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Replication Application* For replicating district-run and charter schools opening in Fall 2017 and thereafter

*Only schools currently operating in Denver that have two or more years of meeting or exceeding expectations on the Denver School Performance Framework (SPF) and seek to replicate their existing school model and grade configuration may utilize this customized application.

Denver Public Schools School Development Team

Emily Griffith Campus1860 Lincoln Street, 12th Floor

Denver, CO 80203Chris DeWitt, Manager of New Schools

[email protected]

Replication Application: Spring 2016

Call for New Quality SchoolsIn the Summer of 2014, the Board of Education passed the Denver Plan 2020, which set a goal that 80% of students will attend green or blue schools by 2020. One way to get there is to “expand high-quality school choices in all communities through differentiated supports for existing schools, new school strategies, turnaround efforts and strong accountability systems.”1

The Call for New Quality Schools is one of the major “new school strategies.” It is the process by which Denver Public Schools (DPS) approves and places all new schools, both district-run and charter. The Call identifies the areas in our District that need new schools-- either due to growth in population or a lack of availability of high performing schools. We strive to make this process “governance neutral” and “model agnostic:” if the school is quality based on our metrics, it has an equal opportunity to open in DPS.

The 2016 Call for New Quality Schools will be released on January 22, 2016 and will be posted here: http://goo.gl/g9HmzL

Providers currently operating in DPS and whose school(s) have received a “green” or higher rating for at least two years on the School Performance Framework may use this Replication Application2. Rubrics used for the evaluation process, detailed in this document, will be available in January 2016.

We hope this application guides each applicant to thoughtfully design a school able to deeply support student learning and growth. We look forward to working with you.

Sincerely, The School Development Team: Jennifer Holladay (Director, School Development), Chris Dewitt (Manager, New Schools) and Ashleigh Madonna (School Development Associate)

1 http://denverplan.dpsk12.org/wp-content/uploads/2014/02/Denver-Plan-2020-Final.pdf2 This includes existing schools (district-run or charter) that are making substantive changes to their program, such as adding a new grade band (such as an elementary schools applying to open a middle school, for example).

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Application Checklist The Application Checklist listed below should be used by the applicant to navigate this application and to check off completed sections. A copy of the checklist must be submitted with the completed application. The School Development Team will use the second column of boxes to check for completeness when the application is submitted. NOTE: Click on each application component listed below to be directed to the corresponding application questions.

Application Component Applicant Check

Reviewer Check

Letter of Intent ☐ ☐Executive Summary ☐ ☐Section I. CULTURE

A. Vision, Mission Statement, and Core Values ☐ ☐B. Targeted Student Population ☐ ☐C. Student Recruitment & Enrollment ☐ ☐D. Demonstration of Community Support and Demand for the

Application (Appx. E) ☐ ☐E. School Culture & Student Engagement ☐ ☐F. Student Discipline Policy (Appx. F) ☐ ☐G. Student Attendance & Satisfaction ☐ ☐H. Parent/Guardian Involvement & Satisfaction ☐ ☐

Section II: TEACHING

A. Educational Philosophy ☐ ☐B. Instructional Strategies ☐ ☐C. Teacher Coaching ☐ ☐D. Teacher Professional Development ☐ ☐E. Teacher Evaluation (Appx. G) ☐ ☐F. English Language Learners ☐ ☐G. Students with Disabilities ☐ ☐H. Gifted and Talented Students ☐ ☐I. Multi-Tiered System of Supports ☐ ☐J. School Schedule & Calendar (Appx. H and I) ☐ ☐K. Class Size ☐ ☐

Section III: EDUCATION PROGRAM

A. Curriculum ☐ ☐ B. Goals, Objectives & Pupil Performance Standards ☐ ☐ C. Progress Monitoring and Assessments ☐ ☐ D. Promotion & Retention Policies ☐ ☐ E. Supplemental Programming ☐ ☐ F. Community Partnerships ☐ ☐

Section IV: LEADERSHIP

A. Leadership Team Personnel (Appx. K, L) ☐ ☐Application Components Applicant Reviewer

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Check Check B. Shared Personnel or CMO Personnel (Appx. M,N) ☐ ☐ C. School Personnel Structure (Appx. O, P) ☐ ☐ D. Leadership Team Coaching & Evaluation ☐ ☐ E. Teacher Recruitment and Hiring ☐ ☐ F. Teacher Retention ☐ ☐ G. Collaborative School Committee (CSC) and/or School Accountability Committee (SAC) ☐ ☐

Section V:. OPERATIONS, BUDGET, & GOVERNANCE

A. Employment Policies ☐ ☐B. Operations – Transportation ☐ ☐C. Operations – Safety and Security ☐ ☐D. Operations – Food Services E. Charter Schools Only: Operations - Insurance Coverage

☐☐

☐☐

F. Budget Narrative ☐ ☐G. Facility (Appx. D) ☐ ☐H. Charter Schools Only: Governance Philosophy ☐ ☐I. Charter Schools Only: Board Capacity and Structure ☐ ☐

J. Charter Schools Only: School Oversight ☐ ☐ K. Charter Schools Only: Board Status & Compliance ☐ ☐

Section VI: Waivers (Charter Schools Only)

A. District Waivers and State Statute Waivers ☐ ☐

Section VII: ESP/EMO Relationship(Charters Schools Only)

A. ESP/EMO Selection ☐ ☐B. ESP/EMO Track Record & (Appx. W) ☐ ☐C. Legal Relationships & (Appx. X) ☐ ☐D. Organizational Structure & (Appx. Y) ☐ ☐

Multi-site Organizations (Charters Schools Only)

A. Multiple School Organization - Human Capital ☐ ☐B. Multiple School Organization - Finance ☐ ☐C. Multiple School Organization - Long-term Planning ☐ ☐D. Multiple School Organization - Governance ☐ ☐

Appendices

Appx. A – Letter of Intent (copy of LOI submitted) ☐ ☐Appx. B – Copy of the Completed Applicant Checklist ☐ ☐Appx. C – Charter School Board Member Questionnaire ☐ ☐Appx. D – School Facility Questionnaire ☐ ☐Appx. E – Evidence of Support from Parents/Guardians, Community Groups, Teachers & Pupils ☐ ☐Appx. F – Discipline Policy ☐ ☐Appx. G – Teacher Evaluation Tools ☐ ☐

Application Components Applicant Reviewer

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Check Check Appx. H – School Calendar ☐ ☐Appx. I – Student and Teacher Schedule ☐ ☐Appx. K – Job descriptions for all Leadership Team Positions ☐ ☐Appx. L – Resumes for all Identified Leadership Team Members ☐ ☐Appx. M – CEO/ED Evaluation Tool ☐ ☐Appx. N – Shared Staff Org. Chart and Staff Roster ☐ ☐Appx. O – School Organization Chart ☐ ☐Appx. P – Staff Roster ☐ ☐Appx. Q – Personnel Policies or Employee Manual ☐ ☐Appx. R – Resumes of all Board Members ☐ ☐Appx. S – Articles of Incorporation & Bylaws ☐ ☐Appx. T – Conflict of Interest Policy ☐ ☐Appx. U– Grievance Policy ☐ ☐Appx. V – Parent Complaint Process ☐ ☐Appx. W – Financial Audit of ESP/EMO (if applicable) ☐ ☐Appx. X – License Authorizing Business in Colorado (if applicable) ☐ ☐Appx. Y – Draft of Management Agreement (if applicable) ☐ ☐Appx. Z - Memorandum of Understanding ☐ ☐

Electronic copy of entire application ☐ ☐Electronic copy of completed budget templates ☐ ☐

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General Application OverviewTentative Timeline of the 2016 Call for New Quality Schools3 DPS Responsibilities Applicant Responsibilities Shared Responsibilities

Date Activities

Tuesday, December 22 ● New School Applications Released

Friday, January 22 ● Call for New Quality Schools document released● Placement application & rubrics released

Thursday, February 11 ● Letters of intent due for new schools & placement applicants

Friday, April 8 ● Applications due

Week of April 15 ● Regional Community Meetings

Week of April 18 ● First Group: Application Review Team convenes

Week of April 25 ● First Group: Interviews

Weeks of May 2 & May 9 ● Second Group: Application Review Team convenes

Monday, May 16 ● Staff Recommendation to DPS Board of Education

● Applicant Presentations to DPS Board of Education

Thursday, May 19 ● Public Comment● DPS Board of Education Votes on First Group Quality

May 17-20 ● Placement Review Team convenes

Friday, May 20 ● Community matching process launches with quality applicants

Week of May 23 ● Placement Review Team interviews

Week of May 23 ● Second Group: Interviews

Week of May 30 ● Placement Review Team reconvenes

Week of May 30 ● Second Group: Second Application review team meetings ● (if necessary)

Monday, June 13 ● Staff Recommendation to BOE● Applicant Presentations to BOE

● Family and Community Engagement Team (FACE) Report on

3 This calendar is tentative. The final timeline will be released in the 2016 Call for New Quality Schools on January 22, 2016.

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community matching process

Thursday, June 16 ● Public Comment● DPS Board of Education Votes on Second Group Quality & All

Placements

● Letter of Intent: FEBRUARY 11TH○ All applicants are requested to submit a Letter of Intent (LOI) prior to submitting a

complete application. The LOI template is available in Appendix A. The LOI provides formal notice to DPS regarding applicants’ intentions to submit an application to open a new school in 2017-2018 (or thereafter), allowing sufficient time for the district to coordinate Application Review Teams (ART).

● Complete Application: APRIL 8TH○ All applicants are required to submit an electronic version and two (2) hard copies of the

application by FRIDAY, APRIL 8TH at 5pm MST. See below for details on submission requirements.

● Community Engagement: Ongoing○ All applicants are responsible for proactively engaging with the intended neighborhood

community to develop their applications. ○ DPS will invite applicants to present at Regional Community Meetings in each region for

which applications are put forth.

Types of Applicants● New school applicants fall into one of four categories:

1. new charter school applicanta. Charter schools are publicly-funded schools overseen directly by a Board of

Directors, which holds a contract with the DPS Board of Education.2. new district-sponsored applicant

a. District-run applicants interested in applying for district sponsorship should contact Joe Amundsen.

3. new district-run applicanta. District-run applicants who do not receive district-sponsorship may apply as a

district-run school using this application4. Replication applicant

a. Only schools currently operating in Denver that have two or more years of meeting or exceeding expectations on the Denver School Performance Framework (SPF) and seek to replicate their existing school model and grade configuration may utilize this customized application.

Application Process

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mailto:[email protected]


The goal of the Call for New Quality Schools Process is to identify high quality new schools to meet academic and growth needs in DPS for the Board of Education to approve. This process consists of two parts:

1. Quality Review: All district-run and charter school applications must meet the quality bar as measured by the Call for New Quality Schools rubic, which will be available in January 2016. Application Review Teams, described on pg. 8, help the Superintendent form a recommendation to give to the Board of Education based on your application.

2. Placement Review: As described in Board Policy AG , district and charter schools that have been approved are then eligible to be considered for placement in available District owned or leased facilities. (Charter schools are able to pursue a private facility and not participate in the placement process.) Placement Review Teams, described on p. 9, help the Superintendent form a placement recommendation to the Board.

a. NOTE: Placement decisions are made using information in the Placement Application only, which will be available here on January 22, 2016. It is strongly recommended that all applicants interested in district facilities align their quality application (this document) to the school-specific requirements and Priority Needs outlined in the Call for New Quality Schools

Submission Requirements1. Proposal Narrative: The narrative section seeks information about all major aspects of the

proposed school. A complete application must include each section outlined in this application document (e.g., Executive Summary, Section I Culture, etc.). Within the narrative of each section, please use the outline headings we have provided.

2. Budget Forms: All proposals must be accompanied by completed budget forms using the template created by DPS, which can be found on the DPS website. Submit only electronic copies of the budget in Excel (no paper-based copy is necessary).

3. Appendices (electronic only): Submit only those appendices that are referenced in this application. Additional material beyond the narrative and appendices referenced in the application will not be evaluated. Do not print appendices.

Submit Paper Application: Deliver proposals by 5:00pm MST on FRIDAY,

APRIL 8* to:Denver Public Schools, School Development TeamAttn: Chris DeWitt, Manager of New SchoolsEmily Griffith Campus1860 Lincoln St.Denver, CO 80203

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http://portfolio.dpsk12.org/our-processes/call-for-new-schools/current-call-for-new-schools-and-placement-review/


*No late submissions will be accepted.

Formatting Requirements● Font and Page Format

● Use 12-point font and one-inch margins.● Number every page of the application and observe all page limits.● Include as text each major section header and each sub-section header, but do not

include the question prompt in your typed response.

● Binders● Compile two (2) copies in 3-ring binders. Include the name of the proposed school on

the outside spine of the binders.● Separate each section with a labeled tab that uses the section name (e.g., “School

Culture” or “Education Program”).● Start each section at the top of a new page.

● Appendices (electronic only)● Complete all required appendices, and observe appendix page limits.● Templates and forms for Appendices A-D are provided in the back of this application

guide to be filled out and included as part of the application. The applicant shall supply the remaining Appendices E-Y, as instructed throughout this application guide.

● Note: Some appendices are optional.● When saving appendices, separate each appendix as its own file using that

Appendix_Letter_Title naming convention (e.g., Appendix A - Letter of Intent, Appendix C- School Facility Questionnaire, etc.)

● Do not print appendices.● Electronic submission

● Supply an electronic copy of your entire application ● a Google folder will be set up upon receipt of letter of intent

● Supply three separate files:1) A PDF of the main body of the application2) A PDF of the full collection of appendices (using the naming convention described above), and 3) An Excel file of your budget (do not submit a PDF of your budget).

● Upload the electronic files to a Google Drive folder link, to be supplied by the School Development Team, or provide a flash drive with your application that includes the electronic files.

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● If a particular question does not apply to your proposal, please respond “Not Applicable” and include a statement as to why the question is not applicable to your team or proposal.

● To confirm that you have reviewed your application for completeness, you must complete the Application Checklist that was provided at the beginning of this application and submit the completed checklist along with your application. On the date of your submission, a member of the School Development Team will page through your application and confirm whether or not you submitted all sections of the application. Please plan to remain in the DPS office for approximately 30 minutes while we conduct this review.

Evaluation Process● All applications for new schools (regardless of school type) are evaluated by a review team using

a publicly available rubric based on DPS’ School Quality Framework. The rubric measures quality in the following areas: School Culture, Leadership, Teaching, Educational Program, and Governance. (See Application Review Team section below).

● The DPS Board of Education has the final vote on any application, and will vote in a public meeting to decide on one of three possible outcomes:

1. Approve2. Approve with conditions3. Deny

● The Board’s decision is informed by the following bodies:○ Application Review Team (ART)

■ An ART is a team of professionals including staff experts at DPS, external experts and at least one parent/guardian representative (for charter applicants).

■ ARTs meet once to review the evidence, discuss the merits of the application, and develop clarifying and probing questions for the applicants. Members of the School Development Team and District-Accountability Committee (described below, for charter applicants only) then interview all applicants using a standard set of questions as well as the school-specific questions developed by the ART. If after the first ART meeting and the interview the ART members are unable to reach consensus on the quality of the application, the ART will meet a second time to form a final confidential opinion, which will then be shared with Senior Leaders.

■ The School Development Team works to ensure that multiple areas of expertise are represented on each Application Review Team (ART):

● School Leadership● Curriculum ● Special Education ● English Language Acquisition

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● Governance ● Financial & Operational● Parent/Guardian (charter applications only)● Human Resources (district-run applications only)

■ The Applicant Review Team (ART) works collectively to assess the quality of each application, using a standards-based rubric that identifies quality criteria within a variety of domains. Each of these domains is represented in an application section, detailed below. DPS’s quality criteria have been established in partnership with a variety of local and national experts and in consultation with exemplars and best-practice research. They also align to state statute. The rubric used to evaluate this application will be available on January 22 on the DPS website at http:// portfolio .dpsk12.org/our-processes/call-for-new- schools/current-call-for-new-schools-and-placement-review/. Applicants do not have direct contact with the Application Review Team that evaluates their application. Applicants do meet with a handful of representatives in their in-person interview.

○ Placement Review Team (PRT)■ The Placement Review Team evaluates facility placement applications, as well as

relevant sections of new school applications, against the criteria established by the Facility Allocation Policy and site-specific criteria. The composition of the Placement Review Team will be included in the 2016 Call for New Quality Schools, which will be released January 22, 2016. The PRT forms an opinion to share with the Superintendent, to help inform his/her recommendation to the Board of Education about the strength of candidates seeking placement.

■ The PRT also interview all applicants eligible for placement.

○ Student Board of Education (SBOE)

● The Student Board of Education is composed of student representatives from DPS high schools. SBOE members read and discuss the Executive Summary of each application and present a list of pros and cons to the Board of Education.

○ District Accountability Committee (DAC)■ All charter applicants must meet with the District Accountability Committee

(DAC). The DAC is an important advisory body within the District, established in response to the Accountability Act of 1971. Per its bylaws, the DAC exists “to assist in the improvement of Denver Public Schools by advising the Board of Education on the adequacy and cost effectiveness of educational programs and policies.” Learn more about the DAC at http://board.dpsk12.org/dac/.

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■ The DAC will independently evaluate your application, meet and interview your application team, and provide an advising report for the DPS Board of Education’s consideration.

■ The School Development Team will coordinate the delivery of your application materials to the DAC.

■ DPS and the DAC will conduct interviews with all charter applicants in April and May

Applicant Support● General Resources

○ On pg. 11 of this application, the School Development Team provides links and directions to various informational resources for new school applicants. It is your responsibility to collect all the compliance and regulatory information necessary to open and operate a school in the state of Colorado and in the City and County of Denver. The resource notations are for your assistance, but are not comprehensive.

● Prospective Applicant Workshop○ The School Development Team will conduct a workshop for prospective applicants in

February 2016. Subjects will include the overall application process, English Language Acquisition, Special Education, finance, and turnaround best practices. Contact Chris DeWitt for more information about this workshop.

● Communications on the DPS website○ Applicants can access previous application guides, rubrics, applications, and related

materials on the DPS website: http://portfolio.dpsk12.org/our-processes/call-for-new-schools/current-call-for-new-schools-and-placement-review/

● Post-submission communications via Email and Phone○ Once an applicant submits a Letter of Intent with the correct contact information for

their application team, the School Development Team will send email and occasionally phone reminders to the applicant about deadlines, opportunities to present to the community, interviews and opportunities to speak with the DPS Board of Education.

○ These communications are restricted to logistical coordination only.○ The School Development Team will not communicate any feedback regarding the quality

of the application after it has been received on Friday, April 8th until an approval or denial. Following Board approval or denial, applicants may request a meeting with the School Development Team to review evidence considered by the Board.

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Information for Applicants: School Design ResourcesSection 1: School Culture

Resources:● Charter Schools Act: Colorado Revised Statutes §§ 22-30.5-101 et seq. authorizes the creation of

charter schools in Colorado and § 22-30.5-106 describes the state mandated contents of a charter application.

● SchoolChoice Unified Enrollment System: DPS operates a district-wide enrollment system (“SchoolChoice”) that provides a single streamlined enrollment process for all schools. With a single form, families can rank order the schools that they prefer for their students. For schools, the unified system minimizes administrative costs associated with managing school-based lotteries. More information on the DPS SchoolChoice process, enrollment guides, and timeline can be found at: http://schoolchoice.dpsk12.org/ Consult the website for the Office of Choice and Enrollment Services for information on SchoolChoice and the District’s enrollment schedule: http://soco.dpsk12.org/.

● School Performance Framework (SPF): All Denver public schools are held accountable using the grade level appropriate School Performance Framework (SPF). The SPF measures the performance of schools on an annual basis taking into account student performance status, student performance growth, attendance, college readiness, and parent satisfaction. See more at: http://spf.dpsk12.org/. There are detailed rubrics that explain all the performance measures on the SPF. Be sure to carefully review these rubrics to ensure that your goals for student attendance, student re-enrollment, student satisfaction and parent satisfaction align to the performance expectations in these specific areas. (http://communications.dpsk12.org/initiatives/district-summary-data/school-performance-framework/

● Student and Parent Satisfaction: All schools in DPS must administer both parent and student satisfaction surveys on an annual basis. Parent and student survey information and results are published at: (http://testing.dpsk12.org/reseach_eval/reports/survey_results/index.html).

● Student Discipline: The school’s discipline policy must be consistent with the following District discipline policies: JK-Student Discipline, JK-R-Student Conduct and Discipline Procedures, and JFK-Discipline of Students with Disabilities (found at http://www.dpsk12.org/policies/). Specifically, the district maintains full control over expulsion hearings and proceedings, including the definition of expellable offenses. DPS Policy JK-R includes a matrix of consequences that correlate with levels of offenses. This discipline matrix can be found at http://webdata.dpsk12.org/policy/pdf/Policy_JK-R_Attachment_B.pdf

● Student Attendance: Refer to the Compulsory School Attendance Law, Colorado Revised Statutes § 22-33-104 for requirements on school attendance: http://www.cde.state.co.us/DropoutPrevention/Resources/EARSS/RFP_FY2013/CRS22.33.101_School%20Attendance_2011.pdf.

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Section 2: Teaching

Resources: ● School Performance Framework (SPF): As mentioned previously, all schools in Denver are evaluated

using the SPF. Review more information at: http://spf.dpsk12.org/. ● Colorado Academic Standards: All schools must employ standards that meet or exceed the Colorado P-

12 Academic Standards. Review the standards at: http://www.cde.state.co.us/standardsandinstruction. ● Graduation Requirements: High schools approved by the DPS Board of Education will be expected to

meet, at a minimum, the same graduation requirements as all other DPS high schools, set forth in Policy IKF- Graduation Requirements (posted at http://www.dpsk12.org/policies/).

● Promotion and Retention: DPS policies IKE and IKE/R detail the rationale and process for retaining a student and provide specific authority to the school and student families in determining whether a student can be retained (posted at http://www.dpsk12.org/policies/).

● Colorado Higher Education Admission Standards: Refer to the Colorado Department of Higher Education’s Admission Standards Policy (http://highered.colorado.gov/Publications/Policies/Current/i-partf.pdf) for a list of courses required to enter four-year public institutions in Colorado.

● Colorado Standardized Tests: All schools in Colorado must administer (at a minimum) the correct, state mandated assessments to monitor student progress. See http://www.cde.state.co.us/dataandaccountability.

● Colorado Measures of Academic Success (CMAS): The new Colorado Science and Social Studies Assessments will launch in Spring 2014. Please note: Both the Science and Social Studies assessments are computer-based and will only be available in paper format for students with accommodation needs that are outlined in their IEP. Learn more at http://testing.dpsk12.org/resources/online_science_ss.html.

● Colorado Reading to Ensure Academic Development Act (READ Act): The READ Act repeals the Colorado Basic Literacy Act (CBLA) as of July 1, 2013, keeping many of the elements of CBLA such as a focus on K-3 literacy, assessment, and individual plans for students reading below grade level. All elementary schools shall meet the requirements of the READ Act that seek to ensure all students by the 3rd grade have the literacy skills essential for success in school and life. (C.R.S. 22-7-1201 et seq.). Review information at: http://www.cde.state.co.us/coloradoliteracy/ReadAct/index.asp.

● English Language Acquisition: Consult the website of the Department of English Language Acquisition at DPS for guidance around the provision of services to ELL students: http://ela.dpsk12.org/. Applicants should note that all schools in Denver operate under a federally-monitored Consent Decree regarding service to English Language Learners (ELLs). Review the Consent Decree for information on requirements for serving ELL Students in Denver Public Schools: http://ela.dpsk12.org/consent-decree. Note that all schools must provide English Language Acquisition (ELA) program services by teachers who are fully qualified based on acceptable evidence-based standards such as completion of the District’s ELA training program or a District approved training program as designed by the School, or possession of a current English as a second language certification. As such, DPS has created the Charter ELA Training Channel to ensure that all charter schools meet this expectation: http://static.dpsk12.org/gems/osri/CharterELAtrainingchanneloverview6113.pptx.

● Multi-Tiered Systems of Support (MTSS): Charter schools are responsible for implementing the state requirements for MTSS. To learn more about MTSS and the requirements and implementation please visit http://www.cde.state.co.us/mtss/.

● Gifted and Talented (G&T): Schools must comply with the Exceptional Children’s Education Act (ECEA)

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regarding the provision of services to students with disabilities and gifted and talented (G&T) students. (C.R.S. 22-20-101 et seq.). Consult regulations at: http://www.cde.state.co.us/gt/lawsregs.htm.

● Teacher Effectiveness: The Colorado League of Charter Schools can provide guidance to applicants on approaches to evaluating teacher effectiveness in charter schools. See http://www.coloradoleague.org. Within DPS, LEAP serves as the foundation for teacher evaluations in district-run schools; its tenants may prove useful to some applicants: http://leap.dpsk12.org/The-Framework/Overview.

Section 3: Education Program

Resources:● DPS Curriculum: The DPS core curriculum is available at: http://curriculum.dpsk12.org/ All

applicants are expected to use DPS core curriculum, assessments and/or graduation and promotion policies, unless they are granted waivers.

● DPS Academic Calendar: The district calendar can be found at: http://www.dpsk12.org/calendars/index.shtml

● Colorado Academic Standards: All schools must employ standards that meet or exceed the Colorado P-12 Academic Standards. Review the standards at: http://www.cde.state.co.us/standardsandinstruction/coloradostandards

● Graduation Requirements: High schools approved by the DPS Board of Education will be expected to meet, at a minimum, the same graduation requirements as all other DPS high schools, set forth in Policy IKF- Graduation Requirements (posted at http://www.dpsk12.org/policies/).

● Promotion and Retention: DPS policies IKE and IKE/R detail the rationale and process for retaining a student and provide specific authority to the school and student families in determining whether a student can be retained (posted at http://www.dpsk12.org/policies/).

● Colorado Higher Education Admission Standards: Refer to the Colorado Department of Higher Education’s Admission Standards Policy (http://highered.colorado.gov/Publications/Policies/Current/i-partf.pdf) for a list of courses required to enter four-year public institutions in Colorado.

● Colorado Standardized Tests: All schools in Colorado must administer (at a minimum) the correct, state mandated assessments to monitor student progress. See http://www.cde.state.co.us/dataandaccountability.

● Colorado Measures of Academic Success (CMAS): The new Colorado Science and Social Studies Assessments will launch in Spring 2014. Please note: Both the Science and Social Studies assessments are computer-based and will only be available in paper format for students with accommodation needs that are outlined in their IEP. Learn more at http://testing.dpsk12.org/resources/online_science_ss.html.

● Colorado Reading to Ensure Academic Development Act (READ Act): The READ Act repeals the Colorado Basic Literacy Act (CBLA) as of July 1, 2013, keeping many of the elements of CBLA such as a focus on K-3 literacy, assessment, and individual plans for students reading below grade level. All elementary schools shall meet the requirements of the READ Act that seek to ensure all students by the 3rd grade have the literacy skills essential for success in school and life. (C.R.S. 22-7-1201 et seq.). Review information at: http://www.cde.state.co.us/coloradoliteracy/ReadAct/index.asp.

● School Performance Framework (SPF): All schools in Denver are evaluated using the SPF. Review more information at http://spf.dpsk12.org/

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● DPS Flexibilities: Information regarding flexibilities for district run schools can be found at :http://flexibility.dpsk12.org/

Section 4: Leadership

Resources:● Evaluating School Leaders: The Colorado Department of Education provides extensive resources

related to Senate Bill 191, including guidance on incorporating growth measures: http://www.cde.state.co.us/educatoreffectiveness/overviewofsb191.

● Transportation and Insurance: Charter Schools Act, as part of the Colorado Revised Statutes § 22-30.5-106 regarding state mandated contents of a charter application, particularly insurance coverage and transportation provisions.

● Emergency Response and Crisis Management: Consult the Emergency Response and Crisis Management web-site for important information about requirements for all schools in the District: http://ercm.dpsk12.org/about

● Teacher Employment: The Charter Schools Act, as part of the Colorado Revised Statutes § 22-30.5-106 regarding state mandated contents of a charter application, particularly the relationship between the school and its employees and employment policies.

● Highly Qualified Teacher Status: The DPS website provides guidance around Highly Qualified Teachers, found at: http://nclb.dpsk12.org/teachers.

● Collaborative School Committees (CSCs): State law requires all schools to have a School Accountability Committee. In DPS, this requirement is satisfied through the district policy related to Collaborative School Committees. Information related to district CSCs is available at http://static.dpsk12.org/gems/communityrelations/CSCSampleBylawsProcedures20102011.pdf

Section 5: Governance

Resources:● Training modules for governing board members and other supportive governance materials can be

found through: http://www.coloradoleague.org/audiences/boards.php. ● Information on the Colorado Open Records Act (CORA):

http://www.sos.state.co.us/pubs/info_center/cora.html ● CDE Resources on Funding:● Worksheet to calculate charter at-risk funding:

http://www.cde.state.co.us/cdefinance/charteratrisk.htm.● Per Colorado Revised Statutes § 22-44-105(4), refer to CDE’s Chart of Accounts Handbook, found at:

http://www.cde.state.co.us/cdefinance/sfCOA.htm.● Financial Policies and Procedures: http://www.cde.state.co.us/cdefinance/sfFPP.htm. ● CDE provides guidance on Colorado school finance and categorical program funding, found at:

http://www.cde.state.co.us/cdefinance/generalinfo.htm.● Charter school budget considerations:● Budget assumptions for the Central Administrative Overhead and Special Education Fee will be made

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available in January 2015 online.● Pension Contribution: Pursuant to C.R.S. § 22-30.5-111(3), a District approved Charter School and its

employees, must make the appropriate contribution to the Denver Public Schools retirement system, which was recently merged with PERA. The Denver Public Schools’ pension obligations are currently comprised of (1) the employer contribution to PERA and (2) the debt service on the pension certificates of participation (COPs). Please note that PERA contribution rates are set by law under Senate Bill 10-001 and can be found at http://www.copera.org/pdf/5/5-123.pdf. The 2014-2015 statutory rate, including both PERA and COPS, is set to be 21.5%. However, the rate quoted above will be adjusted based on the actual cost of the COPS transaction issued by the district in 2008 to fully fund its pension obligation. Actual rates paid for PERA and COPS may be less than the statutory rate.

● TABOR Reserve: Per Article X, Section 20(5) each charter school shall reserve 3% or more of its fiscal year spending excluding bonded debt service. Unused reserves apply to the next year's reserve.

● The “Information for Applicants: Per Pupil Funding” and “Information for Applicants: Mill Levy Funding” at the back of this application guide will be updated online in January 2015.

● DPS Salary Schedule: The DPS website provides the salary schedule for teachers and can be referenced to help determine competitive salaries. The salary schedule can be found here: http://static.dpsk12.org/gems/hr2009/DCTATraditionalSchedule912013.pdf.

Section 6: Waivers

Resources:● Colorado State Statutes: All state statutes are available at www.cde.state.co.us or through Lexis Nexis

at http://www.lexisnexis.com/hottopics/Colorado/. ● Automatic State Waivers and Sample Rationale and Replacement Plan for Waivers from State

Statute: Refer to list of automatic waivers from state statutes granted to all charter schools provided in this section, as well as other key information: http://www.cde.state.co.us/cdechart/waivers.htm.

● District Waivers: Refer to “Information for Applicants: Automatic District Waivers” in the back of this application guide for a list of automatic waivers from district policies granted to all charter schools. The full compendium of District policies can be found at http://www.dpsk12.org/policies/.

Section 7: Education Management Organization

Resources:● Charting a Clear Course: A Resource Guide for Building Successful Relationships between Charter

Schools and School Management Organizations, available at: http://www.publiccharters.org/publication/?id=393 .

If the proposed school intends to contract with an education service provider (ESP) or an education management organization (EMO) – such as a charter management organization or other school management organization – the application must also include the following per Colorado Statute (C.R.S. § 22-30.5-106(s))

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ELA Glossary● Native language support includes curricular resources in the native language, paraprofessional support in

the native language, preview/review in the native language, and appropriate strategies to support the transition to English for ELLs. Native language support is not a substitute for native language instruction, where such instruction is required by the Program or the Consent Decree (CD).

● English Language Development (ELD) is the provision of direct instruction in English language usage including: content vocabulary development, survival vocabulary development, oral language development, listening comprehension, and the development of reading and writing skills in English.

● Supported English Content Instruction is instruction in core subject areas in sheltered English, which is the use of specialized strategies to make the content accessible to, and increase the likelihood that content in English will be comprehended by, ELLs. When content cannot be adequately explained in English, an explanation or feedback in the student’s native language may be given.

● Native language instruction includes the provision of instruction in one or more core subject areas in a student’s native language. The development of native language arts includes oral language development, reading, and writing. The purpose of native language instruction is to provide a foundation for literacy in English and/or opportunities for learning in core subject areas until instruction in English is appropriate. Native language instruction will follow the District’s research-based language allocation guidelines. At the Elementary level, the native language instruction portion of the day includes activities that promote literacy and cognitive development in a student’s first language in a manner comparable to their never-ELL District peers. At the Secondary level, the native language instruction portion of the day includes activities that promote content acquisition in science, social studies, and/or math.

● English as a Second Language (ESL/ELA-E) is the English Language Acquisition Program for providing services to English Language Learners that includes Supported English Content Instruction and English Language Development.

● Transitional Native Language Instruction (TNLI) is the program in which services, including native language instruction in Spanish, supported English Content Instruction, and ELD, are provided to ELLs. For purposes of this Consent Decree, dual language programs qualify as part of the TNLI program.

● Native language support includes curricular resources in the native language, paraprofessional support in the native language, preview/review in the native language, and appropriate strategies to support the transition to English for ELLs. Native language support is not a substitute for native language instruction, where such instruction is required by the Program or the Consent Decree (CD).

● English Language Development (ELD) is the provision of direct instruction in English language usage including: content vocabulary development, survival vocabulary development, oral language development, listening comprehension, and the development of reading and writing skills in English.

● Supported English Content Instruction is instruction in core subject areas in sheltered English, which is the use of specialized strategies to make the content accessible to, and increase the likelihood that content in English will be comprehended by, ELLs. When content cannot be adequately explained in English, an explanation or feedback in the student’s native language may be given.

● Native language instruction includes the provision of instruction in one or more core subject areas in a student’s native language. The development of native language arts includes oral language development, reading, and writing. The purpose of native language instruction is to provide a foundation for literacy in English and/or opportunities for learning in core subject areas until instruction in English is appropriate. Native language instruction will follow the District’s research-based language allocation guidelines. At the Elementary level, the native language instruction portion of the day includes activities that promote literacy and cognitive development in a student’s first language in a manner comparable to their never-ELL District peers. At the Secondary level, the native language instruction portion of the day includes

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activities that promote content acquisition in science, social studies, and/or math.

New Schools Team Contacts School Development Team

o Chris DeWitt , Manager of New Schools (primary contact)o Ashleigh Madonna , School Design Associate (secondary contact)o Jennifer Holladay , Director of School Development and Support (supervisory contact)

School Design Teamo Joe Amundsen , Manager of School Design and Implementation (primary contact for

Innovation Schools)

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Replication Application Executive SummaryThe purpose of the executive summary is to give readers a brief explanation of your school. As part of our authorizing practice, Denver Public Schools will collect feedback from the Student Board of Education, community groups, and community organizations using the executive summary. Complete this form directly into the Word file for ease of formatting.

Name of Proposed School

Grade Configuration (Year-1)

Grade Configuration (Full Build)

Model or Focus (e.g. Dual Language, etc.)

Proposed Region and Neighborhood

Primary Contact (name, email, mobile phone)

Enrollment Projections: Delete unnecessary rows and/or provide additional columns if necessary.

GRADE 2017-18 2018-19 2019-20 2020-21 2021-22ECE4

K123456789

101112

Total # students

4 DPS does not authorize Early Childhood Education (ECE) programs. If you are interested in having an ECE Center, please contact Cheryl Caldwell, DPS director of early childhood education..

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Student Demographics Provide your estimated student demographics in the table below.

FRL %

SPED % ELL % Hispanic/ Latino %

African American %

White % Other %

Student Demographics

As Needed: Education Service Providers (ESPs) or Education Management Organizations (EMOs)

Applicants seeking services from a third party ESP/EMO, or to operate as an ESP/EMO, must indicate the extent to which the school may employ services through these organizations or corporations. Note: Colorado State Statute prohibits schools from operating as for-profit corporations.

a. Does the school expect to contract with an ESP, EMO, or other organization for a substantial portion of school management/operation? (Y/N)b. Is the applicant an existing operator applying to replicate its current school(s)? (Y/N) If so, list all the schools currently or previously operated by the ESP or EMO.

Schools ESP/EMO Operates Location (City/State) Dates of Operation

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Replicating School Executive Summary Narrative Address the following questions briefly in a narrative format. Please use the outline numbering and headers provided below. There is a 3 page limit for this sub-section.

1. Culture: a. What will be the vision and mission of the school? How have you engaged with your

neighborhood parents/guardians and community members to craft this application? b. Describe the community need that the proposed school addresses. Is the need articulated

in the 2016 Call for New Quality Schools, which will be available January 22, 2016?c. How many completed Intent to Enroll Forms have you collected to date?

2. Teaching: a. Briefly describe your school’s education philosophy.

3. Education Plan: a. Provide a brief overview of the education program of the proposed school, including

major instructional methods, key program components and assessment strategies. 4. Leadership:

a. What critical qualifications, credentials and attributes have you identified for your school leader?

b. Have you already identified a candidate leader? If so, please provide a short bio for that leader.

5. Governancea. Briefly describe the role of the Collaborative School Committee (CSC, charter only) or

School Accountability Committee (SAC, district-run only). b. Charter only: Briefly describe the role of the Board in regards to school governance,

academic oversight and fiscal oversight.

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Summary Budget for Replicating School School Name: ______________________ 2017-18 2018-19 2019-20 2020-21 2021-22

Number of Students

Per Pupil Revenue

State & Federal Grant Funds

Private Grants / Foundation Revenue / Gifts & Contributions

Other Sources

Total Revenue

Instructional Salaries & Benefits

Instructional Services / Supplies

Other Instructional Expenses

Total Instructional Expenditures

Supporting Services Salaries & Benefits

Other Supporting Services Expenses

Total Supporting Services Expenditures

Total Expenses

NET INCOME

For any grants or private funds identified above, indicate whether the funding has already been secured and any plans to secure future funding.

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Section I. CULTURE

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Section I. CULTUREOverviewThis section focuses on how your program will be tailored to the specific needs of the community your school intends to serve, including why the proposed program will meet the needs of your intended students, how parents/guardians and community members have been and will continue to be engaged in the school, and what structures will be in place to support the overall school culture. This section is limited to 15 pages.

Section I. Application Components

A. Vision, Mission Statement, and Core Values 5

1. Provide the mission and vision statements for the proposed school. The mission and vision should:

a. Explain how the school will serve all students well, including students with special needs and English Language Learners.

b. Articulate guiding purposes and priorities that are meaningful, measurable, and attainable

c. Be the driver for the school’s systems, structures, and practices

2. List the school’s core values.

B. Targeted Student Population 1. Describe your intended student population. Why you believe the program you are proposing is needed and will serve the intended population well?

2. Describe how the school will meet a need that other options currently available to your intended population do not

Note: Any further discussions of student demographics in other areas of the application should refer back to this section as necessary.

5A Vision and Mission Statement must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(b) and C.R.S. § 22-30.5-102 ).

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C. Student Recruitment and Enrollment 6

1. Describe your plan to recruit students in your pre-opening year, including students with special needs and English Language Learners. 2. Outline your planned admission process. Note: Be sure to review the information about SchoolChoice that was included at the beginning of this section under “Information for Applicants: Resources for New Schools” section above.3. What is your target re-enrollment rate for each year? Describe the ongoing student recruitment work that you will do once your school has opened.

D. Demonstration of Community Support for the Application 7

1. Describe the role that neighborhood parents/guardians and community members have played thus far in developing, or providing input into, the proposed school. 2. How many Intent to Enroll forms have you collected, as of the time of submission?3. Provide a summary of the received Intent to Enroll forms, disaggregated by student grade levels in your opening year and the school for which they are zoned. Note: A sample Intent to Enroll Form is provided at the back of this application for your convenience.

(Appendix E – Evidence of Support from Parents/Guardians, Community Groups, Teachers & Pupils – no page limit)

E. School Culture & Student Engagement1. Describe the planned culture for the school, how it is tailored to your intended student

population, how this culture will promote a positive academic environment and how it will be implemented. (Note: You will be asked to describe your discipline policy in the next section).

2. Explain how the school culture will include and serve all students, including students with special needs and English Language Learners.

3. What will you do to cultivate a consistent sense of culture across multiple school sites?4. Describe how you invest students in the school and their academics at your other sites, the

strategies you plan to continue, and what, if any, new strategies you plan to implement at your proposed new site.

6 An enrollment policy consistent with the requirements of section 22-30.5-104(3) must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(l)).7 Demonstration of community support and parent/student demand for the proposed school must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(d)).

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F. Student Discipline Policy 8

1. Submit a copy of your current discipline policy. Note: DPS retains full authority of all student expulsions.

2. How do you guard against disproportionality in discipline matters? How will the school remedy discipline disproportionality should it arise.

(Appendix F – Discipline Policy – 10 page limit)

G. Student Attendance & Satisfaction1. Supply your most recent two years of summary data regarding student attendance (school-wide

only). Have you met or exceeded expectations on the Denver SPF in this area? If not, describe the programs and activities you will use to improve student attendance.

2. Supply your most recent two years of student satisfaction data (high-level). Have you met or exceeded expectations on the Denver School Performance Framework (SPF)? If not, describe new strategies to improve student satisfaction.

H. Parent/Guardian Involvement & Satisfaction 9

1. Describe how you have successfully engaged parents in the school’s culture and operations to support their involvement and satisfaction at other sites, the methods you plan to continue, and what, if any, new methods you plan to implement at your proposed new site.

Provide summary data regarding your parent satisfaction (as measured by the required DPS survey). If you have not met or exceeded expectations in this section of the SPF, please describe new strategies you will employ to increase parent satisfaction.

8 A discipline policy consistent with the intent and purpose of section 22-33-106 must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(p)).District-run schools only: District-run schools must follow the district’s discipline ladder of consequences.9 The proposed expectations and plan for ongoing parent and community involvement, as well as the design of a School Accountability Committee, must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(k) and C.R.S. § 22-11-401).

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Section II. TEACHING

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Section II. TEACHINGOverviewThis section focuses on how the school will ensure instruction is delivered effectively to all students-- instructional strategies, teacher coaching, evaluation, professional development, etc. The following section, Education Program, will focus on what tools and materials will be used to deliver instruction.This section is limited to 20 pages.

Section II. Application Components

A. Educational Philosophy 1. Briefly describe the educational philosophy of the school.

B. Instructional Strategies1. Describe any changes in instructional methodology and strategies in your new school.

Why are these changes being implemented? How will you know if they create the intended impacts and create rigorous instruction?

2. How will you ensure the fidelity and consistency of your instructional methodology and strategies across sites?

C. Teacher Coaching1. Describe the school’s plan to coach and support teachers. 2. Outline the schedule for classroom observations and subsequent feedback discussions

with teachers. How often will teachers receive feedback? 3. How will feedback and coaching align with the school’s data analysis process?4. Given that you are expanding, how will you ensure the fidelity and consistency of your

approach to teacher coaching?

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D. Teacher Professional Development 1. Describe the professional development that will be provided to teachers, administrators

and staff to implement the education program and meet the proposed goals. How does this PD align with the vision and core academic priorities stated above? Specifically mention:

o how PD will address the needs of special populations (ELLS, students with disabilities, gifted and talented students, etc.)

o the staff member(s) responsible to determining topics for PD sessions, and how these decisions are made

o how the effectiveness of PD will be evaluated2. Provide a professional development schedule/ calendar and state the number of

days/hours for PD throughout the school year, including any summer PD sessions. Specifically mention:

o professional development that will take place prior to school opening and throughout the academic year

o when teachers will have time for common planning or collaboration, and how such time will typically be used

3. Describe any shared PD across campuses. Who will be responsible for developing, leading and evaluating any shared PD?

E. Teacher Evaluation 1. If you plan to alter the tools and processes for your teacher evaluations, explain those

changes and rationale. If you do not plan to alter the tools and processes for your teacher evaluations, provide a rationale for why changes are not needed. Attach your school’s teacher evaluation tools as Appendix G.

(Appendix G –Teacher Evaluation Tools – 10 page limit)

F. English Language Learner Students 10

Note: the rubric used to assess English Language Acquisition programs is provided in the Information for Applicants Section at the back of this application.

1. Identification Process. Who is in charge of collecting and administering the DPS Home Language Questionnaire? What will you do with the information from the questionnaire?

2. Assessment and Placement. When will you assess students for placement? What valid and reliable English Language Proficiency (ELP) assessment will you use to determine proficiency levels in listening, reading, writing, and speaking English? How often will you assess students for progress? What will you do with the results? How will you ensure that parents are aware of the school’s programs and services? Who will notify parents

10 A plan for serving English Language Learners (ELLs) must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(q)).

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about placement in a Language Instruction Educational Program (LIEP), what will be included in the notification, and when will it happen? If students receive Spanish instruction, what grade or subject appropriate assessments will you use to assess the knowledge of ELL students?

3. Program Design and Curriculum. (NOTE: District-run and charter schools must follow different ELA program requirements.)

a. Charter schools only: Describe your English Language Acquisition (ELA) program. What curriculum will you use during English Language Development (ELD)? Provide evidence that your ELD curriculum is research-based and aligned to the Colorado English Language Proficiency standards. How will you structure your instructional schedule to provide adequate instruction in ELD? What are your performance objectives and what standards will you use to measure the progress of ELL students? What instructional techniques will be utilized to help ELLs develop and understand academic vocabulary appropriately in speaking, reading, and writing? How will teachers support students’ various English language development levels? How will you ensure that parents are aware of the school’s programs and services?

b. District-Run schools only: The type of English Language Acquisition program provided in DPS Schools is determined by the number of ELL students at each school. Considering your projected student enrollment and regional analysis of student demographics, how many ELLs do you expect to serve at full-build? Based on the number of ELLs that you are projecting to serve, which ELA program model will your school implement (see table below)?

DPS English Language Acquisition (ELA) Program Models and Services for English Language Learners

GRADES SERVED THRESHOLD PROGRAM

MODEL

SERVICES BY PROGRAM MODEL

Native Language Support

Resource Teacher

English Language

Development (ELD)

Supported Content

Instruction in English

Native Language

Instruction

Elementary

(E-5, E-8)

<15 ELLs No ELA Program-Strategic Support

≥15 ELLs (all languages)

ESL/ELA-E Yes Yes Yes Yes

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THRESHOLD PROGRAM MODEL



Resource Teacher

English Language

Development (ELD)

Supported Content


Native Language

Instruction

≥15 ELLs (Spanish-speaking)

ESL/ELA-E Yes Yes (ELA-S)

Yes Yes

≥60 Spanish-speaking ELLs

TNLI11 Yes Yes Yes Yes

≥60 Spanish-speaking ELLs and ≥15 ELLs (other than native-Spanish speaking)

TNLI and ESL/ELA-E

Yes Yes (ELA-E)

Yes Yes Yes (for Spanish-speaking ELLs)

Secondary

(6-8, 6-12, 9-12)

<15 ELLs No ELA Program- Strategic Support

Yes

≥15 ELLs (all languages)

ESL/ELA-E Yes Yes Yes

50-99 Spanish-speaking ELLs (intermediate proficiency or below)

ESL/ELA-E Yes Yes (ELA-S)

Yes Yes

11 Transitional Native Language Instruction (TNLI) is the program in which services, including native language instruction in Spanish, supported English Content Instruction, and ELD, are provided to ELLs. For purposes of this Consent Decree, dual language programs qualify as part of the TNLI program.

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THRESHOLD PROGRAM MODEL



Resource Teacher

English Language

Development (ELD)

Supported Content


Native Language

Instruction

≥100 Spanish-speaking ELLs (intermediate proficiency or below)

TNLI Yes Yes Yes Yes

≥100 Spanish-speaking ELLs (intermediate proficiency or below) and ≥15 ELLs (other than native-Spanish speaking)

TNLI and ESL/ELA-E

Yes Yes Yes Yes (for Spanish-speaking ELLs)

i. Describe how ELLs will receive supported English Content Instruction in core subject areas? What sheltered English instruction and classroom-based instructional strategies will be used to make content accessible to English language learners?

ii. Please describe how you will effectively implement the district curriculum for English language development: Avenues (elementary), Inside (middle school), and Edge (high school).

iii. What are your performance objectives and what standards will you use to measure the progress of ELL students? Describe how your ISA Team will monitor student progress in English language proficiency and core content area development. If you will serve a TNLI program, how will your ISA Team monitor Spanish language proficiency?

iv. What instructional techniques will be utilized to help ELLs develop and understand academic vocabulary appropriately in speaking, reading, and writing? How will teachers support students’ various English language development levels? What types of native language support will you provide to English language learners? How will you ensure that English language learners receive appropriate curricular materials and classroom assistance when necessary? Will you hire any paraprofessionals to provide support in the native language? What instructional strategies will all teachers use to make content accessible to English language learners?v. How will you ensure that ELL students are integrated into a supportive school culture?

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vi. If you expect to provide a TNLI program, describe which program goal describes the purpose of your TNLI program (see table below)?

a. Based on the goal you have identified for your TNLI program, how will you provide native language instruction to English language learners?

DPS Language Development Goals for TNLI Programs

EXPECTED RESULTS/GOALS TNLI PROGRAM TYPE

● High levels of academic achievement in all curricular areas

● Sufficient academic foundation in Spanish literacy and content areas until instruction in English is appropriate (for Spanish-speaking English learners)

Early-exit

● High levels of academic achievement in all curricular areas

● Full academic proficiency in English and Spanish for native Spanish speakers Late-exit

● High levels of academic achievement in all curricular areas● Full academic proficiency in English and Spanish for native Spanish

speakers and native English speakers Dual language

Note: All ELA-designated teachers must become qualified via state-endorsement in teaching the culturally and linguistically diverse, masters or doctorate degree in teaching the linguistically diverse, or completion of a district-approved training program.

4. Teaching. Provide the profile of the staff member responsible for the management of the ELA program, including responsibilities, qualifications, certifications, relevant language proficiency, and knowledge of the history and culture of the ELLs in the program. Describe the professional development opportunities that will be offered to administrators evaluating the ELL program staff, and to teachers in ESL/bilingual, mainstream, and content-specific classrooms.

a. How will the school’s staffing structure ensure that the school meets the non-academic needs of English learners and their parents/guardians?

5. Exiting/Redesignation. Describe your plan to exit/redesignate students from the ELA program. Who will be involved? What will determine the exiting/redesignation of students? What valid, reliable, and objective criteria will you use to measure English proficiency in each of the four language domains? Describe your plan to monitor students after exit/redesignation. How will you determine if additional ELA program services are needed?

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G. Students with Disabilities 12

1. Recruitment/Enrollment, Identification and Monitoringa. How will information about a student’s specific needs factor into a decision to offer

admission, if at all? b. Explain the process the school will use to identify students with disabilities. c. How will students with disabilities be monitored and regularly assessed through the

school’s assessment system? d. Describe the methods the school will use to monitor and evaluate the effectiveness of

the school’s special education program overall.2. Staffing and Professional Development

a. How will the school provide qualified staffing for students with mild and moderate needs?

b. Describe your staffing structure to serve students with disabilities.c. How and when will the school provide professional development and training to special

education teachers and general education teachers to serve the needs of mild and moderate needs students?

d. What will be the Special Education Teacher-to-Student ratio in years one through five?3. Program Plan

a. Describe the instructional programs, practices, and strategies, as well as any schedule adjustments and any additional resources, the school will employ to meet the needs of your students with mild and moderate disabilities.

4. Serving Students with Severe Disabilities (providing services above mild/moderate needs)a. Indicate the school’s willingness to host a center-based program to serve students with

above mild/moderate intensity of supports (the specific process and resources would be negotiated with DPS upon approval).

b. If applicable, what is the proposed leadership team’s or the Charter Management Organization’s experience with center programs?

H. Gifted and Talented Students 13

1. Provide an overview of your academic track record serving G&T students. How do you ensure these students are advancing?

2. Describe any changes to your G&T program that may be necessary due to the specific target population of your proposed school.

12 A plan for serving students with special needs, including budget and staff requirements, must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(q)).13 A plan for serving gifted and talented students must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(q)).

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I. Multi-Tiered Systems of Support 1. Describe any changes to your MTSS plan including the use of social emotional supports

and Response to Intervention (RTI) that may be necessary due to the specific target population for your proposed school. Please describe the outcomes of your current model at current school site(s).

J. School Schedule & Calendar 14

1. Will your replication site use the same school calendar as your existing site(s)? If not, describe the changes and explain how the calendar will support the stated goals of the education program.

2. Will your replication site use the same student and teacher school day schedules as your existing site(s)? If not, describe the changes and explain how the schedules will support the stated goals of the education program.

(Appendix H - Student and Teacher School Day Schedules – 2 page limit)(Appendix I – School Year Calendar – 2 page limit)

K. Class Size1. Describe your school’s planned class size and structure. Describe whether class sizes will

vary between core and elective subjects.

14 Note: If the applicant is proposing modifications to the school calendar, extended days or extended year, the applicant may require waiver(s) from the DCTA Collective Bargaining Agreement, District Policies and State Statute.

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Section III. EDUCATION PROGRAM

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Section III: EDUCATION PROGRAMOverviewThis section will describe the educational program designed to meet the needs of all students through well-developed curriculum, assessments, and progress monitoring systems. This section is limited to 15 pages.

SECTION III. Application Components

A. Curriculum 15

1. In lieu of describing your proposed curriculum, please provide a brief description of your school’s recent academic performance. In particular, focus on status and growth measures on the SPF and, for 2014-2015, CMAS. Discuss your overall outcomes that address achievement gaps.

2. Will you be altering or adjusting your curriculum in any way to address areas for improvement in your academic performance or to meet the needs of the targeted student population?

3. How will you ensure that your curriculum is implemented consistently across multiple school sites?

4. Cultural Relevancy. Describe how the school’s academic focus or model is culturally relevant to the student population, as well as how your curriculum ensures cultural relevancy.

15 District Run Schools Only: Any modification from the DPS core curriculum may require waiver(s) from District Policies and State Statute.A description of the educational program, student performance standards, and curriculum must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(e)).

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B. Goals, Objectives & Pupil Performance Standards 16 17

1. Performance Goals. Outline the clearly measurable annual AND interim performance status and growth goals that the school will set in order to monitor and evaluate its progress accelerating student achievement. Applicants must clearly articulate their rationale for proposed goals with these assessments.

2. Corrective Action. Describe the corrective actions the school will take if it falls short of student academic achievement expectations or goals.

C. Progress Monitoring and Assessment1. Progress Monitoring. Explain how and how frequently the school will collect and analyze

longitudinal student academic achievement data, use the data to refine and improve instruction, and report the data to the school community.

a. Explain how the school will measure and evaluate academic progress – of individual students, student cohorts, and the school as a whole – throughout the school year and at the end of each academic year.

b. How will you determine whether or not a student is making satisfactory progress?c. Describe any additional data that you will collect, beyond items identified above in your

description of your assessments and performance goals.d. Describe the school’s plan to communicate assessment data and student progress with

the school community.2. Assessments.

a. Complete the following assessment matrix, then describe the school’s proposed progress monitoring and assessment plan.

Assessment Name

Grade levels

Content Areas (ex: Math, Early Literacy)

Purpose (Provide a rationale for the selection of this assessment, including alignment with curriculum and instruction.)

Type (Diagnostic, Interim, Summative)

Frequency (ex: Annual, 2/year)

Administration Calendar (ex: Jan-Feb)

16 A plan for evaluating student performance across the curriculum, which aligns with the proposed charter school's mission and educational objectives and provides a description of measurable annual targets for the measures used to determine the levels of attainment of the performance indicators specified in section 22-11-204, and procedures for taking corrective action if student performance if the school falls below the described targets must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(f)).17 The expected goals, objectives, and student performance standards must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106(1)(c)).

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i. Confirm that you are administering state-mandated assessments and that you can provide necessary accommodations.ii. How will you determine interim performance of students and preparation for the state tests?

III. Describe the school’s plan to provide the necessary technology in order to administer the required computer-based assessments.

iv. District-run schools only: District-run schools take part in district-wide interim benchmark assessments. Do you plan to utilize DPS interim assessments? If so, why do you believe these assessments are appropriate for your program? If not, what interim assessments will you use and how do you know that these assessments align to your curriculum and state standards? How do you know that your proposed interim assessments are valid and reliable indicators of progress? Explain how these assessments align with the school’s curriculum, performance goals and state standards.

D. Promotion & Retention Policies1. If you plan to change your existing promotion and retention policies, please explain.2. Graduation Requirements (High Schools only).

i. For current schools, provide graduation data (4-year and 5-year rates) and college readiness data.

ii. If you will be altering your graduation requirements, credit hour system, promotion criteria or exit standards, please explain.

iii. Describe your plan for providing a path to graduation for all students and specify how you will ensure that all students with disabilities are able to graduate on-time.

F. Supplemental Programming1. Explain your success in addressing the needs of the whole child.

2. Describe any unique or supplementary programs that your proposed school may offer by virtue of its targeted population or geographic area. Who will conduct these programs and what community resources, if any, will be leveraged to offer these programs?

3. What, if any, costs and staffing considerations are associated with supplemental programming?

G. Community Partnerships (optional)1. If applicable, describe the scope of support and provide evidence of any partnerships the school

will have with the community organizations, businesses, or other educational institutions. Note: As evidence of confirmed partnerships, include in Appendix E letters of support from each organization, business or other educational institutions that define the supports the organization will provide.

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Section IV. LEADERSHIP

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Section IV. LEADERSHIPOverviewThis section outlines not only the leadership personnel, but also the processes that will ensure school operational sustainability and achievement. This section is limited to 10 pages.

Section IV. Application Components

A. Leadership Team Personnel1. Summarize the profile of your school’s ideal leader, including a description of the leader’s

essential duties and responsibilities.

2. If the school leader has not been identified:a. Describe the recruitment and hiring process for the school leader.

3. If the school leader candidate has been identified:a. Explain why this individual is well qualified to lead the proposed school in achieving its

mission and goals. 4. What is your succession plan for your school leader?

5. Will the rest of the school leadership team at the proposed school match the organization structure in place at your existing school(s)? If not, what will be different? Why? Please detail which members of the team have been identified and the timeline to fill each role.

(Appendix K – Job Descriptions for all Leadership Team Positions – 10 page limit)(Appendix L – Resumes for all Identified Leadership Team Members – 10 page limit)

B. Shared Personnel and/or Central Management Organization (CMO) Personnel

1. Describe the leader profile/leadership team that will support all school(s), if any. Describe the relationship to leadership at the existing campus(es).

2. What is the succession plan for any shared leaders?

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3. How will the replicating school and the existing school(s) share resources and staff across campuses? What are the roles and responsibilities of shared staff members?

4. Describe evaluation practices for any staff shared across campuses. How will they be the same as, or different from, practices at each school?

5. Describe the profile for the CEO, Executive Director or Executive Principal. How is the success and efficacy of your CEO, or most senior leader measured? What tool is used? How frequently is a performance review conducted? Who conducts the performance review?

6. Describe the primary functions that your central office will manage as compared to school sites. What is your philosophy around which decisions are tightly managed verses not?

i. Describe your decision rights framework. Who will hire and fire principals? Where are are instructional decisions made? What decisions are left to site-based personnel regarding program and schedule?

(Appendix M – CEO/ED Evaluation Tool, if applicable – 4 page limit) (Appendix N–Shared Staff Organizational Chart & Staff Roster – 2 page limit)

C. School Personnel Structure1. Supply an organizational chart for the specific school site that clearly identifies each employee

and which year they are added to the school. Note: General education teaching positions can be included as one box on the org chart; however, special education and ELL positions should be listed separate from general teaching.

(Appendix O – School Organization Chart – 2 page limit)2. Supply a staff roster that details all staff positions for the specific school site at phase in and full

build. (Appendix P– Staff Roster (list format) – 2 page limit)

D. Leadership Team Coaching & Evaluation 18

1. Explain the school’s system for providing coaching and professional development for the school leader.

2. Explain the evaluation process for the school leader. 3. District-run schools only: What other leadership coaching or evaluation will the school leader

and/or leadership team receive outside of support/evaluation from the district Instructional Superintendent?

18 Note: District-run school principals/head of schools are hired and supervised by a DPS Instructional Superintendent and evaluated against the School Leadership Framework.

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E. Teacher Recruitment and Hiring1. What changes will you make to your teacher recruitment process by virtue of your proposed

new school site (if any)? Who will make hiring decisions?

F. Teacher Retention 1. What strategies will you deploy to promote retention of your best performing teachers?

G. Collaborative School Committee (CSC) and/or School Accountability Committee (SAC)19

1. Explain the design of your School Accountability Committee/Collaborative School Committee.

2. How will you ensure that parents/guardians, teachers, and community members are active participants in the school’s governance structure? How will you ensure that the School Accountability Committee (SAC) and/or Collaborative School Committee (CSC) provides meaningful accountability and support to the school?

3. How often will the SAC meet? What will be the essential duties of the SAC? How will they be regularly updated and given opportunities to provide input into important school governance decisions? How will the SAC be empowered to provide input and oversight to the school leader?

4. How will you ensure that the SAC provides adequate input into a transparent budgeting process, and progress monitoring against the school’s academic goals?

5. How will parents and teachers be involved in the leadership succession plan described previously?

19 The proposed expectations and plan for ongoing parent and community involvement, as well as the design of a School Accountability Committee, must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(k) and C.R.S. § 22-11-401).

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Section V: OPERATIONS, BUDGET, & GOVERNANCE

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Section V: OPERATIONS, BUDGET, & GOVERNANCEOverviewThe purpose of this section is to describe the policies, systems, and structures that will ensure the school is sustainable, safe, and secure for students and adults.This section is limited to 15 pages.

Section V. Application Components

A. Employment Policies20 1. Explain the relationship that will exist between the proposed school and its employees,

including employment terms and conditions. 2. Outline the school’s employment policies regarding salaries, contracts, hiring and dismissal, and

other matters related to staffing. In addition, describe policies on equal employment opportunities, maintenance of a drug-free workplace, and how grievances will be addressed. If these policies are not yet in place, describe the timetable under which they will be developed and the outline of their contents. Attach your proposed personnel policies or an employee manual.

3. Describe the school’s compensation system.a. District-Run Schools: If the applicant is proposing any employment terms that are non-standard, the applicant may require waiver(s) from the DCTA Collective Bargaining Agreement, District Policies and State Statute.

(Appendix Q– Personnel Policies or Employee Manual – 20 page limit)

B. Operations - Transportation 21

1. If you plan to provide transportation for students:

20 Employment Policies must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(i)). 21 (C.R.S. 22-30.5-106(1)(m))Note: The following Operational Items are legally required as part of the new application and will be used to confirm compliance with state and federal laws. Should an applicant be approved these operational items may require revisions and site-specific information, depending on facilities and location.

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a. How does your transportation plan ensure equitable access for students experiencing poverty and those who currently lack access to high-quality schools?

b. How is your plan financially sustainable?c. How does your plan align with your school’s calendar?

2. Describe the school’s plan for meeting the transportation needs of students. a. What alternative means of transportation are available for students?b. How are these alternatives accessible to students experiencing poverty and those who

currently lack access to high-quality schools?

C. Operations - Safety and Security 1. As you are aware, all schools are required to create and maintain an Emergency Management

Plan, as well as attend annual training for this plan. If you expect to manage this process any differently at your proposed school site, please explain. If there are no changes to the plan implemented at the current school site(s), please provide a rationale.

D. Operations – Food Services 22

1. Describe your proposed food service program. How will your food services program comply with applicable state and federal rules and regulations?

E. Operations - Insurance Coverage (charters only)1. As you are you aware, all schools are required to maintain insurance coverage in minimum

amounts. Do you expect to raise any of your coverage limits by virtue of operating an additional school?

F. Budget Narrative23

1. Charter Applicantsa. Describe your School Finance Act revenue assumptions, including estimated

percentage of students who are eligible for free lunch.b. Provide a summary of all year-0 start-up costs.

22(C.R.S. 22-30.5-106(1)(m))

23 All applicants are required to submit the completed budget form as a separate electronic document in Excel. Applicants do not need to submit a hardcopy of the budget form. This budget template for both charter and district-run applications can be found on the DPS website at http://portfolio.dpsk12.org/our-processes/call-for-new-schools/current-call-for-new-schools-and-placement-review/

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c. Describe your anticipated private revenue sources, including contributions and grants. Note which are secured and which are anticipated, as well as how each revenue stream will be used in support of non-core operational expenses.

d. How will you reach your enrollment goals? How are the costs associated with these goals reflected in the budget?

e. Describe any services to be contracted, such as business services payroll and auditing services, including costs and criteria for selecting service providers.

f. Assume your enrollment falls short of your projection and you are only able to enroll 80% of your year-1 student enrollment projection. Detail your contingency plan. What is the overall financial impact on your budget? What adjustments would you make to your school plan to account for this reduction? Specify each budget cut, the dollar amount related to each adjustment and how each choice would affect your school’s program.

g. Describe the systems, policies and procedures, including internal controls, which will be in place to responsibly manage accounting, purchasing, payroll and financial reporting requirements, including a year-end audit. Detail the procedure you will follow to ensure an annual audit is completed by an independent group. Describe the process the school will follow to contract with a Certified Public Accountant to conduct an annual, independent financial audit. How will the school disseminate the results from the audit with the school district and required state agencies?

2. District-Run Applicantsa. Describe any expenses the school expects to incur that are in addition to what DPS

traditionally funds (e.g., additional curriculum materials, extended overnight field trips, additional professional development experience, etc.). If you believe you will have additional revenues separate from DPS funding, please list them as well.

b. Provide an overview of how the allocation of resources supports the vision, mission, and education plan of the school.

c. Explain the policies and processes that will be implemented to ensure that sound financial management practices are implemented and that the financial plan is executed with fidelity. Who will be directly managing and overseeing the school’s budget?

d. Describe your School Finance Act revenue assumptions including estimated percentage of students who are eligible for free lunch.

e. Describe your anticipated private revenue sources including contributions and grants. Note which are secured and which are anticipated, as well as how each revenue stream will be used in support of non-core operational expenses.

f. Describe any services to be contracted, including costs and criteria for selecting such services.

g. If anticipated revenues are not received or are lower than expected, what specific changes will you make (explain in narrative format)? In addition, have you included a contingency set aside in your budget?

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h. Assume your enrollment falls short of your projection, and you are only able to enroll 80% of your year-1 student enrollment projection. Detail your contingency plan. What is the overall financial impact on your budget? What adjustments would you make to your school plan to account for this reduction? Specify each budget cut, the dollar amount related to each adjustment and how each choice would affect your school’s program.

G. Facility 24 (charter school only)Note: All applicants must provide a budget using demonstrably reasonable estimates of private facility costs.

1. Have you secured a location for your school? If so, what is the address? If possible, include lease agreement or Memorandum of Understanding detailing rental agreement in Appendix Z.

2. If a facility has not been identified, discuss both your short and long term plans for acquiring a facility. Describe your progress to-date navigating the real estate market, and detail at least 3 prospective, viable facilities and your strategy for selecting a site.

3. Demonstrate that the estimate for facility costs included in your budget is reasonable.4. Describe how funds will be allocated for facility costs, including potential lease costs,

renovation expenses, and any other expenses involved in preparing the building for use as a school. If additional funds or financing will be needed for facility upgrades, identify your potential grants and/or lending sources.

5. How will you ensure that your facility is ADA compliant and includes designated space to provide physical/occupational therapy, and nursing services as required by a student’s IEP?

All applicants are to fill out the School Facility Questionnaire, located in Appendix D. (Appendix D – School Facility Questionnaire – required)

H. Charter Schools Only: Governance PhilosophyCharter Schools only: The Governing Board is the entity legally responsible for holding the charter, entering into the contract with Denver Public Schools and overseeing the operation and academic performance of the charter school. Governance includes all financial planning, budgeting and oversight.

1. Explain the general philosophy of governance that will guide the proposed school.

2. How will the board interact with the Principal or Head of School?

3. How will the board interact with the SAC?

24 A facilities plan that details viable facilities options and the reasonable costs of the facility, which are reflected in the proposed budget must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(n)).

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I. Charter Schools Only: Board Capacity & Structure 25

1. Describe the structure of the proposed board including what committees will exist. Will there be an advisory group that is different in form and function than the governing board?

2. Describe the board member recruitment and selection process, both for the inaugural board and going forward. Detail the length of board terms, a summary of board officers and their roles, and how often the board will meet.

3. Describe the size and composition of the governing board, both currently and as desired going forward. Identify key skills, areas of expertise, and constituencies that will be represented on the governing board. List all current board members and their roles, and summarize their interests in and qualifications for serving on the school’s board.

4. Outline the key expectations for board members, as well as the school’s dismissal policies and procedures for board members.

5. Describe plans for increasing the capacity of the governing board. How will the board expand and develop over time?

(Appendix R – Resumes of all Board Members – 15 page limit)

Note: All board members are required to fill out the “Charter School Board Member Questionnaire,” found in Appendix C. These completed questionnaires should be included in the application as Appendix C.

J. Charter Schools Only: School Oversight & Stakeholder Engagement

1. How will the board approach its oversight role? 2. Describe the metrics or progress indicators that the board will consider in its analysis of

the school, as well as how and how often the board will receive this information and from whom.

3. Describe the financial policies, processes, and procedures that the board and administration will implement and follow, as well as your solvency-related financial goals.

25 A description of the governance and operation, including the nature and extent of parental, professional educator, and community involvement in the governance and operation must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(h)).

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4. Describe the school leader contract. Will there be performance targets in that contract? If so, what are they?

5. The Leadership section of this application posed several questions about how the Board will evaluate the school leader. Please provide any additional context here.

K. Charter Schools Only: Board Status & Compliance 1. Describe the proposed school’s legal status.

2. How did you (or will you) draft your Articles of Incorporation & Bylaws?

3. Please describe the procedures for identifying and addressing conflicts of interest.

4. Please describe the policies and procedures in place to ensure compliance with the Colorado Sunshine Law/Open Records Act (see link in Resources).

5. How will the board oversee and implement the school’s grievance process and policy? What is the role of the board when a staff member or a parent has a grievance? What are the goals of the board in terms of monitoring and resolving staff and parent complaints?

(Appendix S – Articles of Incorporation & Bylaws – no page limit) (Appendix T – Conflict of Interest Policy – 4 page limit)

(Appendix U –Grievance Process – 2 page limit)(Appendix V – Parent Complaint Process – 2 page limit)

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OverviewPer the Colorado Charter Schools Act, charter schools are able to waive and replace certain district and state policies. This section outlines the automatic waivers requested by Denver Public Schools for all charter schools and provides space for charter applicants to request additional waivers and provide replacement policies.

Section VI. Application Components A. Automatic District Policy Waivers

Denver Public Schools automatically waives the following district policies for Charter Schools that request such waivers and supply adequate replacement policies.

AD- Educational Philosophy/School District MissionDJB- Purchasing ProceduresDKC - Expenses Authorization/ReimbursementEEA- Student TransportationFF - Facility Naming*GBEBA and GBEBA-R- Staff Dress CodeGCF - Professional Staff HiringGDQD and GDQD-R - Dismissal of Full-time Classified Employees, Special Service Providers, and Teachers in Schools with a Waiver of Statutory Dismissal ProceduresIC/ICA- School Year/School CalendarIE - Organization of InstructionIGD - Curriculum AdoptionIJJ and IJJ-R - Textbook Selection and AdoptionKCD - Public Gifts/Donations to Schools

*Not applicable for schools housed in District facilities.

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Charter Schools may request waivers from district policies identified as “automatic district policy waivers.” If you are seeking these waivers, provide a rationale and replacement policy for each of the policies you plan to waive using the sample table provided for each waiver.

B. Optional - Request for Automatic Waiver from District Policy

Citation of District Policy

AD- Educational Philosophy/School District Mission

Rationale for Waiver Request

School’s Replacement

Policy

If the Charter School is seeking waivers from additional district policies, list them here and provide a detailed rationale for why these additional waivers are critical for the operation of the proposed school.

NOTE: Participation in the DPS pension (PERA) and discipline policies will not be waived.

Optional - Request for Additional Waiver from District Policy

Citation of District Policy


School’s Replacement Policy

C. State Statute & Rules WaiversThe state board offers the following automatic waivers to state statutes and state rules for Charter Schools who seek these waivers. Charter schools do not have to waiver each of these policies, though if the charter school does want to waiver the policy, the school must provide replacement policy language. The replacement policy should address the purposes and intents of the state statute. DPS will review each proposed replacement policy and determine whether they are adequate to address the purposes and intents of the original statute. If DPS’ review concludes that the replacement policies are adequate, then DPS will forward them to CDE who then accepts DPS’ review.

D. Automatic State Waivers (as of January 15, 2015)

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A charter school may operate free from specified state rules and statutes as provided in Colorado State Statutes § 22-30.5-104(6)(b). The following items are automatically waived for Charter Schools. However, Charter Schools must submit a Rationale and Replacement Plan (RRP) for each waiver requested from state statute for both automatic and non-automatic waivers.

Statute Category Description22-32-109(1)(b), C.R.S. Local board duties concerning competitive bidding

Competitive Bidding

(b) To adopt policies and prescribe rules and regulations necessary and proper for the efficient administration of the affairs of the district, including procedures for competitive bidding in the purchase of goods and services except professional services, for the district

22-32-109(1)(f), C.R.S. Local board duties concerning selection of staff and pay

HR Mgmt: Staff Hiring, Compensation

(f) (I) To employ all personnel required to maintain the operations and carry out the educational program of the district and to fix and order paid their compensation...

22-32-109(1)(n)(II)(A), C.R.S. Determine teacher-pupil contact hours

Calendar and Schedule

(II) (A) The actual hours of teacher-pupil instruction and teacher-pupil contact specified in subparagraph (I) of this paragraph (n) may be reduced to no fewer than one thousand fifty-six hours for secondary school pupils, no fewer than nine hundred sixty-eight hours for elementary school pupils, no fewer than four hundred thirty-five hours for half-day kindergarten pupils, or no fewer than eight hundred seventy hours for full-day kindergarten pupils, for parent-teacher conferences, staff in-service programs, and closing deemed by the board to be necessary for the health, safety, or welfare of students.

22-32-109(1)(t), C.R.S. Determine educational program and prescribe textbooks

Education Program

(t) To determine the educational programs to be carried on in the schools of the district and to prescribe the textbooks for any course of instruction or study in such programs

22-32-110 (1)(h), C.R.S. Local board powers-Terminate employment of personnel

HR Mgmt: Staff Dismissals

(h) To discharge or otherwise terminate the employment of any personnel. A board of a district of innovation…may delegate the power specified in this paragraph (h) to an innovation school

22-32-110(1)(i), C.R.S. Local board duties-Reimburse employees for expenses

HR Mgmt: Compensation

(i) To reimburse employees of the district for expenses incurred in the performance of their duties either within or without the territorial limits of the district

22-32-110(1)(j), C.R.S. Local board powers-Procure life, health, or accident insurance

HR Mgmt: Benefits

(j) To procure group life, health, or accident insurance covering employees of the district pursuant to section 10-7-203, C.R.S.

22-32-110(1)(k), C.R.S. Local board powers-Policies relating the in-

HR Mgmt: Professional Developm

(k) To adopt written policies, rules, and regulations, not inconsistent with law, that may relate to the efficiency in-service training professional growth, safety, official conduct, and welfare of the employees, or any classification thereof of the district…

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service training and official conduct

ent

22-32-110(1)(y), C.R.S. Local board powers-Accepting gifts, donations, and grants

HR Mgmt: Grants and Donations

(y) To accept gifts, donations, or grants of any kind made to the district and to expend or use said gifts, donations, or grants in accordance with the conditions prescribed by the donor; but no gift, donation or grant shall be accepted by the board if subject to any condition contrary to law

22-32-110(1)(ee), C.R.S. Local board powers-Employ teachers’ aides and other non-certificated personnel

HR Mgmt: Teacher Aides

(ee) To employ on a voluntary or paid basis teachers’ aides and other auxiliary, non-licensed personnel to assist licensed personnel in the provision of services related to instruction of supervision of children and to provide compensation for such services rendered from any funds available for such purposes notwithstanding the provisions of sections 22-63-201 and 22-63-402

22-32-126, C.R.S. Employment and authority of principals

School Leader: Responsibility and Requirements

Requirement of principal certification, principal responsibilities, disciplinary action, discipline code

22-33-104(4), C.R.S. Compulsory school attendance-Attendance policies and excused absences

School Operations: Student Attendance

Attendance policy, required attendance and calculation for counting unexcused absences

22-63-301, C.R.S. Teacher Employment Act- Grounds for dismissal

HR Mgmt: Dismissals

Specifies reasons for why a teacher could be dismissed. Very broad language. Probably not necessary to waive.

22-63-302, C.R.S. Teacher Employment Act-Procedures for dismissal of teachers

HR Mgmt: Dismissals

$80,000+ process for terminating a teacher through judicial review. Teacher can appeal for an impartial hearing, appeal to court of appeals, appeal to supreme court. Instances when a district can dismiss a teacher without cause are specified. Criminal convictions.

22-63-401, C.R.S. Teacher Employment Act-Teachers subject to adopted salary schedule

HR Mgmt: Compensation

Districts are required to pay teachers according to a schedule or according to a performance policy. Salaries are not to be changed until the end of the year. Individual teachers cannot have their salaries cut unless all teachers have salaries cut.

22-63-402, C.R.S. Teacher Employment Act-Certificate required to pay teachers

HR Mgmt: Teacher Certification

…A teacher shall hold a valid license or authorization during all periods of employment by a school district…

22-63-403, C.R.S. Teacher Employment

HR Mgmt: Payment

Upon termination of employment of a teacher prior to the end of the employment contract and prior to receiving all salary installments, said teacher is

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Act-Describes payment of salaries

of teacher salaries upon termination

entitled to a pro rata share of the salary installments due and payable pursuant to said contract for the period during which no services are required to be performed except as provided in section 22-63-202(2).

22-1-112, C.R.S. School Year - National Holiday

School Calendar

The school year shall begin on the first day of July and end on the thirtieth day of June. The term “national holidays”... mean Thanksgiving Day, Christmas day, New Year’s day, the third Monday in January, observed as the birthday of Dr. Martin Luther King Jr., Washington-Lincoln day, Memorial day, Labor day, Independence day, and Veterans’ day.

E. State Waivers Available Upon Request The following State Statutes are no longer considered Automatic. Schools who wish to acquire these waivers must request these waivers and prove adequate replacement policies. Charter Schools seeking these waivers should provide a rationale and replacement policy for each of the statutes you plan to waive using the sample table provided below for each waiver you are requesting.22-2-112 (1)(q)(I): Reporting performance evaluation ratings

Performance Evaluation Ratings

(q)(I) To assist the state board in reviewing the content of educator preparation programs offered by institutions of higher education within the state. In so doing, the commissioner shall direct the department to collaborate with the department of higher education to prepare an annual report on the effectiveness of educator preparation programs.

22-9-106: Local Board Duties Concerning Performance Evaluations for Licensed Personnel

HR Mgmt: Teacher Evaluations

All of the teacher and principal effectiveness legislation.

22-32-109(1)(n)(I), C.R.S. Local board duties concerning school calendar


(n) (I) To determine, prior to the end of a school year, the length of time which the schools of the district shall be in session during the next following school year, but in no event shall said schools be scheduled to have fewer than [varies by grade level] hours of planned teacher-pupil instruction

22-32-109(1)(n)(II)(B), C.R.S. Adopt district calendar


(B) Prior to the beginning of the school year, each district shall provide for the adoption of a district calendar which is applicable to all schools within the district…A copy of the calendar shall be provided to the parents or guardians of all children enrolled…Such calendar shall include the dates for all staff in-service programs… [The] school administration shall allow for public input from parents and teachers prior to scheduling …staff in-service programs. Any change in the calendar…shall be preceded by adequate and timely…of not less than thirty days.

22-63-201, C.R.S. Teacher Employment Act-Compensation & Dismissal Act-Requirement to hold a certificate

HR Mgmt: Hiring and Teacher Qualifications

Paraphrasing - Must hire a teacher with a license. An alternative license is okay. Districts are not required to hire administrators with the requisite license.

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22-63-202, C.R.S. Teacher Employment Act- Contracts in writing, damage provision

HR Mgmt: Hiring, Contracts and Employment Offer Letters

Contracts shall be in writing, amount of notice required by a teacher/principal who intends to resign, when a position can be re-opened, penalties for resigning outside of the window, no direct placement requirement, priority hiring preference for effective/satisfactory teachers, management of displaced teachers, and disclosure of why contracts were terminated.

22-63-203, C.R.S. Teacher Employment Act- Requirements for probationary teacher, renewal & nonrenewal

HR Mgmt: Dismissals

Tenure - how established, treatment of probationary teachers, time, ability to not renew contracts

22-63-206, C.R.S. Teacher Employment Act-Transfer of teachers

HR Mgmt: Direct Placement of Teachers

Specifies that schools are not required to accept transfers from the Chief Admin Officer of a district, but if they do, specifies the manner in which compensation should (?) be handled.

F. Charter School’s Replacement Policies for Automatic Waivers from State Statutes

Sample Rationale

State Statute22-63-403, C.R.S. Teacher Employment Act-Describes payment of salaries

Statute Description

Upon termination of employment of a teacher prior to the end of the employment contract and prior to receiving all salary installments, said teacher is entitled to a pro rata share of the salary installments due and payable pursuant to said contract for the period during which no services are required to be performed except as provided in section 22-63-202(2).

Rationale for Waiver RequestSchool’s

Replacement Policy

G. Charter School’s Replacement Policies for Additional Waivers from State Statutes

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Besides any automatic state waivers requested above, list any additional state statutes that you are seeking to waive and provide your detailed replacement policy including a description of why these additional waivers are critical for the operation of your proposed school using the sample table provided below for each additional waiver request.

Sample Table

Optional- Request for Additional Waiver from State Statute(s)

State Statute

Statute Description


School’s Replacement Policy

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Section VII: ESP/EMO Relationship (if applicable)

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Section VII: ESP/EMO Relationship (if applicable)Overview If the proposed school intends to contract with an education service provider (ESP) or an education management organization (EMO) – such as a charter management organization or other school management organization – the application must also include the following items, per Colorado Statute (C.R.S. § 22-30.5-106(s)).

This section is limited to 10 pages.

Section VII. Application Components

A. ESP/EMO Selection1. Explain how and why the ESP/EMO was selected. Provide summary information from specific

reference checks conducted by the applicant (regarding the ESP/EMO) and include the name of the reference.

B. ESP/EMO Track Record1. List of all schools operated by the ESP/EMO that serve the same grade levels as, and student

populations demographically similar to, the anticipated population of the proposed school. Include name, year opened, contact information, location, number of students, and contact information for the authorizer for each currently operating school.

2. Detail the ESP’s/EMO’s success in serving student populations similar to the target population of the school, including the ESP’s/EMO’s demonstrated academic track-record as well as successful management of non-academic school functions.

3. Provide evidence of the financial health of the ESP/EMO.(Appendix W – Financial Audit of ESP/EMO - 15 page limit)

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4. Explain any management contract terminations, non-renewals or withdrawals/non-openings that the proposed ESP/EMO has experienced.

C. Legal Relationships 1. Provide evidence that the school is independent from the ESP/EMO and self-governing.2. Discuss any potential conflicts of interest between the ESP/EMO and the school. 3. Provide evidence that the corporate entity is authorized to do business in Colorado.

(Appendix X – License Authorizing Business in Colorado – 2 page limit)4. Identify and separately document any agreements the applicant has made with the ESP/EMO.

D. Organizational Structure1. Provide a detailed description of the roles and responsibilities of the ESP/EMO, including the

supervisory responsibilities of the ESP/EMO (if any) and how the Charter School Board will oversee the ESP/EMO supervisory responsibilities.

2. Describe the scope of services and costs of all resources to be provided by the ESP/EMO. 3. Describe the compensation structure, including clear identification of all fees to be paid to the

ESP/EMO.4. Describe the oversight and evaluation methods that the Board will use to oversee the ESP/EMO. 5. Describe the financial responsibilities of the ESP/EMO. 6. Explain the duration, renewal and termination of the management agreement.

NOTE: By law, the application must include a copy of the actual or proposed performance contract between the governing board and the education management provider that specifies, at a minimum, the following material terms: (A) Performance evaluation measures; (B) The methods of contract oversight and enforcement that the governing board will apply; (C) The compensation structure and all fees that the proposed charter school will pay to the education management provider; and (D) The conditions for contract renewal and termination. (C.R.S. § 22-30.5-106(1)(s)(IV)).

(Appendix Y – Draft of Management Agreement – 10 page limit)

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Optional Section VIII: Multiple School Organizations (if applicable)

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Optional Section VIII: Multiple School Organizations (if applicable)OverviewThe purpose of this section is to describe the relationship between the charter school and a charter school network, or the district-run school and the innovation management organization or Innovation Zone. This section is limited to four pages.

Section VIII. Application ComponentsA. Multiple School Organization- Human Capital

1. Describe the MSO’s leadership pipeline.2. Describe the teacher and leader evaluation systems that the MSO has put in place. 3. Describe the teacher recruitment and selection systems that the MSO has established. 4. Describe the roles and responsibilities of the central office staff, including specific supervisory

relationships.

B. Multiple School Organization- Finance1. Describe the MSO’s long term fundraising plan.2. How will resources be allocated across schools?3. Detail the MSO’s financial policies and procedures used to control expenditures between the

central office and individual school sites.

C. Multiple School Organization – Long Term Planning1. Describe your long term growth plan and key organizational priorities around expansion.2. How will you ensure that the MSO’s expansion plan is adequately planned for, in terms of

realistic cost and revenue projections and central office growth plans? How will these measures effectively support the MSO’s growth plan?

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D. Multiple School Organization – Governance1. What specific changes will be made to the governing board to oversee additional school(s)?2. How often will the governing board monitor key financial, operational, and academic metrics for

each school site, for the entire organization?3. What will trigger the MSO’s governing board to intervene, if one or more schools are not

meeting expectations?

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Appendix A: Letter of Intent – Replicating SchoolThis letter of intent (LOI) will provide formal notice to the School Development Team in Denver Public Schools

regarding an applicant’s intention to submit a new school proposal for the 2017-18 school year.

The information presented in the LOI is non-binding.

Proposed School Name:

Grade Configuration:

Model or Focus:

Primary Contact Person:Phone:

Email:

Region and Neighborhood:

Proposed Leader (if known):

Replication: Yes No ☐ ☐Contract with ESP/EMO: Yes No ☐ ☐Enrollment Projections: Provide additional rows and columns if necessary.

GRADE 2017-18 2018-19 2019-20 2020-21 2021-22XXX

Total # students

FRL % SPED % ELL %

Proposed Demographics

Mission of School:

Provide a brief overview of the education program of the proposed school:

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Charter Schools Only: Complete the following table to list Board members for the school at this time.Name Current Professional Title and Organization Board Role Focus/Expertise

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Appendix C: School Facility Questionnaire School Name:

Primary Contact for Facility Planning:

Telephone: Email:

Grade levels and student enrollment estimates for the first five years:

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Grades

Enrollment

Region:

Description of the facility/ies under consideration including available square footage and quotes (for years 1-5) from property owners:

Facility #1:

Facility #2

Facility #3

Are you interested in investigating the possibility of occupying a district-owned facility should a district-owned facility be available?

Yes No ☐ ☐

Note: DPS believes that both district-run and charter schools should have equity of opportunity in accessing district facilities. Therefore, all applicants are subject to the Facility Allocation Policy (AG).

Classroom Requirements Years 1-3:

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How many students will you have per classroom on average?: ____

Number of full size classrooms you will need each year as you grow out – include core, special education, and elective classroom but not gym.

Year 1 Year 2 Year 3

Administrative/Support Spaces

Main Office Yes☐ No☐If yes, list number of private offices needed (e.g., principal, AP, etc.):

Satellite Office Yes☐ No☐Work Room/Copy Room Yes☐ No☐Teacher Work Room(s) Yes☐ No☐If yes, list number of teacher work/planning rooms needed:

Specialty Classroom Needs

Number of science labs:

Number of art rooms (with or without kiln):

Number of computer labs:

Library Media Center (LMC) Yes☐ No☐Performance/Dance Room Yes☐ No☐Auditorium Yes☐ No☐Other (list room type and number):

Physical Education/Athletic Requirements

Gymnasium Yes☐ No☐Locker Rooms Yes☐ No☐Weight Room Yes☐ No☐Field(s) – soccer, football, multipurpose Yes☐ No☐Baseball Field Yes☐ No☐Softball Field Yes☐ No☐Other (please list):

Other Needs

Playground(s) Yes☐ No☐Large space for class/school assemblies (e.g., morning meeting, cafeteria) Yes☐ No☐Spaces not addressed and/or special considerations:

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Appendix D: Charter School Board Member Questionnaire

(To be completed individually by each proposed board member for the Charter School)

The purposes of this survey are: 1) to supply pertinent information to the application review team; 2) to encourage board members to reflect individually as well as collectively on their common mission, purposes, and obligations at the earliest stage of school development; and 3) to identify any potential conflicts of interest you may have as a board member.

Conflict of InterestThe information requested below is being requested to identify any potential conflicts of interest that you may have as a board member. This is in alignment with best practices in non-profit and charter school governance and is also DPS policy for its board members. If the charter school is approved, any conflicts of interest that are identified must be addressed by the charter school in alignment with its board conflict of interest policy.

Background/Criminal History ChecksBackground checks are an important volunteer management tool for charter schools. The safety of students, employees, and board members is of utmost importance. Moreover, the judicious oversight of the school’s finances and operations is among the governing board’s main responsibilities.In addition, it is DPS policy to conduct a background check on all volunteers who are working with our schools. In keeping with that policy, if the charter school is approved, DPS will request that the school conduct background checks with their volunteers, including board members.

Contact Information

Name of charter school:

Your Name:

Home Address:

City/State/Zip:

Telephone:

Email:

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Employer:

Employer Address:Employer City/State/Zip:

Are you a Colorado resident? ☐ Yes ☐ NoWill (or do) any of your children attend this public charter school? ☐ Yes ☐ NoIf yes, how many?Will you be able to attend regularly scheduled board meetings? ☐ Yes ☐ NoCheck your highest education level:

High School/GED Associate’s Degree Trade/Business School BA or BS Degree ☐ ☐ ☐ ☐ Master’s Degree MD, DO, JD, Ph.D., etc.☐ ☐

Please check each area of expertise you would contribute to the board: Community Service Education Finance Fundraising ☐ ☐ ☐ ☐ Law Management Marketing Personnel ☐ ☐ ☐ ☐ Public Relations Parent Involvement Programs Other: ☐ ☐ ☐

As a reminder, board member resumes should be attached in Appendix R.

Conflict of Interest1. Indicate whether you currently or have previously served on a board of a school district or

another Charter School Yes. No.☐ ☐If yes please list the board(s) and date(s) of service.

2. Have you been cited for a breach of ethics for unprofessional conduct, or been named in a complaint to a court, administrative agency, professional association, disciplinary committee, or other professional group? Yes. No. ☐ ☐

If yes, please explain.3. Do you or an immediate family member have a close personal relationship with the School or

any individual(s) associated with the School that would make it difficult for you to execute your duties as a board member in an independent manner? Yes. No.☐ ☐

If yes, please describe.4. Do you or any immediate family members26 have any contractual agreements with the School?

Yes. No. ☐ ☐If yes, please describe.

26 “Immediate Family Member” is defined as a “party related to a director,” and “shall mean a spouse, a descendent, an ancestor, a sibling, the spouse or descendent of a sibling, an estate or trust in which the director or a party related to a director has a beneficial interest, or an entity in which a party related to a director is a director, officer, or has a financial interest.”

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5. Have or will you or any member of your immediate family receive funds, gifts, loans, services or any other consideration for any purpose from the School or any other company contracting or providing service to the School? Yes. No.☐ ☐

If yes, please describe.6. Will you or any member of your immediate family be leasing or selling any real property to the

School? Yes. No.☐ ☐If yes, please explain the arrangement in detail.

7. Have or will you or any immediate family members be guaranteeing or granting any loans or services—at no charge or for charge—to the School or any other company contracting or providing service to the School? Yes. No.☐ ☐

If yes, please describe.8. Are or will you or any immediate family members be employed at the School (either directly or

as an employee of the educational service provider or any other company contracting or providing service to the School)? Yes. No.☐ ☐

If yes, please describe.9. Are or will you or any immediate family member be serving as an officer, director, trustee, sole

proprietor, employee, sales representative, agent, consultant, independent contractor, or advisory board member to the educational service provider or any other company, organization or agency funding projects, goods or service to the School? Yes. No.☐ ☐

If yes, please describe.10. Do you or an immediate family member own stock or have direct or indirect financial interest in

any contract where the financial interest amounts to $250 or 5% or more of the contract costs to the School, or the financial interest amounts to $5000.00 or more in any corporation, partnership, association or joint venture involving the School, educational service provider, or any other company or entity contracting with the School? Yes. No.☐ ☐

If yes, please describe.11. Do you or an immediate family member know any individual(s) or entity (ies) that does or plans

in the next year to engage in business or any exchange of services with the School? Yes. No.☐ ☐If yes, please describe.

12. Other than your current board position, do you currently serve as an elected or appointed public official? Yes. No.☐ ☐

If yes, please describe.13. Do you currently serve with any other board, group or corporation that has an interest in the

actions you would take as a member of the board? Yes. No.☐ ☐If yes, please explain.

14. Do you foresee any potential ethical or legal conflicts of interest if you serve on the School Board? Yes. No.☐ ☐

If yes, please explain.

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15. To the best of your knowledge, are there situations not described in this questionnaire which may give the appearance of a conflict of interest between you or a member of your immediate family, or would make it difficult for you to execute the duties of your office in an independent manner? Yes. No.☐ ☐

If yes, please describe.

School Mission and Program:1. What is your understanding of the school’s mission and guiding beliefs?2. What is your understanding of the school’s proposed educational program?3. What do you believe to be the characteristics of a successful school?

Governance:1. Why do you wish to serve on the board?2. What is your understanding of the appropriate role of a public charter school board member?3. Describe any previous experience you have that is relevant to serving on the charter school’s

board (e.g., other board service). If you have not had previous experience of this nature, explain why you have the capability to be an effective board member.

4. Provide a forecast of where you see the school after its first year of operation and then again in four years. Please be sure to include high level academic and financial components.

5. What specific steps do you think the charter school board will need to take to ensure that the school is successful?

6. How would you handle a situation in which you believe one or more members of the school’s board was acting unethically or not in the best interests of the school?

Certification:I recognize that all information submitted with this conflict of interest disclosure (with the exception of the background check) becomes a matter of public record, subject by law to disclosure upon request to members of the general public. I will hold Denver Public Schools, its trustees, officers, employees or authorized agents harmless from liability for the disclosure of any information it reasonably believes is true based upon my representations.

I hereby certify that the information contained in this document is true and complete to the best of my knowledge and, if the proposed charter school is approved, agree to notify the chair of the board at the charter school at which I will serve of any change that may create a conflict of interest. Further, if the proposed charter school is approved, I recognize that falsification or failure to submit a complete annual conflict of disclosure becomes justification for removal.Signature: ______________________________ Date: _______________________

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Information for Applicants: Rubric for ELA Program EvaluationApplication Review Teams will use the following rubric as a baseline to evaluate English Language Acquisition Programs.

Applicant: ❏ Elementary School ❏ Middle School ❏ High School

Reviewer Name: Review Completed: Plan approved:

All areas included in this rubric must be addressed in the application, as indicated by a “yes” in every box.

1. Identification Process and Parent Involvement

YES NO Comment(s) Page Number

a. The DPS Home Language Questionnaire is used as part of the registration process for all students to identify those whose Primary or Home Language is Other Than English (PHLOTE).

b. The English Language Acquisition (ELA) plan includes a parent notification about placement in a Language Instruction Educational Program (LIEP) that is sent no later than 30 days after the beginning of school.

c. Parents who are not proficient in English are provided with appropriate and sufficient information, in a language and/or manner that parents can understand, about all essential information in a manner that allows parents to make well-informed decisions about the participation in the school programs and services.

2. Assessment and Placement YES NO Comment(s) Page Number

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a. The school assessment and placement plan includes provision for a timely (within 10 days) screening placement assessment (W-APT) as students enter the school and provision of English language development services within 30 days of arrival.

b. The school assessment plan includes an identified student progress monitoring process (including W-APT and ACCESS) to support educational planning.

3. Program Design and Curriculum YES NO Comment(s) Page Number

a. The plan includes and describes a research-based methodology to schedule appropriate amounts of ELD time commensurate with the school's student population and their identified needs. The ELD plan includes direct instruction in English language usage and including content vocabulary, survival vocabulary, and, reading, and writing development in English. (Note: Time could range from 45 minutes at a minimum to up to 90 minutes in secondary school and up to 30% of the school day in elementary schools).

b. The program describes the use of annual performance objectives, activities, timeframes, language(s), grade(s), performance standards, expected performance level(s), and method(s) for parent engagement.

c. The ELA program is organized to promote second language acquisition using cognitively demanding, grade-level appropriate content, and to increase academic content knowledge at the same time.

d. District-run school requirement:

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The applicant correctly identifies the appropriate district ELA program based upon the projected student population and describes a plan to provide prescribed services and staffing.

Charter school requirement: A research-based model is in place to facilitate English language development for ELLs (e.g., ESL, structured sheltered instruction, early or late transition, dual language education).

e. The school identifies a school administrator or an administrator designee responsible for the management of the program, their responsibilities, and qualifications, including certifications, relevant language proficiency, and knowledge of the history and culture of the ELLs in the program.

Note: District-run schools must identify ISA Team members.

4. Professional Development and Evaluation27


a. The application incorporates mandatory high-quality professional development for teachers in ESL/bilingual, mainstream, and content-specific classrooms. The central focus of the professional development is: language development and second language acquisition, effective teaching strategies to make content comprehensible to ELLs, and other essential elements in teaching ELLs with high standards.

b. Teachers are evaluated to ensure that the training prepares them adequately

27 All ELA-designated teachers must become qualified via state-endorsement in teaching the culturally and linguistically diverse, Masters or doctorate degree in teaching the linguistically diverse, or completion of a district-approved training program

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to implement the ELA program and that their delivery of Program services is effective as measured by student achievement.

c. Administrators shall receive regular professional development regarding appropriate assessment and implementation of ELA programing.

5. Exiting/Redesignation and Monitoring Criteria


a. A collaborative plan including the parent of the ELL exists to exit/redesignate students from the ELA program consistent with CDE standards and a solid body of evidence (e.g., ACCESS scores, TCAP scores, DRA, reading and writing samples).

b. A plan exists to monitor students for two years after exit/redesignation to determine if additional ELA program services are needed.

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Information for Applicants: Per-Pupil Funding*UPDATED 2015-16 Per-Pupil Funding

Please send specific PPR funding questions to Chris DeWitt .

Per Pupil Revenue. Each school founded after fiscal year 2003-2004 receives a per pupil revenue which is based on the school’s specific at-risk percentage (as measured by students who are eligible for free lunch). The district average PPR, at an at-risk percentage of approximately 69%, for fiscal year 2014-2015 is $7,410.17. In fiscal year 2014-2015, district average PPR is currently $7,355.09. For more information on how PPR is calculated please see below. Note that for funding purposes kindergarten students are equal to .58 in the total per pupil funding calculation.

School Finance Act Formula Per-Pupil Revenue

Base Funding. The state determines this district-wide figure based on a cost of living factor, a personnel cost factor and a size factor (all as measured or determined by the state).

School Specific At-Risk Formula Factor (alternate at-risk funding calculation). The alternate at-risk funding calculation applies to all charter schools that are:

a. Newly created as of FY 2004-05 or thereafter; b. In a district that has retained exclusive chartering authority; and c. In a district that has an at-risk percentage greater than 40%.

The intent of the alternate at-risk funding calculation is to provide at-risk funding based on the at-risk population served by the charter school.

The school-specific at-risk formula factor is provided by the CDE and is based on the following factors:

a. District Total At-Risk Funding b. District Funded Pupil Count c. District At-Risk % d. District At-Risk Formula Factor

= District Total At-Risk Funding (a) / District Funded Pupil Count (b) e. School Funded Pupil Count K-12 (K=.58)f. School At-Risk Pupil Count K-12 (K=.5)

Students eligible for free lunch Based on audited count submission to CDE

g. School K-12 Membership (K=.5) h. School At-Risk %

= At-Risk Pupil Count (f) / K-12 Membership (g)i. School At-Risk Formula Factor = District At-Risk Formula Factor (d) / (School At-Risk % (h) * District At-Risk % (c) )

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PPR C. Negative Factor

B. School-Specfic At-

Risk Formula Factor

A. Base Funding



Negative Factor. Starting in FY 2010-11, an additional factor was included in the school finance formula. This factor acts as a reduction to other existing factors and shall not reduce any base per pupil funding districts receive through the school finance formula.

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Information for Applicants: Mill Levy FundingPlease send specific Mill Levy funding questions to [email protected] .

In 1998, 2003 and 2012, Denver Public Schools successfully passed Mill Levy Overrides (MLO) for which Charter Schools are eligible to receive funding. All spending must be in compliance with the ballot language and Board resolutions. Funds for each school are initially calculated based on district projections for grades K-12 with K=1. Both the calculations and the individual school allocations will be trued up based on October count membership. The district will provide 50% of the projected funding with the July funding payment. The remaining funds due to the school will be provided as part of the January funding payment. Requirements for funding are listed below.1998 MLOStudent Literacy (all schools are eligible) – Project 0238A. Provide funding to boost academic achievement in student literacy, math and science programs.B. Schools have the flexibility to design programs that address their unique needs.C. FY15: $129.68 per student in grades K-12 (K=1)Technology (all schools are eligible) – Project 0239A. Provide funding to ensure every school has the ability to utilize technology to support instruction.B. Technology includes software, hardware, training and personnel who support the school’s technology

program.C. FY15: $35.37 per student in grades K-12 (K=1) 2003 MLOElementary Arts (elementary and K-8 schools are eligible) – Project 0243A. Provide funding for Arts/Music in Elementary and K-8 schools (grades K-8).B. The intention behind voters who approved the mill levy, and proposed by DPS, was to ensure that licensed

and endorsed arts instructors were hired to deliver quality arts instruction.C. FY15: $138.45 per student in grades K-8 at all elementary and K-8 schools (K=1)Textbooks (all schools are eligible) – Project 0244A. Provide funding for high quality textbooks and materials, including software, manipulatives, workbooks,

classroom libraries, etc.B. FY15: $41.26 per student in grades K-12 (K=1)Expand All Day Kindergarten (schools offering full day Kindergarten are eligible) – Project 0245A. Provide funding to expand full-day kindergarten to all students. The district will continue to prioritize full-day

Kindergarten funding for students that are not able to pay tuition.B. FY15: $888.66 per Kindergarten FRL studentImproving High School Graduation Rates (high schools are eligible) – Project 0241A. Provide funding to improve graduation rates and close the achievement gap.B. Funding can be used on things such as staff development, instructional coaches, curriculum revision, teacher

recruitment and retention bonuses and program startup costs.C. FY15: $93.17 per student at all high schoolsImproving Academic Achievement (all schools are eligible) – Project 0242A. Provide funding to boost achievement and ensure all schools have the resources to become high-performing.B. Schools have the flexibility to set strategies tailored to their own specific needs.C. FY15: Estimated Dollar Allocation: $29.47 estimated per student in grades K-12 (K=1)

2012 MLO80


Enrichment & Student SupportA. Secondary Arts (middle and high schools are eligible) – Project 0232

a. Provide funding for Arts/Music in middle and high schools (grades 6-12), as arts funding for Elementary and K-8 schools is provided through the 2003 MLO. The dollar allocation for this bucket is set to equal the per student allocation that supports elementary arts from the 2003 MLO.

b. Schools are given flexibility to determine the resources used to meet the needs.c. FY15: $138.45 per student in grades 6-12 at all middle and high schools

B. Other Enrichment & Student Supports (all schools are eligible) – Project 0233a. Provide funding for PE/student engagement for students in grades K-12.b. Schools are given flexibility to determine the resources used and empowered to choose the programs that

best serve their students.c. FY15: $92.14 per student in grades K-12 (K=1)

Instructional SupportA. Instructional Support / Tutoring (all schools are eligible) – Project 0234

a. Provide funding for small group instruction aimed at helping students most in need.b. Instructional supports should enable students to perform at grade level.c. FY15: $118.99 per FRL student; $108.72 estimated per non-FRL student in grades K-12 (K=1)

21 st Century Learning A. Technology (all schools are eligible) – Project 0235

a. Provide funding towards replacement of devices and licensing/maintenance of classroom software to meet the needs of the 21st century classroom.

b. FY15: $49.87 per student in grades K-12 (K=1)B. Curricular Materials (all schools are eligible) – Project 0236

a. Provide funding for high quality textbooks and materials that align to the Colorado Academic Standards.

b. FY15: $49.87 per student in grades K-12 (K=1) Early Childhood EducationA. Extended Day Kindergarten (schools offering full day kindergarten are eligible) – Project 0237

a. Provide funding to expand full-day kindergarten to all students. The district will continue to prioritize full-day Kindergarten funding for students that are not able to pay tuition.

b. FY15: $792.38 per Kindergarten FRL student

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Information for Applicants: Sample Intent to Enroll FormThis confidential Intent to Enroll Form is used to demonstrate interest in having your child(ren) enroll at ___________________. Signing this Intent to Enroll does not obligate the student to attend ___________________ nor does it guarantee admission. However, parents/legal guardians who sign this Intent to Enroll are indicating a sincere desire to enroll their child(ren) in this school in the event that Denver Public Schools approves the applicant’s proposal to open ___________________ in the fall of 2016.

Parents and guardians should understand that the DPS Board of Education must vote to approve any new school (regardless of school type) and such vote has not yet occurred for the school referenced herein.

School Information

School Name:

Grades Served:

Proposed Regional Location:

Anticipated Opening Date:

School Leader/Contact:

Parent/Legal Guardian Information

Parent/Legal Guardian’s Name(s):

Primary Phone:

Email:

Student’s Home Address

Street Address:

City: State: Zip Code:

Student(s) Information:

Please list each child whom you are interested in enrolling in the school.

Student’s Name: Age: Grade in fall 2017: Zoned School:



Parent/Legal Guardian Name (Print) ___________________________________________________

Parent/Legal Guardian (Signature) _____________________________________________________

Date______/______/______

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