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Four Winds Indigenous
CHARTER SCHOOL
Four Winds Indigenous
Charter School Proposal P.O Box 40540
Denver, CO 80204
Submitted to the Board of Education of Denver Public Schools By:
The Board of Directors
September 12, 2011
Four Winds Indigenous Charter School Application Page 2
The four-rayed sun, or ZIA, was a symbol first used by Native Americans of the Zia
Pueblos in north central New Mexico. The four rays stand for: (top) the four winds,
(left) the four seasons, (right) the four parts of each day by which we order our daily
life (morning, afternoon, evening and night), (bottom the four stages of human life
(childhood, adolescence, adulthood and old age).
Four Winds Pledge
Oh, Great Spirit, whose voice I hear in the wind,
Whose breath gives life to all the world.
Hear me; I need your strength and wisdom.
Let me walk in beauty, and make my eyes ever behold the red and purple sunset.
Make my hands respect the things you have made and my ears sharp to hear your voice
Make me wise so that I may understand the things you have taught my people.
Help me to remain calm and strong in the face of all that comes towards me.
Let me learn the lessons you have hidden in every leaf and rock.
Help me seek pure thoughts and act with the intention of helping others.
Help me find compassion without empathy overwhelming me.
I seek strength, not to be greater than my brother, but to fight my greatest enemy
Myself.
via
A Holistic Culturally Relevant
Learning Environment
Four Winds Indigenous Charter School Application Page 3
Table of Contents Listing of Appendices……………………………………………………………………..4
School Proposal Overview & Enrollment Projection ......................................................... 5 Executive Summary ............................................................................................................. 7 Mission, Vision, and School Culture................................................................................. 10
Design Team and Leadership…………………………………………………………….15
Education Plan.................................................................................................................. 20
Performance Management ................................................................................................ 36 Leadership & Staffing ....................................................................................................... 39 Governance and Management .......................................................................................... 42 Parent & Community Involvement.................................................................................... 44
Start-Up & Operation ....................................................................................................... 45 Facility Needs ................................................................................................................... 46
Waviers ............................................................................................................................. 47 Budget & Finance ............................................................................................................. 48 Education Service Providers………………………………………………………….......59
Current or Past School Operator/Replicator Summary…………………………………...61
Turnaround/Replacement Option………………………………………………………...65
Application Checklist ……………………………………………………………………62
Appendix A: Letter of Intent............................................................................................. 63
Appendix B: Regional Map .............................................................................................. 65 Appendix C: Board of Directors/Articles of Incorpation/Job Description.Expections .... 66
Appendix D: Resumes of Sub-Council/Design Team ....................................................... 79 Appendix E: Resume - Director of School ....................................................................... 98 Appendix F:Reference Check - DOS .............................................................................. 101
Appendix G: Socratic Seminar ....................................................................................... 103
Appendix H: Unit Plan and Project-Directed Design Template…………………………..106
Appendix I: Course Descriptions/Curriculum Development Schedule…………………. 120
Appendix J: Exit Standards ............................................................................................ 122
Appendix K: Red Cloud Indian School-Statistic Fact Sheet……………………………124
Appendix L: Sample Lesson Plan/English Language Learners……………………………125
Appendix M: Student Discipline Policies/Expulsion and Appeal Process……………..126
Appendix N: Accountability Plan………………………………………………………131
Appendix O: Teachers' Evaluation/Example……………………………………………. ….134
Appendix P: Personnel Handbook………………………………………………… 136
Appendix Q: Director of School's Evaluation/Example…………………………………….142
Appendix R: Administrators, Teachers, and Staff Job Descriptions/Examples………….143
Appendix S: Board of Directiors-CV or Resume ........................................................... 151
Appendix T: Board of Director’s Questionnaire............................................................ 176 Appendix U: BOD – Letters of Intent to Serve ............................................................... 210 Appendix V: Start Up Plan............................................................................................. 216 Appendix W: Letters of Support/Community ................................................................. 226
Appendix X: Facility Planning Scope Questionniare .................................................... 246
Appendix Y: Automatic District Waivers ....................................................................... 249 Appendix Z: Automactic State Waivers .......................................................................... 251
Four Winds Indigenous Charter School Application Page 4
Appendix Content of Appendix
A Letter of Intent
B Regional Map
C Board of Directors Bylaws/Articles of Incorporation
D Sub-council/Design Team‘s Resume
E Resume for Director of the School
F Director of School – Reference Check
G Socratic Seminar – Description/Examples of Assessment
H Unit Plan and Project-Directed Design Template
I Course Descriptions/Curriculum Development Schedule
J Exit Standards
K Red Cloud Indian School-Statistic Fact Sheet
L Sample Lesson Plan/ English Language Learners
M Student Discipline Polices/Expulsion and Appeal Process
N Accountability Plan
O Teachers‘ Evaluation/Example
P Personnel Handbook
Q Director of School Evaluation/Example
R Administrators, Teachers, and Staff Job Descriptions/Examples
S Curriculum Vitae or Resumes/Board of Directors
T Board of Directors/DPS Questionnaire
U Board of Directors/Letters of Intent to Serve
V Start-up Timeline
W Letters of Support/Community
X Facility Planning Scope Questionnaire
Y Automatic District Waivers
Z Automatic State Waivers
Four Winds Indigenous Charter School Application Page 5
School Proposal Overview & Enrollment Projection
Please provide information for the primary point of contact for your team. This individual will
serve as the contact for all communications, interviews, and notices regarding the submitted
application. Please note: names and contact information may be shared with external groups by
DPS.
Name of proposed school: ___Four Winds Indigenous Charter School__
Primary contact person: _Helen Giron-Mushfiq__________
Mailing address: _P.O. Box 40540_____________________ Street and/or PO Box
__Denver____CO_________80211__________________ City State Zip
Phone: (day) __(303) 437-5531__________ (evening) _(720) 904-0324_____
Email address: [email protected]: (303) 556-3178 – Attn: Helen Giron-Mushfiq
Name of team or entity applying: ___Four Winds Sub-Council- for the development of Four
Winds Indigenous Charter School.
Names, roles, and current employment of all persons on applicant team:
Peter Brokenleg, Proposed Director of School –Jefferson Hill Mental Health,
Pauline McBeth , Council Member, - Retired Educator, [email protected] Helen Giron-Mushfiq, Council Member, Affiliate Professor, Chicana/o Studies Department,
Metropolitan State College of Denver, [email protected]
Catherine Raymond, Council Member, Senior Federal Contracts Administrator, HDR, Inc.,
Tony Belthem, Council Member, [email protected]
Mark de la Cruz, Council Member, ACE/Community Challenge School, [email protected]
Millisandra Giron, Council Member, Looking for part-time employment opportunities,
Gregorio Alcaro, Council Member, Auraria Casa Mayan Heritage, [email protected]
Aubrey Valencia, Council Member, Denver Public Schools, Substitute Teacher,
Brandon Hernandez, Council Member, MSCD Student and Kaleidoscope Program, DPS,
Crisoto Apache, Council Member, MSCD Student and Director, ―Two-Spirited‖ National
Cultural Exchange, [email protected]
Gisela Gallardo, Council Member, MSCD Student and Para-professional, Lincoln High School,
Daniel Martinez, Council Member, Community Develop Specialist
Does the applicant team or any members of the team, currently operate any other schools?
Yes [No]
If yes, be sure to respond to the Current or Past School Operator Summary herein
Does the school expect to contract with an education service provider (ESP)/education?
management organization (EMO) or other organization for school management/operation?
Four Winds Indigenous Charter School Application Page 6
Yes [No] NA
Model or Focus of Proposed School: Indigenous-based curriculum integrated with Denver
Public School and State content standards focused on Native American students, college
preparation, community engagement, and leadership.
Grade level(s) to be served:
At opening: 9-12 – with 60 students
At full enrollment: 200 students at a different facility [projection for another facility is two
years].
Is the team willing to share a facility with another school? [Yes] No
Desired location (s): Near West-side/ Central Denver
Director of School:
Name: Peter Brokenleg
Current employment: Jefferson Hill Mental Health
Daytime phone: _____ (303) 883-7607________________
Email: [email protected]
Four Winds Indigenous Charter School 5 Year Enrollment Projections
Planned Number of Students over 5 Years
Academic 9th Grade 10th Grade 11th Grade 12th Grade Total Number % % %
Year of Student ELL SPED FRL
2012-2013 15 15 15 15 60 10% 10% 100%
2013-2014 15 15 15 15 60 10% 10% 100%
2014-2015* 30 30 30 30 120 10% 10% 100%
2015-2016 45 45 45 45 180 10% 10% 100%
2016-2017 50 50 50 50 200 10% 10% 100%
ELL: English Language Learners SPED: Special Education Students
FRL: Free and Reduced Lunch - Eligible Students *Note – Our growth to 200 students depends on ensuring a larger facility.
Four Winds Indigenous Charter School Application Page 7
EXECUTIVE SUMMARY
Mission: Four Winds Indigenous Charter School will educate students with the skills
necessary for a productive path in a culturally diverse and challenging society—locally,
nationally, and globally.
In addition, the school will cultivate an environment where students, parents, staff, and
community are partners in the educational process and to create support systems ensuring all
students are equipped for a post-secondary education.
The world in 2011 is more diverse locally, nationally, and globally than ever before.
Education must play a vital role in preparing our youth to meet the challenges in the
diverse 21st Century. According to Sonia Nieto, ―any student who emerges into our
culturally diverse society [or world] speaking only one language and with a mono-
cultural perspective on the world can legitimately be considered educationally ill-
prepared‖.1 Children in today‘s world must be educated in our world‘s diversity to be
productive citizens.
‗It takes a village‘—First Peoples and other indigenous groups of the Americas have
always understood this. It is in the spirit of this phrase that Four Winds Indigenous
Charter School will carry-out its educational goals. The school will intentionally include
students, parents, staff, and the community as part of the school‘s village (tribal group) in
the organization of the school, and daily activities to create the support systems that
prepare students for a post-secondary education.
Vision: Four Winds Indigenous Charter School will educate students in a comprehensive
indigenous-based curriculum integrated with Denver Public School and State Content Standards
where they will thrive in a culturally competent environment that will incorporate the students‘
individual talents and strengths in their own education. With a strong emphasis on Math,
Science, and Literacy as the focus, students will be educated to succeed and excel by being a
service to themselves, their community, and later generations.
―The number of shifts [in the past decades] has given rise to cultural imperatives: 1).
Shifting population demographics; 2). A shift to a global economy; 3). A shift of the
social integration and interaction paradigm; and, 4). A shift from assimilation to
biculturalism‖.2 Public education must rise to these challenges of these new cultural
shifts and a global economy with innovative changes in the curriculum.
Teaching relationships must be reevaluated to include the cultural and intellectual capital
each student brings to classroom. To achieve this, roles in the classroom will be
reciprocal and are as follows: Teacher/Student and Student/Teacher.
Concentration on Math, Science, and Literacy will be taught through the lens of
biculturalism or a multicultural curriculum.
Success comes in many different ways. Students at Four Winds Charter School will
experience success by becoming empowered through self-esteem and self confidence
based on their education and service to the community.
They will be of service to later generations with a deep respect for Mother Earth and
1 Randall, Lindsey, Kikanza Nuri Robins, and Raymond Terrell, Editors, Third Edition. Cultural Proficiency: A
Manual for School Leaders, (CA: Crowin 2009), 2. 2 Randall, 12.
Four Winds Indigenous Charter School Application Page 8
preservation of natural resources for Seven Generations.
Need and Targeted Population: Native American (First Peoples) students make up 0.7% of the
student population in Denver Public Schools. Yet they represent the highest number of students
that drop-out of high school. Out of every 100 Native Americans students enrolled in Denver
Public School, only 32 will graduate.3 This means that 68 out of every 100 Native American
students drop-out of school. The Colorado Department of Education has provided the following
information for Native American on time graduation rates: ―Native American students are
showing a contradictory trend that the state is investigating. However, there were 873 Native
American students (1.4%) in the 2009‐2010 graduation cohort and the trend did not hold true when
looking at four‐ to five‐ to six‐year rates.‖ Statistics for a four year on time graduation rate of
Native Americans from 2007-2010 are as follows: 2007-08 - 52.5%; 2008-09 - 51.1%; 2009-10
– 50.1%. In the end, it does not matter what the real numbers are; these tragic numbers must be
challenged with a culturally relevant curriculum, culturally competent teachers, and with the ideals
of ‗it takes a village‟ to save our children.
Education Plan: Native Americans (First Peoples) and indigenous groups4 learn in environments
closer to their community and traditional values. Bell Hooks suggests in Teaching Community: A
Pedagogy of Hope ―making the classroom a place that is life-sustaining and mind-expanding, a
place of liberation mutuality, where the teacher and student work together in partnership‖, makes
education exciting.5 This partnership can be developed through the following:
Culturally Competent Teachers – teachers who are well versed in diversity.
Socratic Seminars – A democratic means of discussion for inquiry. These seminars are a
group effort and eliminate debate and competition.
Technology – Project-based learning with the support of a technology center.
Culturally Competent Curriculum – Students learn best when they can relate and
connect to the curriculum.
Curriculum: Taught in a multiple ways to include learning styles: Visual, Auditory, and
Kinesthetic and Howard Gardner‘s multiple intelligence research.6
Repetition vs. Memorization – Teach students on the basis of repeating material in
different ways, including assessments.
Building one-on-one relationships – Building relationships with students are important in
any educational setting. This is more important for First Peoples and indigenous groups
Native Hawaiian or Other Pacific Islander
3 Padres and Jovenes Unidos. ―The Myth of Equal Opportunity: Students‘ Thoughts and Demands on the
Achievement Gap Exposed at the Biennial of the Americas‖. North Denver News, July 15, 2010. 4 Other indigenous groups include: Mexican-American, Chicana/o, Latina/o, Mexicana/o, Redbone (racial mixture
of African and Native American), Métis (racial mixture of French and Native American) and many others to
numerous to list. 5 Added to teacher and student are the parents and community. It is this type of collaboration that will make a
difference in the education of First Peoples and other indigenous students. See, Hooks, Bell. Teaching Community:
A Pedagogy of Hope. (New York: Routledge, 2003), xv. 6 Howard Gardner's Theory of multiple intelligences states not only do human beings have several different ways of
learning and processing information, but these methods are relatively independent of one another: leading to
multiple "intelligences" as opposed to a general intelligence factor among correlated abilities. Since 1999, Gardner
has identified eight intelligences: linguistic, logic-mathematical, musical, spatial, bodily/kinesthetic, interpersonal,
intrapersonal, and naturalistic. Gardner is still considering a ninth, or existential intelligence (the intelligence of "big
questions"), but has not, as yet, added it. (Wikepedia)
Four Winds Indigenous Charter School Application Page 9
because of traditional family and community values; otherwise, they become isolated and
lost in schools. Furthermore, we anticipate serving more than 50% of enrolled students
who are at risk. Creating relationships with these students is paramount.
Think/Pair/Share – This educational method allows students an opportunity to invest in
their own education; thus, empowering them in the educational process.
These innovative teaching methods will be coupled with numerous diagnostic assessments guided
by the CO Basic Literacy Act and CSAP Performance Frameworks. Teachers will be continually
informed on each student‘s progress through the collaborative efforts of all the school‘s
professional staff that will guide their lesson plans and daily interactions with students.
Leadership and Governance: Four Winds Indigenous Charter School will fashion its leadership
in a hybrid of councils and formal governance dictated by the protocol of Denver Public Schools.
The purpose of this type of governance is to ensure democracy among administration, teachers,
supporting staff, students, parents, and community. The school is attempting to illuminate First
Peoples‘ concept of democracy, by encouraging participation from all partners involved in this
educational endeavor. The important components of leadership and governance are as follows:
Board of Directors – Members selected to serve on the Board of Directors for Four Winds
Indigenous Charter School are individuals who possess a strong belief in the school‘s
Mission and Vision. Individuals will be asked to serve a minimum of three years.
Board of Directors‟ Bylaws/Articles of Incorporation – Appendix C
Director of the School – Peter Brokenleg, the identified Director of School, has a deep
understanding and connection to his Lakota roots that allow him to understand First
Peoples‘ democratic values. His experience and commitment to the education of young
people provides a strong foundation for the implementation of Four Winds Indigenous
Charter School prototype.
Director of Curriculum and Instruction – The individual in this position will work
closely with the Director of School and teachers in guaranteeing academic success for
students.
Finance Manager – Catherine Raymond and Helen Giron-Mushfiq have extensive
experience in bookkeeping, contracts, payroll, and other financial needs of the school.
They will work closely with the Director of the School to ensure the school‘s financial
well-being.
Teachers‟ Council – Teachers will form a council to discuss their particular needs within
the school.
Students‟ Council – Students will form a council of grade level representatives within the
school.
Parents‟ Council – Parents are integral to their children‘s education; therefore, they will
form a council, enabling them to be active participants in the school.
Four Winds Indigenous Charter School Application Page 10
MISSION, VISION, AND SCHOOL CULTURE
Mission Statement
To educate productive citizens in a diverse world and to cultivate an environment where all
stakeholders—students, teachers, administrators, and community create support systems
ensuring a post-secondary education for all students who attend Four Winds Indigenous Charter
School. Educational Success, Community, and Leadership!
Vision and Growth
Four Winds Indigenous Charter School aligns its Mission and Vision to the Mission of Denver
Public Schools where it states ―. . . to provide all students the opportunity to achieve the
knowledge and skills necessary to become contributing citizens in our society‖.7 The school also
will align itself with the 2009 Denver Plan‘s Call to Action through the plan‘s five (5)
measurable, accountable goals:
I. Dramatically improve student achievement.
II. Close existing achievement gaps.
III. Improve high school graduation rate – especially among Native American students.
IV. Prepare students for post-secondary success.
V. Increase enrollment in Denver Public Schools.
These goals are inherently part of the Four Winds Charter School‘s philosophies indicated in the
Mission and Vision Statements. To make our Mission and Vision Statements real, the school will
also align itself with the following goals outlined in Denver Plan.
I. Denver Plan: Ensuring that all children learn from a highly skilled faculty in every
school that is empowered by robust professional development and timely assessment
data.
An intentional search for ‗culturally competency‘ will be part of the Four Winds
Indigenous Charter School‘s resume review, as well as, the search for highly
skilled teachers.
Professional development will be an inherent part of the school‘s academic
procedures.
Teachers will be given prompt assessment data to ensure that each student‘s
academic needs are meet. This is important aspect in preparing students for a
post-secondary education.
II. Denver Plan: Highly trained principals and assistant principals who will serve as
instruction leaders of the faculty in Denver Public Schools.
Pete Brokenleg will serve as the Director of the School of Four Winds Indigenous
Charter School and is highly competent in the diverse cultures of Native
American students. He is also a leader in the Native American community and
has strong ties within this community. His strength in leadership will help him in
becoming highly train in his role as principal of the school. His role in the school
7 About Denver Public Schools, http://communcations.dpsk12.or/newsroom/55/, 1.
Four Winds Indigenous Charter School Application Page 11
will play a significant part of students‘ success, as well as, preparing them for a
post-secondary education.
III. Collaboration among the Denver community and all Denver Public School stakeholders
who will support children in a safe, orderly, and enriching environment in every school
and classroom.
Four Winds Indigenous Charter School is already part of the Denver‘s Native
American community. Further collaboration will be done to connect the school to
the greater Denver community. The phrase ‗it takes a village‘ is important to
ensure that students are safe and supported in an enriching educational
environment in every classroom in the school.8
Four Winds Indigenous Charter School 5 Year Enrollment Projections
Planned Number of Students over 5 Years
Academic 9th Grade 10th Grade 11th Grade 12th Grade Total Number % % %
Year of Student ELL SPED FRL
2012-2013 15 15 15 15 60 10% 10% 100%
2013-2014 15 15 15 15 60 10% 10% 100%
2014-2015* 30 30 30 30 120 10% 10% 100%
2015-2016 45 45 45 45 180 10% 10% 100%
2016-2017 50 50 50 50 200 10% 10% 100% *Note: Growth for the school depends on securing a larger facility. Additionally, the growth of the school will happen gradually
to ensure the school culture of ‗collaboration‘ and to create a well-developed indigenous-based curriculum.
Targeted Student Population
Four Winds Indigenous Charter School plans to open its doors in August of 2012. The school‘s
focus will target Native American (First Peoples) and indigenous groups. Of course, the school
will welcome other students who do not fit into our targeted categories. We also anticipate more
than 50% of enrolled students to be at-risk for academic failure.
Because of its humble beginning in a church located at 201 W. 5th
Avenue, the number of
students will remain small. The school plans to expand within two years when a larger facility
can be secured.9 In the meantime, within the next few years (2011-2015) will allow Four Winds
Indigenous Charter School to do the following:
To prepare the building for 60 students‘ attendance on a daily basis.
Development a comprehensive indigenous-based curriculum integrated with
Denver Public School and State content standards.
Professional development for administrators and teachers.
Develop educational plans (PEP‘s) to ensure high school graduation and college
readiness.
Develop an effective and strong organization to achieve our Mission and Vision.
8 See, About Denver Public Schools, http://communcations.dpsk12.or/newsroom/55/, 1.
9 Four Winds Native American Indian Council is housed in a church located on the corner of 5
th and Bannock.
Members of Four Winds Indigenous Charter School are considered a sub-council.
Four Winds Indigenous Charter School Application Page 12
To develop strong collaboration within Denver‘s educational community and the
Denver community at large.
To guarantee the financial resources to support the school‘s programs and goals.
Understanding the Unique Needs of Native American Students (First Peoples) and
indigenous groups:
―In order to survive and participate successfully in mainstream culture, Native American
students must learn an alien way to walk, talk, think, and act, behaving as themselves only
when they are home in the Indian world. This expectation places the burden of assimilation
squarely on the shoulders of Native American students and can be brutalizing to one‘s
identity and spirituality.‖10
School Culture – According to this quote an Indian world must be created within public
education. And, instead of the burden of assimilation, an educational environment must be
created that leads to biculturalism or multiculturalism. Within the context of more
inclusive ideals in education, education will happen!
The premise of creating an ‗Indian World‘ at Four Winds Indigenous Charter School will
be based on the traditional values of the Lakota. These values are: Humility,
Perseverance, Respect, Honor, Love, Sacrifice, Truth, Compassion, Bravery, Fortitude,
Generosity, and Wisdom.11
These values will not be taught abstractly; but, will be
integral to the structures of the school, the curriculum, and the everyday activities.
Developing an ‗Indian world‘ for many Denver Public Schools‘ students ensure
educational success; thus, aligning to goals of the Denver Plan.
Many of the school‘s administrators, teachers, students, parents, and the Native American
(First Peoples) and indigenous communities already have a firm ‗understanding‘ of
democracy through the use of councils. This atmosphere of organizational collaboration
is practiced now with the founding council, and will continue from the first opening of
the school‘s doors; and, throughout the school‘s history. The school culture will be
implemented through the hybrid of councils—teachers, hiring/grievance, students, and
parents—and other formal governance dictated by Denver Public Schools.
Every child counts!
1. We anticipate serving students with special needs. Each student will be evaluated
when they enroll with the school. An individualized educational plan (IEP) will
be created to fit students with special needs or previous IEPs will be followed.
2. We have a professional for English Language Learners. These students‘ needs
will be assessed with the Colorado English Language Acquisition Proficiency
Assessment (CELA), to develop the best educational program to fit their needs.
3. We also anticipate students who are at-risk of academic failure—those students
that are not at grade level, at-risk in becoming part of the juvenile justice system,
10
Maxwell, Deanne. ―Native American College Students: Population That Can No Longer Be Ignored‖.
http://www.uvm.edu/~vtconn/v22/maxwell.html, 1. 11
Marshall, Joseph. The Lakota Way: Stories and Lessons for Living. (NY: Penguin Group, 2001).
Four Winds Indigenous Charter School Application Page 13
or other societal problems facing our youth. The school‘s culture of collaboration
will be important to intervene and guide students towards an educational path.
Positive role modeling, teaching, and one-on-one tutoring can make a difference
in young people who are at risk for academic failure.
A typical day of a ninth grader at Four Winds Indigenous Charter School:
Morning – Project- based learning centers – 165 minutes will be allocated for Project
Centered Activities supported by technology resources and lab.
Afternoon – Direct Instruction – Four classes (4) that consist of fifty-five (55) minutes of
direct-instruction that include time-on task, focus on mastery and extension of
foundational skills.
Ninth graders will also focus on working cooperatively to build mastery in service learning
projects on campus and community. These students participate in the school‘s cultural activities
in Group Belonging.
In order to format a typical day for a ninth grader the following is needed:
The use of technology – Project-centered learning
The ratio for teacher and student will be 15:1. There will be a strict adherence to
this ratio to ensure students‘ educational progress and building relationships that
are so important to their educational success. The school plans on four (4)
teachers to accomplish this.
Individual Educational Plan (IEP): An Individual Education Plan will be developed for
students‘ with disabilities. Each plan will address student‘s needs on whether they are Mild,
Moderate, or Severe. Four Winds Indigenous Charter School will follow any previous IEP‘s
assigned to students who enroll.
Personal Education Plan (PEP): The school‘s use of Portfolios will determine the Personal
Education Plan for each Gifted and Talented student.
English Language Learners (ELL): Four Winds Indigenous Charter School anticipates 10% of
enrolled children will be ELL. In pursuit of Castaneda v. Picard’s federal legislation, an
Individual Education Plan will be developed for these students following three-part test criteria.12
In order for ELL to become successful students, they need to learn English and grade level
curriculum content. The school encourages—especially Spanish speakers—to learn through the
use their language. Four Winds Indigenous Charter School has a Para-professional to work with
ELL students. This person is pursuing an ESL and Special Education endorsements and is
already included in our overall budget. Additionally, the school will do the following:
Reach out to ELL students and parents with information written in other languages
besides English.
The school will test incoming ELL students in standard tests in languages other than
English to avoid misidentification.
12
Castaneda v. Pickard’s three-part test includes the following criteria: (1) Theory: The school must pursue a
program based on an educational theory recognized as sound or, at least, as a legitimate experimental strategy; (2)
Practice: The school must actually implement the program with instructional practices, resources, and personnel
necessary to transfer theory to reality; and (3) Results: The school must not persist in a program that fails to produce
results (648 F.2d 989 (5th
Cir. 1981)).
Four Winds Indigenous Charter School Application Page 14
The school will used researched-based instructional program, practice and strategies of
English language development and provide Transitional Native Language Instruction.
A broader plan for ELL students is in the Educational Plan of this application.
A typical day for a ninth grade teacher at Four Winds Charter School:
Morning – Direct instruction for 11th
and 12th
grades that are block schedules (Socratic
Seminars) for Humanities courses, scholar-led and educator facilitated seminars and
recitation.
Afternoon – Direct instruction for 9th
and 10th
grades - Four classes (4) that consist of
fifty-five (55) minutes of direct-instruction that include time-on task, focus on mastery
and extension of foundational skills. Tenth graders will also focus on working
cooperatively to build mastery in service learning projects on campus and community and
the school‘s cultural activities goals for 10th
graders in problem solving, skill mastery,
creativity, and problem solver.
Four Winds Indigenous Charter School‘s curriculum will be a hybrid between Project-based
learning and direct instruction in the classroom. There are plans to have the needed computers
donated to the school or to obtain grant funding for this equipment.
A broader view of the school‟s typical day can be seen in the Educational Plan of this
application.
Four Winds Indigenous Charter School Application Page 15
Four Winds Indigenous Charter School – Sub-Council
DESIGN TEAM AND LEADERSHIP
In early March of 2011 a group of concerned educators and community members came together
to discuss the dire situations for Native Americans (First Peoples) and ―Hispanic‖ students in
Denver Public Schools.13
As stated before 68 out of 100 Native American students (First
Peoples) and 54 out of 100 ―Hispanic‖ students will not complete high school. The design team
possesses the passion, the collective qualification, energy, and ideas on proactive and
innovative approaches in making a difference for these students.
The design team‘s leadership is diverse in membership and education. There are critical areas in
education that this team is prepared to address;
To make a difference for those Native American (First Peoples) and indigenous groups
now failing in Denver Public schools.
To reconstruct the classroom to fit the cultural needs of these students—ensuring
educational success.
To be positive role models and build one-on-one relationships with students in an
attempt to close the achievement gap and prepare students for a post-secondary
education. Additionally, achieving academically and preparation for a post-secondary
education will be expected from the students.
“You have noticed that everything an Indian does is in a circle, and that is because the Power of the World always works in circles, and everything tries to be round…and so it is in
everything where power moves.”
Black Elk, Spiritual Leader of the Oglala Sioux 1863-1950
The Circle is Sacred
Board of Directors: Board of Directors‟ Initial Bylaws – Appendix C
Arturo J. Aldama, Ph.D. - Dr. Aldama was born in Mexico City and grew up in Sacramento
California serves as the Associate Chair and Associate Professor of Ethnic Studies at CU
Boulder and recently served as Director of CSERA (Center for Studies in Ethnicity and Race in
the Americas). Select publications include: Disrupting Savagism: Intersecting Chicana/o,
Mexican Immigrant and Native American Struggles for Representation (Durham: Duke
University Press 2002); Ed, Decolonial Voices: Chicana and Chicano Cultural Studies in the 21st
Century, Bloomington: Indiana UP, 2002;Violence and the Body: Race, Gender and the State,
Bloomington: Indiana UP, 2003) and arts, film, and popular culture editor of The Encyclopedia
13
The use of the label ―Hispanic‖ is misleading because it inappropriately identifies indigenous students as being of
Hispanic heritage. This includes; Chicana/os, Mexicana/os, Latina/os, and Mexican American.
Four Winds Indigenous Charter School Application Page 16
of Latino Popular Culture (Santa Barbara, CA: ABC-CLIO, 2004. Most recent Enduring
Legacies: Colorado Ethnic Histories and Cultures is just released (Boulder: UP, Colorado) and
Performing the US Latina and Latino Borderlands is in press with Indiana UP. Along with
Frederick Aldama and Patrick Hogan, he is a coeditor of the series Cognitive Approaches to
Literature and Culture at UT Press. His next book called, No Somos Criminales that considers
the ways that Mexican and other Latino immigrants and urban youth are criminalized in the
nacropolitics of the borderlands.
Frances Frain Aguirre: Ms. Frain Aguirre was born in Chicago, Illinois, where she grew up in
a steel mill neighborhood which was multi-ethnic. She earned a Bachelor of Science degree at
Siena Hts. University in Adrian, Michigan. After earning her degree she taught school for close
to forty years in Michigan, Florida, Illinois and Colorado. Her forty years include teaching
elementary, middle and high school levels. She then earned a Masters degree in Public
Administration at the University of Colorado at Denver. Ms. Frain Aguirre has worked in Public
housing developing Christian communities and did neighborhood organizing in the Barnum
neighborhood through Denver Urban Ministry. She has tutored adults to achieve GED's and
tutored high school math. At the present time even though she has been retired for nine years,
she is serving as a co-chair on the steering committee for Faithful United.
Helen Giron-Mushfiq: Ms. Giron-Mushfiq is Chiricahua Apache and a native to Colorado, born
in Trinidad, Colorado. She currently teaches at Metropolitan State College at Denver in the
Chicana/o Studies Department. The courses she teaches are Mesoamerican: Pre and Post
Colonial Period (lecture and online) and the History of the Chicana/o in the Southwest: 1821-
Present. Ms. Giron-Mushfiq is in a joint Doctoral Program at DU/Iliff in the concentration of
‗Religion and Social Change‘ along with the courses for a Latina/o Certificate. Her academic
interest, as an historian, is to tell the stories of peoples‘ history that has been regulated to the
margins of the American story; especially, the indigenous peoples of the Southwest.
Additionally, she considers herself a scholar/activist. Her main interests are in the areas of equity
in education, social movements, and indigenous history/culture. She is a member of the Four
Winds Indigenous Charter School‘s sub-council/design team.
Lupe Martinez, Ph.D: Dr. Martinez is an Associate Professor at Metropolitan State College of
Denver in Elementary Education. He was a high school-drop out, then turned his life around to
earn a Ph.D. He states ―that it takes this kind of life experience to understand what young high
school students are experiencing today‖. He was part of the Teacher‘s Corp at San Francisco
State and most recently, presented a paper on 21st Teachers Education Preparedness in
Singapore, China and throughout the United States.
Bradley Klein: Originally from northeast Wisconsin, Brad Klein has several years of
experience in teaching and curriculum design in high school, university, outdoor education, and
non-traditional settings. He holds a Bachelor's Degree in Sociology and Theology from
Marquette University, and Master's degrees in Peace and Justice Studies and Pastoral Care and
Counseling from the University of San Diego. Currently, Brad is a doctoral candidate in Religion
and Social Change through the University of Denver and Iliff School of Theology's Joint PhD
Program in Religious and Theological Studies. His dissertation is entitled "Christian Progress
and American Myth: A Deep Cultural Analysis of Spatiality and Exceptionalism: In Struggles
Over American
Four Winds Indigenous Charter School Application Page 17
Indian Lands." Brad believes that education is a life-long, liberationist pursuit of seeking
wisdom, empowering youth, disrupting privilege, and nurturing community."
Robert Giron: Mr. Giron is a Public Accountant and is excited about using his accounting skills
in such a great endeavor such as Four Winds Indigenous Charter School.
Peter Brokenleg: Director of Four Winds Indigenous Charter School - Master of Arts
Counseling Psychology: California Institute of Integral Studies. He is a member of the Sincagu
Lakota (Rosebud Sioux) and was raised on the reservation in South Dakota. Mr. Brokenleg is a
member of the Northern Drum and of the Four Winds Indigenous Charter School‘s sub-
council/design team. Mr. Brokenleg will serve on the Board of Directors in an advisory role.
Sub-Council/ Design Team - Four Winds Indigenous Charter School:
(Resumes for Sub-council/Design Team - Appendix D)
Pete Brokenleg: Director of School – Please see bio below under School Leadership. Helen Giron-Mushfiq: Board of Director‟s member – Professor Giron-Mushfiq will serve on
the Board of Directors, volunteering her time to teach at the school (Social Studies). She will
also volunteer to serve along with the Financial Manager, since she has an extensive background
in bookkeeping. (Curriculum Vitae/ Appendix S)
Pauline McBeth: Director of Curriculum and Instruction: Ms. McBeth officially retired from
Denver Public Schools after 25 years in DPS as an English teacher, counselor, assistant
principal, and principal for 5 years in Jefferson County. Since then she worked part-time at ACE
Community Challenge for at risk youth for five years. There she developed and wrote their
entire interdisciplinary thematic curriculum guide for Science and Social Studies in grades 9-10
and outlined state standards curriculum for English and Math. She also developed a portfolio
system and created a portfolio rubric aligned with the Colorado State Standards. Ms. McBeth
was successful in writing grant proposals and receiving almost $250,000 in grant money for the
school. Ms. McBeth then moved to Lincoln High School where she coordinated the ‗The
Lincoln Success Program‘. This program which focused on project based activities,
personal/social development, and parent involvement was funded by a Youth Services Grant
through the Colorado Statewide Parent Coalition. In recent years, Ms. McBeth has fulfilled a
lifetime dream of writing and publishing two books: The Rising Voices of Latino Change
Agents in Education (2009) and Wisdom of the Sacred Feminine (2010). Catherine Raymond: Financial Manager - Senior Federal Contracts Administrator, HDR, Inc.
As a contract specialist at GSA, Ms. Raymond managed the solicitation, negotiation, and award
of Federal Contracts. She received her Bachelor of Science degree in Computer Information
Systems as well as certificate in Oracle database systems. She states that ‗personally, I pursue an
indigenous understanding of my Celtic/Irish culture and individuality‖. Ms. Raymond also
believes her education and experience alongside her personal pursuit of indigenous self
awareness will complement Four Winds Indigenous Charter School.
Gregorio Al Caro: Science Teacher - Mr. Al Caro is an Architect, Planner, Artist, and
Educator. Mr. Al Caro majored in Environmental Design at the University of Colorado Boulder
and received credits in Elementary Education at Metropolitan State College and has Masters
Four Winds Indigenous Charter School Application Page 18
Credits in Planning. In 2006 he co-founded Auraria Casa Mayan Heritage a 501c3 nonprofit
Arts & Humanities-Historic Preservation Organization where he is currently Community
Outreach Coordinator.
Millisandra Giron: Part-time Science Teacher – Ms. Giron received her Bachelor of Arts in
Anthropology, with a minor in Chicana/o Studies in 2005. Thereafter, she received her Master‘s
in Social Science from the University of Colorado @ Denver in 2009. Her Master‘s Thesis was
on the ‗Journey Through Our Heritage‘, a knowledge bowl‘ on First Peoples and indigenous
population of the Americas. Included in the required classes for a BA in Anthropology, she took
many courses based in science; Earth Science, Biology, and Chemistry. Furthermore, she is very
intrigued with the sophisticated scientific methods of indigenous peoples, throughout the
Americas. Ms. Giron also has two children in the Denver Public School system.
Mark de la Cruz: Math Teacher: Mr. Del La Cruz is dedicated to the promotion of education
among the youth of today. He is especially interested in the education of the history/cultures that
is not included in maintain stream public education. His educational expertise is in Math and he
uses these skills to tutor students who have difficulties understanding mathematics.
Aubrey Valencia: Literacy Teacher - As a substitute teacher and long-term substitute for
Denver Public Schools Aubrey Valencia has taught several grade levels including kindergarten,
first grade, middle school and high school. Ms. Valencia has also taught a variety of subject
areas including Art, English Language Development and Language Arts at both the elementary
and high school level. She has since added an elementary endorsement to her teaching license,
and will soon add English as a second language endorsement. Ms. Valencia is also working on a
Master‘s degree in curriculum and instruction in ESL at the University of Phoenix.
Tony Belthem: Resource/Faculty Manager – Mr. Belthem has been involved in the Native
American community for the past few decades. He has intimate relationships with this
community. According to his role as an ‗elder‘ of this community, he builds relationships with
the young Native Americans to fulfill this role.
Crisoto Apache: Para-Professional - Crisosto Apache is an enrolled member of the Mescalero
Apache Tribe. He was born and raised on the Mescalero Apache reservation, which is located in
the south central region of New Mexico. He joined the Two Spirit Society of Denver in 2001 and
has volunteered his time conducting educational forums on ―two spirit‖ identity and Native
American issues. Brandon Hernandez: Mr. Hernandez is currently a student at Metro State College of Denver
majoring in Psychology and a minor in Criminal Justice. Mr. Hernandez has also been focusing
on learning Spanish as a second language in order to compliment the vast Spanish speaking
community. Mr. Hernandez is currently employed by Denver Publics Schools as an Assistant
Teacher 2 with the Kaleidoscope Program at Slavens Elementary.
Gisela Gallardo Zapel: English Language Learner Teacher – Ms. Gallardo is currently a
student at the Metropolitan State College of Denver, majoring in K-12 Education: Modern
Languages with a concentration in Spanish, and a minor in Chicano studies. Through teaching
the Spanish language, she hopes to open the minds of every student to their knowledge of Latin
America in every aspect. Ms. Gallardo also has plans in working on ESL and Special Education
endorsements after receiving her degree.
Four Winds Indigenous Charter School Application Page 19
The Sub-council/Design Team, collectively, have the qualifications for a highly qualified
school in Denver. This group of educators and members from the Native American (First
Peoples) and indigenous communities also has the passion to make Four Winds Indigenous
Charter School a reality, through the already established intimate connections to the Indian and
―Hispanic‖ communities. Additionally, this group has the integrity to assume stewardship of
public funds. Their passion and integrity is demonstrated through the following:
School leadership, administration and governance – The Board of Director will give
the school guidance and counsel. Their role is important in fulfilling Four Winds
Indigenous Charter School‘s Mission and Vision. They will help in the administration
and governance of the school, along with the Director of the School. The Director of
the School will also sit on the Board of Directors in an advisory role.
School culture with students, staff, teachers, parents, and administrators will be one of
collaboration.
Performance management – There will be a formal procedure to evaluate all members
and participants of the Four Winds Indigenous Charter School.
Curriculum, instruction, and assessment – Indigenous-based curriculum will be
developed, along with updating La Alma de Raza Curriculum. Formal instruments
will be created to measure methods of instruction and assessments based on DPS and
Colorado Content Standards.
Financial, business, and school operations management – There are two members of
the Sub-Council/Design Team who have extensive experience in finances and
contracts.
Parent and community engagement – The Sub-Council/Design Team already have
establishment many relationships with parents in the Native American (First Peoples)
and ‗Hispanic‘ communities. We will intentionally engage these communities into
the school through marketing and outreach.
Facilities management – A member of the Sub-Council/Design Team, who is very
familiar with the building will be hired to manage the facility. He will also serve as a
resource person, a students‘ attendance tracker. He will also create further educational
connection within the Native American (First Peoples) community.
School Leader:
Peter Brokenleg: School Director - M.A, Counseling Psychology. Mr. Brokenleg has extensive
experience working with Native American youth; which includes working as the director of an
American Indian substance abuse treatment facility in San Francisco, CA. He also has
experience in directing a school from serving as Director for ―At Risk Youth‖ on his home
reservation in South Dakota. He has worked as a youth counselor and unit supervisor for
Jefferson Hills Mental Health. He is currently employed as an on-call supervisor for Jefferson
Hills Mental Health. Mr. Brokenleg was raised on the Rosebud reservation in South Dakota. He
participates in Lakota ceremony in the Denver area as well as making trips for ceremony in
South Dakota when possible. He believes harmony and balance can be found for all through the
practice and understanding of Indigenous studies and through an educational system that is
willing to embrace the value of indigenous ideals.
School Leader‟s Resume/Reference Check - Appendix E and F
Four Winds Indigenous Charter School Application Page 20
EDUCATION PLAN
Curriculum and Instructional Design
A public school system where 68 out of a 100 Native American and 54 out of 100 ―Hispanic‖
students fail to complete high school is a system that condemns these First Peoples and
indigenous children to second-class citizenship, gangs, and crime. Or even worst—suicide.
These dismal statistics can be ―improved through [learning environments that build] on [their]
cultural heritage and involve their families and local communities . . . indigenous students and
teachers can be ‗turned on‘ to education and appreciate Indigenous knowledge through science,
art, and history‖.14
The Board of Directors, and founders of Four Winds Indigenous Charter
School have adopted the attitude that “we need to make a difference” through dedication,
passion, and hard work.
Basic Learning Environment
In preparing our students for graduation from high school and preparing them for a post-
secondary education, Four Winds Indigenous Charter School will create and provide liberal arts,
culturally relevant educational community that fosters disciplined inquiry in tandem with critical
and innovative thinking. To ensure academic proficiency for our target student population, our
students will further benefit from the following design elements:
An intensive single-track college preparatory curriculum
A core instructional model based on a challenging and relevant approach to standards,
assessment, and data analysis.
An intentional indigenous school culture, centered on core values of the Circle of
Courage, that provides all students with the urgency to model leadership and self-directed
learning to and through college.
A culture of individual support for all students through advisory, seminar, and early
student intervention programs.
A seamless and deliberate integration of the visual arts as a primary craft and supplement
to foundational content area curriculum and instruction.
A key performance indicator approach to producing exemplary discourse, artifacts,
presentations, and service learning beginning freshman year and culminating in an
advanced senior project.
In both their junior and senior year, all students benefit from advanced project-based
reasoning and problem-solving through service learning and self identified major
projects.
All students earning an acceptance to four-year colleges and universities.
All of the curricular standards for Four Winds Indigenous Charter School are directly aligned
with Denver Public Schools Curriculum and State Content Standards, which are also, aligned
with the Colorado 9-12 Academic Standards. As a DPS high school, Four Winds Indigenous
Charter School adheres closely to the standards of DPS and the state to ensure that all students
will receive a masterful education in the content of these standards. Where necessary for college
preparation, Four Winds Indigenous Charter School curricula exceed these standards in a manner
that is age-appropriate and simultaneously ensures the extension of basic skills.
14
Reyhner, Jon, Willard Sakiestewa, and Gilbert & Louise Lockard, Editors. Honoring Our Heritage: Culturally
Appropriate Approaches for Teaching Indigenous Students. (AZ: Northern Arizona University, 2011).
Four Winds Indigenous Charter School Application Page 21
At a minimum, it is expected that every Four Winds Indigenous graduate will be proficient in
written and language skills, English, mathematical reasoning and problem-solving, and
understanding scientific inquiry, data analysis, and results. Graduates will further possess a
broad appreciation and knowledge of diverse First Peoples and Indigenous cultures that make up
Western and non-Western societies. More importantly, our graduates will benefit from a
seamless and purposeful integration of the visual arts as a primary craft to supplement the
foundational curriculum and instruction content areas.
Native Americans (First Peoples) and indigenous peoples‘ teachings bases itself on
balance and harmony of all living things anchored by the four great directions on the Medicine
Wheel - East, South, West, North. There are four main groups of living beings and within each
direction and main group lie endless sacred symbols and teachings that are contained within and
around the Medicine Wheel. As an Elder once said, the teachings of the medicine wheel will
always exceed the grains of sand on a beach! See graph of the Circle of Courage below.
Four Winds Charter
Design Element
Belonging & Mastery
Freshman/Sophomore
Independence & Generosity
Junior/Senior
Instructional Strategies 1/2 day direct instruction, time-on-task,
focus on mastery and extension of
foundational skills and content-
knowledge
4 classes X 55 minutes
1/2 day Project Centered Activities
supported by technology resources and
lab
1/2 day block schedule (165 min. total)
Block schedule, (Socratic Seminar) for
Humanities courses, scholar-led and
educator facilitated seminars and
recitations, advanced project-based
reasoning and problem-solving
4 classes X 55 minutes
Independent Projects and Internships
AP Courses will be offered through
College online course work for college
credit
Service Learning Projects Focus on community of learners
working cooperatively to build mastery ;
service learning projects on campus and
community
Focus on individualized interest in
academic and career internship projects
and Broader Community Service
projects
Assessments Authentic demonstrations of
knowledge/projects, portfolios
Rigorous preparation for standardized
Assessments CSAP, and other ongoing
assessments yet to be identified
, Powwow Quarterly Exhibition, Four
Winds Service Learning Project
Authentic Demonstration of major
projects,, Rigorous preparation for
Standardized Assessments , AP
Examinations, ACT, SAT
Organizers of Powwows, Four Winds
Independent Service Learning Project
Academic/Cultural
Themes
Freshman Year: Group Belonging and
Respect: Self-Identity and Cooperative
Learning, Community Participant,
Respect for Self & Others, Skill
Development
Sophomore Year: Achievement of
Goals: Problem Solver, Skill Mastery,
Creative, Problem Solver
Junior Year: Personal Responsibility:
Assertive, Confident, Leadership, Self
Control, Self Disciplined, Initiator
Senior Year: Positive Contributions to
Others: Caring, Sharing, Supportive
with Others, Helpful, Compassionate,
Social Concerns. Self Directed
The Circle is a powerful symbol because unlike hierarchy (a top down model of
accountability), it holds everyone accountable to the Board of Directors. Take note that the
Board of Directors grants its power of leadership to the Director of School (going clockwise).
Then the Director of School outlines and implements his expectations with the rest of the staff.
Ultimately, everyone is accountable to the Board of Directors who has entrusted the leadership to
the Director of School. This model reflects the need for a paradigm shift in leadership as
Four Winds Indigenous Charter School Application Page 22
predicted by Jonas Salk in his groundbreaking research on the changes of the 21st Century.
15 The
paradigm shifts he predicted are necessary for future sustainability shown in the graph below are
the values that drive our circular model of leadership and shared accountability:
Receding 20th
Century Paradigms: Emerging 21st Century Paradigms:
Part Whole
Individual Individual/Group Consensus
Competition Collaboration
Independence Interdependence
Extremes Balance
Either/Or Both/And
School Calendar & Schedule: School Calendar
Four Winds will operate on DPS‘s School Year calendar, based on the principle that if used well,
more instructional time will result in greater student achievement. Since the DPS‘s School Year
Calendar for 2012-2013 is not available, start/end times and vacation times are estimated. Start
up time for the 1st day at Four Winds Indigenous Charter School is August 18
th, 2012. End date
for the school year will be May 25, 2013. Vacations days are: Summer Vacation – May 30, 2012
– August 18, 2012; October 31, 2012; November 23 & 25, 2012; December 19, 2012 through
January 4, 2013.
School Schedule
The weekly schedule will provide for professional development during the school day (on Friday
afternoons) to ensure a high level of instructional proficiency for the academic program.
The general details of the student schedule are described above.
Four Winds Indigenous Charter School – Proposed Student and Staff Weekly
Schedule Monday –Thursday Friday
7:30 – 8:00am - Breakfast
8:00 – 8:55am- Language Arts
9:00 – 9:55am – Social Studies
10:00 – 10:55am – Science
11:30 – 12:00pm – Lunch
12:00 – 3:30pm – Project Centered Learning
7:30 – 8:00am - Breakfast
8:00 – 8:55am- Language Arts
9:00 – 9:55am – Social Studies
10:00 – 10:55am – Science
11:30 – 12:00pm –Lunch and Student Tribal
Meeting
12:00 – 4:00pm – Staff Planning &
Meeting/Teacher Lessons Plans for the next
week due.
15
Jonas Salk is best known as the developer of the polio vaccine. He also embarked in bio-philosophies developing
theories human evolution. http://www.jonas-sald.org/index.html.
Four Winds Indigenous Charter School Application Page 23
The Circle of Courage will support these intentional holistic transition points from one grade to
the next in the form of rites of passage. Four Winds Indigenous Charter School divides these
developmental bench marks and personal/social/cognitive responsibilities into four distinct rites
of passage based on the Circle of Courage/Concept. They are matched to the four developmental
levels in secondary education: Belonging (Freshman) Mastery (Sophomore) Independence
(Junior) Generosity (Senior).16
Adhering to the Four Winds Indigenous Charter School‘s Mission to ‗educate students with
the skills necessary for a productive path with a culturally diverse and challenging society—
locally, nationally, and globally; a typical school day employs a variety of teaching methods
ranging from lectures to cooperative groups that address various learning styles—the other half
of the day is devoted to project-centered learning blocks, consisting of a student centered
learning environment with self-directed activities allowing students to apply the skills learned
with the support of a teacher.
Project-based Centered Learning: ―is an instructional method centered on the learner.
Instead of using a rigid lesson plans that directs a learner down a specific path of learning
outcomes or objectives, project-based learning allows in-depth investigation of a topic
worth learning about‖.17
―John Dewey supported ‗learning by doing‘ as early as the 1900s‖.18
This type of
learning has always been part of traditional learning styles of Native Americans (First
Peoples) and indigenous peoples. For example, ―students are put in teams and are
given a question driven by investigation. In teams, the class performs similar
experiments and collects data to help answer the driving question, and the students
help determine how the data is analyzed, what it means and how the results will be
presented‖.19
Socratic Seminars: Young people need to learn how to use their minds well. Early in the
5th
Century, Socrates developed a method of discussion known as the Socratic dialectic.
Socratic Seminars are a form of ‗scholarly dialogue‘ based on an ‗essential question‘. The
seminar consists of four elements:
The text – Content can come from any subject area (Math, Science, or Literature).
The question – Reflects genuine curiosity and has no ‗right answer‘.
16
Dr. Martin Brokenleg at (http://youtu.be/96ZyF5o9-o0) 17
Grant, Michael M. ―Getting a Grip on Project-Based Learning: Theory, Cases, and Recommendations‖, 1. 18
Grant, 1. 19
Grant, 2.
Four Winds Indigenous Charter School Application Page 24
The leader – Offers the initial question then plays a dual role as leader and
participant.
The Participants – Study the text in advance, listen actively, and share ideas using
evidence from the text for support.
Comparison of “Traditional” Classroom Discussions and Socratic Seminars”: In
Native American (First Peoples) and indigenous cultures ―being a good listener is highly
valued. Listening skills are emphasized in these groups since culture and traditions are
passed orally in storytelling and oral recitations. . .‖20
Additionally, the format of
Socratic Seminars have always been part of the egalitarian cultural practices of Native
American (First Peoples) and indigenous groups. This educational method also allows
for tapping into the ‗intellectual and cultural capital‘ each student brings into the
classroom.21
„Traditional‟ Classroom Discussion „Discussion Conducted using the Socratic
Questioning
Topic or focus of the discussion determined by
teacher
Topic or focus of the discussion determined by
teacher and ‗fits‘ the curriculum
Discussion ‗purpose‘ determined in advance by
teacher.
Opening question indicates the direction for
discussion, but discussion follows interests of
group. Only a few supplemental questions are
prepared in advance.
Discussion questions planned in advance; often
a careful sequence of ‗lower‘ and ‗higher
‗level‘ questions.
Learning outcomes are more ‗processes than
‗content‘. The task is to better understand the
issues, ideas, and/or values in the text.
Teachers know intended learning outcomes
from the discussion.
Questioning is the primary teacher behavior.
There are ‗right‘ answers to be developed in the
discussion.
Discreet responses are less the focus (i.e. lower
level replies) than pushing for the thinking
behind answers.
Teacher responsibility to bring focus back to
intended outcomes if discussion strays from
them.
Teacher responsibility is to help group have a
rigorous discussion, not to make sure it heads in
any particular direction.
Teacher explicitly instructs and guides toward
identified learning outcomes in the discussion.
Teacher avoids opportunities to explicitly teach
content during the seminar.
Discussion intended as a vehicle for teaching
identified or specific content.
Students expected to question fellow
participants and push for greater clarity in
responses.
Discussion tends to have closure-on concepts
and meanings. Group agreements on
understandings is expected and desired.
Group agreements on meanings not a central
goal. Understandings from the discussion will
vary among students.
Discussion when successful, allows for
serendipity and critical thinking by students.
Ending with ambiguity common or purposeful.
Ambiguity tends to be problematic: For
example . . . leading a discussion on the
different causes of the Civil War or the coming
of age of Holden Caulfield.
Ambiguity common and purposeful. . . What
was Lincoln trying to communicate in his
Second Inaugural Address? Or, who is the most
memorable character in Holden Caulfield?
- GOALS AR SKILL BUILDING,
TEACHING CONTENT, CHECKING FOR
- GOALS AR AUTHENTICITY, MEANING
MAKING, CRITICAL THINKING
20
Four Winds Literacy. ―Teaching and Learning with Native Americans: A Handbook for Non-Native American
Adult Learning‖. http://www.literacynet.org/lp/namericans/content.html, 1. 21
Zola, John. ―Socratic Seminar Leader Training: Teacher Support and Implementation Handouts‖. Johnzola.com,
Boulder, CO. Teachers for the school will be expected to attend workshops on this teaching method.
Four Winds Indigenous Charter School Application Page 25
UNDERSTANDING. PROCESSES.
Socratic Seminars and Model Content Standards
Working together for Authentic Student Learning
The Socratic Method can be utilized with the content standards of Language Arts, Math, Science,
Art, Social Studies, and World Languages.
Following is an example of Language Arts Standards and Socratic Seminars:22
Standard 1: Students read and understand a variety of materials:
Benchmarks:
Using word recognition and comprehension strategies
Reading a variety of texts
Paraphrasing text
Synthesizing information from texts.
Standard 2: Students listen, speak, and write for a variety of purposes and audiences.
Benchmarks:
Using responsible listening skills
Speaking and writing using a variety of forms (e.g. expository, argumentative,
persuasive, descriptive, reflective, personal, etc.)
Organizing ideas to achieve cohesion in writing and speaking.
Using a variety of strategies to draft and revise written and spoken message.
Standard 3: Students use grammatical and mechanical convention of language.
Ability to use correct grammar, word usage, and sentence a paragraph structure.
Standard 4: Students use reading, writing, speaking and listening to synthesize
information, analyze and evaluate arguments, and develop and defend argumentative
positions.
Benchmarks:
Forming hypotheses about texts.
Evaluating the content of a variety of print and non-print materials.
Supporting and defending an argument.
Evaluating own and others‘ effectiveness in group discussions and informal
presentations.
The preceding is just a brief description on how Socratic Seminars can be aligned with content
standards. Teachers at Four Winds Indigenous School will be expected to use Socratic Seminar‘s
methods in Math, Science, and Literacy, complementing direct instruction in the classroom.
For methods on how to conduct and grade Socratic Seminars, please see Appendix G:
Teaching Method Paradigms: ―The winds of change in engineering education have
been blowing for some time, and the question arises ‗Why hasn‘t more change occurred
faster‘?‖23
These ‗old paradigms‘ of teaching—as Paulo Freire defines as the ―banking
22
Zola, John. ―Socratic Seminar Leader Training: Teacher Support and Implementation Handouts‖. Johnzola.com,
Boulder, CO, 2. Teachers for the school will be expected to attend workshops on this teaching method. 23
Smith, Karl, Angela Linse, Jennifer Turns, and Cindy Atman. ―Engineering Change‖. Presented at the 2004
American Society for Engineering Education Annual Conference & Exposition. American Society for Engineering
Education, 2004.
Four Winds Indigenous Charter School Application Page 26
concept‖ is no longer working—if it ever did for children of color.24
In 21st Century
classroom new and innovative teaching methods must replace the old paradigm.
Comparisons of old and new paradigms of teaching
Factor Old paradigm of
teaching
New paradigm
of teaching
Knowledge Transferred from faculty to
students Jointly constructed
by students and
faculty
Students Passive vessel to be filled by
faculty‘s knowledge Active constructor,
discoverer,
transformer of own
knowledge
Faculty
purpose
Classify and sort students Develop students‘
competencies and
talents
Relationships Impersonal relationships
among students and between
faculty and students
Personal
transactions among
students and
between faculty
and students
Context Competitive/individualistic Cooperative
learning in
classroom and
cooperative teams
among faculty
Assumption Any expert can teach Teaching is
complex and
requires
considerable
training [and also
requires staff
development to an
instructional coach
Power Faculty holds and exercises
power, authority, and control
Students are
empowered: power
is shared among
students and
faculty
Assessment Non-referenced (i.e., graded
„on the curve”); typically
multiple choice items;
students rating of instruction
at the end of the course.
Criterion-
referenced: typically
performances and
portfolios: continual
assessment of
instruction25
24
Freire, Paulo. Pedagogy of the Oppressed. (NY: Continuum Press, 2007), 73. 25
Smith, Karl, Angela Linse, Jennifer Turns, and Cindy Atman. ―Engineering Change‖. Presented at the 2004
American Society for Engineering Education Annual Conference & Exposition. American Society for Engineering
Education, 2004, 2.
Four Winds Indigenous Charter School Application Page 27
To ensure that the education of all students is comprehensive, Four Winds Indigenous Charter
School will use student centered and Project-based learning; utilize Socratic inquiry and
innovative teaching methods. Class size at Four Winds Indigenous Charter will adhere strictly to
a teacher/student ratio of 1:15.
Four Winds Indigenous Charter School will incorporate all the previous mentioned concepts, as
well as, incorporate portfolios containing projects and artifact of learning as evidence of progress
for students, teachers, and parents. The school will use the conventional semester credit
system based on teacher/student contact hours and traditional grades and credits will be
assigned.
Writing: Reading and writing are essential skills to complete a college education. Teaching
students how to write is paramount in preparing them for a post-secondary education. Four
Winds Indigenous Charter School will follow state standards in basic skill acquisition, within the
instructional strategies of Project-Based Centered Learning and Socratic Seminars. Reading and
writing will be inherently multidisciplinary and multicultural.
Colorado Department of Education – Writing Standards
Standard Grade Level Expectation
Twelfth Grade 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires
appropriate use of methods and audience awareness
2. Effective collaborative groups accomplish goals 2. Reading for all Purposes 1. Literary criticism of complex texts requires the use of analysis,
interpretive, and evaluative strategies
2. Interpreting and evaluating complex informational texts require the
understanding of rhetoric, critical reading, and analysis skills
3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted
statement directed at an intended audience and purpose
2. Ideas, evidence, structure, and style create persuasive, academic,
and technical texts for particular audiences and specific purposes
3. Standard English conventions effectively communicate to targeted
audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information,
conclusions, and solutions that address specific contexts and
purposes
2. Logical arguments distinguish facts from opinions; and evidence
defines reasoned judgment
Eleventh Grade 1. Oral Expression and Listening 1. Verbal and nonverbal cues impact the intent of communication
2. Validity of a message is determined by its accuracy and relevance 2. Reading for all Purposes 1. Complex literary texts require critical reading approaches to
effectively interpret and evaluate meaning
2. Ideas synthesized from informational texts serve a specific purpose
3. Knowledge of language, including syntax and grammar, influence
the understanding of literary, persuasive, and informational texts
3. Writing and Composition 1. Stylistic and thematic elements of literary or narrative texts can be
refined to engage or entertain an audience
2. Elements of informational and persuasive texts can be refined to
inform or influence an audience
3. Writing demands ongoing revisions and refinements for grammar,
Four Winds Indigenous Charter School Application Page 28
usage, mechanics, and clarity 4. Research and Reasoning 1. Self-designed research provides insightful information, conclusions,
and possible solutions
2. Complex situations require critical thinking across multiple
disciplines
3. Evaluating quality reasoning includes the value of intellectual
character such as humility, empathy, and confidence
Tenth Grade 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully
influences an audience
2. Effectively operating in small and large groups to accomplish a goal
requires active listening 2. Reading for all purposes 1. Literary and historical influences determine the meaning of
traditional and contemporary literary texts
2. The development of new ideas and concepts within informational
and persuasive manuscripts
3. Context, parts of speech, grammar, and word choice influence the
understanding of literary, persuasive, and informational texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to
engage or entertain an audience
2. Organizational writing patterns inform or persuade an audience
3. Grammar, language usage, mechanics, and clarity are the basis of
ongoing refinements and revisions within the writing process 4. Research and Reasoning 1. Collect, analyze, and evaluate information obtained from multiple
sources to answer a question, propose solutions, or share findings
and conclusions
2. An author‘s reasoning is the essence of legitimate writing and
requires evaluating text for validity and accuracy
Ninth Grade 1. Oral Expression and Listening 1. Oral presentations require effective preparation strategies
2. Listening critically to comprehend a speaker‘s message requires
mental and physical strategies to direct and maintain attention 2. Reading for all Purposes 1. Increasingly complex literary elements in traditional and
contemporary works of literature require scrutiny and comparison
2. Increasingly complex informational texts require mature
interpretation and study 3. Writing and Composition 1. Increasingly complex literary elements in traditional and
contemporary works of literature require scrutiny and comparison
2. Increasingly complex informational texts require mature
interpretation and study 4. Research and Reasoning 1. Informational materials, including electronic sources, need to be
collected, evaluated, and analyzed for accuracy, relevance, and
effectiveness for answering research questions
2. Effective problem-solving strategies require high-quality reasoning
Social Science/History:
Social Science/History is also multidisciplinary and multicultural. Four Winds Indigenous
Charter School plans on utilizing and developing research-based curriculum from the following
sources:
Red Cloud Indian School
Journey Through Our Heritage Program – Materials developed between the years 1997-
2010
Four Winds Indigenous Charter School Application Page 29
La Alma de la Raza Curriculum – Denver Public Schools. The school understands that
this curriculum is now out-dated, but will use the time between September 2011 to the
time we open our doors in August 2012 to update the curriculum. Following is an
example from this curriculum:
The Impact of the Mexican Revolution on the United States
Unit Concepts • What is a revolution and what does it involve?
• What were the major events of the Mexican Revolution?
• How was the United States impacted by the revolution?
• What were the long-range implications of the revolution for the development of the
United States?
Standards Addressed by This Unit Reading and Writing
- Students read and understand a variety of materials. (RW1)
- Students will write and speak for a variety of purposes and audiences. (RW2)
- Students read to locate, select, evaluate, and make use of relevant information from a
variety of media, reference, and technological sources. (RW5)
- Students read and recognize literature as a record of human experience. (RW6)
History
- Students know how to use the processes and resources of historical inquiry. (H2)
- Students understand that societies are diverse and have changed over time. (H3)
- Students understand how science, technology, and economic activity have developed,
changed, and affected societies throughout history. (H4)
- Students understand political institutions and theories that have developed and changed
over time. (H3)
- Students know that religious and philosophical ideas have been powerful forces
throughout history. (H4)
Geography
- Students know how to use and construct maps and other geographic tools to locate and
derive information about people, places, and environments. (G1)
- Students know the physical and human characteristics of places and use this knowledge
to define and study regions and their patterns of change. (G2)
- Students understand how economic, political, cultural, and social processes interact to
shape patterns of human populations, interdependence, cooperation, and conflict. (G4)
Visual Art
- Students recognize and use the visual arts as a form of communication. (A1)26
Science: An example of a Standard in Science: Ancient civilizations throughout the
Americans have a firm understanding of science in many areas: astronomy, ecosystems, bio-
regions, and others. They utilized this knowledge to live in balance with the earth and for
their survival. The knowledge of these ancient civilizations throughout the Western
Hemisphere has today become of great interest to the scientific community.
One example of their understanding is agriculture. Ancient Americans were among the most
sophisticated agriculturist in the world. One of the techniques they use was the planting of
the Three Sisters (corn, beans, and squash). Firstly, these civilizations understood the
26
La Alma de la Raza Series. Denver Public School, ―The Impact of the Mexican Revolution‖, 2000. The school
will research other indigenous-based curriculum, such as: Teaching and Learning with Native Americans: A
Handbook for Non-Native Adult Educators.
Four Winds Indigenous Charter School Application Page 30
processes of photosynthesis and respiration in plants.27
They took this knowledge and
furthered used it in planting foods that were complete in nutrients that needed very little
irrigation. The concept of planting the Three Sisters, as the illustration demonstrates, the
corn is planted in the middle with beans winding up the stalks for sunlight, and the squash
around the stalks of corn. Squash naturally retains water; therefore, little water is needed.
Other examples in the field of Science are the Mayan Calendar, how tepees were used by the
Plains Indians as time keepers, and many others. Four Winds Indigenous Charter School will
utilize the Content Standard in Physical, Life, and Earth Systems Sciences and integrate them
into an indigenous-based curriculum.
Math: The Temple of Inscription, illustrated below can be used to address Mathematic
Standards. This example can be specific to Denver Public School‘s Mathematic Standard #4
relating to the math of Shapes, Dimension, and Geometric Relationships. This is just one out
many mathematical marvels in First Peoples and indigenous cultures that was based on the
mathematical concepts. For example, the concept of the use of zero came from these ancient
civilizations, and today our whole number system is based on it.
Four Winds Indigenous Charter School will also research the best computer-based math
programs, and other program such as Saxon Math, to prepare students with proficient college
math skills. Math will be a subject the school will emphasize with one-on-one tutoring and
frequent assessment checks to guarantee the students‘ understanding of the subject. All
curriculum decisions will be guided by Denver Public Schools and State Content Standards.28
Unit Plan Sample and Project Design Template – Appendix H
Four Winds Indigenous Charter School will spend the time between the months of January
and June 2012 to fully develop a comprehensive curriculum. Please see Appendix I for
further Course Descriptions and a Curriculum Development Outline and Appendix J - Exit
Standards Instructional Strategies:
27
High school Science Standards – Life Science – 1 and 4. Energy from Food: Photosynthesis and Cellular
Respirations. http://dairynutrient.wisc.edu/mexico/page.php?id=590, 3. 28
Denver Public School Content Standards.
http://www.cde.state.co.us/cdeassess/UAS/CoAcademicStandards.html#standards.
Four Winds Indigenous Charter School Application Page 31
This illustration is an example of how buffalos will surround the calves when they sense danger. Using buffalo
culture as an analogy decribes Four Winds Indigenous Charter School‘s philosophy to make a difference in the
education of Native American (First Peoples) and indigenous students! The red colored arrows represent the
Grandmother‘s Road of Fortitute.
Culturally Relevant Enviornment: When students are given an environment where they can
thrive—they do! The Red Cloud Indian School on the Pine Ridge Reservation created such an
environment—and has been successful. Following is one student‘s reflection on Red Cloud
Indian School:
"I wanted the best education I could find on the Reservation, which is why I came to Red
Cloud. This school has given me so much. In everything - from sports to classes and to
the other students - I learned how to be more responsible, respectable, and I have gained
the desire to learn and succeed at whatever I do. I am sure my classmates feel the same
way" - Valedictorian's Address, Graduation 200129
The environment and expectations of the students who attend Four Winds Indigenous Charter
School is also about educational success—becoming responsible, respectable, and becoming life-
long learners. (Red Cloud High School, Appendix K)
One-on-One Tutoring: The school realizes that many Native Americans (First Peoples) and
indigenous students do not read, write, or have the skills in math and science at grade level. A
tutoring program for each student—based on frequent assessments—will be developed. It is
imperative that when a students graduates from Four Winds Indigenous Charter School they are
prepared for a post-secondary education. Furthermore, before students at the school are
promoted onto a higher grade, again, they must be educationally ready.
Taxonomy of Teaching: Rigorous attempts in Bloom‘s Taxonomy integrated with taxonomy in
native cultures will be used to teach and bring each student‘s academic performance to grade
level. The Project-based Centered Learning and Socratic Seminar will make use of best practices
in teaching and learning.
29
Red Cloud Indian School homepage, http://www.redcloudschool.org.
Four Winds Indigenous Charter School Application Page 32
Teaching to all Learning Styles: Four Winds Indigenous Charter School will rigorously
present the curriculum for all learners whether they have Visual, Auditory, or Kinesthetic
learning styles. All materials in the curriculum will be designed to address these needs with
visual aids and hands on projects.
Proposed Learning Standards: Learning standards will be based on the Denver Public Schools
and the Colorado Department of Education Content Standards. These standards will be
supported with culturally relevant and research-based curriculum materials. Four Winds
Indigenous Charter School will utilize Denver Public Schools Curriculum Guides to plan the
instructional program: The scope and sequence of all academic areas will be designed using
Denver Public Schools student objectives and curriculum materials that support these
goals and benchmarks.
Promotion: Four Winds Indigenous Charter School will not graduate students who are not ready
for a post-secondary education nor will the school transition students to another grade level when
the needed educational skills are not apparent. The school prefers to spend the time and energy
ensuring students are educationally prepared, than to promote them when they are not ready.
The use of portfolios will give a continuous objective overview of students‘ progress—where
they do well and do not do well (strengths and areas for improvement).
Dedicated Time for Professional Development: Friday afternoon will be dedicated to an
administrator/faulty/staff meeting to review and discuss students‘ progress. Communication is
pivotal among all members of the school in educating students. All members will also be
encouraged to attend workshops sponsored by Denver Public Schools, the League of Charter
Schools, and relevant lectures or conferences.
School Schedule: The school schedule will adhere to with student/teacher contact hours and the
October count for PPOR funding. The school day will be composed of a half day direct
instruction and a half day of technology assisted project-centered learning. On Fridays, students
will have a half day school and early release time for independent experiential activities that they
will document in their portfolios. Students‘ transcripts will designate semester hours earned and
letter grade earned for each class.
School Culture: The motto for Four Winds Indigenous Charter School is ―Mitakuye Oyasin”.
Translated from Lakota means ―We are all Related”. Student uniforms will be used consisting
of t-shirts with the name of the school on it, and jeans.
―Mitakuye Oyasin‖
Four Rules for Wisdom Keepers (Teachers) and Wisdom Seekers (Students)
1. You are Here to Learn.
2. Be Healthy and Safe.
3. Respect Yourself and Others.
4. Learning is Life-Long.
The Four Agreements for Wisdom Keepers and Wisdom Seekers
1). Be impeccable with your word.
2). Don‘t take anything personally.
3). Don‘t make assumptions.
Four Winds Indigenous Charter School Application Page 33
4). Always do your best.30
Portfolios: Portfolios will be used as authentic assessment of a student‘s progress in their
academic classes and application of knowledge in their project centered activities. These
portfolios will be shared with parents at the end of each grading period as well as the back to
school powwows as evidence of student progress
Online Research Sessions: Each session will begin with Advisory Groups where students meet
with their Advisors who monitor their portfolios for credit completion and graduation.
Powwows: At the end of each semester there will be a Powwow for Students to share their
portfolios and projects with parents and invited guests. Analogies to Powwow for Students are
Back to School nights, teacher/parents conferences, and other formal meetings of
parents/students/teachers. The collaborative event gives the students a chance to ‗shine‘ in front
of his/her parents and the community.
Projected Student Graduation over 5 Years
Academic 9th Grade 10th Grade 11th Grade 12th Grade Total Number
Projected Graduation
Year of Student 2012-2013 15 15 15 15 60 50%
2013-2014 15 15 15 15 60 75%
2014-2015 30 30 30 30 120 75%
2015-2016 45 45 45 45 180 90%
2016-2017 50 50 50 50 200 95%
Students Safety and Health: Four Winds Indigenous Charter School will enforce all applicable
health and safety laws and regulations of the federal and state governments in regards to public
school operations.
A staff member will be designated to administer medications and attend all medical needs
of the students in accordance with governmental regulations and professional guidelines.
All members of the Four Winds Indigenous Charter School will be trained for life-
threatening health conditions.
The school will maintain students‘ health records.
At-Risk- Students: Four Winds Indigenous Charter School anticipates more than 50% of the
students enrolled in the school will be at-risk. The school‘s philosophy “in making a
differences’ and the “Grandmother Road –Fortitude” will rigorously apply. Grants to fund
programs in teaching and counseling will be used to turn around the lives of these students.
Alternative School Designation may be necessary depending on student demographics.
30
Ruiz, Miguel. The Four Agreements: A Practical Guide to Personal Freedom. (CA: Amber-Allen Publishing,
1997).
Four Winds Indigenous Charter School Application Page 34
English Language Learners: The school anticipates that 10% of students will be English
Language Learners. The use of another language to learn English in proficiently participating in
the curriculum at Four Winds Indigenous Charter School is encouraged. Joel Spring argues that
―culture and values are embedded in language; [and] as a result the loss of [one‘s] language has
been part of a deculturalization process.‖31
The school‘s purpose is to re-culturalize Native
American (First Peoples) and indigenous peoples. Using language in this process is a plus. The
school has a professional indentified to teach these children (plans to expand and teach Lakota,
Navajo, Apache, and other First Peoples‘ languages are being considered). All ELL teachers
will have or will pursue ―Highly Qualified‖ endorsement according to No Child Left Behind and
other licenses and endorsements to serve as an ELL professional.
Class instruction for ELL students will focus on cross-content language development curriculum
focusing on speaking, listening, reading and writing skills for a comprehensive language
development program. To follow the idea of integrated education, the students will spend most
of their day in their mainstream classes, but will meet every day for 45 minutes in their ELL
classroom. Homework help and tutoring services will be provided every day before and after
school at the best possible convenience for the students. The students are all of high school grade
levels, but they come from a variety of language backgrounds and are of mixed ability. For this
reason, accommodations will be provided in the form of technology and paraprofessional
assistance. Sample of an ELL Lesson Appendix L Plans for Student Recruitment and Marketing: Four Winds Indigenous Charter School‘s sub-
committee/design team is deeply integrated in the Native American‘s (First Peoples) and
indigenous populations‘ community. The school will market and recruit from organization such
as the Denver Indian Center and Denver Indian Resource Center. We will also market the school
in the Chicana/o, Mexicana/o, Mexican-American, and Latina/o communities. This will be done
through established organizations throughout metro-Denver.
Enrollment Polices: Enrollment in the school will be opened to all students no matter the race,
color, national origin, religion, language, sexual orientation, gender, academic skill level, or
students with disabilities. Priority will be given to students who live in Denver. The school will
actively seek Letters of Intent to Enroll through its marketing efforts. All enrollment policies
and procedures will align with Colorado Charter Schools Act, section 22-3005.104, (item 3). If
the situation arises that the school receives more student applicants than available spaces, then a
lottery system will be used.
Student Discipline: The school envisions students who are engaged in the curriculum, the
schools‘ culture, and their own education. We will expect students to adhere to Codes of
Conduct listed below:
1. You are Here to Learn. (Learning is Paramount)
2. Be Healthy and Safe. (No drugs or harmful substances)
3. Respect Yourself and Others. (No violence, bullying, or disrespectful
behavior)
4. Learning is Life-Long. (Students set high goals for themselves)
31
Spring, Joel. Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated
Cultures in the United States. (Boston: McGraw Hill, 2004), 96.
Four Winds Indigenous Charter School Application Page 35
These Codes of Conduct will be ingrained in every aspect of the school‘s daily activities. If a
student fails to adhere to these Codes of Conduct, involvement from the four pillars that support
the education of every student at Four Winds Indigenous Charter School will be sought: parents,
teachers, Director of the School, and the Board of Directors. An intervention plan will be
developed to get students with disciplinary problems back on track in their educational progress.
Appendix M - Student Discipline Policies/Expulsion and Appeals Process
Expulsion and Appeals Process: Expulsion will be sought only after every effort from Four
Winds Indigenous Charter School‘s leadership and Board of Directors has been exhausted. If
this should happen the school will follow Denver Public School‘s policies and procedures in this
matter.
Four Winds Indigenous Charter School Application Page 36
PERFORMANCE MANAGEMENT
Every organizational aspect of Four Winds Indigenous Charter School merges in one
direction and one thought in mind—educational success for every Native American (First
Peoples) and all students! Preparation for a post-secondary education is a priority using
academic goals aligned with the Colorado Charter Schools Act and No Child Left Behind.
Academic Goals:
Goal 1: In the first year of operation the school will graduate 50% of enrolled 12th
graders.
This is an ambitious plan, since we anticipate most of the students will not read or write at
grade level. The following measures will take place to ensure this graduation rate.
Entrance examination of each 12th
grader for reading, writing, and math will be
conducted. This should give the school a quick overview of the students‘ needs. The
school will develop a plan to meet these needs and if the school cannot prepare this
student for a post-secondary education, retention will be considered.
Based on the results of the entrance examination of students, educational measures
will be taken; such as, one-on-one tutoring, extra time with teachers, and a graduation
plan developed (PEP).
Goal 2: Entrance examinations will also be conducted for 9th
, 10th
, and 11th
, graders who
enroll in the school to measure their skill levels. Based on the results, a Personal Education
Plan (PEP) will be developed for each student. Some students will require more help than
others. The assessment results will also be used to measure longitudinal growth.
Goal 3: Students will be reading and writing at grade level at the end of each school year.
Another ambitious goal by the school is the commitment to ensure that every student is
prepared to move from one grade to another and to graduate only students who are ready for
a post-secondary education.
Goal 4: From the very first year that Four Winds Indigenous Charter School opens it doors it
will have a 97% attendance rate. To ensure this the school will do the following.
Hire a Resource person to track students and make home visits to find out why they
are not attending.
The Resource person, teachers, and staff will keep in constant contact parents to find
out if there is a need for support and intervention.
Ultimately, an attendance intervention plan will be developed for students with
excessive absences.
Goal 5: The school will proactively prepare these students for a post-secondary education;
therefore, from the first year of operation the school will ensure that 50% of students will
applied to college and the years thereafter, 95% of students will apply.
Four Winds Indigenous Charter School Application Page 37
Goal 6: The school will begin preparation of students for the ACT or the SAT in the 9th
grade. The school‘s intent is to give students the educational confidence to pass this test by
eliminating fears. (Test anxiety is common among children of color)
DPS School Performance Framework
Indicators
Charter School Annual Achievement
Goals and Measures
Academic Performance & Success Student Growth Over Time Toward State
Standards, including the following measures:
CSAP and other assessments chosen,
including assessments in compliance
with the Colorado Basic Literacy Act
Students will be tested for grade level abilities in
Math, Science, and Literacy. Depending on the
results of testing, an individual plan will be
developed to measure annual achievement goals.
This will become part of the graduation plan for
each student. Each student will be at grade level
after one year.
Student Achievement Level/Status, including
the following measures:
CSAP and other assessments chosen,
including assessments in compliance
with the Colorado Basic Literacy Act
Colorado English Language
Assessment (CELA)
Adequate Yearly Progress (AYP)
Achievement gaps (FRL, ELL, Special
Education, and ethnic subgroups)
-Four Winds Indigenous Charter School will
comply with CSAP and the Colorado Basic
Literacy Act. These assessments will
complement the testing process for each student
leading them to ‗proficiency‘ in Math, Science,
and Literacy. The school will increase CSAP
scores by 15% after the first year.
-The school with comply with all the required
criteria for ELL students to complete the CO
English Language Assessment (CELA)
-After the first year, Four Winds Indigenous
Charter School will met Adequate Yearly
Progress (AYP)
-After the first year, the school will close the
achievement gaps for FRL, ELL, Special
Education, and ethnic subgroups by at least 50%.
Post-Secondary Readiness (for high schools),
including the following measures:
Colorado ACT scores
Graduation rate
College acceptance rate
-After the first year, students will be prepared
yearly for CO ACT. We estimate a 10% increase
in students scoring 20 or higher.
-90% of students will graduate from Four Winds
Indigenous Charter School after the first year.
-100% of students who apply for colleges will be
accepted after the first year of school opening.
Student Engagement, including the following
measures:
1. Attendance rate
2. Student satisfaction
-School attendance will be 97% from the
opening of the school.
-Students‘ and parents‘ satisfaction will be at
100%.
School-Specific Educational Objectives
(must be based on valid, reliable measures)
-Close the achievement gap for Native
Americans (First Peoples) and indigenous
students by introducing an indigenous-based
curriculum integrated with DPS state standards.
Data will be closely monitored to record and
measure how‗culturally competent curriculum‘
and ‗culturally competent teachers‘ help in
closing this educational achievement gap for
these groups.
Appendix N - Accountability Plan
Four Winds Indigenous Charter School Application Page 38
Measuring and Evaluating Academic Progress:
Students‟ Evaluation: Administrators, teachers, and staff at Four Winds Indigenous Charter
School will be encouraged to measure and evaluate students‘ progress on a continual basis.
Students‘ progress will be tracked by the Director of Curriculum and Instruction based on the
students‘ portfolios on project-centered learning and direct instruction in the classroom.
Teachers will be responsible for the input of students‘ progress and working closely with the
Director of Curriculum and Instruction and the Director of the School.
Informational Systems: Teachers will be encouraged to input students‘ progress on an excel
sheet on a weekly or bi-weekly schedule in order to inform the Director of Curriculum and
the Director of the School if intervention is needed for a student. These progress reports will
also serve as data needed to produce a data warehousing system; that will be shared with
Denver Public School‘s Infinite Campus.
Teachers‟ Evaluation: Teachers will be evaluated twice a semester by the Director of the
School and a peer reviewer. Teacher Evaluation – Appendix O
Four Winds Indigenous Charter School will comply with all the requirements of the Colorado
Department‘s State Report Card.
Four Winds Indigenous Charter School Application Page 39
LEADERSHIP AND STAFFING
Organizational Chart/Staff Structure
Four Winds Indigenous Charter School is organized around the needs of the students.
Additionally, the school is organized in a circle for three important reasons; 1). To demonstrate
each member in the organization of the school is responsible for students‘ educational success;
2). There is power in united efforts; and, in this case it is to educate students; and, 3). Although
the Board of Directors and the Director of the School are responsible and accountable for the
education and the fiscal health of the school, each member has a voice in the organization.
Personal Handbook – Appendix P
Director of School: A principal endorsement will not be required for Peter Brokenleg in his role
as Director of the School. Mr. Brokenleg‘s main responsibilities are; 1). Attending and reporting
the school‘s progress at all Board Meetings and serving in an advisory capacity; 2). He is
responsible for Four Winds Indigenous Charter School‘s Mission and Vision and its
implementation through leadership, the school‘s culture, and the organizational team effort of the
Director of Curriculum, Director of Finance, and the Resource/Faculty Manager. 3). He will be
in compliance with all reports mandated by Denver Public Schools. Mr. Brokenleg will create a
collaborated team consisting of the Director of Curriculum and Instruction, Director of Finance,
and a board member for staff evaluation, staff management, academic performance budgeting
and accounting, and human resources. 4). The Director of School will work closely with board
members for seeking and obtaining grant opportunities and fundraising. Sample of Director of
School‟s Evaluation – Appendix Q
School
Receptionist
Resource/Fcty.
Manager
zm
Four Teachers (4)
ELL Teacher
Two
Paraprofessionals
Director of School
Director of
Instruction and Curriculum
Director of Finance
Board of
Director
Students
Four Winds Indigenous Charter School Application Page 40
Four Winds Indigenous Charter School intends to open with all the following roles filled:
Director of Finance – Federal, state, and local reporting on tax compliances, human
resources, payroll, budget projects and budgeting, accounting, and financial reporting to
Director of School and Board of Directors.
Director of Curriculum and Instruction: Develop an indigenous-based curriculum
based on Denver Public Schools and State‘s content standards. The Director of
Curriculum and Instruction will provide guidance for best practices in the instructional
program.
Science, Math, and Literacy Teachers: Four teachers with expertise in these subject
areas, complemented with indigenous-based knowledge.
English Language Learners: Experienced Para-professional with experience in ELL.
Para-professionals: Two part-time Para-professionals to support teachers and to provide
individual tutoring.
Resource/Building Manager: As a Resource Manger, this person will track daily
attendance of students to ensure a 97% attendance rate, do outreach to parents and
community, and will keep up the maintenance on the building.
School Receptionist: Responsible for general clerical work; answers phones, inputs
student data on Infinite Campus, supports all staff with copying and printing of needed
materials. This person is the main connection between the school, parents, and
community. This is an important role; therefore, it is important that the school‘s
philosophies and the Mission and Vision are conveyed in any contact with staff, parents,
and community.
Other positions will be added as the school grows.
Staffing Plans, Management and Evaluation
1. Administrators, teachers, and other staff members will be offered competitive salaries
and health and dental benefits.
2. Four Winds Indigenous Charter School will request a waiver on a ‗teacher license‘ for
instructors. Full-time teachers will obtain the status ―Highly Qualified‖ in accordance
with No Child Left Behind according to a specified timeline. An emphasis will be placed
on experience and knowledge of Native Americans (First Peoples) and indigenous
groups.
3. Four Winds Charter School intends to open its doors with Board Members,
administrators, teachers, and other key staff with the culturally competencies necessary to
carry out an indigenous-based curriculum and to serve Native Americans (First Peoples)
and indigenous groups. The school‘s goal is to move from ‗cultural competency‘ to
‗cultural proficiency‘. Cultural proficiency ―enables educators, schools, and districts to
respond effectively to people who differ from one another. Cultural proficiency is a way
Four Winds Indigenous Charter School Application Page 41
of being, a worldview, and a perspective that are the basis for those who live in our
diverse society‖.32
4. The Director of School will create a Hiring/Grievance Council made up of administrators
and teachers. This council will be responsible for hiring and any grievances of school
personnel. The council will also be responsible for criminal background checks on all
employees conducted through the Colorado Bureau of Investigation (CBI).
5. The Board of Directors will create an evaluation tool for the school‘s leadership, faculty,
and support staff performance. The true evaluation of the school‘s leadership and
teacher‘s performance is the educational success of students.
Identify any teachers who have already committed to teaching at the proposed school.
Mark de la Cruz – Math teacher
Gregorio Al Caro – Science teacher – BA in Environmental Design
Millisandra Giron – Part-time Science teacher – BA in Anthropology and Master‘s in
Social Science.
Aubrey Valencia – Literacy teacher - Bachelor of Fine Arts in Art Education and has
since added an elementary endorsement to her teaching license, and will soon add an
English as a second language endorsement
Daniel Martinez – Part-time Literacy Teacher – BA: Double Majors: English/
Emphasis: Communications and Creative Writing, and Chicano Studies/Emphasis:
Human Services.
Gisela Gallardo Zapel – Part-time teacher – English Language Learners (ELL)
Administrators, faculty, and staff Job Description – Appendix R
The Director of the School along with Hiring/Grievance Council will develop and expand the
Personnel Manual and Grievance Procedures Manual based on the school‘s Mission and Vision.
These manuals will be guided by the principles of fairness and equality. Employees will be
considered ‗at will‘, but before any dismissal, every effort will be made to support employee
performance standards. The school will use annual contracts for teachers and consultant
contracts for some employees. This process will be the responsibility of the Director of Finance
and consultant contracts will be used for most part-time work.
Professional Development
A Professional Development plan will be created prior to the intended opening of the school by
the Director of the School, Director of Curriculum & Instruction, and teachers. However, initial
professional development will be provided on Socratic Seminars and the Circle of Courage prior
to the opening of the school.
32
Lindsey, Randall, Kikanza Nuri Robins, and Raymond Terrell. Cultural Proficiency: A Manual for School
Leaders. (CA: Corwin Publishing, 2009), 4.
Four Winds Indigenous Charter School Application Page 42
GOVERNANCE & MANAGEMENT
Legal Status and Governing Documents
Four Winds Indigenous Charter School‘s founders are planning to seek federal tax-exempt
status, (501(c) (3). The school intends to also apply for a non-profit/non-member status with the
State of Colorado.
Organizational Chart:
The organization of the school ensures fairness and equity for all members.
Board of Directors (BOD): This group of educators, community leaders and organizers are a
diverse and passionate people who have committed their experience and credibility to Four
Winds Indigenous Charter School. The BOD is well positioned to lead the school in its next
phases of development with a keen knowledge of education, fundraising, organization-building,
legal issues and school governance. The BOD will provide guidance and counsel for Four Winds
Indigenous Charter School and will be the entity legally responsible for holding the charter,
entering into the contract with Denver Public Schools and overseeing the financial operation and
academic performance of the charter school.
Director of School: The DOS will serve as a Board Member in an advisory capacity. He will be
the main connection between the Board of Directors and the school. He will be responsible for
and guarantees that all pertinent reports, management of the school and financial reports are
presented at every board meeting. In his role as Director of School, Peter Brokenleg will be the
authority for any communication/connections with Denver Public Schools.
Four Winds Indigenous Charter School Application Page 43
The philosophy that „it takes a village‟ will govern the roles of responsibility within every
aspect in a students‘ educational success. This philosophy will be supported by the following
councils that will be created:
Four Winds Indigenous Charter School‟s Councils:
Teachers‘ Council
Parents‘ Council
Students‘ Council
A process will be developed for each of these councils to be an integral of the school‘s
governance where their voices can count in the education and daily activities of the school.
The Board of Directors has created a Conflict of Interest Policy in the Bylaws. (Appendix
C)
Board Development, Expansion, and Succession: The founders of Four Winds Charter School
proactively searched for professors and community leaders who have the passion and
commitment to Native American (First Peoples) and indigenous students to succeed in Denver
Public Schools by supporting Four Winds Charter School‘s Mission and Vision. At this point
the Board Members are:
Arturo Aldama, PhD: Associate Chair and Professor of the Ethnic Studies Department
at University of Colorado @ Boulder.
Lupe Martinez, PhD: Elementary Education at Metropolitan State College of Denver
Helen Giron-Mushfiq, MA and Doctoral Student: Affiliate Professor in the Chicana/o
Studies Department at Metropolitan State College at Denver and a doctoral in a joint
program at University of Denver and Iliff School of Theology.
Robert Giron – Public Accountant and community activist.
Frances Frain Aguirre, MA: Educator and community activist.
Bradley Klein, MA: Ph.D. Candidate in Religious and Theological Studies.
Peter Brokenleg, MA: Director of Four Winds Indigenous Charter School.
The Board of Directors will expand by seeking other educators and community members with
the same passion and commitment to Native American (First Peoples) and indigenous students in
Denver Public Schools and who also support Four Winds Charter School‘s Mission and Vision.
Grievance Process: Four Winds Indigenous Charter School Board of Directors‘ meeting will be
opened to the students, parents, teachers in the school, and the general public. The board will
develop a formal instrument to address grievances.
Board Members‟ Curriculum Vitae or Resume, Questionnaire, and Letters of Intent to
Serve – Appendix S, T, and U
Four Winds Indigenous Charter School Application Page 44
PARENT and COMMUNITY INVOLVEMENT
Parent and community involvement in Four Winds Indigenous Charter School is the lynchpin in
its success. As stated before parent and community involvement is vital to the school.
There are parents on the founder‘s council whose children attend Denver Public Schools.
Parents have participated in every aspect in the design of the school.
Four Winds Indigenous Charter School intends to establish the following:
Student Powwows – A social gathering inviting parents and the community to be held at
the end of every semester to ‗highlight‘ students‘ portfolios and achievements.
The creation of a Parent Council within the school.
Parent-Teacher Conferences will be held throughout the Semester.
A resource Person who outreaches to parents and community.
Resources for parent and community will be sought after by Four Winds Indigenous Charter
School.
Letters of Support: Appendix V
Jay Grimm Denver Indian Center, Executive Director
Thompson Williams Denver Indian Family Resource Center, Project
Director
Rose Marie McGuire Program Manager, DPS Indian Education Program
Arturo Aldama, Ph.D Associate Chair and Professor at CU @ Boulder
Richard Clemmer – Smith, Ph.D Director, DU/Iliff – Joint Doctoral Program
Natsu Taylor Saito, JD Professor of Law, Georgia State University
Judy Montero City Council Member, District #9
Rev. Nelson Bock Wartburg College
Bishop Allan Bjornberg Evangelical Lutheran Church in America
Danica Brown MSCD, Affiliate Professor, Social Work
Belinda Garcia, MA Executive Director, Sisters of Color United for
Education
Trini Hussen Executive Director, Auraria Casa Mayan Heritage
Frances Frain Aguirre Retired Teacher
Millisandra Giron, MA Teacher/Parent of DPS Students
Agustina Giron DPS Parent
Robert Giron Public Accountant/Community Activist
Hadidja Nyiransekuye, PhD MSCD, African/African American Studies Department
Carlo Kriekels Co-Founder an Executive Director of YESS Mentoring
Program
Jose Lara Community Activist
Four Winds Indigenous Charter School Application Page 45
START-UP AND OPERATION
Start-Up Plan: 2011 – intended opening August of 2012
Transportation Plans
Preparing curriculum
Securing educational and physical resource for school.
Recruitment of students.
Prepare the facility.
Insurance Coverage.
Transportation: The school intends to provide free transportation to the students. The school
plans to discuss the issues of transportation with the Transportation Coordinator from Denver
Public Schools and by exploring various options such as bus passes, tokens, etc.
Preparing curriculum: The Four Winds Indigenous Charter School‘s founders will use the time
between September 2011and the time of opening the school August of 2012 to develop an
indigenous-based curriculum based on Denver Public School and State content standards and
secure educational and physical resources for the school. Four Winds Indigenous Charter School
has already begun a process of recruiting students for the school through the Denver Native
American community.
Safety and Security: The Director of the School and Resource/Building Manager will develop a
school plan for safety and security for students, the facility, and property. This plan will be
approved by the Board of Directors.
Insurance Coverage: Four Winds Indigenous Charter School intends to carry the following
insurances; Worker‘s Compensation, liability, property, indemnity, Directors and Officers, and
student accident coverage. The Director of the School will produce a plan with related cost and
present it to the Board of Directors for approval.
Start up Plan/Timeline: Appendix W
Four Winds Indigenous Charter School Application Page 46
FACILITY NEEDS
Four Winds Indigenous Charter School will be housed in a building on the corner of 5th and
Bannock. The physical address is 201 W. 5th Avenue, Denver, CO, 80204. This location is in the
center of Northeast, Southwest, and Southeast of Denver. Because of the schools center location
it has easy accessibility to RTD and other transportation needs.
Facility: (Attachment X)
Core Classroom Requirements – Years 1-3
Square
Ft./Student
Total # of
Students
Total # of
Square Feet
$ per Square
Ft/Student
Annual Rent
2012-2013 58.35 60 3501 7.00 $24,000
2013-2014 58.35 60 3501 7.00 $24,000
2013-2015 58.35 60 3501 7.00 $24,000
Four Winds Indigenous Charter School‟s anticipated growth chart: In the Denver Public
Schools Call for Quality Schools, it states, ―New school proposals…designed to reach the
district‘s priorities for high performing schools which address the programmatic and
geographic priorities identified…will be given preference in the allocation of available
district space‖.33
The Four Winds Indigenous Charter School hopes to transition into a
permanent location after the second year. Please see chart below.
Students
2012-2013 15 15 15 15 60
2013-2014 15 15 15 15 60
2014-2015 30 30 30 30 120
2015-2016 45 45 45 45 180
2016-2017 50 50 50 50 200
Facility Needs:
The school does not have the space for the Physical Education/Athletic Requirement.
Four Winds Indigenous Charter School will seek collaboration with schools in the
area, recreational centers, and public parks to fulfill this requirement.
Four Winds Indigenous Charter School will look for financing via start up grants in preparation
of the facility for its intended opening in school year 2012. This will comply with health and
safety requirements per CRS 22.32.124 and to follow applicable city planning review
procedures.
33
Denver Public Schools Call for Quality Schools 2011-2012.
Four Winds Indigenous Charter School Application Page 47
WAIVERS
Please see Appendix Y and Z
Four Winds Indigenous Charter School Application Page 48
BUDGET AND FINANCE
Managing Budgeting, Accounting, Purchasing, Payroll, and Audit
Four Winds Indigenous Charter School‘s Board of Directors will be responsible for the financial
oversight of the school. A Treasurer will be selected with professional expertise in finance and
accounting and create a Finance Committee. The Director of the School will be member of the
Finance Committee to produce Financial polices and annual budgets that will be presented to the
Board of Directors for approval.
The Director of the School along with the Director of Finances and the Board of Director‘s
Treasurer will be responsible for the daily financial activities of the school. This group will meet
on a quarterly basis. This coincides with accounting quarters.
Bookkeeping: The Director of Finance and the Board‘s Treasurer will use a commercial
accounting program such as Peachtree to upkeep all financial records and to carry out all
financial transactions for the school. Four Winds Indigenous Charter School will maintain
records in accordance to accepted accounting principles (GAAP) for a yearly audit. The school
will contract an accounting firm who is familiar with school‘s auditing practices.
Payment: The Director of the School will sign all checks prepared by the Director of Finance,
and will approve all purchases for the school. All expenditures must align with the Board
approved budget. Any check written for and over the amount of $3000 will need the signature of
the Treasurer of the Board.
Start-up and 5 Year Budgets: A proposed budget for your start-up year (Year 0) and years 1-5 of
the operation of the school.
Unsecured Funds: Y0
Organization Name/Name of
Funder
$ or In-Kind Donation Anticipated Allocation of
Resources
Colorado Department of Education $90,000 ($1,500 x 60 students) Planning Grant
Four Winds Sub-Council $30,000 Planning for the Opening of the
School
Total of Unsecured Funds: $120,000
Colorado Department of Education Chart School Startup Grant and Four Winds Sub-Council:
Professional Development
Board Training
Facility Code Issues
Curriculum
Library Development,
Technology
Four Winds Indigenous Charter School Application Page 49
Anticipated Funding Sources:
In addition to anticipated PPR, a CDE Start up Grant, and Four Winds Sub-council funding, Four
Winds anticipates the following for YI and Y2:
Title I. Based on the demographics of the targeted student population the school
anticipates a 100% will receive free or reduced lunch. The school is well over the stated
70% to qualify for Title I Funds and expects to receive $440 for 100% of our student
population.
Mill Levy. As demonstrated in the Denver Public School‘s template, Four Winds
Indigenous Charter School anticipates the following: Textbooks $62.50/Student, Library
$6/Student, and Technology $22/Student.
Title II. Four Winds Indigenous Charter School anticipates $65.62 per Denver Public
School‘s template.
CDE Implementation Grants: The school anticipates $90,000 annually and will be used
to support the school in its initial years. Y0 funding is outlined below.
Budgetary Considerations: Four Winds Indigenous Charter School will comply with all
mandatory budget allocations listed below:
TABOR Reserve: As mandated by the District 3% of the overall operation budget the
school will allocated to TABOR.
District Student Information System: The school will allocate $15.80 per student for
the District‘s student information system (Infinite Campus). It is understood that this cost
covers licensing fees, training and support for staff members and district e-mail accounts
for school leader and receptionist.
Pension Contribution: As mandated to 22-30.5-111(3), District-approved charter school
and its employees contribute the appropriate amounts to the Denver Public Schools
Retirement System (DPSRS). The current obligations of an approved charter school are;
1). The employer‘s contribution to PERA at 3.27%, and, 2). An estimated 13.17% to the
debt service on pension certification of participation (PCOPS).
Student Enrollment Projections:
Academic Students SPED ELL Free or Reduced Lunch
Year
2012-2013 60 10% 10% 100%
2013-2014 60 10% 10% 100%
2014-2015 120 10% 10% 100%
2015-2016 180 10% 10% 100%
2016-2017 200 10% 10% 100%
Accounting Systems/Audits: Four Winds Indigenous Charter School will use Peachtree
for maintaining all financial transactions. The school will maintain records in accordance
to accepted accounting principles (GAAP) for a yearly audit reporting procedures and
requirements that are applied to public schools operating in Colorado, in accordance with
GASB #34. The school will contract an accounting firm who is familiar with school‘s
auditing practices.
Four Winds Indigenous Charter School Application Page 50
Start-Up (Year Zero) Budget Revenue Budgeted Amount Description
CDE Start-up grant $90,000
Other: Four Winds Sub-Council $30,000 In-Kind
TOTAL $120,000
Expenses Budgeted Amount Description
Support (Human Resources)
SCHOOL LEADER PAY $10,000
Teachers/Curriculum Development $20,000
Consultants/Curriculum Development $10,000
Professional Development $5,000
TRAVEL (FOR PROFESSIONAL DEVELOPMENT)
OTHER/Board Development $5,000
Professional Purchased or Contracted Services
CONSULTANTS/Grant Writer $9,000
OTHER PROFESSIONAL SERVICES
Support (Supplies and Resources)
COPYING
GENERAL SUPPLIES
TECHNOLOGY/Computers $12,000
TRANSPORTATION
ADVERTISING/MARKETING (RECRUITMENT)
SOFTWARE/Accounting/Teaching $3,000
ELECTRONIC MEDIA
OTHER
Facilities
RENT, MORTGAGE, OR OTHER FACILITIES COSTS
FURNITURE
GAS/ELECTRIC/Water $6,000
Building Preparation $20,000
MAINTENANCE/Preparing Facility
OTHER
TOTAL $120,000
Note: Four Winds Indigenous Charter School will apply for a grant from the Colorado Department of
Charter Schools. Figures included in this budget may change.
Four Winds Indigenous Charter School Application Page 51
Projected Budget Y1 Revenue Budgeted Amount Description
CDE Implementation Grant $90,000
PPR 2012-2013 $6,576 x 60 Students $394,560
Title I – 60 Students x $440 $26,400
Books $62.50 x 60 Student $3,750
Library $6 x 60 Students $360
Technology $22x 60 Students $1,320
Title II– 60 Students x $65.62 $3,937
Capital Cons. 60 Student x $50 $3,000
PROJECTED TOTAL $523,327
Expenses Budgeted Amount Description
Support (Human Resources)
Director of School $50,000
Director of Finance $12,000
Director of Curriculum Instruction $12,000
Teachers (4) $148,000
ELL Teacher/Part Time $15,000
Para-Professional (2)/ Part Time $20,000
Resource/Building Manager $32,000
Receptionist $25,000
Fringe @ 25% $72,500
PCOPS 13.17% $38,193
TABOR 3% of over all operating budget $15,700
PROFESSIONAL DEVELOPMENT AND REGISTRATION $2,500
TRAVEL (FOR PROFESSIONAL DEVELOPMENT) $1,000
OTHER/Special Education Services for an estimated six(6) students $3,000
Professional Purchased or Contracted Services
Infinite Campus 60 Students x $15.80 $948
CONSULTANTS
OTHER PROFESSIONAL SERVICES
Support (Supplies and Resources)
COPYING (OUTSIDE VENDOR)
GENERAL SUPPLIES $10,000
Four Winds Indigenous Charter School Application Page 52
TECHNOLOGY/Computers/Copier/Phone $18,000
TRANSPORTATION
ADVERTISING/MARKETING (RECRUITMENT)
SOFTWARE
ELECTRONIC MEDIA
OTHER
Facilities
RENT, MORTGAGE, OR OTHER FACILITIES COSTS $24,000
FURNITURE
Gas/Electric/Water $12,000
MAINTENANCE $2,000
OTHER
PROJECTED TOTAL $513,844
Note: Four Winds Indigenous Charter School will apply for grants to complement Y1
Projected Budget. 25% Fringe will cover all Federal and State Taxes, PERA Employer‟s
contribution at 3.27%, Health and Dental coverage for all employees, and Worker‟s
Compensation.
Y2 Projected Budget. Note: Four Winds Indigenous Charter School will apply for grants
to complement Y1 Projected Budget. 25% Fringe will cover all Federal and State Taxes,
PERA Employer‟s contribution at 3.27%, Health and Dental coverage for all employees,
and Worker‟s Compensation.
Projected Budget Y2 Revenue Budgeted Amount Description
CDE Implementation Grant $90,000
PPR 2012-2013 $6,576 x 60 Students $394,560
Title I – 60 Students x $440 $26,400
Books $62.50 x 60 Student $3,750
Library $6 x 60 Students $360
Technology $22x 60 Students $1,320
Title II– 60 Students x $65.62 $3,937
Capital Cons. 60 Student x $50 $3,000
PROJECTED TOTAL $523,327
Expenses Budgeted Amount Description
Support (Human Resources)
Director of School $50,000
Director of Finance $12,000
Director of Curriculum Instruction $12,000
Four Winds Indigenous Charter School Application Page 53
Teachers (4) $148,000
ELL Teacher/Part Time $15,000
Para-Professional (2)/ Part Time $20,000
Resource/Building Manager $32,000
Receptionist $25,000
Fringe @ 25% $72,500
PCOPS 13.17% $38,196
TABOR 3% of over all operating budget $15,700
PROFESSIONAL DEVELOPMENT AND REGISTRATION $2,500
TRAVEL (FOR PROFESSIONAL DEVELOPMENT) $1,000
OTHER/Special Education Services for an estimated six (6) students $3,000
Professional Purchased or Contracted Services
Infinite Campus 60 Students x $15.80 $948
CONSULTANTS
OTHER PROFESSIONAL SERVICES
Support (Supplies and Resources)
COPYING (OUTSIDE VENDOR)
GENERAL SUPPLIES $10,000
TECHNOLOGY/Computers/Copier/Phone $18,000
TRANSPORTATION
ADVERTISING/MARKETING (RECRUITMENT)
SOFTWARE
ELECTRONIC MEDIA
OTHER
Facilities
RENT, MORTGAGE, OR OTHER FACILITIES COSTS $24,000
FURNITURE
Gas/Electric/Water $12,000
MAINTENANCE $2,000
OTHER
PROJECTED TOTAL $513,844
Four Winds Indigenous Charter School Application Page 54
Note: Y3 Projected Budget will depend on ensuring a larger facility. If a larger facility
cannot be found by year 3, Four Winds Indigenous Charter will remain in the same facility
with the above Y1 and Y2 Projected Budgets without CDE funding. Other funding will be
sought out. Projected revenues are based on 2012‟s figures.
Projected Budget Y3 Revenue Budgeted Amount Description
PPR 20142-2015 $6496 x 120 Students $779,520
Title I – 120 Students x $440 $52,800
Books $62.50 x 120 Student $7,500
Library $6 x 120 Students $720
Technology $22x 120 Students $2,640
Title II– 120 Students x $65.62 $7,874
Capital Cons. 120 Student x $50 $6,000
PROJECTED TOTAL $857,054
Expenses Budgeted Amount Description
Support (Human Resources)
Director of School/ 3% COLA $51,500
Director of Finance $12,000
Director of Curriculum Instruction $12,000
Teachers (8) 3% COLA for 4 Teachers $300,440
ELL Teacher/Full Time $37,000
Para-Professional (2)/3% COLA $20,600
Resource/Building Manager/3% COLA $32,960
Receptionist/3% COLA $25,750
Fringe @ 25% $117,063
PCOPS 13.17% $61,668
TABOR 3% of over all operating budget $25,712
PROFESSIONAL DEVELOPMENT AND REGISTRATION $5,000
TRAVEL (FOR PROFESSIONAL DEVELOPMENT) $3,000
OTHER/Special Education Services for an estimated twelve (12) students $6,000
Professional Purchased or Contracted Services
Infinite Campus 120 Students x $15.80 $1,896
CONSULTANTS
OTHER PROFESSIONAL SERVICES
Support (Supplies and Resources)
Four Winds Indigenous Charter School Application Page 55
COPYING (OUTSIDE VENDOR)
GENERAL SUPPLIES $15,000
TECHNOLOGY/Computers/Copier/Phones $36,000
TRANSPORTATION
ADVERTISING/MARKETING (RECRUITMENT)
SOFTWARE
ELECTRONIC MEDIA
OTHER
Facilities
RENT, MORTGAGE, OR OTHER FACILITIES COSTS $24,000
FURNITURE
Gas/Electric/Water $12,000
MAINTENANCE $5,000
OTHER
PROJECTED TOTAL $799,606
Y3 Projected Budget. Note: Four Winds Indigenous Charter School will apply for grants to
complement Y3 Projected Budget. 25% Fringe will cover all Federal and State Taxes,
PERA Employer‟s contribution at 3.27%, Health and Dental coverage for all employees,
and Worker‟s Compensation. A 3% Cost of Living Raise will be given established
employees.
Note: Y4 Projected Budget will depend on ensuring a larger facility. If a larger facility
cannot be found by year 3, Four Winds Indigenous Charter will remain in the same facility
with the above Y1 and Y2 Projected Budgets without CDE funding. Other funding will be
sought out. Projected revenues are based on 2012‟s figures.
Projected Budget Y4 Revenue Budgeted Amount Description
PPR 20142-2015 $6496 x 180 Students $1,169,280
Title I – 180 Students x $440 $52,800
Books $62.50 x 180 Student $11,250
Library $6 x 180 Students $1,080
Technology $22x 180 Students $3,960
Title II– 180 Students x $65.62 $11,812
Capital Cons. 180 Student x $50 $9,000
PROJECTED TOTAL $1,259,182
Expenses Budgeted Amount Description
Support (Human Resources)
Four Winds Indigenous Charter School Application Page 56
Director of School $51,500
Director of Finance $12,000
Director of Curriculum Instruction $12,000
Teachers (12) $448,440
ELL Teacher/Full Time $37,000
Para-Professional (2) $20,600
Resource/Building Manager $32,960
Receptionist $25,750
Fringe @ 25% $154,088
PCOPS 13.17% $81,160
TABOR 3% of over all operating budget $37,775
PROFESSIONAL DEVELOPMENT AND REGISTRATION $5,000
TRAVEL (FOR PROFESSIONAL DEVELOPMENT) $3,000
OTHER/Special Education Services for an estimated twelve (18) students $9,000
Professional Purchased or Contracted Services
Infinite Campus 180 Students x $15.80 $2,844
CONSULTANTS
OTHER PROFESSIONAL SERVICES
Support (Supplies and Resources)
COPYING (OUTSIDE VENDOR)
GENERAL SUPPLIES $15,000
TECHNOLOGY/Computers/Copier/Phones $36,000
TRANSPORTATION
ADVERTISING/MARKETING (RECRUITMENT)
SOFTWARE
ELECTRONIC MEDIA
OTHER
Facilities
RENT, MORTGAGE, OR OTHER FACILITIES COSTS $24,000
FURNITURE
Gas/Electric/Water $12,000
MAINTENANCE $5,000
OTHER
PROJECTED TOTAL $881,237
Four Winds Indigenous Charter School Application Page 57
Note: Y5 Projected Budget will depend on ensuring a larger facility. If a larger facility
cannot be found by year 3, Four Winds Indigenous Charter will remain in the same facility
with the above Y1 and Y2 Projected Budgets without CDE funding. Other funding will be
sought out. Projected revenues are based on 2012‟s figures. A 3% Cost of Living Raise will
be considered.
Projected Budget Y5 Revenue Budgeted Amount Description
PPR 20142-2015 $6496 x 200 Students $1,299,200
Title I – 200 Students x $440 $88,000
Books $62.50 x 200 Student $12,000
Library $6 x 200 Students $1,200
Technology $22x 200 Students $4,400
Title II– 200 Students x $65.62 $13,124
Capital Cons. 200 Student x $50 $10,000
PROJECTED TOTAL $1,259,182
Expenses Budgeted Amount Description
Support (Human Resources)
Director of School $51,500
Director of Finance $12,000
Director of Curriculum Instruction $12,000
Teachers (13) $485,440
ELL Teacher/Full Time $37,000
Para-Professional (2) $20,600
Resource/Building Manager $32,960
Receptionist $25,750
Fringe @ 25% $163,313
PCOPS 13.17% $86,033
TABOR 3% of over all operating budget $37,775
PROFESSIONAL DEVELOPMENT AND REGISTRATION $5,000
TRAVEL (FOR PROFESSIONAL DEVELOPMENT) $3,000
OTHER/Special Education Services for an estimated twelve (20) students $10,000
Professional Purchased or Contracted Services
Infinite Campus 200 Students x $15.80 $3,160
CONSULTANTS
OTHER PROFESSIONAL SERVICES
Four Winds Indigenous Charter School Application Page 58
Support (Supplies and Resources)
COPYING (OUTSIDE VENDOR)
GENERAL SUPPLIES $15,000
TECHNOLOGY/Computers/Copier/Phones $36,000
TRANSPORTATION
ADVERTISING/MARKETING (RECRUITMENT)
SOFTWARE
ELECTRONIC MEDIA
OTHER
Facilities
RENT, MORTGAGE, OR OTHER FACILITIES COSTS $24,000
FURNITURE
Gas/Electric/Water $12,000
MAINTENANCE $5,000
OTHER
PROJECTED TOTAL $1,053,531
Four Winds Indigenous Charter School Application Page 59
Education Service Providers
The school does not intend to contract with EMO Services. This section is not applicable to the
application.
Four Winds Indigenous Charter School Application Page 60
Current or Past School Operator/Replicator Summary
Four Winds Indigenous Charter School has never been or is currently operating as a school. This
section is not applicable to the application.
Four Winds Indigenous Charter School Application Page 61
Turnaround/Replacement Option
This is not applicable for this application.
Four Winds Indigenous Charter School Application Page 62
Application Checklist
Four Winds Indigenous Charter School Applicants
Cover Page: School Proposal Overview
Executive Summary (3 pages max)
Mission, Vision, and School Culture (5 pages max)
Design Team and Leadership (5 pages max)
Attachments: Resumes & Professional Bios for Each Member
Education Plan (18 pages, max)
All Applicable and Available Attachments
Performance Management (3 pages max)
Staffing (4 pages, max)
All Applicable and Available Attachments
Governance and Management (5 pages, max)
All Applicable and Available Attachments
Parent and Community Involvement (3 pages, max)
All Applicable and Available Attachments
Start Up and Operation (2 pages, max)
Facility Needs (1 page, max)
Waivers (as needed)
Budget and Finance (no page limit on Budget Narrative)
REQUIRED Attachment: Charter School Budget Forms
All Applicable and Available Attachments
Education Service Providers (5 pages, max) N/A
Current or Past School Operator/Replicator Summary (5 pages, max) N/A
All Applicable and Available Attachments
Turnaround / Replacement Situations (5 pages, max) N/A.