was able to put 10 percent more money into the K-12 budget for next year. A grateful superintendent that we visited with on the Western Slope said he was giving his teachers a raise. As the economy improves, the Legislature sees the probability of additional money in the future. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/education-legislation-up-for-2018/</link>
        <title>Education legislation up for 2018</title>
        <description>Joyce Rankindu1-i-syn There were 71 education bills of interest to the State Board. Forty-five of these bills passed and 26 failed. Forty-one bills require rule making and implementation from the Colorado Department of Education (CDE) or from the State Board....</description>
        <pubDate>Sat, 14 Jul 2018 04:52:55 -0600</pubDate>
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        <content:encoded><![CDATA[Joyce Rankindu1-i-syn The legislative session ended May 9, and I have since reread some of the legislation that passed and failed during the 2018 Legislative session. There were 71 education bills of interest to the State Board. Forty-five of these bills passed and 26 failed. Forty-one bills require rule making and implementation from the Colorado Department of Education (CDE) or from the State Board. Four-digit bills originated in the House of Representatives; three-digit bills originated in the Senate. The year the bill is introduced is the first number. Many of you may now be thinking, “I knew that.” Highlights from the 2018 session include House Bill 18-1355, the Public Education Accountability Bill. This was a bill submitted by the CDE at the request of the State Board. It addresses the basic dilemma of turn-around schools, those schools failing evaluations for five consecutive years. What happens after year five, after the board makes improvement decisions? This was the question the State Board was asking and the Legislature tackled in 2018. The bill allows the department to track students’ progress and make further recommendations to the board if students continue to fail. The schools will be held accountable for the additional grants and support received in their school improvement efforts. Implementation of the bill will be accomplished through rule-making without additional funding. HB 18-1412 – Retaining Teacher Grant Programs. CDE will review the effectiveness of three-year grants, and the State Board will vote on their renewal. The department will submit reports to the State Board and to the General Assembly. Frequently, grants are given without follow-up for accountability. I value the opportunity to review this grant. HB 18-1269 addressed Parent Notification for Safety and Protection. This bill requires local education providers (principals and teachers) to notify parents of charges brought against an employee or former employee of any felony offense that requires denial, suspension or revocation of a teaching license. HB 18-1286 will allow medical marijuana to be given to a student while at school. The school principal and child’s parents must sign a written agreement that allows for medical marijuana to be dispensed by school personnel. The new legislation would not apply if the schools can demonstrate that they would lose federal funding if enacted. Parents must provide medical documentation and supply the product daily. SB 18-011 – Students Excused from Taking State Tests. If parents excuse their child from state assessments, the school cannot prohibit the student from participating in an activity or any other form of award for taking the test. This bill is also known as the “Pizza Party Bill” because of a party that was given only to those students who had taken state tests. One of the major responsibilities of the State Board is to make rules in order to implement legislation. We’ll be involved in this process at our future board meetings. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-colorados-charter-schools-outperformed-all-public-schools-nationally/</link>
        <title>Rankin: Colorado’s charter schools outperformed all public schools nationally</title>
        <description>The test, the National Assessment of Educational Progress report, is known as the “Nation’s Report Card.” It uses a carefully designed sampling procedure that allows the assessment to be representative of the geographical, racial, ethnic and socioeconomic diversity of the...</description>
        <pubDate>Thu, 10 May 2018 05:03:49 -0600</pubDate>
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        <content:encoded><![CDATA[Have you wondered how students, in Colorado, compare academically to students in other states? There is a nationally recognized test given every other year to fourth and eighth graders that has been around since 1969. It’s a snapshot of how our students are achieving in school. The test, the National Assessment of Educational Progress report, is known as the “Nation’s Report Card.” It uses a carefully designed sampling procedure that allows the assessment to be representative of the geographical, racial, ethnic and socioeconomic diversity of the schools and students in the United States. The recently released 2017 scores show that the United States as a whole hasn’t improved significantly over time. NAEP is the most extensive continuing and nationally representative assessment of what our nation’s students know and can do in subjects such as mathematics, reading, science and writing. It’s not used to isolate school district or individual student achievement but is used to compare state-to-state achievement. Colorado test scores have remained relatively stagnant, however an interesting statistic emerged with the recent NAEP test results for Colorado 8th graders. Luke Ragland, President of ReadyCO, an organization working to improve education in Colorado, believes that parents should be able to send their children to a public school of their choice. Public charter schools are a popular choice for many parents and are part of the public school system. While few options are available in rural Colorado, there are some, including 32 charter schools operating in the area that I represent, the Third Congressional District. Colorado Charter Schools serve a higher percentage of students of color and English Language Learners than Colorado’s traditional public schools and receive less funding on average than Colorado’s traditional public schools. Ragland studied the recent NAEP scores of 8th graders in Colorado charter schools. He then compared these charter school scores to test scores of eighth grade students in public schools throughout the U.S. The result was that Colorado’s public charter schools outperform the public schools across the nation in both 8th-grade math and 8th-grade reading. Colorado charter schools outperformed all public schools in the nation. However, all of Colorado eighth graders also deserve a “high five.” If we only look at all of Colorado’s 8th graders, including charters, they come in at 17th place, out of 50 states in Math and 8th place in reading. National averages are 24th and 25th, respectively. Congratulations to all eighth grade students, teachers and parents! Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-civics-being-a-good-citizen-should-be-the-foundation-of-our-education-system/</link>
        <title>Rankin: Civics, being a good citizen, should be the foundation of our education system</title>
        <description>Joyce Rankin Civics is the study of the rights and duties of citizenship. The United States Citizenship Civics Test is the test all immigrants applying for U.S. citizenship must pass. Unlike Colorado, some states are requiring that students pass the...</description>
        <pubDate>Tue, 24 Apr 2018 05:03:13 -0600</pubDate>
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        <content:encoded><![CDATA[Joyce Rankin Thoms Jefferson said, “An informed citizenry is the heart of a dynamic democracy.” Civics is the study of the rights and duties of citizenship. The United States Citizenship Civics Test is the test all immigrants applying for U.S. citizenship must pass. Unlike Colorado, some states are requiring that students pass the test before receiving a high school diploma. Currently only 24 percent of U.S. high school students are proficient in civics. Proficiency is defined as “competent or skilled.” A passing grade in civics in many states, and for those desiring citizenship, is 60 percent, a pretty low bar. According to a recent study, a third of all U.S. citizens can’t name even one branch of our federal government.* An organization called the Civics Education Initiative believes that high school students should be required to pass the 100 basic facts immigration test. I would add that if those entering our country need to earn a score of 60 percent, shouldn’t current citizens be able to answer all 100 of the questions correctly? Under current Colorado law (C.R.S. 22-1-104), Colorado students are required to take, and satisfactorily pass, a civics course to graduate from high school. Remarkably, in Colorado, this is the only graduation requirement in state law. The actual law states: “The history and civil government of the state of Colorado shall be taught in all the public schools of this state.” Note the word “shall” in this statement. It’s critical when reading bills to note “shall” as opposed to “may.” Both terms are used in bill writing and, of course, have very different meanings. You seldom see the word “shall” because Colorado is a local control state. This bill, however, states that history and civil government “shall” or “will be” taught. The bill goes on to state that: “Satisfactory completion of a course on the civil government of the United States and the state of Colorado, (which includes the subjects described in subsection 2 including history, culture, and contributions of minorities, including, but not limited to, the American Indians, the Hispanic Americans, and the African Americans), shall be taught in all the public schools of the state.” In the previous paragraph, you may have noticed that students are “required to take and satisfactorily pass” a civics course. What does satisfactorily mean? That is left up to the school district. Some districts may require a higher standard to pass than others. Is one correct answer “satisfactorily passing”? It depends on your school district. Some people believe that there are too many tests given to students and we can’t possibly add another. I believe that next to reading and math, learning to be a good citizen should be the foundation of our educational system and our country. Our state should rise to the challenge and require high school graduates to not only be able to pass the test but understand the history and responsibilities behind the answers. [*There are three branches of Government: Legislative, Judicial and Executive.] Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-testing-is-just-around-the-corner/</link>
        <title>Rankin: Testing is just around the corner</title>
        <description>Joyce Rankin In 2017, Iowa’s new testing program, Next Generation Iowa Assessments, was rolled out. Nearly all of the school districts in Iowa currently use this assessment tool. Many other states are also using Iowa’s tests. Over the years other...</description>
        <pubDate>Tue, 27 Mar 2018 05:03:31 -0600</pubDate>
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        <content:encoded><![CDATA[Joyce Rankin Do you remember the Iowa Test of Basic Skills? Yikes, was it that long ago? ITBS, developed in 1935 by the University of Iowa, was administered as a tool for improving K-8th-grade education. Students took tests at each grade level to determine how they were learning. In 2017, Iowa’s new testing program, Next Generation Iowa Assessments, was rolled out. Nearly all of the school districts in Iowa currently use this assessment tool. Many other states are also using Iowa’s tests. Over the years other tests have been developed by different testing companies and Colorado, it seems, has tried more than a few. Colorado has changed tests over time, in attempts to align with the Colorado State Standards. There have been ongoing concerns with the time it takes to administer tests and turn-around time, but these times have improved. Here is a review of the latest progression of testing in Colorado: The Partnership for Assessment of Readiness for College and Careers test was replaced, in 2017, in favor of the Colorado Measurements of Academic Standards tests in Math and English Language Arts (AKA Reading, Writing and Arithmetic). These tests are ninety minutes shorter than previous tests. CMAS tests are given every year from 3rd – 9th grades. Social Studies which encompasses, history, geography, civics, and economics, is administered on a sampling basis with schools participating once every three years. Science tests are taken in grades 5, 8 and 10. The college entrance exam, the SAT, is taken in 11th grade with the preliminary tests, PSAT 9 and PSAT 10, given in 9th and 10th grades, respectively. The meaning of the acronym SAT is complicated. Originally it stood for Scholastic Aptitude Test. Then the name changed to Scholastic Assessment Test. In 1997, the people who created the test announced that the acronym SAT no longer stands for anything. This year testing will take place from April 9-27th. The SAT can be used for college admission and is known as a “high stakes” test. Students try to get the highest score possible, and there are strict protocols for test administration: students must sit at least four feet apart, if students talk during the test, they will be dismissed and not receive scores and students arriving after the exam begins are not admitted. Last month the New York Post reported cheating by 200 students at a Bronx high school. Students broke every rule set forth by proctors of the exams. For such a high stakes test, it is imperative that strict protocol rules are followed. We’ve gone from Iowa Tests of Basic Skills to SAT. But what about the Kuder Preference Test? Remember that one? When you finish taking it, you will get an idea of your career path. I just completed the free online version: I’m destined to be a teacher. Whew! Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-teacher-to-class-can-you-hear-me-now/</link>
        <title>Rankin: Teacher to class: “Can you hear me now?”</title>
        <description>Joyce Rankin Dan and I, along with a thousand other educators, attended an Excellence in Education conference last month where use of technology in the K-12 classroom was discussed. While there are already lessons available that introduce students, as early...</description>
        <pubDate>Tue, 16 Jan 2018 05:03:30 -0700</pubDate>
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        <content:encoded><![CDATA[Joyce Rankin “It’s just common sense.” How many times have you heard this phrase and thought “If only more people would just use common sense”? I was thinking that during a conversation with Dan Snowberger, Durango School District 9-R Superintendent in Durango. Dan and I, along with a thousand other educators, attended an Excellence in Education conference last month where use of technology in the K-12 classroom was discussed. While there are already lessons available that introduce students, as early as Kindergarten, to technology, the conversation turned to middle and high school students use of cell phones in the classroom. How can a student concentrate on the task at hand when they are on their cell phone texting a friend? The answer for one principal in Snowberger’s district was to ban cell phones in his middle school. “Ban cell phones”, you say. “That’s impossible.” Evidently, not for Shane Voss, Principal of Mountain Middle School (Grades 4-8) in Durango. First, Mr. Voss invited parents and interested community members to a screening of a film titled “Screenagers” explaining how the child’s brain develops. The film attempted to explain the result of too much “screen time” or time spent in front of a computer screen or cell phone. At first parents had some concerns about the importance of phones when they needed to get in touch with their child in an emergency situation. Mr. Voss assured parents that there would always be personnel available to answer the office phone during school hours. The emphasis of the new “no cell phone” rule was to “keep students engaged in the present.” said Voss. “We have a highly collaborative and innovative learning environment”, stated Mr. Voss, “The students can now use 100 percent of their energy with the task at hand.” He also added that social bullying during school time has greatly decreased. Mr. Voss created a cell phone free environment that seems to be working. There is a time and place for the teen culture of social media, it’s just not at Mountain Middle School. Technology certainly has its place, but so does “focus.” Common sense? Yes, coupled with strong leadership and community support. Joyce Rankin serves on the Colorado State Board of Education repre-senting the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-preparing-colorados-students-for-an-unforeseen-future/</link>
        <title>Rankin: Preparing Colorado’s students for an unforeseen future</title>
        <description>Joyce Rankin Speakers and panelists from across the nation discussed directions education is taking and how our schools can prepare students for an ever-changing future. Secretary of Education, Betsy DeVos, spoke about school choice and the role of parents in...</description>
        <pubDate>Thu, 21 Dec 2017 08:10:36 -0700</pubDate>
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        <content:encoded><![CDATA[Joyce Rankin I attended the Summit on Education Reform in Nashville, Tennessee. Jeb Bush opened the conference and repeated a quote from the first conference in 2008: “The country’s school system is an 8-track in an iPod world. The irony is that we’re still an 8-track but the iPod is gone.” Speakers and panelists from across the nation discussed directions education is taking and how our schools can prepare students for an ever-changing future. Secretary of Education, Betsy DeVos, spoke about school choice and the role of parents in selecting the best school for their children. She continues to be an advocate for school choice to advance opportunities for all children. Several sessions highlighted success stories from students and parents who had taken advantage of school choice in their communities. At the conclusion, Ms. DeVos stated “The rising generation represents 100 percent of our future; let’s give them nothing less than 100 percent of our effort.” In a general session, we heard about the importance of technology courses at all grade levels to prepare for future jobs that we can’t currently define. Jeb Bush described it like a quarterback throwing to a receiver. “You don’t throw directly at the receiver, but where he will be when the ball is caught.” We must teach all students the basics of technology so that they can meet the changing needs of an unforeseen skillset of the future. One speaker said there were over 3.5 million truck drivers in the United States. What will happen when we embrace driverless cars and trucks? This was just one example of how jobs will experience change in the future. It’s important to prepare students to adapt to changes so that the economy thrives and our citizens lead satisfying lives. Colorado currently uses blended learning and online courses to enable students to learn skills that would otherwise be unavailable at their school. An example is a student in middle school currently enrolled in an advanced Calculus course online. He is joined by three other students, in various grade levels, from other school districts across the state. Technology is opening up many opportunities that weren’t available even two years ago. It is also moving so rapidly that we need to teach the basics of computer science beginning in Kindergarten. And yes, there are fun applications currently available, online, for Kindergarten students. Future careers will depend on this knowledge combined with the creativity and flexibility to adapt. The Colorado Department of Education, with community participation, is reviewing the Colorado State Standards and adding new standards for computer science. We need to prepare future teachers by including computer science in all teacher preparation programs. Moving from an “8-track system” will not be easy, however with “100 percent of our effort” we can give our students a chance for a successful future. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-watching-local-elections-observing-online-schools-and-superintendents-meeting/</link>
        <title>Rankin: Watching local elections, observing online schools and superintendents’ meeting</title>
        <description>Joyce Rankindu1-i-syn Since my last column, I’ve been busy watching elections, visiting an online school, attending the West Slope Superintendent’s meeting in Grand Junction and making new rules as I serve on the State Board of Education. First, the rule...</description>
        <pubDate>Thu, 30 Nov 2017 05:04:10 -0700</pubDate>
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        <media:thumbnail url="https://imengine.public.prod.dur.navigacloud.com/?uuid=C80E4C29-F767-4D9A-A656-49B9E9CD5C64&#038;function=thumbnail&#038;type=preview&#038;source=false&#038;width=600&#038;height=400" />
        <content:encoded><![CDATA[Joyce Rankindu1-i-syn Congratulations to all candidates who ran for their local school boards and to those winning their elections earlier this month. Now the hard work begins. Since my last column, I’ve been busy watching elections, visiting an online school, attending the West Slope Superintendent’s meeting in Grand Junction and making new rules as I serve on the State Board of Education. First, the rule making. In one of my 2016 columns I reported: “The Colorado State Board of Education does not make law. The Colorado General Assembly, Representatives and Senators, are the only people who can make law in Colorado. The State Board of Education is responsible for promulgating rules that local districts use to follow the laws.” Since new education laws were passed in 2017, we are now adopting new rules that accompany them. At the November meeting, we voted on the rules Governing Standards for Career and Academic Plan (ICAP). We also voted in favor of the School Health Professional Grant Program and discussed a research grant request titled “Safe Communities, Safe Schools.” Other parts of the job are actually more “fun.” I recently attended an open house for Goal Academy, an online school on Main Street in the heart of Grand Junction. Goal Academy “leverages multiple resources to develop highly personalized learning pathways designed to re-engage disconnected youth with learning.” Some students, for various reasons, have difficulty learning within the traditional school environment. They and their parents may decide that an online school, with student directed flexibility, is a better choice. I visited with current students, graduates, teachers and parents as I learned more about this educational opportunity. One of the students, who loves learning about history and has a desire to pursue a career in politics, attended with his father. At my invitation they are both planning a visit to the Colorado State Capitol to observe state government first-hand. The West Slope superintendent’s conference was held last month in Grand Junction. I attended at the invitation of Chairman Ken Haptonstall, new superintendent of Mesa 51 School District. These meetings give superintendent’s an opportunity to hear of the challenges and successes of fellow Western Slope superintendents. West End superintendent, Mike Epright, earned a huge round of applause for moving one of his schools off of turnaround status on the accountability clock. The State Board of Education meets two days a month at the Colorado Department of Education in Denver. The meetings are audio-streamed live, and archived for future reference, on the Colorado Department of Education website (www.cde.state.co.us). Beginning in December, the meetings will be videoed at the same online location. I’m honored to represent the third Congressional District on the State Board of Education. Please send me your thoughts or concerns on educational issues. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-schools-turning-challenge-into-opportunity/</link>
        <title>Rankin: Schools turning challenge into opportunity</title>
        <description>Joyce Rankindu1-i-syn These are just some of the challenges our public schools face. In September, I toured Southwest Colorado and found some superintendents creatively solving some of their district’s many challenges. We continue to hear about the need for higher...</description>
        <pubDate>Sat, 21 Oct 2017 05:00:00 -0600</pubDate>
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        <media:thumbnail url="https://imengine.public.prod.dur.navigacloud.com/?uuid=546D7CF2-372A-4FF8-9263-DAC097A456FC&#038;function=thumbnail&#038;type=preview&#038;source=false&#038;width=600&#038;height=400" />
        <content:encoded><![CDATA[Joyce Rankindu1-i-syn Teacher shortage, continuing education, parent participation, technology and students unqualified to satisfy workforce needs. These are just some of the challenges our public schools face. In September, I toured Southwest Colorado and found some superintendents creatively solving some of their district’s many challenges. We continue to hear about the need for higher teacher salaries and housing in order to hire and retain the best educators. Although we already have very dedicated teachers, many say that you can’t raise a family on a teacher’s salary. Some taxpayers say that the amount of time off for teachers is an unfair comparison with year-round occupations. One West Slope district superintendent was creative in solving his need for 15 teachers. He hosted a booth at a popular job fair and 115 teachers attended. He then hired the 15 he needed. Openings are now posted on his district website. Another innovative solution for retaining teachers involved two elementary teachers planning on taking maternity leave. When the superintendent joined with a local preschool program and implemented the Teddy Bear Infant and Toddler Program at the school, both teachers enrolled their children and continued to teach. Only 10 percent of parents were participating in secondary school parent-teacher conferences in one district. The superintendent set up a program called Student Led Conferences. Students take the lead in the conference and direct their coursework, interests, accomplishments and challenges, and share them at the conference. The same school has four diploma pathways: Science, Technology, Engineering and Math (STEM), Academic, Honors and Technical/Vocational. Students choosing the Honors pathway must, among other requirements, earn a combined score of 1150 or above on the 11th grade Scholastic Achievement Test. The average score in the state in 2017 was 1014. Two other districts have focused their attention on career education. One program in Cortez has the back half of an ambulance built into the classroom to give students a real “hands on” approach to emergency training situations. In Montrose, the entire school district emphasizes STEM learning. Students are given opportunities to work with aerospace firms on the eastern side of the mountains. At the end of my trip, I was proud to join Superintendent Mike Epright of the West End School District that serves Nucla, Naturita, Bedrock and Paradox, at their community picnic celebrating the transition off the “turnaround clock” for one of their schools. The school exited from Turnaround, the lowest performance rating, to Performance, the highest rating. More than 200 teachers, students and parents celebrate their achievement with the community. These are a few of the remarkable programs being offered at schools in the Southwest region. For some, difficult challenges have become incredible opportunities. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-high-stakes-testing/</link>
        <title>Rankin: High stakes testing</title>
        <description>Joyce Rankin The SAT is a standardized test that is administered by the College Board, a nonprofit organization. The test is used by colleges and universities to determine college readiness. In 2016-17, the SAT was first introduced to Colorado 11th-grade...</description>
        <pubDate>Sat, 16 Sep 2017 05:05:51 -0600</pubDate>
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        <media:thumbnail url="https://imengine.public.prod.dur.navigacloud.com/?uuid=CBA847AD-9FEE-4811-ADCC-2305B6F590DE&#038;function=thumbnail&#038;type=preview&#038;source=false&#038;width=600&#038;height=400" />
        <content:encoded><![CDATA[Joyce Rankin During the August board meeting of the State Board of Education, the Colorado Department of Education released the Scholastic Aptitude Scores (SAT) for 2016-17. The SAT is a standardized test that is administered by the College Board, a nonprofit organization. The test is used by colleges and universities to determine college readiness. In 2016-17, the SAT was first introduced to Colorado 11th-grade students. The new test is reported to be more closely aligned to our state academic standards than previous tests. It can be taken by paper and pencil or by using a computer. It also relies more on skill and less on “test-taking tricks” than other tests. The SAT basically measures what a student has learned in “Math” and “Evidence Based Reading and Writing” (EBRW). In the past, reading and writing earned separate scores, but the new SAT combines reading and writing scores. EBRW and math scores range from 200 to 800 points. The total combined score range is, therefore, 400 to 1,600. What is a good SAT score? Colorado requires all juniors to take the SAT test. We are one of eight states to do so. Other states have choice options that may include the SAT. The average Colorado score for EBRW was 513.4, and 500.9 for math. A total combined score for the average student in Colorado was 1,014.3. Let’s look at a student who scored 1,014 on the combined tests. What schools can the student apply to and feel confident he or she will be accepted? One of our great Western Colorado schools admits students with a combined score between 990-1,210 with the average score of accepted students at 1,100. With a score of 1,014, a student has a 97 percent chance of being admitted. Harvard, in comparison, accepts students with scores between 1,470-1,600, with an average admittance score of 1,535. Your chances here would be very slim. A good SAT score, therefore, might be a score that would help you gain admittance into the college of your choice. The SAT is considered to be a “high stakes” test for college-bound students. Of course, there are other, less-expensive, career pathways to follow that allow students to enter, and be successful in, the workforce. It’s a matter of career choice, which may change throughout a lifetime. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-what-is-colorado-doing-for-its-high-achieving-students/</link>
        <title>Rankin: What is Colorado doing for its high-achieving students?</title>
        <description>Joyce Rankin Me, too. It’s a frequently used phrase around the Colorado Department of Education. Recently, I was having a conversation with constituents when the following question was raised: “What are we doing for our high-achieving students?” Well, it’s complicated....</description>
        <pubDate>Sat, 12 Aug 2017 05:03:17 -0600</pubDate>
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        <media:thumbnail url="https://imengine.public.prod.dur.navigacloud.com/?uuid=9F26C8A8-0444-45E5-AD3F-DBC21CF8B461&#038;function=thumbnail&#038;type=preview&#038;source=false&#038;width=600&#038;height=400" />
        <content:encoded><![CDATA[Joyce Rankin Have you ever asked a question and been given the answer, “It’s complicated?” Me, too. It’s a frequently used phrase around the Colorado Department of Education. Recently, I was having a conversation with constituents when the following question was raised: “What are we doing for our high-achieving students?” Well, it’s complicated. In May 2009, the Colorado State Legislature passed House Bill 09-1319 and Senate Bill 09-285, the Concurrent Enrollment Programs Act. The concurrent enrollment program is defined as “the simultaneous enrollment of a qualified student in a local education provider (high school) and in one or more postsecondary courses, including academic or career and technical education courses, which may include course work related to apprenticeship programs, or internship programs, at an institution of higher education.” Basically, dual and concurrent enrollment are terms used interchangeably to describe college courses students take while in high school. They can be taught by qualified high school instructors or through an agreement with a local community or four-year college. The 2009 bill also creates another program for students completing 12 post-secondary credit hours before the completion of 12th grade. The Accelerating Students through Concurrent Enrollment program provides qualifying high school students a fifth year of tuition-free college. At the end of the fifth year at the local education provider (high school), the student will receive a high school diploma. Advanced placement is another way for students to take content-rich courses over a wide range of information. Currently, 34 courses are offered by highly qualified teachers in some Colorado high schools. Every May, AP examinations are administered to evaluate the skills learned in these courses. The tests are not mandatory, however, students taking the tests and performing well can earn college credit and advanced placement at many colleges. Early college is also a chance for students to gain college credit. In this case, enrolled high school students have the opportunity to graduate with either an associate’s degree or 60 credit hours toward the completion of a postsecondary credential. These are a few of the opportunities currently being offered in Colorado high schools. Of course, there are also blended learning classes that allow for coursework helpful in attaining certifications and college credit. At our August board meeting, the education department will give us an overview of “Postsecondary Workforce Readiness.” And, yes, it’s complicated. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-are-education-policies-helping-or-hindering-student-and-teacher-success/</link>
        <title>Rankin: Are education policies helping or hindering student (and teacher) success?</title>
        <description>du1-i-syn In 2008-2009, the Colorado legislature added new tests in order to more effectively align standards with accountability. Concerns of parents, teachers and students caused legislators and educators to reexamine the amount of time devoted to testing. Last year the...</description>
        <pubDate>Tue, 11 Jul 2017 05:03:15 -0600</pubDate>
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        <media:thumbnail url="https://imengine.public.prod.dur.navigacloud.com/?uuid=BF66960E-85C4-4BB1-B58F-5E657B95C8ED&#038;function=thumbnail&#038;type=preview&#038;source=false&#038;width=600&#038;height=400" />
        <content:encoded><![CDATA[du1-i-syn President Bush signed the No Child Left Behind Act (NCLB) into law in 2001. Since that time, Colorado has tested students and used the tests and other assessments to evaluate the effectiveness of the K-12 school system. In 2008-2009, the Colorado legislature added new tests in order to more effectively align standards with accountability. Concerns of parents, teachers and students caused legislators and educators to reexamine the amount of time devoted to testing. Last year the state board determined that the amount of testing should not only be reduced, but results should be made more quickly available to help teachers and students. But wait, more seems to be headed our way. Until now, the skills that have been emphasized on these tests are termed “academic” skills. Enter the Every Student Succeeds Act (ESSA) signed into law in 2015 by President Obama. This law adds flexibility. Under ESSA, at least one additional “nonacademic” indicator is allowed, including, but not limited to, student engagement, educator engagement, school climate and safety. They have also been determined to include, self-control, grit, growth mindset and others. Indicators must be valid, comparable, reliable and statewide. These are advertised as skills necessary to thrive in the 21st century workplace and referred to by some as “soft skills”. Many educational organizations across the country enthusiastically support the new federal legislation and opportunities for social and emotional learning (SEL). With federal grant funding available, school districts are beginning to use these programs in the classroom. A concern of these programs are the many and variable definitions of social and emotional learning. This is one definition: “SEL is the process of acquiring and effectively applying the knowledge, attitudes and skills necessary to recognize and manage emotions; developing caring and concern for others; making responsible decisions; establishing positive relationships; and handling challenging situations capably.” Even if uniform definitions and understanding can be articulated, the next challenge is how these skills can be taught and then measured in the classroom. Are these “soft” skills just as critical to success as other “hard” skills like reading and math? Are current educators confident that they can acquire the necessary talents required to effectively teach these skills for the success of each student? How will we measure such qualities for purposes of educational policy and practice? There are big challenges to prepare our students for a successful future. A considerable amount of money has been spent over time to improve academic outcomes, however we’re still where we were when NCLB was established. Is it reasonable to assume that the new ESSA will improve outcomes for our students or are we, yet again, adding more encumbrances to an already overburdened system? Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-legislation-ready-to-be-implemented/</link>
        <title>Rankin: Legislation ready to be implemented</title>
        <description>Joyce Rankindu1-i-syn SB17-267 is titled the “Sustainability of Rural Colorado (Act).” Among other things, this bill sets aside $30M to be used for rural and small rural school districts. HB17-1375 specifies that charter schools will share in the per-pupil revenue...</description>
        <pubDate>Sat, 17 Jun 2017 05:03:24 -0600</pubDate>
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        <media:thumbnail url="https://imengine.public.prod.dur.navigacloud.com/?uuid=799DB262-6A05-48DC-B7F1-00989F4F91D1&#038;function=thumbnail&#038;type=preview&#038;source=false&#038;width=600&#038;height=400" />
        <content:encoded><![CDATA[Joyce Rankindu1-i-syn Last month, I reported on the education bills that were considered during the 2017 legislative session. Senate Bill 267 and House Bill 1375 are two new acts that have significant impact on the rural schools that I represent. SB17-267 is titled the “Sustainability of Rural Colorado (Act).” Among other things, this bill sets aside $30M to be used for rural and small rural school districts. HB17-1375 specifies that charter schools will share in the per-pupil revenue generated from local mill levies. After bills are signed into law the state board is tasked with approving rules that determine how the laws are applied. At this month’s board meeting, we will issue final determinations of the “Turnaround/Priority Improvement” process, based on a law passed in 2009. The board will determine whether the plans the districts and schools previously presented implement the change necessary for the students to improve in math, reading and language arts. We may need to ask the legislature for additional direction and authority to help low-performing schools. Another new act, HB17-1340, creates a legislative interim committee to study school finance issues. The bill specifies issues that the committee must study and tasks this committee to make recommendations for legislation to meet the funding needs of students. Since school finance is always on the minds of district administrators and local school boards, this will be an important committee to watch. Summer vacation is upon us and the board has been able to take a little time off for recreational activities. Right after the legislative session ended, I decided to experience an e-bike and joined a group for a “test drive.” Unfortunately my ride didn’t go well. After a fall, two hours of surgery and thirty stitches later, I decided it wasn’t for me. I’m on the mend, and look forward to visiting the Western Slope this summer. Be safe out there, and thank you for the honor to serve. Joyce Rankin serves on the Colorado State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/rankin-the-legislative-session-and-the-accountability-clock/</link>
        <title>Rankin: The legislative session and the accountability clock</title>
        <description>du1-i-syn Statute holds state school districts and public schools accountable on “statewide performance indicators.” In other words, accountability. It recognizes and rewards areas of success, while also identifying and compelling change for areas that need to improve. The board must...</description>
        <pubDate>Tue, 16 May 2017 05:02:12 -0600</pubDate>
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        <media:thumbnail url="https://imengine.public.prod.dur.navigacloud.com/?uuid=1A2FF2BD-C43B-4C31-936A-DA9A048B9149&#038;function=thumbnail&#038;type=preview&#038;source=false&#038;width=600&#038;height=400" />
        <content:encoded><![CDATA[du1-i-syn Last week ended the 2017 legislative session. While legislators are looking forward to the end of the session, the board of education is busy with decisions regarding our lowest performing schools and districts. This is all because of the School Accountability Act of 2009. Statute holds state school districts and public schools accountable on “statewide performance indicators.” In other words, accountability. It recognizes and rewards areas of success, while also identifying and compelling change for areas that need to improve. The board must make decisions for dramatic change in these lowest ranked schools and districts. Understanding accountability measures created by the Colorado Department of Education (CDE) is the first step in this process. Stick with me here, CDE created a primary accountability tool called the District and School Performance Frameworks (DPF/SPF). Accountability includes: academic achievement, growth, and post-secondary and workforce readiness. Based on the assessments, one of four basic classifications are assigned to each school: 1) Performance, 2) Improvement, 3) Priority Improvement and 4) Turnaround. Beginning in 2010, any school that remained on 3) Priority Improvement or 4) Turnaround status for five consecutive years (one year was paused because of an assessment change) will be evaluated by the Commissioner of Education and the State Review Panel (a body of experts in the field of education). They, along with the school or district will present their plans for dramatic change which the state board can either approve or can make a different final recommendation. By law, the final determination can be: change in management, charter school conversion, innovation status, school closure or, in the case of a district, reorganization. This is the first year for this review process. All of the 12 schools and five districts that are currently identified must have a hearing and final determination must be made by June 30. The hearings began in February and can take up to three hours each. Extra meetings have been held in order to accommodate two hearings a day and include up to a thousand pages of reading. The final determination is made at the next scheduled board meeting. There’s a lot of background study involved. Believe me when I say I’m not complaining, however, with the close of the legislative session and a two-day board meeting, I’m ready for a little time on the Western Slope. Thank you for the honor to serve. Joyce Rankin serves on the Colorado State Board of Education representing the Third Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/students-and-school-districts-benefit-from-testing/</link>
        <title>Students and school districts benefit from testing</title>
        <description>du1-i-syn Colorado’s measurement of student progress is called Colorado Measures of Academic Success or CMAS. These tests will be given between April 10 and April 28, and include math, English language arts, science and social studies. CMAS encompasses the Colorado-developed...</description>
        <pubDate>Thu, 13 Apr 2017 05:02:11 -0600</pubDate>
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        <media:thumbnail url="https://imengine.public.prod.dur.navigacloud.com/?uuid=B8318535-F98C-4997-BFD8-5C324AEA25AF&#038;function=thumbnail&#038;type=preview&#038;source=false&#038;width=600&#038;height=400" />
        <content:encoded><![CDATA[du1-i-syn It’s spring and with it comes the time for testing. For many this is a dreaded time of year. For all, it is a time to take sample online practice tests and put on one’s thinking cap. Here’s a little insight into the testing that Colorado students will be involved in this month. Colorado’s measurement of student progress is called Colorado Measures of Academic Success or CMAS. These tests will be given between April 10 and April 28, and include math, English language arts, science and social studies. CMAS encompasses the Colorado-developed science and social studies assessments as well as the Partnership for Assessment of Readiness for College and Careers (PARCC)-developed English language arts (ELA) and mathematics assessments. This can be confusing to say the least. There is heated controversy about testing for various reasons. Just ask anyone in your community who has a student in school. One of the issues related to testing is a federal law that requires 95 percent of the students to be tested, confounded by a Colorado law that allows parents to opt their students out of taking the tests. Colorado allows parents to opt their students out by written note, which excuses their student from taking the tests, without penalty. However parents, if they choose to “opt out” of the test, will not know their child’s academic attainment and growth for the year. If a school district doesn’t meet the 95 percent participation rate requirement in two or more content areas for reasons such as students that just skip taking the test, without a parent excuse, the district’s plan type will be lowered one level. What is a plan type? These are the overall ratings of a school or district. There are five ratings for a district and from highest to lowest: they are: Accredited with Distinction, Accredited, Accredited with Improvement, Priority Improvement and Turnaround. Of the 51 districts in the third congressional district, 29 were rated Accredited with Distinction or Accredited for the 2015-16 school year. The others had various other ratings including insufficient data and low participation where no ratings were applied. It will be interesting to see how the state and congressional districts do this year with more parents understanding the process and implications. All of the information for schools and districts can be found on the Colorado Department of Education’s website at https://www.cde.state.co.us/. I remember when I was in school and nervous about taking tests, my mother would tell me, “Wear your Sunday best clothes. You’ll feel better and perform better.” Somehow it gave me an edge, or so I thought. So students and parents, it’s going to be a serious time in school this month. My advice: “Put on your Sunday best and take the test.” Then understand how you’re doing in school. Joyce Rankin is on the State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com]]></content:encoded>
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        <link>https://www.durangoherald.com/articles/columnists/this-is-what-school-choice-looks-like/</link>
        <title>This is what school choice looks like</title>
        <description>Rankindu1-i-syn Charter schools are public schools that are founded by parents, teachers or community members. They provide alternative educational programs that differ from traditional public schools. Colorado charter schools operate by way of a contract (charter) that has been authorized...</description>
        <pubDate>Sat, 18 Mar 2017 15:04:42 -0600</pubDate>
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        <content:encoded><![CDATA[Rankindu1-i-syn School choice is a term for K-12 public education options describing a wide array of programs offering students and their families alternatives to those publicly provided schools assigned based on the location of their family residence. Two popular school choices are charter schools and open enrollment. Charter schools are public schools that are founded by parents, teachers or community members. They provide alternative educational programs that differ from traditional public schools. Colorado charter schools operate by way of a contract (charter) that has been authorized either by a school district or the Colorado Charter School Institute. An example of school choice in western Colorado offers the Durango School District 9-R in Southwest Colorado both types of charter schools and multiple other offerings. Durango has two CSI schools and four private schools. This year, the district opened its first online school with Colorado Connections Academy @ Durango, an online platform available to students across the state. It also has a new charter elementary school sponsored by the district opening this year. Superintendent Dan Snowberger is a supporter of school choice. Last November, Durango passed a $1.7 million mill levy override that would be shared equally with charter school students. Schools under CSI typically do not get a piece of mill levy override money. Snowberger said, “The district’s actions said loud and clear that it embraces and values each and every one of the students in their public schools.” In Lake County School District in Leadville, parents are taking advantage of open enrollment to select a school that they believe is the best choice for their children. Open enrollment allows students to enroll in schools outside the district for which they are zoned. LCSD includes three schools: West Park Elementary, Lake County Intermediate and the recently upgraded Lake County High School. Lake County also has a charter school, Greater Heights Academy with 52 students. Even with a physical school upgrade, many parents choose to travel in order to exercise their educational choices. With a total of 911 students living within the district, 61 Leadville students travel to Buena Vista School District, 32 are enrolled in Summit County School District and 22 students are driven over Vail Pass daily to attend school in Eagle County School District. Parents want to be involved in their child’s education and often take advantage of opportunities other than their local neighborhood school. In Durango, it was a fairness issue of distributing tax dollars equally to include charter schools and expanding online choices. In Leadville, it united parents with carpooling and community discussions about what neighboring schools had to offer. In both cases, parents are taking an active role in selecting the school that best fits their child. Under the new administration, there may be more school choice programs on the horizon, so stay tuned. Joyce Rankin is on the State Board of Education representing the 3rd Congressional District. Reach her at joycerankinsbe@yahoo.com.]]></content:encoded>
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