june 6, 2013 board recommendations · recommendation . to board of ed. board of ed vote. dps staff...

June 6, 2013 Board Recommendations

1June 6th 2013 Denver Public Schools

Contents of Presentation1) Summary of Regional Decisions2) CNQS Overview and Alignment to the DPS School Quality

Framework, Local, State and National Policies and Best Practice3) Conditions & Expectations 4) Regional Recommendations

I. NW RecommendationsII. SW RecommendationsIII. FNE RecommendationsIV. NNE RecommendationsV. SE SRA and Community Engagement Update

5) Student Board of Education Feedback6) Summary and Next Steps7) Appendix A: Standard Conditions & Expectations Text8) Appendix B: Charter Applicant Board Members9) Appendix C: Denver Plan alignment to the CNQS, DPS Quality Authorizing

Policy, Statutory Guidelines for Charter Applications and District’s Review10) Appendix D: Overview of the 2012 Denver Consent Decree11) Appendix E: Overview of Applicants


June Board Decisions- Overview

4

Far NortheastHTEC Middle School

Uhuru School of Authentic LearningProgram Placement ES at Dunkirk Facility

MLK Innovation Renewal (June 17th)

Near NortheastDenver Performance Academy

Denver School of Science & Technology VIDenver School of Science & Technology VII

(region TBD)Legacy Options High School Sewall Inclusive Elementary

High Tech Elementary SchoolProgram Placement of a MS and an ES at

Conservatory GreenBoundary Decision – NNE MS

District-Run High School at the Northfield Campus

District-Run Middle School in the Swigert-McAuliffe facility

Whittier Innovation Renewal (June 17th)

NorthwestYouthBuild Charter School of Denver

Centennial Innovation Plan (June 17th)Valdez Innovation Renewal (June 17th)

SouthwestSTRIVE Prep SW Elementary

Excel Academy Innovation Plan (June 17th)

SoutheastDenver Green School Innovation Renewal

(June 17th)

June 6th 2013 Denver Public Schools

Overview of the Call for New Quality Schools Process

5

Strategic Regional Analysis

Call for New

Quality Schools

Applicant Workshops

Application Deadline

Oct 2012 Dec 2012 February

June 6

March 22 School Applicant Actions

Community Engagement & Parent/Guardian Involvement

Final Review by

Team

Initial Review by

Team

Applicants Present to

Board of Ed

Public Comment

Session

Applicant Interview by Team

April 5-19 April 22-May 3 June 20June 13May 8-20 June 6

Staff Recommendation

to Board of Ed

Board of Ed VOTE

DPS Staff ActionsLetter of

Intent Deadline

February 22

Community members, including students, parents and guardians are involved throughout the process

Shape and develop the plan in collaboration with school founders

Write letters of support and complete intent to enroll forms

Serve on application review and applicant interview teams

Attend applicant forums and ask questions directly to each applicant

Speak at DPS Board public comment

The CNQS is a transparent nine month process with multiple points for community input. The process culminates in the BOE making new school decisions on a timeline that affords schools a full year to focus on implementation planning prior to opening.


English Language Acquisition• Bridget Galati• CJ Grace• Lorenza Lara • Lupe Leece• Christine Muldoon• Heather Riley• Alex Smith• Elena Sodano

Parents/Guardians• Donna Brown, FNE• Gabe Estrada, NNE• Stephanie Hansen, NNE• MiDian Holmes, FNE• Danelle Johns, SW• Edward Krug, NW• Michelle Quattlebaum, FNE• Paola Ramirez, NNE

Instructional Superintendents,PSR, and Elementary Ed• Jan Box • Laura Brinkman • Tanya Carter • Ivan Duran • Randy Johnson • Brette Scott • James Scott • Diane Smith • Katie Boogaard• Aviva Katz• Lori Nazareno• Kelli Pfaff

Office of School Reform & Innovation• Joe Amundsen• Kris Berard • Brenna Copeland• Natalie Hudson • Jennifer Klein • Bill Kottenstette • Maya Lagana • Vickie Mestas • Blanca Ruiz• Alyssa Whitehead-Bust

Special Education• Gene Bamesberger• Jean Belden • Becky Ford• Jennifer Gutierrez • Beth Nelson • Diann Richardson

Curriculum and Instruction• Griselda Aguirre • Elaine Boyer • Michelle Delgado • Carla Frenzel• Jean Harvey • Patty Kincaid • Linda Morris • Rebecca Sauer

Community Engagement• Ramon Bargas• Theresa Becker• Veronica Figoli • Maria Irivarren • Michelle Mares • Lauren McClanahan • Lindsay McNicholas• Angie Swim

External Education Consultants• Ami Desai• Liz Aybar• Lauren Masters • Jennifer Arzberger• Scott Wolf• Rachel Kelly

Finance• Chuck Carpenter • Katie Collier• Joshua Harmon-Schaefer • Katie Hechavarria • Elliot Hinman• Corina Wagner

Human Resources• Susan Rafferty• Aaron Wilmot

Legal Services• Molly Ferrer

Operations• Liz Mendez

Application Reviewers

June 6th 2013 Denver Public Schools 6

The application review process engaged 76 district and community representatives who embody a variety of perspectives and expertise.

Why Does DPS Open New Schools?

8

To Meet Growing Demand

To Provide Additional

High Performing

Options

• DPS is the fastest growing urban district in the nation. DPS enrollment has increased by 11,400 students (or 16%) since 2007.

• DSP projects that approximately 6,200 additional students will attend DPS schools in the next 5 years.

• In the past five years, a number of new schools have become popular and high performing options for families. For instance, Westerly Creek, Swigert, McAuliffe, SOAR GVR, Denver Language School, DCIS Montbello, DSST and STRIVE are among DPS’s highest demand schools.

• In targeted circumstances, and in alignment with The Denver Plan, new schools provide replacement options for turnaround schools.

What Guides the CNQS Process?

9

Denver Plan of 2010

SRA

The 2010 Denver Plan lays out five key areas of focus to dramatically increase student achievement:

1) Focus on the instructional core Create New Schools: It is essential that we both improve our existing schools where the vast majority of our students are enrolled and welcome promising new schools. New schools, district-run or charter, must meet our criteria of having rigorous academic programs with successful track records, and demonstrated community support.

2) Great people to drive better outcomes for students 3) Deepening engagement with families and communities 4) Strategic management of financial resources 5) A culture of high expectations, service, empowerment and responsibility

Every year DPS conducts a Strategic Regional Analysis (SRA) of the capacity and performance gaps of the district by region. The information gathered in the SRA is used to inform several of the district’s strategies, including the District’s Call for New Quality Schools. The criteria set forth in the Call for New Quality Schools guides new school recommendations for the district whether for district-run or charter schools.

What Guides the CNQS Process?

10

DPS Board Policy

State Statute

• The DPS Board’s commitment to principles of quality charter authorizing is evidenced in the Board’s Policy AF- Charter Quality Authorizing Policy, which was adopted in June, 2012 and which includes the Board’s commitment to the “three equities” of opportunity, responsibility, and accountability.

• Board policy also details the district’s commitment to practices of quality charter decision making, including the identification of consistent and rigorous standards for applicant review.

• Colorado Statute, C.R.S § 22-30.5-106(1), provides guidance on the approval of new charter schools and outlines the content that must be submitted in a charter application. C.R.S. § 22-30.5-107 prescribes a timeframe and process for application review and decision making.

School Quality Framework

11

Conditions for School Success

Systems & Structure

Outcomes

Education Program Governance

Teaching Leadership

Culture

Outcomes

Organizational Sustainability

Student Performance

The School Quality Framework, a comprehensive and research-based framework of leading indicators for successful school outcomes, is used to inform decision making and alignment of supports for: (1) new district-run and charter school applications, (2) innovation plan applications, (3) renewal applications for existing charter and innovation schools, (4) existing district-run schools identified for targeted supports via the new strategic school support framework.


Differentiated Application for Replication

• What is different?– Replication applicants demonstrate their program’s viability by detailing previous outcomes;

they are therefore asked to present fewer details on their inputs– Replication applicants address aspects of their program that will change based on the unique

needs of the students they hope to serve at their new site– Replication applicants must address the ability of their network structure (such as a CMO) to

oversee and lead additional schools while maintaining results and quality

• What is the same?– The applicant must provide information about the targeted student population, parent/guardian

engagement strategies, SPED programming, ELA programming and other aspects of the program that change frequently due to changes in statute and policy


As recognized by NACSA in its quality review of Denver’s authorizing practices, DPS has a differentiated application process for schools who have a demonstrated track record of success. This approach supports DPS’s focus on student outcomes.

Conditions for School Success Outcomes

Ed Program Governance

Teaching Leadership

CultureOrganizational Sustainability

Student Performance

The Three Equities and the School Quality Framework

13

Education Program


DPS Commitment to Serving English Language LearnersGiven the obligation all schools have to equity of access and responsibility and given DPS’s commitment to serving well its population of English Language Learners (ELLs), particular emphasis is placed throughout the review process on ensuring that all applications meet the same high standards for serving their ELLs, described in the application as part of the school’s education program.

Maintaining Quality Standards for ELA Programs in New Schools

All applications are reviewed specifically to ensure adherence to Consent Decree requirements. Chapter 8 of the Consent Decree outlines charter-specific requirements.

The DPS English Language Acquisition department’s team members evaluate each new school using an ELA specific rubric.

All schools being recommended for approval met the quality criteria of the ELA rubric and received approval from the ELA department's application evaluator.


Framework, Local, State and National Policies and Best Practice3) Conditions & Expectations4) Regional Recommendations


5) Student Board of Education Feedback6) Summary and Next Steps7) Appendix A: Standard Conditions Text8) Appendix B: Charter Applicant Board Members9) Appendix C: Denver Plan alignment to the CNQS, DPS Quality Authorizing



Board Decisions on New School Applicants


Denial: In the event that the preponderance of evidence suggests that the application neither meets the quality standards set forth in local policy (all schools) nor those set forth in state statute (in the case of a charter schools) and will therefore not be “in the best interest of pupils, the district or the community,” staff recommends the application be denied.

Approval with standard conditions:

New school approvals require all applicants to enroll sufficient numbers of students, secure an adequate facility, identify a school leader in a timely manner, and for charter schools abide by charter-contract terms.

Approval with standard and specific conditions:

In addition to standard conditions of approval, schools may need to satisfy additional conditions as identified during the application review prior to opening. In such cases, the preponderance of evidence suggests approving the school with targeted adjustments to the design or implementation plan will be “in the best interest of pupils, the district or the community.” One such specific condition may be the timing of opening.

Standard Conditions for Charter Schools

Standard conditions exist to ensure that:• Schools open with financial strength by meeting their enrollment targets• Uniform enrollment benchmarks are established and measured as of the end of the

first round of choice and then again as of May 15th prior to opening• Schools obtain a safe and adequate facility• Each school must finalize a facility agreement no later than the SchoolChoice

deadline of Jan 31st• Where applicable, schools that receive a shared facility from DPS are subject to the

DPS Shared Campus policy• Schools must comply with certain contract terms prior to the contract effective date• Schools must submit required budgets and other governance related reports during

year zero• Schools have and maintain a school leader well in advance of opening• Schools must have a leader in place at least nine months prior to opening and

continuously thereafter


Each charter school approved by DPS has a set of standard conditions that must be satisfied in order for the school to open in accordance with its charter contract.

Detailed language for standard conditions is included in Appendix A

Standard Expectations for District-Run Schools

Similar to charter schools, district-run schools have a set of standard expectations that must be satisfied in order to open successfully on time:

Enrollment: Enrollment expectations establish reasonable benchmarks and help progress monitor to ensure demand and fiscal prudenceFacility: The district will identify a facility for the program, ideally prior to the SchoolChoice deadline of Jan 31st

School Leader: The district commits to hiring a Principal to lead the year zero planning, budgeting and hiring for the school


Detailed language for standard expectations is included in Appendix A

Contents of Presentation1) Summary of Regional Decisions 2) CNQS Overview and Alignment to the DPS School Quality






Northwest Region

19

Staff Recommendation for Board Action:Deny YouthBuild Charter School of Denver


Northwest Community Engagement

20

Engagement Process Key Recommendations/Concerns to Date

Call for New Quality SchoolsMeeting: Youth Build Charter School shared their new school application with the community

• In May 2013 the community met with Youth Build Charter School to hear about school vision and programming. There was opportunity for questions and answers between the community and school leaders.

• Staff recommendation to the BoE in June

Facility Placement: • In Fall of 2012 a series of community meetings, attended by over 800 people, were held to discuss the placement of STRIVE High School at North High School. This process also included a Stakeholder Working Group who met 11 times to discuss possible facility options.

• Staff Recommendations were approved on Nov. 2012 by BoE to have STRIVE at North High School

Centennial Elementary:Community meetings and support around Transitional Native Language Instruction (TNLI) and the Expeditionary Learning model.

• A series of community meetings in English and Spanish were held to discuss and learn more about TNLI and the Expeditionary Learning (EL) model that will begin the 2013-2014 school year. Learning tours for families and faculty were facilitated of local EL schools.

• Supported transition after the December 2012 BoE decision

Brown International School: • School-based discussion regarding addition to building • Addition is funded by 2012 Bond

Valdez Elementary School: • School-based continued community partner engagement and parent outreach by school principal and staff

• Renovation is funded by 2012 Bond

Trevista: • Continue to develop deep relationships with community partners and school community through ongoing meetings

Sunnyside NeighborhoodAssociation:

• Provided district information regarding the facility use and elementary data patterns

Regional Community Engagement Meetings:

• Engage the community in discussions around high school enrollment concerns • Address performance concerns at elementary and middle schools

Principal Selection Process: • Developed preferred new school leader characteristics with Instructional Superintendents,parents, staff members, and student groups


SRA Review – NW Gaps and Strategies

21

Overall regional strategySeek input from communities on key initiatives; aggressively pursue improvement in the performance of elementary and high school offerings; continue to maximize use of DPS space whenever possible. Further, work aggressively to improve the alternative options in the area. Seek to address capacity issues at elementary schools in the southern part of the NW region and monitor capacity at elementary level in Northern part of the region.

Gaps Steps taken; strategies going forwardDemographic gaps•Capacity issues at some elementary schools in the region

•New school in operation for this coming school year (Downtown Denver Expeditionary Learning). •Note that GALS is moving to Del Pueblo building•Two Intensive Pathways: Justice High and CLA are moving to NNE•Have prioritized funding for targeted expansions at schools in southern part of region through bond •Addition to Brown Elementary approved and ready for the 2013-14 school year•Will work with schools & communities to plan appropriate investments for 2014-15 school year•Monitor demographic trends in area for potential need for additional programs•Assess applicants in the Call

Capture gaps•Significant numbers of high school students leavingarea. (Note that options in place are addressing MS capture gaps outlined in prior SRA documents)

•2 new Academies at West are expected to address this gap•STRIVE High school in NW region to open in 2013-14

Performance gaps4 elementary programs in region currently red or orange; several others are low yellow

•Lowest performing schools (red and some yellow) currently receiving additional support, hosting meetings about performance with staff and communities, participating in external reviews to identify root causes for performance issues and developing plans to address them•Significant change expected at Centennial•DCIS Fairmont to open in 2013-14•Gather input from communities and make sure support strategies are appropriate for level of issues

Select 6-12 programs are not performing up to expectations

•Continue to provide support for newly opened MS programs (Lake IB, West Academies)•Seek to improve intensive pathway options


Mission / Vision • The applicant’s mission includes engaging students in a supportive learning environment of high expectations, collaboration, and social justice to encourage every student to achieve a high school diploma and prepare for college or career after graduation.

School Culture & Targeted Student Population

• The applicant projects a student population of 95% FRL, 17% SPED and 14% ELL with a target of dropout students aged 17-21.• The applicant fosters school culture through a progressive discipline policy that focuses on restorative justice, a flexible school day

schedule that enables students to maintain jobs, a youth policy council, student mentorships and community service opportunities.• The applicant supplies a number of specific strategies to recruit their targeted student population, including coordination with the DPS

transition staff, partner referral schools, and local neighborhood support structures.• The applicant is projecting only 14% of students to be English language learners while the NW region averages 40%.

CommunitySupport & Engagement

• The applicant provides 39 letters of support.• The applicant’s partner, Mile High Youth Corps, has a track record of serving at-risk students.• The applicant does not supply any intent to enroll forms, though DPS does not generally require these from intensive pathways.

School Leader – TBD

Leadership and Staff Structure

• The YouthBuild charter network has experience hiring program leaders by virtue of operating 15 programs within partnering schools in California.

• The credentials and criteria for the school leader include demonstrated success in instructional leadership, skills in hiring and supervising, and experience with the targeted student population.

• The credentials for the school leader include knowledge of the accountability system in California and a California administrator credential, neither of which are directly applicable in Colorado.

• The school leader is hired, managed, and evaluated by an Executive Director who lives in California and who manages 15 other programs.• Special Education teachers are not included in the staff org chart or budget. • The school day spans 11 hours with 75 students attending either a morning or afternoon session with only 5 total core content teachers

and 2 additional instructional FTEs; it is not clear how this staff structure can adequately serve students on this schedule.

Leadership Coaching and Evaluation

• The school leader is evaluated annually by the Executive Director and Board. • The applicant uses the 2007 DPS Principal Evaluation which does not base at least 50% of the evaluation on student growth.• The applicant does not provide clear expectations, processes, and timelines for principal coaching from out-of-state leadership.• A plan and process for coaching and evaluating the executive director is not included in the application.

YouthBuild Charter School of Denver

22

Leadership

DENY 9th – 12th A small intensive pathway high school program that provides credit recovery and career coaching

150 Students at Capacity

CHARTER NW The Northwest region has performance gaps among intensive pathway high schoolsCulture

YouthBuild Charter School of Denver – Charter`

Curriculum• The educational philosophy focuses on essential questions, culminating projects, authentic performance tasks, and a senior portfolio.• The school day is 5 hours long, in either a morning or afternoon session; the school year provides 176 instructional days.• The applicant supplies the YouthBuild Authentic and Collaborative Education (ACE) manual that provides protocols and instruction on

creating units, lessons and projects aligned to California state standards.• The applicant does not identify curricular resources.• The applicant does not explain how the ACE manual will be adapted to map to Colorado State or Common Core Standards.• Students have flexibility to tailor their courses, but the applicant does not provide detail about how they ensure that classes still map to

DPS graduation requirements.• The applicant’s identified math and science courses do not meet DPS, CDE, or CCHE minimum requirements for graduation.

Progress Monitoring and Assessment

• The applicant uses authentic performance tasks to monitor student academic progress and uses a rubric to monitor higher-order thinking, social responsibility and post-secondary readiness.

• The applicant does not identify a process or protocol to analyze and respond to student data, nor does the applicant use a norm-referenced or independent interim assessment tool.

ELL Instruction • Two components of the applicant’s ELL plan meet DPS criteria: 1) the process for identifying and 2) involving parents/guardians.• Multiple components of the applicant’s ELL plan do not meet DPS criteria including, progress-monitoring and exiting/redesignation,

providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block using research-based curriculum for its ELL students.

SPED Instruction and RtI

• Special Education teachers are not included in the staffing model or budget.• The SPED plan relies on a separate period “The Learning Center” for students with IEPs and it does not identify a continuum of

services based on the individual needs of students with disabilities. • RtI is not described.

Teacher Coaching and Evaluation

• Teachers receive informal coaching from their peers using a “critical friends protocol.”• The Principal conducts 6 classroom observations and one formal teacher evaluation each year.• The applicant provides several teacher evaluation tools including LEAP, the 2008 DPS Teacher Evaluation Form, the YCSD Teacher

Evaluation Form, and the Critical Friends Protocol without a clear plan for integrating all of these tools.

Professional Development

• PD focuses on Student Asset Development Goals (SADS) and occurs on a weekly basis.• The applicant’s ACE Committee in California will provide teacher PD over the summer on the ACE curriculum manual.• The PD plan does not provide for teacher academic, content, special education, or ELL instructional strategy development.

Board Capacity and Oversight

• The roles and responsibilities are defined for the Board and five members are identified with four living in Colorado.• The Board Chair resides out-of-state.• The Bylaws identify “sole voting member” rights for YouthBuild for matters that impact the organization. • The Board monitors the school using the CDE School View Data Center, but School View only provides prior year data.

Budget • Budget balances but is based on significant in-kind supports from MHYC. YCSD has secured the MHYC site for their school.

Education Program

Teaching

Governance


YouthBuild Charter School Summary Recommendations

Category Recommendation

Overall Deny the charter application

Facility Option or Recommendation

Not applicable

Enrollment Boundary or Preference

Not applicable

School Specific Contract Conditions

Not applicable


Southwest Region

25

Staff Recommendation for Board Action: Approve STRIVE Prep SW Elementary


Southwest Community Engagement



Call for New Quality Schools: STRIVE Elementary School shared their new school application with the community

• In May the community met with STRIVE Elementary School to hear about school vision and programming. There was opportunity for questions and answers between the community and school leaders.

Staff recommendations to the BoE in June

West Denver Education Forum:Community-wide summit May 11, 2013 at Abraham Lincoln High School to bring awareness of issues impacting education in the west Denver communities

• Family and community resources available• Workshops/Information

• This is a replication of the inaugural event held in FNE, October 27, 2012

Naming Committee for the new Early Childhood Education (ECE) Center at Kepner :

• A committee of parents, DPS staff and community partners worked together to name the center.

• Naming committee submitted Pascual LeDoux for school name

• Recommendations were presented to the BoE in May 2013

• Recommended school name to be PascualLeDoux

Henry World School:Supported school community after incidents and to address bullying

• Convened meeting to address concerns and allow community to discuss incidents at middle school

• Training opportunities and support were provided

Principal Selection Process: • Developed preferred new school leader characteristics with staff members, parent and student groups


• Continue to engage the community in discussion around facility use, schools with performance issues and transportation needs

SRA Review – SW Gaps and Strategies

27

Overall regional strategyFocus on aggressive improvements in struggling schools by working with communities to find appropriate solutions. Continue to invest resources (Kepner Center for Early Education was first step) in addressing overcapacity issues at the elementary level. Continue to seek to expand access to preschool in places where there is demand.

Gaps Steps taken; strategies going forwardDemographic gapsNeed for approximately 300- 1,000 E-5 seats over 5 yearsboth to address overcrowding and modest demographic growth

• Kepner CEE Center will open in 2013-14, providing 14 rooms of needed capacity• Determine where to invest in facility expansions with 2012 bond funds• Consider minor boundary changes to balance enrollment among elementary schools. • Up for consideration is STRIVE Elementary school.

Capture gapsNeed for up to 500 additional physical seats of capacity to house approved programs (note these programs were approved to help address key capture gaps in region)

• Purchase of Lutheran facility, expansion of Florence Crittenton and construction at Colorado Heights University Campus expected to fill this gap

• Need to continue to assess viability of lease arrangements with key programs in the area and seek to find better options where possible.

Performance gapsNeed for significant improvement at 2 elementary schools that are orange and red.

• Deepen and accelerate positive growth trends at existing schools• Lowest performing schools (red and orange) currently receiving additional support, hosting

meetings about performance with staff and communities, participating in external reviews to identify root causes for performance issues and developing plans to address them

Three 6-12 programs in area currently are orange or red; need to accelerate improvement at these schools

• Henry has shown initial gains, but strong need to solidify improvements.• Important steps taken at Kepner, but continued need to focus on academic improvement• Need for strong, strategic improvement at Kennedy, SW Early College, and other

Gaps in off-track offeringsNew option to open (Excel) to meet prior gap in services for off-track students; needs to be continued improvement and focus in intensive pathway options

• Excel Academy to open in 2013-14 to meet gap in service for off-track students.• Continue to analyze drop-out data and work with intensive pathways providers to improve

offerings and refine focus.


STRIVE Prep SW Elementary- Charter

28

Mission / Vision • The applicant’s mission focuses on igniting a joy for learning while preparing students for success in MS, HS and 4-yr college through a challenging and relevant liberal arts education.

School Culture and Student Population

• The applicant projects a student population of 90% FRL, 10% SPED, and 40% ELL which is aligned with SW regional demographics and existing STRIVE Prep middle schools located in the region.

• The applicant fosters school culture through core character values of Pride, Responsibility, Empathy and Perseverance (PREP) as well as daily morning meetings, weekly community meetings, and a clear and fair discipline policy.

• The applicant does not identify a specific plan for outreach to the region’s growing Vietnamese student population.

Community Support & Engagement

• The applicant collected 70 intent to enroll forms (42% of year-one enrollment) and eight letters of support. • The applicant has established partnerships with OWL and the Boys and Girls Club.• The applicant promotes ongoing parent/guardian engagement through the Parent Council, home visits, summer orientations, bi-

weekly student advisor communication, weekly behavior reports, progress reports every 3 weeks and periodic conferences.

School Leader - Alexa MasonLeadership and Staff Structure

• Alexa Mason has five years elementary teaching experience with Uncommon Schools, two years as the STRIVE network Math & Science Specialist, and will complete the STRIVE Principal Residency in 2013-14.

• The applicant provides a co-teaching model with support teachers in every classroom.


• The Principal receives weekly coaching and feedback from the STRIVE Chief Executive Officer, Chris Gibbons.• The CEO evaluates the Principal twice annually.• The Principal evaluation tool is a thorough standards-based rubric with both Principal and school-based behaviors and 50% of the

Principal evaluation is based on student academic growth.

Leadership

APPROVE to open 2014

K-5 A rigorous elementary program to prepare students for success in MS, HS and college.


CHARTER SW The Southwest region is forecasted to need 300-1,000 additional elementary seats in the next five years.

Culture


STRIVE Prep SW Elementary – CharterCurriculum • The applicant will develop curricular units using the Understanding By Design (UBD) framework paired with a number of research-based

curricular materials including Reading Mastery, Guided Reading, Writer’s Workshop, Singapore Math, EnVision Math, Delta Science, Social Studies Alive!

• The school day on Mon-Thu is 8 hours long and on Fri is 5.5 hours long; the school year provides 180 instructional days. • The additional instructional times allows for electives as well as daily Spanish Language instructional for all students.• The scope and sequence plan will be developed by teachers during a four-week summer institute prior to year one, requiring that a

number of curricular decisions be made prior to that time.


• Student progress is measured by weekly performance tests in literacy and math, monthly writing assessments, periodic STEP literacy assessments, and an annual TerraNova norm-referenced benchmark assessment.

• There are systems to analyze and respond to student data on a weekly basis, analyze interim data on a six-week cycle and providetargeted re-teaching as necessary.

ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress-monitoring and exiting/redesignation, providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block using research-based curriculum (Avenues) for its ELL students.

SPED Instructionand RtI

• The applicant identifies a continuum of services based on the needs of each student’s IEP including push-in and pull-out models.• The staffing plan provides one SPED teacher for every 12 students with disabilities and a network SPED Specialist.• The applicant describes detailed strategies to support students in Tiers I,II and III, including tiered interventions such as Wilson Reading,

Spellography, ALEKS, and Why Try.


• Teachers receive informal observations every two weeks and formal observations three times per year by the Principal. • The STRIVE network is adding a Director of PD and Coaching who will support the Principal in coaching teachers.• Teachers are evaluated on STRIVE’s teacher evaluation rubric, 50% of which is based on student academic growth. • The applicant’s teacher evaluation rubric is currently being revised to accommodate elementary-specific data.


• A year-round professional development plan is provided and includes three weeks of summer training on school culture, curriculum and UBD, two hours of PD every Friday, and “Data Days” every six weeks that also allow for PD on cultural competency.

• PD is evaluated on a quarterly basis by the school leadership teams.


• The central office of STRIVE provides numerous instructional, operational and financial supports to the network of STRIVE schools.• STRIVE Board members have multiple years experience overseeing high-performing charter schools in Denver.• The Board monitors academic, student, and financial data monthly through a comprehensive data dashboard. • While the applicant provides specific performance targets for TCAP and DRA, they are still developing specific performance goals for the

elementary-specific interim assessments to include on the Board’s data dashboard.

Budget • The applicant’s budget balances and includes reasonable revenue and expense assumptions and start-up costs.29

Education Program

Teaching

Governance


STRIVE Prep Elementary Summary Recommendations


Overall Approve to open in 2014, subject to standard and school-specific conditions.


If approved, the District will collaborate with the school to secure a facility under the District’s Facility Use Agreement.If approved, the School and District will collaborate to secure a one-year start-up location in a private facility in the Southwest.


Depending on the facility secured, the School will expect to serve a boundary or geographic preference and participate in and support the district’s efforts around enrollment equity.


The School and District will work collaboratively to determine the need for and viability of adding ECE seats in2015.


STRIVE Prep Elementary will also be subject to the standard charter conditions outlined in Appendix A.

Far Northeast Region

31

Staff Recommendations for Board Action:

Approve HTEC Middle School for a 2015 openingApprove Uhuru School of Authentic Learning for a 2015 Opening

Approve Program Placement of Highline Academy at Dunkirk Elementary


FNE Community Engagement

32


Call For New Quality Schools: • Applicants presented their program proposals during a community meeting in April

• Applicants participated in Dunkirk community meeting in May, with attendees sharing comments and preferences about programming.

• Staff recommendations to BoE in June

Latino Education Summit:Community-wide summit October 27, 2012 to bring awareness to issues impacting education in the Latino community

• Family and community resources available• Workshops/Information• Over 300 families in attendance along with

significant support from community partners and elected officials

• This inaugural event will be replicated in other parts of the city.

Dunkirk: Design Advisory Group (DAG) met from November 2012 – February 2013

• Discussed design and space concepts• Community meeting to discuss programming

options

• Dunkirk is a bond funded project • Staff recommendations to BoE in June 2013

School Naming Committee: • Dunkirk naming committee is charged with working together to review new school name options

• The Dunkirk naming committee will make recommendations regarding the new school name to the BoE in Fall 2013

Principal Selection Process: • Developed preferred new school leader characteristics with Instructional Superintendents, parents, staff members, and student groups

Regional Community Engagement meetings: • Continue to engage the community in discussion around facility use, elementary, needs for ECE seats and schools that have performance issues


FNE Gaps and Strategies

Overall regional strategy to meet gapsNew programs that opened in 2011-12 have posted strong, early performance but will need to continue to be supported. Some continued performance issues at the elementary level. Bond investments will address most of the elementary overcrowding issues, will need to open new programs and add capacity (funded through bond) to address growth at the secondary level.

33

Gaps Steps taken; strategies going forwardDemographic gapsNeed 250 elementary seats in Montbello by 2013-14

•New school in operation for this coming school year (Academy 360). Note that Northeast Academy is closing•Will be delivering cottages at McGlone and an addition at Escalante Biggs to expand ECE and relieve overcrowding (14 new classrooms total)

Need for up to 700 elementary seats (primarily in GVR) by 2014-15, with a portion needed sooner, depending on development

•Bond enabled construction of Dunkirk ES, set to open in 2014-15 •Board set to vote on Call Applicants in June

Need for additional 100-150 ECE seats (high wait lists at FNE schools, lack of community provider options)

•Addition at Escalante and cottage at McGlone to address over-crowding at elementary schools and add ECE capacity for 2013-14•Process underway to get applications from community providers to expand options•Will need to assess whether further expansion of DPS offerings is needed.

Demographic/capture gapsNeed for about 450-500 HS seats by 2015or 2016 to address population growth and capture rate issues (i.e. significant number of students leaving the region).

•Have prioritized construction of 450 high school seats in FNE in bond to meet continued needs (Note that we have assumed full build-out and use of Sims private facility). •Work with parents and community to analyze data, improve existing schools, identify attractive options, and utilize turnaround/2014 Call for New Quality Schools process to address most serious needs.

Need for about 300-400 MS program seats by 2017. Program would need to open in 2015-16 school year.

•Assess options currently in Call•Continue to analyze whether additional physical capacity is needed. What is clear is that current programs are full. •Monitor performance of all options in area; need for new option could be sooner if current ones don’t perform at expected levels

Performance gaps Need to address performance issues to generate about 400 high performing elementary seats (to address schools on probation – red)

•Lowest performing schools currently receiving additional support•Turn-around schools in the area that opened for 2011-12 year have seen strong performance; continued support needed, •Northeast Academy will close at the end of this year.•Work with parents and community to analyze data, improve existing schools, identify attractive options, and utilize turnaround/Call for New Quality Schools process to address most serious needs.

•Need for continuous improvement at Middle and High schools that are under-performing

•New & replacement offerings have posted strong early performance; continued support needed•Continue to work with yellow schools to improve performance•Work with parents and community to analyze data, improve existing schools, identify attractive options, and utilize turnaround/Call for New Quality Schools process to address most serious needs.

Gaps in off-track offeringsLimited capacity-based need, though possibly performance need

•Before, we had identified gap in key segments in FNE; appears gap is closing•Need to work with existing options in FNE to better target programming, rather than adding a new option


High Tech Early College Middle School

34


6 - 8 21st century project-based learning in a rigorous middle school program


District-run FNE The Far Northeast region is forecasted to need 300-400 additional middle school seats to phase-in starting in 2015.

Mission / Vision • The applicant’s mission is to blend project-based learning with a rigorous 21st century curriculum that develops critical thinkers who are caring, confident, and lifelong learners in a diverse community.

School Culture & Student Population

• The applicant projects a student population of 84% FRL, 11% SPED, and 40% ELL which is aligned with the FNE regional demographics.

• The applicant builds school culture through Positive Behavioral Interventions and Supports (PBIS), Restorative Approaches,Culturally Responsive Teaching strategies, student advisories, celebrations and opportunities for student leadership.


• The applicant collected 44 intent to enroll forms (38% of year-one enrollment ) and nine letters of support.• The applicant has established partnerships with City Year, KidsTek Cisco Academy program, and the Lowry Family center.• The applicant promotes ongoing parent/guardian engagement through their Parent Advisory Committee, Parent Volunteer

Program, the Parent Compact, first Friday monthly events, and a parent education program.

School Leader - Frutoso Chavez


• In addition to serving for six years in the Marine Corps, Frutoso Chavez has three years teaching experience, one year as a Dataand School Improvement Administrator, completed the Ritchie fellowship, and is the current AP at HTEC HS.

• The applicant identifies roles and responsibilities for a shared leadership structure between HTEC HS and MS, where the HS Principal is a senior Principal to both schools.

• The proposed collaborative leadership structure requires HTEC MS to share a location with HTEC HS. • The leadership team among the MS and HS includes two Principals and three Assistant Principals.


• The Principal receives coaching and support from the HTEC leadership team, his peers in Learn to Lead and his executive coach.• The Instructional Superintendent evaluates the Principal annually and the CSC facilitates a quarterly 360 degree evaluation to

provide additional feedback.

Culture

Leadership


35

High Tech Early College Middle School – District-run

Curriculum • The applicant supplements DPS core curricula with technology integrated Project Based Learning (PBL) and Advanced Via Individual Determination (AVID) strategies.

• The school day is 8 hours long on Mon-Tue and Thu-Fri and 6 hours on Wed; the school year provides 182 student contact days.• The applicant plans to develop PBL and technology modules through grant funded support of stipends to year zero teachers.


• The applicant uses a data-driven instructional framework consisting of daily standards-based formative assessments, 3-week teacher-created tests, 6-week district and teacher-created interim assessments.

• A schedule and protocol for data analysis includes daily co-planning, weekly RtI meetings, and full day interim data review and planning every six weeks.

ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress-monitoring and exiting/redesignation, providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block using research-based curriculum (Edge) for its ELL students.


• The applicant identifies a continuum of services based on the needs of each student with an IEP.• The applicant outlines strategies to support students in Tiers I, II, and III including tiered interventions such as Wilson Reading, Just

Words, Math Navigator, ALECK computer-based interventions, and Peace 4 Kids.


• Teachers receive informal weekly peer coaching in their PLCs and monthly coaching from content area specialists.• The LEAP framework for teacher evaluation is supplemented by the HTEC “Collective Commitments” document which supplies

program-specific teacher performance metrics.• Teachers receive one formal observation per semester using the LEAP framework.


• The professional development plan focuses on culture, vision, school structures, curriculum, data analysis, special education, RtI, WIDA and CCSS.

• Teachers receive ongoing professional development through daily co-planning sessions, weekly dedicated professional development and annual pre-service professional development that lasts for one to two weeks.

Budget • The budget balances with reasonable start-up costs. • The application relies on significant resource and staff sharing between high school and middle school resulting in a need for both

schools to be jointly located.

Education Program

Teaching

Finance


High Tech Early College Middle School Summary Recommendations


Overall Approve to open in 2015, subject to standard conditions


No current recommendation.The District will seek to identify a location to house both HTEC HS and HTEC MS prior to opening HTEC MS.


HTEC MS will serve a boundary consistent with its facility placement.

School Specific Conditions None


HTEC Middle School will be subject to the standard district-run school expectations outlined in Appendix A.

Uhuru School for Authentic Learning- Charter

Mission /Vision

• The applicant’s mission focuses on serving students in an inclusive environment that fosters excellence, team, authenticity, joy, critical thought and grit through an authentic education that cultivates an enduring a love for learning.

School Culture and StudentPopulation

• The applicant projects a student population of 88% FRL, 11% SPED, and 44% ELL which is aligned with FNE demographics.• The applicant fosters school culture by employing Nel Nodding’s care theory and the Assertive Discipline Model with a focus on

morning meetings, fair and logical consequences, academic choice, culturally relevant pedagogy and multi-cultural learning experiences.


• The applicant collected 146 intent to enroll forms representing 267 students (over 100% of year 1 enrollment) and 21 letters of support. The letters of support were not specific to the FNE community and instead more general to greater Denver.

• The applicant has partnerships with supporting organizations such as YouthBiz, RMC Health, TFA, Teachers College Reading and Writing Project.

• The applicant promotes ongoing parent/guardian engagement through bi-weekly progress reports, monthly newsletters, the “Commitment to Excellence” agreement with parents and the School Accountability Committee.

• The applicant does not include a specific plan for outreach to African American families in the FNE.

School Leader – Nivan Khosravi


• Nivan Khosravi has three years teaching experience and is a GSS fellow completing a principal residency at Pioneer Charter School.• The proposed school leader has limited teaching experience and limited experience managing people.• The applicant provides a contingency budget which includes deferring the hiring of the Director of Curriculum and Instruction which

could significantly impact the quality of the program.


• The Principal receives monthly PD and coaching from two outside instructional leaders, Christine Fleming and Jane Shirley, and also receives PD through the Teachers College Reading and Writing Project.

• The Board of Directors evaluates the Principal annually with an evaluation tool developed by CDE and based on The Standards-Based Teaching/Learning Cycle.

37

Leadership


ECE- 5th Holistic, rigorous authentic learning program emphasizing critical thinking.


CHARTER FNE The Far Northeast needs approximately 700 new elementary seats to phase-in starting in 2014 and 100-150 new ECE seats in the next two years.

Culture


Uhuru School for Authentic Learning– Charter

Curriculum• The applicant’s educational philosophy focuses on creating integrated “authentic” and constructivist learning experiences.• The school day lasts 7 hours and 45 minutes five days a week; the school year provides 177 instructional days.• The applicant will develop curricular units using the Understanding By Design (UBD) framework paired with a number of research-

based curricular materials including Reader’s & Writer’s Workshop, Investigations Math, Harcourt Science.• During a two week pre-service professional development session, teachers will create the year-long scope and sequence

documents while simultaneously receiving PD on a number of topics.• The applicant does not specify a social studies curriculum.


• Student progress is measured through teacher-created unit interims and the TOPPA+ (PreK and K) and DRA2 (K-5).• The applicant analyzes interim data every six weeks through school-wide data days.• The applicant identifies specific performance targets around character education and school culture.• A process for identifying or developing diagnostic math and science assessments is not articulated.

ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress-monitoring and exiting/redesignation, providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block using research-based curriculum (Using SIOP Strategies) for its ELL students.


• The SPED plan emphasizes an inclusion model with pull-out services as needed based on a student’s specific needs.• The staffing plan provides one SPED teacher for every 25 students with disabilities at full build out.• SPED and classroom teachers have time set aside on a weekly basis to co-plan and analyze data for students with IEPs.• The RtI program does not include specific tiered curricular resources.


• Teachers receive informal observations weekly for 20 minutes using the Teaching as Leadership (TAL) Impact model. • Teacher evaluations take place 3 times per year and 50% of the evaluation is based on student academic growth.


•Teachers participate in 25 days of PD including a four week summer institute with two weeks on the Reading and Writing Project and two weeks on data analysis, long-term planning, curriculum development and school culture.

•Teachers meet for data analysis every six weeks and grade-level collaboration daily.

Board Capacity & Oversight

• The Board regularly monitors key financial, student achievement, and school culture data.• Two Board members are current residents of the FNE and the applicant plans to add two more FNE residents to the Board.• None of the identified Board members have non-profit or school board experience.• The Board structure does not outline subcommittees, and specifically does not identify whether a Finance and Audit Committee

will contract for the annual financial audit .

Budget • The applicant submitted reasonable budgets accounting for both a DPS facility and a private facility.• The applicant identifies two private facility options.

Education Program

Teaching

Governance


Uhuru ElementarySummary Recommendations




No current placement recommendation.


Depending on facility, the School will expect to serve a boundary or geographic preference and participate in and support the district’s efforts around enrollment equity.


1) By October 15th 2013, the school shall submit an alternate timeline for preparation of the scope and sequence materials to DPS for approval.2) By October 15th, 2013, the school shall submit a contingency budget for occupancy in a private facility such that the Director of Curriculum and Instruction is hired in year one.3) By December 1st, 2013, the school shall add at least two Board members with non-profit and/or charter school board experience.4) By December 1st, 2013, the school shall submit a revised program description that includes a social studies curriculum, identifies the math and science diagnostic assessments and specifies curricular resources for tiered intervention.


Uhuru will be subject to the standard charter conditions outlined in Appendix A.

Review: Highline Academy Replication Approval


SPF2010-2011

Overall1 Growth Status Student Engagement Re-Enrollment Parent

Satisfaction1

65% 64% 73% 67% 100% 63%2011-2012

Overall1 Growth Status Student Engagement Re-Enrollment Parent

Satisfaction1

73% 65% 82% 67% 75% 88%1This category reflects the entire school; other categories differ across ed levels.

74%74%

78%80%

82%83%

59%

66%66%

51%51% 54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2011 2012

% A

t or A

bove

Pro

ficie

nt

TCAP Status

Math Reading Writing Science

55

54

53

56

51

53

62

67

62

61

55

54

56

49

52

58

56

56

56

51

54

54

53

54

54

45

60

0 20 40 60 80 100

2012

2011

2010

Median Growth Percentile

TCAP Growth - Similar Schools and District Comparisons

Math (School)

Math (District)*

Math (Similar Schools Cluster)

Reading (School)

Reading (District)*

Reading (Similar Schools Cluster)

Writing (School)

Writing (District)*

Writing (Similar Schools Cluster)

In June of 2012, the Board of Education approved a replication campus for Highline Academy. This approval was based on Highline’s track record of performance (performance data below) and on the quality review of the replication proposal.

Highline Academy - Charter

41

Mission / Vision • The applicant’s mission focuses on achieving academic, personal, and civic excellence in a diverse and equitable community.

School Culture • The applicant supplies a number of specific strategies to build school culture and engage students, including: advisory courses in the middle grades, REACH Card Rewards, student council, and student leadership teams.

Community Support

• The Southeast Highline Campus successfully engages parents/guardians through the Parents with Purpose committee, representation on the Board, and involvement in hiring the school leader.

• The applicant includes a letter of support from State Representative Angela Williams from House District Seven, 27 letters of support from parents/guardians, seven from students, and 34 from Highline teachers.

School Leader TBD (Exec Director Gregg Gonzales)


• The applicant plans to hire a principal resident during the 2012-2013 year who will open the new campus under the support and mentorship of the executive director.

• The organizational chart includes clear lines of accountability and is accurately aligned to the proposed budget.


• The executive director, the current Highline principal, coaches and evaluates the school leaders of both campuses as part of this planned expansion.

• The school leader evaluation rubric includes multiple measures and meets statutory requirements.

Leadership

APPROVEwith standard conditions

K-8th College preparatory with modified Core Knowledge program, liberal arts education, and character education


CHARTER NNE The applicant’s regional preference for NE Denver is aligned with The Call’s Northeast Regional Analysis (a need for new high performing elementary schools in the greater Park Hill/Stapleton area).

Culture

Slide originally presented June 7th 2012

42

Highline Academy – Charter

Curriculum • The applicant uses a Core Knowledge curriculum with backwards planning of prioritized standards aligned to the Common Core and Colorado Academic Standards.


• The existing Highline Academy has a track record of success with this curriculum, reflected in its consistent SPF ratings of "Meets Expectations”.

• Highline students scoring proficient on 2010-2011 CSAP: 80% in reading (DPS average: 50%), 66% in math (DPS average: 52%), and 71% in writing (DPS average: 40%).

• The applicant uses the CBLA, TCAP and interim assessments every six-eight weeks to monitor academic progress and modify instruction.

ELL Instruction • The applicant’s plan for identifying, monitoring progress, exiting, providing PD, and offering a 45-minute ELD block with research-based curriculum (Open Court pull-out and Sheltered Instruction) for ELL students meets DPS criteria.

• The 2011 Highline ELA student MGP on CSAP reading was 84 and on CELA was 56.


• The SPED plan includes specific modifications based on each student’s IEP, including pull-outs, one-on-one sessions, and small groups using research-based tools such as Wilson Reading, Foundations, and Rewards Plus.

• Special educators work directly with teachers to provide strategies for student success.• The applicant’s RtI program uses a whole-school, three-tiered intervention model.


• Coaches support teachers with bi-weekly classroom observations and instructional feedback.• The school leader conducts formal teacher evaluations twice a year that includes 50% student growth data.


• A year-round professional development plan follows a data-driven improvement cycle that includes strong peer mentoring components, weekly planning and data analysis meetings, and a required summer institute.


• Board members possess a diverse background of professional expertise including finance, law, strategic planning, human resource development, and children’s health.

• There is a clear process to oversee school operations and budget and ensure adherence to the mission.• The executive director’s evaluation takes place twice a year and includes multiple measures including student

achievement and school performance outcomes. • The Board is currently recruiting two Northeast community members.

Budget • The budget balances and aligns with the staffing and programmatic needs of the school.

Education Program

Teaching

Governance

Slide originally presented June 7th 2012

Recommendation: Place Highline Academy at DunkirkContext• Expecting to add another 650 elementary age

students in the FNE over next 5 years• Majority of growth is occurring in Green Valley Ranch

area and is driven by continued development• DPS is constructing a new, bond-funded facility to

meet growing demand (Dunkirk)• There has been a community process to collect input

on preferred options for that facility.

Recommendation• Place Highline Academy at the Dunkirk site, to open

in 2014


8,706 9,320

3,652 4,056

3,9254,437

16,28317,813

2012 2017

FNE Student ForecastE-12

E-5 6-8 9-12 Total

Near Northeast Region

44

Staff Recommendations for Board Action:Deny Denver Performance Academy

Approve Denver School of Science & Technology VIApprove Denver School of Science & Technology VII (region TBD)

Approve Legacy Options High School for 2015 openingDeny Sewall Inclusive Elementary

Approve High Tech ElementaryApprove Program Placement of High Tech Elementary at Conservatory Green

Approve Program Placement of DSST VI MS at Conservatory GreenApprove Boundary Decision – NNE MS

Approve Opening a District-Run High School at the Northfield CampusApprove Opening a new District-Run Middle School in the Swigert-McAuliffe facility


Near Northeast Community EngagementEngagement Process Key Recommendations/Concerns to Date

Greater Park Hill/Stapleton Community Process:5 larger community meetings, 9 “living room” meetings for those who prefer smaller venue, 4 all Spanish meetings

• Ongoing discussion focused on middle school needs, support for underperforming school, new middle school boundaries and transportation options

• Programming options being discussed for three new middle schools including Conservatory Green

• 3 Equity and Inclusion meetings held to allow community members to address the social gap which inhibits collaboration and increases division

• In May the community heard from applicant DSST to learn about programming and ask questions of leaders.

• Recommendations regarding move of McAuliffe program to Smiley campus presented to BoE in April 2013

• Recommendations regarding programming and middle school boundaries will be presented to the BoE in June 2013

Northfield campus: Program Advisory Committee (PAC) met February 2013 –May 2013 and Design Advisory Group (DAG) met February 2013 – April 2013.

• Northfield PAC considered 6 program categories to provide programming recommendations to the BoE

• Northfield DAG considered design elements of the buildings and campus, providing suggestions to the architects and DPS design team

• The high school project is Bond funded.• New high school will open 2015• Recommendations regarding programming from

PAC are included in the Appendix

Eastbridge: Committee addressed the need for additional elementary seats in the region and current planning continues with new principal

• Desired school characteristics were established through community discussions• Principal selection process allowed the community to meet with final candidates

and provide feedback. Sonny Zinn was hired and is working with the community to develop the school’s programming

• Naming committee submitted Isabella Bird Community School for school name

• The elementary project is TIF funded.• Recommended school name was approved by BoE

in May 2013

Ashley Elementary: Continued discussions in support of Ashley and their need for academic improvement

• Ashley staff and CSC will work to develop a strategic school design plan with support from OSRI

• Strategic school design plan will be submitted for DPS staff review by the end of September

George Washington High School:GW Common Ground Sessions

• Two community meetings reviewed GW’s past, present, and future• Committees formed and met monthly regarding topics including academics,

physical space, and communications

• Committees reporting to community regarding work in each topic

• Action items to be implemented in 2013-14 school year

Stapleton United Neighbors (SUN) meetings

• Reported enrollment projections and capacity for area as well as Northfield campus

Principal Selection Processes: • Developed preferred new school leader characteristics with parents, Instructional Superintendents, staff members, and student groups (SMIS replacement MS and Northfield HS)


• Engaging the community in discussion around school offerings for off-track students, facility use and the performance concerns of five elementary schools in the area


NNE Gaps and StrategiesOverall regional strategyTake regional approach in addressing very significant elementary & middle school performance issues. Work with community to find best option for the Smiley facility as well as new facilities – like Northfield – that will open in the next 2-3 years.

46

Gaps Steps taken; strategies going forwardDemographic gaps•Need about 1,500 elementary and MS seats in Stapleton in next 5 years•Need about 500 high school seats in 5 years; could need up to 900 by 2018.

•TIF funding approved, Eastbridge E-5 facility in design; to open 2014-15•TIF funding approved, Conservatory Green ES + MS facility to open 2014-15•Bond funding approved, Phase I Northfield HS capacity to open 2015-16 •Eastbridge seed programming to open in 2013-14•Board to consider options for Conservatory Green; principal to be hired for Northfield HS

Capture gaps•Significant numbers of MS students choicing out of Smiley boundary•Continued need for small MS program in Manual area

•Smiley and Venture Prep MS phasing out•Board to consider proposal to move McAuliffe MS into Smiley facility, two new middle school programs in the area, and a middle school enrollment zone to provide equitable access•Manual MS proposal approved with conditions•Assess options in Call

•Need for additional Newcomer offerings •Eastbridge to open satellite Newcomer program to address needs in the area•Analyze whether additional Newcomer sites are needed.

Performance gaps5 elementary schools in the area currently red on SPF, the most of any region

•Gather input from communities and take a regional approach to performance at elementary schools; ensure support strategies are appropriate for level of issues

Need for high-performing MS seats, particularly in Park Hill •See section above on MS capture gaps

Gaps in off-track offeringsNeed for continued support at current and new offerings

•DC21 opened in 2011-12 and will meet some needs•Compassion Road approved in June to open for 2013•Note that Justice High and CLA will be moving to the NNE in 2013-14•Need for continued coordination & improvement of offerings to meet needs of off-track students.


Denver Performance Academy

47

DENY K-8 A core knowledge program with a Science, Technology, Engineering & Math focus using Direct Instruction.


District-run NNE/Flex There is a need for an additional 1,400 elementary age seats in Near Northeast Denver in next 5 years.

Mission / Vision • The applicant’s mission focuses on creating a pathway to successful learning for a diverse population of students by providing meaningful, successful educational and cultural experience to enrich all students emotionally, intellectually and socially.


• The applicant projects a student population of 60% FRL, 11% SPED and 32% ELL which aligns to demographics in parts of the NNE.• The school culture is built around the Safe & Civil Schools series and classroom management is modeled after CHAMPS (Conversation,

Help, Activity, Movement, Participation).


• The applicant supports ongoing parent engagement through the CSC, monthly PTO meetings, and by connecting parents to community partners and resources.

• The applicant collected 21 intent to enroll forms (9% of year-one enrollment) and provided 4 letters of support.• The applicant hopes to form partnerships with Centro San Juan Diego, the National Institute for Direct Instruction (NIFDI), and the

University of Denver, but these are not yet established.• The applicant identifies parent/guardian input in to the school design only after the school is approved.

School Leader – Mariellen Hoffman


• Mariellen Hoffman has 14 years experience with DPS including 3.5 years as an AP and 2 years as an Interim Principal at Barney Ford Elementary and is a current AP at Bruce Randolph.

• The founding team has a background in Direct Instruction and Core Knowledge through their Dreamcatcher tutoring program.• The leadership structure lacks experience in STEM education and does not provide a plan to gain experience in this system.• The applicant does not outline clear lines of accountability or a reporting structure between the founders and the DPS Principal and

Instructional Superintendent.

Leadership Coaching andEvaluation

• The Principal receives coaching from the school founders as well as the NIFDI if the school is chosen as a DI research site.• In the interview, the applicant indicated that the Principal would be evaluated by the DPS Instructional Superintendent.• The applicant does not identify a protocol or process for evaluating the school leader, though as a District-run school, the DPS Leadership

Framework would be used.

Culture

Leadership


48

Denver Performance Academy – District-run

Curriculum• The applicant identifies several curricular choices including Direct Instruction, Core Knowledge, and STEM (Project Lead the Way).• The School day is 7.75 hours long; the school year calendar is not yet determined.• The applicant’s Direct Instruction, Core Knowledge, and STEM curricula are divergent instructional philosophies and a plan to

merge them is not yet developed.• The applicant’s plan for implementing STEM across all grade levels has yet to be developed and the plan to align curriculum to the

Common Core does not include a timeline or specific process.• The sample school schedules provided in the body of the application and the appendix are inconsistent and only the schedule in

the appendix provides time for ELD as required.


• The applicant uses district interim assessments supplemented by DIBELS or Aims Web at the elementary level as well as DImastery tests that are administered every 10th lesson.

• The applicant does not provide a protocol or process for student data analysis.• The applicant does not identify DRA growth targets as requested in the application.

ELL Instruction • Two components of the applicant’s ELL plan meet DPS criteria: 1) exiting/redesignation and 2) progress monitoring exited ELLs.• Multiple components of the applicant’s ELL plan do not meet DPS criteria including the process for identifying, involving

parents/guardians, providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block using research-based curriculum for its ELL students.


• The applicant’s SPED programs focuses on re-teaching and pre-interventions. • In the budget, there is one SPED teacher for every 24 students with disabilities at full build out.• The special education plan does not describe a continuum of service based on the needs in each students IEP. • The applicant does not provide the legally required RtI plan with tiered interventions.• The applicant does not provide specifics on the topics, frequency, monitoring for SPED related professional development.


• Teachers receive coaching on a daily basis from founders and lead teachers and receive same-day follow up.• Teachers are evaluated based on LEAP which bases 50% of the evaluation on student academic growth.• In the job descriptions for the founders (facilitators), one of the duties is to evaluate teachers. The facilitators do not have

administrators licenses. The applicant indicated in their interview that the facilitators would only coach teachers.


• The applicant identifies summer and year-long professional development schedules for on-boarding staff to DI, CK, and STEM.• The PD plan relies on significant support from NIFDI and DU through partnerships that are yet to be confirmed.• There are inconsistencies between the professional development described in the body of the application and the calendar

supplied as an appendix.

Budget • The applicant’s revised budget balances and includes reasonable start-up cost assumptions.• The revenue in year one depends on the school’s ability to recruit 75 2nd to the program and this is not a typical transition year for

students.

Education Program

Teaching

Finance


Denver Performance Academy–Summary Recommendations


Overall Deny the performance school application


Not applicable


Not applicable

School Specific Expectations Not applicable


Denver School of Science and Technology Overview

• DSST has applied for a sixth and seventh 6-12 program, which equates to four total new schools – Each DSST middle and high school has a separate CDE number

and thus separate SPF rating– If approved, DPS would execute four separate contracts with

DSST to operate the schools– Any school specific conditions for the contract could be applied

to each of the four schools individually• DSST applied using the replication application

– The DSST Stapleton MS and HS have both been been rated meets expectations or distinguished every year on the SPF

• For purposes of evaluating the applications, the following slides consider the MS and HS programs separately, but do not differentiate among campus VI and campus VII until the detailed contract conditions


Performance Track Record – DSST


80% 82%77% 77%

43%52%

46%

34%

63%

78%71%

60%

0%

20%

40%

60%

80%

100%


% P

rofic

ient

or A

bove

TCAP Status - Similar Schools and District Comparisons

School District* Similar Schools Cluster

60

57

56

59

55

54

62

75

82

56

56

56

53

53

55

62

60

76

47

48

53

52

55

52

75

67

81

0 50 100

2012

2011

2010


TCAP Growth - MS

Math (School)

Math (District)*

Math (Similar Schools Cluster)Reading (School)

Reading (District)*

Reading (Similar Schools Cluster)Writing (School)

Writing (District)*

The DSST Stapleton MS and HS campuses have outperformed the district in both growth and status for many years. Additionally, the expansion campuses in Green Valley Ranch have been rated green or blue on the SPF since opening.

2012 Status Data – Stapleton Campuses

75%

88%

67%

79%

26%

55%

37% 37%37%

70%

53% 53%

0%

20%

40%

60%

80%

100%


% P

rofic

ient

or A

bove

TCAP Status - Similar Schools and District Comparisons

School District* Similar Schools Cluster

MS

Stat

usH

S St

atus

Multi-year Growth Data – Stapleton Campuses

57

55

55

56

54

51

61

77

80

56

58

60

54

55

56

67

72

65

52

52

55

54

53

53

81

86

86

0 50 100

2012

2011

2010


TCAP Growth - HS

DSST VI & VII Middle Schools – Charter Replication

52

Mission / Vision • DSST transforms urban public education by eliminating educational inequity and preparing all students for success in college and the 21st century.

School Culture and Student Population

• The applicant projects a student population for DSST VI MS of 50% FRL, 10% SPED and 25% ELL which is generally consistent with the demographics in the Near Northeast.

• The applicant projects a student population for DSST VII MS of 55% - 65% FRL, 10% SPED and 20% - 40% ELL depending on location.• School culture is reinforced through morning meetings, positive behavior supports, and recognition as evidenced by student

satisfaction data that meets expectations on the Denver SPF and student attendance data of 95.8% at DSST Stapleton MS and 95.5% at DSST GVR MS and 94.6% at DSST Cole MS.

• The projected student population for DSST VII MS cannot be verified since a location preference is not supplied.


• The applicant did not collect intent to enroll forms, but has a waiting list with 330 unique sixth grade students interested in enrolling into one or more of the DSST 6-12 programs in the city, representing 105% of the students necessary to fill VI and VII.

• The applicant provides 31 letters of support. • The applicant promotes ongoing parent/guardian involvement through Science and Tech Partner (STP) groups and as evidenced by

parent satisfaction that meets or exceeds expectations on the SPF for DSST Stapleton MS, DSST GVR MS, and DSST Cole MS.



• The applicant has a track record of hiring and developing new School Directors for its schools. • The applicant identifies several leadership core competencies (e.g., instructional leadership and culture) that inform the hiring

decision for a new School Director.• The applicant does not supply a job description for the School Director and does not detail the recruitment and hiring process.


• School Directors receive weekly coaching from the CEO and participate in a Leadership 2.0 program that meets 4-5 times per year.• School Directors are formally evaluated by the CEO twice a year in a format that includes 360 degree feedback and in a structure

that weights student academic achievement.• The CEO 360 feedback form examines 1) mission and culture, 2) leadership and 3) knowledge and skills.

Leadership

APPROVE to open 2014 and 2015

6-8 Integrated liberal arts curriculum with a science and technology focus


CHARTER REPLICATION

NNE VI/ TBD VII

There is a need for an additional 900 middle school age seats in Near Northeast Denver in next 5 years.

Culture


DSST VI & VII Middle Schools – Charter Replication

Curriculum• The applicant creates core curricular units using standards mapping and focuses on brain research-based instructional practices.• The applicant’s Cole, Stapleton and GVR Middle Schools each rank as “meets expectations” or “distinguished” on the SPF.• The school day is eight hours long 4 days per week and six hours and 45 minutes on Wednesdays; and the school year provides

169.5 instructional days.• The scope and sequence for Language Arts is currently being revised to align with CCSS but is not expected to be implemented

until the PARCC assessment is released.


• Student progress is monitored through a school and network-wide data cycle process that focuses on TCAP, MAP, and teacher-created interim assessments.

• There are systems to analyze and respond to student data through a specified Data cycle process in which the applicant sets interim assessment and MAP goals for each student.

ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress-monitoring and exiting/redesignation, providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block using research-based curriculum (Inside) for its ELL students.


• The applicant identifies a continuum of services with a primary goal of allowing students to participate in mainstream classes.• The applicant describes strategies to support students in tiers I, II, and III including diagnostic assessments, seminar support

classes, tutoring, and individualized learning plans.


• Teachers are evaluated through a new Teacher Career Pathway program which includes 50% student academic growth, peer reviews, classroom observations, parent feedback and student feedback.

• Teacher coaching is provided by the Director of Curriculum and Instruction and School Director with a focus on DSST core instructional practices and the DSST instructional data cycle.


• Teachers receive professional development during a summer institute and three times per month with a focus on serving linguistically diverse students, classroom culture, setting high expectations, use of data, and differentiation.

• Content area professional development is provided in content cohorts facilitated by network content leads.• Teachers that are new to DSST receive additional PD during a summer teacher training institute in addition to 2 hours per month

provided by the DSST home office staff.


• The central office of DSST provides numerous instructional, operational and financial supports to the network of DSST schools.• The DSST governing board has established measurable benchmarks for school oversight including specific academic and financial

monitoring aligned with a quarterly meeting calendar. • The Board possesses a diversity of leadership and school oversight expertise.

Budget • The applicant’s budget balances and has realistic assumptions regarding revenue and expenses.53

Education Program

Teaching

Governance


Mission / Vision • DSST transforms urban public education by eliminating educational inequity and preparing all students for success in college and the 21st century.


• The applicant projects a student population for DSST VI HS of 50% FRL, 10% SPED and 25% ELL which is generally consistent with the demographics in the Near Northeast.

• The applicant projects a student population for DSST VII HS of 55% - 65% FRL, 10% SPED and 20% - 40% ELL depending on location. • DSST builds school culture around their six core values of respect, responsibility, courage, curiosity, integrity and doing your best.• School culture is reinforced through morning meetings, positive behavior supports, and recognition as evidenced by student

satisfaction data that meets expectations on the Denver SPF and student attendance data of 95.9% at DSST Stapleton HS and 95.8% at DSST GVR HS.

• The projected student population for DSST VII HS cannot be verified since a location preference is not supplied.


• The applicant did not collect intent to enroll forms, but has a waiting list with 330 unique sixth grade students interested in enrolling into one or more of the DSST 6-12 programs in the city, representing 105% of the students necessary to fill VI and VII.

• The applicant provides 31 letters of support. • The applicant promotes ongoing parent/guardian involvement through Science and Tech Partner (STP) groups and as evidenced by

parent satisfaction that meets expectations on the SPF for both DSST Stapleton HS and DSST GVR HS.



• The applicant has a track record of hiring and developing new School Directors for its high schools. • The applicant identifies several leadership core competencies (e.g., instructional leadership and culture) that inform the hiring

decision for a new School Director.• The applicant does not supply a job description for the School Director and does not detail the recruitment and hiring process.


• School Directors receive weekly coaching from the CEO and participate in a Leadership 2.0 program that meets four-five times peryear.

• School Directors are formally evaluated by the CEO twice a year in a format that includes 360 degree feedback and in a structure that weights student academic achievement.

• The CEO 360 feedback form examines 1) mission and culture, 2) leadership and 3) knowledge and skills.

DSST VI and VII High Schools – Charter Replication

54

Leadership

APPROVE to open 2017 and 2018

9-12 Integrated liberal arts curriculum with a science and technology focus


CHARTER REPLICATION

NNE VI/ TBD VII

The Near Northeast needs approximately 500-900 new high school seats to phase-in starting in 2014. No identified need aligns to DSST VII HS.

Culture


DSST VI & VII High Schools – Charter Replication

Curriculum• The applicant creates core curricular units using standards mapping and focuses on brain research-based instructional practices.• The applicant’s Stapleton and GVR High Schools both rank as “distinguished” on the SPF.• The school day is seven hours and 15 minutes long 4 days per week and six hours and 15 minutes on Wednesdays; and the school

year provides 169.5 instructional days.• The scope and sequence for Language Arts is currently being revised to align with CCSS but is not expected to be implemented

until the PARCC assessment is released.


• Student progress is monitored through a school and network-wide data cycle process that focuses on TCAP, EPAS, and teacher-created interim assessments.

• There are systems to analyze and respond to student data through a specified Data cycle process in which the applicant sets “Explore/Plan/Act” goals for each student.



• The applicant identifies a continuum of services with a primary goal of allowing students to participate in mainstream classes.• The applicant describes strategies to support students in tiers I, II, and III including diagnostic assessments, seminar support

classes, tutoring, and individualized learning plans.


• Teachers are evaluated through a new Teacher Career Pathway program which includes 50% student academic growth, peer reviews, classroom observations, parent feedback and student feedback.

• Teacher coaching is provided by the Director of Curriculum and Instruction and School Director with a focus on DSST core instructional practices and the DSST instructional data cycle.


• Teachers receive professional development during a summer institute and three times per month with a focus on serving linguistically diverse students, classroom culture, setting high expectations, use of data, and differentiation.

• Content area professional development is provided in content cohorts facilitated by network content leads.• Teachers that are new to DSST receive additional PD during a summer teacher training institute in addition to 2 hours per month

provided by the DSST home office staff.


• The central office of DSST provides numerous instructional, operational and financial supports to the network of DSST schools.• The DSST governing board has established measurable benchmarks for school oversight including specific academic and financial

monitoring aligned with a quarterly meeting calendar. • The Board possesses a diversity of leadership and school oversight expertise.

Budget • The applicant’s budget balances and has realistic assumptions regarding revenue and expenses.55

Education Program

Teaching

Governance


DSST VI Middle SchoolSummary Recommendations

Category Summary of Recommendations



Recommend to serve the need for grades 6-8 at Conservatory Green, sharing the campus with an elementary school.


The School will expect to have a geographic preference for students in the greater Park Hill/Stapleton Community Enrollment Zone and participate in and support the district’s efforts around enrollment equity.


Consistent with the school performance to-date, DSSTmiddle schools shall continue to meet expectations or better on the 2013 Denver School Performance Framework in order for DSST VI to open in 2014 in accordance with the approved replication application.


DSST VI MS will also be subject to the standard charter conditions outlined in Appendix A.

DSST VI High SchoolSummary Recommendations


Overall Approve to open in 2017, subject to standard and school-specific conditions


No current placement recommendation. If approved, the District will collaborate with the school to secure a facility under the District’s Facility Use Agreement.


The School will expect to serve a geographic preference and participate in and support the district’s efforts around enrollment equity.


Prior to opening in 2017, the District will re-evaluate DSST’s network level high school performance.1) Should DSST continue to consistently meet or exceed expectations on the District’s School

Performance Framework, upon reasonable notice by the District, the school shall submit updatedsections of the application to address any substantive regulatory or statutory changes regarding charter school programs and services in Denver and such updates shall be satisfactory to the District.

2) Should DSST not continue to consistently meet or exceed expectations on the District's School Performance Framework, upon reasonable notice by the District, the school shall submit updated sections of the application to include the above. In addition, the school shall submit sections of the application required for new schools but not replication schools. Such updates shall be satisfactory to the District and may elicit additional Board-level conditions for the school.


DSST VI HS will also be subject to the standard charter conditions outlined in Appendix A.

DSST VII Middle SchoolSummary Recommendations








Prior to opening in 2015, the District will re-evaluate DSST’s network level middle school performance.1) Should DSST continue to consistently meet or exceed expectations on the District’s School Performance

Framework, upon reasonable notice by the District, the school shall submit updated sections of the application to address any substantive regulatory or statutory changes regarding charter school programs and services in Denver and such updates shall be satisfactory to the District.

2) Should DSST not continue to consistently meet or exceed expectations on the District's School Performance Framework, upon reasonable notice by the District, the school shall submit updated sections of the application to include the above. In addition, the school shall submit sections of the application required for new schools but not replication schools. Such updates shall be satisfactory to the District and may elicit additional Board-level conditions for the school.

June 6th 2013 Denver Public Schools 58DSST VII MS will also be subject to the standard charter conditions outlined in Appendix A.

DSST VII High SchoolSummary Recommendations








Prior to opening in 2018, the District will re-evaluate DSST’s network level middle school performance.1) Should DSST continue to consistently meet or exceed expectations on the District’s School Performance

Framework, upon reasonable notice by the District, the school shall submit updated sections of the application to address any substantive regulatory or statutory changes regarding charter school programs and services in Denver and such updates shall be satisfactory to the District.

2) Should DSST not continue to consistently meet or exceed expectations on the District's School Performance Framework, upon reasonable notice by the District, the school shall submit updated sections of the application to include the above. In addition, the school shall submit sections of the application required for new schools but not replication schools. Such updates shall be satisfactory tothe District and may elicit additional Board-level conditions for the school.

June 6th 2013 Denver Public Schools 59DSST VII HS will also be subject to the standard charter conditions outlined in Appendix A.

District-run NNE or FNE

Limited available seats in intensive pathways in the FNE and possible performance needs in the NNE .

Mission / Vision

• The applicant’s mission is to provide non-traditional learning opportunities to students who have dropped out of school, or who are at risk of dropping out and to prepare students with 21st century skills to be contributing members of society.


• The applicant is projecting a student population of 90% FRL, 25% SPED, and 25% ELL as indicated in his budget.• School culture is supported through Positive Behavior Interventions and Supports (PBIS), restorative practices, student orientation,

engagement groups, individualized learning plans, town hall meetings, and wrap around services .• The applicant’s ELL projection is lower than the FNE average of 44% ELL, but does align to the NNE average of 27% ELL.


• The applicant provides 34 letters of support including letters from current students, DSSN leadership, teachers, Blueprint Schools Network leaders, and partner organizations.

• The applicant has established contacts with City Year, Orion’s Mind, and the Boys and Girls Club.• The applicant did not collect any intent to enroll forms, though DPS does not generally require these from intensive pathways.• The applicant ‘s enrollment plan relies on recruiting students from Gilliam which may be challenging once Compassion Road

Academy opens in 2013 to serve this population.

School Leader - TBD


• The Principal job description is the standard DPS job description in terms of credentials and criteria.• The staffing model includes paraprofessionals in every classroom.• The original proposed Principal has accepted a leadership position in a different school and thus the school needs a Principal.• The job description for the Principal does not reflect unique qualifications to open a new school or serve this targeted student

population.


• The proposed school leader receives coaching, support, and evaluations (using the DPS leadership framework) from the District.• The applicant does not identify specific coaching to support the Principal in implementing the unique curricular model and in serving

at risk students.

Legacy Options IP High School

60

APPROVE for 2015

9-12 Intensive program targeting at risk students and providing credit recovery


Culture

Leadership


61

Legacy Options IP High School – District-run

Curriculum • The applicant’s curriculum is rooted in Apex Learning which is a computer-based curricular resource and will be supported by teacher-led lessons and collaborative group experiences.

• The school day for full-time students is 8 hours long (shorter for students on modified schedule); the school year provides 185 instructional days.

• The applicant individualizes learning opportunities with multiple pathways for enrolling into postsecondary educational opportunities including college, training, GED options and internship programs.

• It is not clear that the applicant’s science foundations course meets Colorado Commission on Higher Education requirements.


• The applicant uses NWEA MAPS, WIDA, SRI READ, TCAP, and CO-ACT to progress monitor student academic performance.• Data teams meet twice a month to analyze student academic performance using a school created data dashboard. • The applicant plans to develop school-based interim and formative assessments using the APEX curriculum.• The applicant does not include details or protocols for developing school-based interim assessments on APEX.



• The applicant identifies a continuum of services based on the needs identified in each student’s IEP.• The RtI process meets CDE criteria and details specific Tiers I, II, and III interventions.• The staffing plan provides one SPED teacher for 37 students with disabilities at full build out.

Teacher Coaching & Evaluation

• Teachers receive weekly coaching, observations, and feedback from the school leadership personnel. • Teachers are evaluated annually based on a modified version of the LEAP framework prioritizing blended learning, peer

observations, the intensive pathway model and 50% of the evaluation is based on student academic growth.


• There are 11 days in the summer plus 2.5 hours weekly for professional development including sessions on school culture, data-driven instruction, culturally responsive instruction, assessments, college and career planning, team building, brain research, No Nonsense Nurturing, LEAP, SIOP strategies, and blended learning.

• The applicant’s daily schedule provides common planning time for all core teachers.

Budget • The budget accounts for school specific supports and start-up costs .• The budget relies on acquiring $50,000 in fundraising annually and requires per pupil funding of approximately $9,085 which is

slightly higher than other intensive pathway programs in the district and substantially higher than standard SBB funding.

Education Program

Teaching

Finance


Legacy Options High School Summary Recommendations




No current recommendation.


TBD

School Specific Expectations

1)Once hired, the Principal shall create a customized coaching plan for his/her professional development.

2)The Principal shall submit a revised science course schedule to meet graduation requirements.

3)The Principal shall submit a revised staffing roster that provides adequate special education coverage for the school at full build out.

District Specific Commitments

1)The district commits to detailing the specific credentials and qualifications necessary to found and lead an intensive pathway school and use those to hire the Principal.

June 6th 2013 Denver Public Schools 62Legacy Options HS will be subject to the standard district-run school expectations outlined in Appendix A.

Sewall Inclusive Elementary

63

DENY E - 5 The model seeks to provide a fully inclusive program that addresses the needs of the whole child


District-run NNE There is a need for an additional 1,400 elementary age seats in Near Northeast Denver in next 5 years.

Mission / Vision • The applicant’s mission focuses on serving every child, including those with disabilities in an Inclusive learning community that supports growth and positive educational and social outcomes.


• The applicant projected student population that includes 30% students with disabilities of which 10% (approx. 32 are studentswith disabilities typically served in center-based programs).

• The applicant fosters school culture through their inclusion model that includes trans-disciplinary teams, progressive Pyramid, and Kagan discipline and Positive Behavior Interventions and Supports (PBIS).

• The applicant projects a student population of 30% FRL, 30% SPED, and 10% ELL which does not align with the NNE regional averages of 57% FRL, 10% SPED, and 27% ELL.

• The applicant seeks to enroll 70% general education students and 30% students with disabilities, however the recruitment plan does not clearly identify strategies to attract a large general education population.


• The applicant collected 41 intent to enroll forms (33% of year one enrollment), and 30 letters of support.• The applicant currently serves a similar student population in their existing Sewall ECE centers.• Targeted regional outreach has not been conducted as the applicant has not confirmed a specific location for the school.

School Leader - Jason MarshLeadership and Staff Structure

• Jason Marsh has one year high school leaching experience, three years as a Head Start teacher, seven years as an education coordinator with Head Start, 1.5 years as a disabilities coordinator with Sewall Child Development Center, and 4.5 years as an adjunct professor teaching ECE courses at CCD.

• The proposed principal is participating in a school leadership training program that commences in the fall of 2014.• The school leadership team does not possess any elementary school leadership experience.• The inclusive staffing model requires significant support in every classroom.


• The proposed principal receives coaching, support, and evaluations (using the DPS leadership framework) from the District.• The proposed principal is provided with annual goal setting and coaching from Sewall ECE leaders.• The identified training for the principal is not developed, and only identifies inclusive practices and the DPS leadership

framework.

Culture

Leadership


64

Sewall Inclusive Elementary – District-run

Curriculum • The applicant will develop curricular units using DPS curriculum for grades K-5 and Singapore math that infuse multiple intelligences through the Kagen Structures.

• The school day is 7 hours long and the school year provides 172.5 instructional days.


• The applicant’s trans-disciplinary team uses TS Gold, TCAP, STAR, DRA-2/EDL-2, ACCESS, and student portfolios to monitor student academic progress.

• There is no schedule for administering interim assessments, nor any identified data analysis process.• The applicant does not provide details on how student portfolios will be developed or assessed.

ELL Instruction • The applicant’s ELL plan does not meet any of the DPS criteria including the process for identifying, involving parents/guardians, progress-monitoring and exiting/redesignation, providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block using research-based curriculum for its ELL students.

• The Speech/Language Pathologist is solely tasked with providing direct service to ELLs.


• The applicant’s inclusion model details supports for accessing the curriculum for all students with disabilities within the general education classroom.

• The RtI process details specific Tiers I, II, and III interventions and providing targeted support in an inclusive setting.• The SPED plan does not detail a continuum of services should a student require supports that could not be met in an inclusive

setting.


• Teachers receive coaching through a 3 tiered system that includes regular observations, academic coaching by Sewall staff three times per year, and ongoing peer observations.

• Teachers are evaluated using an evaluation that incorporates LEAP, but the school-specific measures and process have not been identified.


• The applicant identifies 5 days of summer PD and focus areas based on Multi-Tiered Systems of Support (Pyramid/PBIS/and RtI), Singapore Math, Kagan structures, and cultural competency.

• Teacher co-planning takes place on a weekly basis bit is not included in the schedule.

Budget • The budget requires significant funding to implement the proposed inclusive school model.• Student Services provides schools serving high numbers of students with severe needs and/or center programs supplemental

funding, however, with these accounted for the budget shortfall remains approximately $150,000 per year.

Education Program

Teaching

Finance


Sewall Inclusive Elementary Summary Recommendations


Overall Deny the performance school application


Not applicable


Not applicable

School Specific Expectations Not applicable


High Tech Elementary School

66


E - 5 21st century project-based learning in a rigorous middle school program


District-run FNE The Far Northeast needs approximately 700 new elementary seats to phase-in starting in 2014 and 100-150 new ECE seats in the next two years.

Mission / Vision • The applicant’s mission is to blend project-based learning with a rigorous 21st century curriculum that develops critical thinkers who are caring, confident, and lifelong learners in a diverse community.


• The applicant projects a student population of 84% FRL, 11% SPED, and 44% ELL which is aligned with the FNE regional demographics.

• The applicant builds school culture through Positive Behavioral Interventions and Supports (PBIS), Culturally Responsive Teaching strategies, Peace 4 Kids, a Student Leadership Team, and an equity advisory team.

Community Support

• The applicant collected 56 intent to enroll forms (20% of year-one enrollment) and 10 letters of support.• The applicant has established partnerships with The Center for Safe Schools and Communities, Junior Achievement, KidsTek, and

Imagine Learning.• The applicant provides multiple strategies to invest parents in school including regular bilingual PTA meetings, parent advisory

committee, parent-education class, and first Friday parent nights.

School Leader - Dr. Amy Gile


• Dr. Amy Gile has 21 years of experience in education as a teacher, special education curriculum coordinator, literacy and math curriculum coordinator and is the Assistant Principal at GVR Elementary.

• The applicant provides a well developed leadership structure including defined roles and responsibilities for the principal,assistant principal, PBL coordinator, and Student Advisor.


• The Principal receives coaching, support, and evaluations from the Instructional Superintendent, using the DPS Leadership Framework.

• The applicant does not identify specific professional development or coaching for the Principal in order to implement the project-based learning and 21st century curriculum.

Culture

Leadership


67

High Tech Elementary School – District-run

Curriculum • The curriculum is research-based and utilizes a blended-learning model that includes online activities, stations, lab-rotations, and adaptive technology.

• The school day is 7 hours and 15 minutes long; the school year provides 178 instructional days.• The applicant plans to develop project based learning activities and map content to standards but all curriculum mapping will be

conducted during year-zero. • Social Studies is taught through integration of PBL but does not have a stand-alone curriculum.


• Data analysis occurs every day during 90 minute data team meetings.• The applicant details daily, weekly, unit, and quarterly expectations for monitoring student progress on Imagine It Benchmarks,

DIBELS, STAR interims, TANGO, DRA2/EDL2, ACCESS, and daily formative assessments.

ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress-monitoring and exiting/redesignation, providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block using research-based curriculum (Avenues and PBL Block with aligned WIDA Standards) for its ELL students.


• The applicant identifies a continuum of services based upon the individualized needs of each students’ IEP.• School leader has strong special education background.• The RTI process details specific interventions and strategies for each of the three tiers.


• Teachers are evaluated based on the LEAP framework which includes 50% student growth data.• The application includes a teacher coaching and feedback cycle that is based on Cognitive Coaching, and Leverage Leadership.• Teachers receive monthly observation from the principal using “Six Steps for Effective Feedback” protocol.


• A professional development cycle is developed and includes specific topics and a calendar for implementation. • The PD plan includes a summer retreat, daily 90 min PLCs, collaborative planning, vertical team planning, peer observations, and

full day PD sessions throughout the school year focusing on PBL, LEAP, Planning protocols, and data analysis.• PD on curriculum is only provided in July.

Budget • The budget balances and provides a reasonable expectation for start-up funding.• The applicant has budgeted for 3 full-time employees for year-0 which is above the standard allocation for new schools.• The applicant’s enrollment plan requires 81 2nd graders in year-1 which is not a typical transition year.

Education Program

Teaching

Finance


High Tech Elementary School Summary Recommendations


Overall Approve to open 2014, subject to standard and school-specific expectations


Recommend to serve the need for an E-5 at Conservatory Green, sharing the campus with a middle school.


The school will serve an enrollment boundary.

School Specific Expectations 1) The school shall submit a curriculum alignment map demonstrating alignment of Project Based Learning (PBL) activities with state and common core standards,integration of social studies standards.

2) The school shall submit a targeted recruitment plan to attract their expected 81 2nd graders in year 1.


HTES will also be subject to the standard district-run school expectations outlined in Appendix A.

Recommendation: ES and MS Program Placements at Conservatory Green

Context:- DPS expects to need to serve an additional

1,400 elementary and 900 new middle school age students in Near Northeast Denver in the next 5 years. The majority of growth is in Stapleton and Northfield.

- We will need an additional option (beyond Isabella Bird, which is set to open in 2013-14) to meet this need.

- Conservatory Green facility, which will be constructed for the 2014-15 school year, will house a new elementary program and a new middle school program.

Recommendation:- Place High Tech Elementary in

Conservatory Green to open in 2014.- Place DSST VI MS in Conservatory Green

to open in 2014.


13,533 14,901

4,4865,383

5,9866,651

24,00526,935

2012 2017

NNE Student ForecastE-12

E-5 6-8 9-12 Total

• Not included here is Denver School of the Arts or Odyssey (K-8)• In red is the proposed shared boundary (it is the combination of the current Smiley boundary with the

current McAuliffe/Roberts MS boundary) 70

McAuliffe (approved by Board in May

2013)

New MS option in SMIS campus

– DPS to hire principal

Bill Roberts

DSST Stapleton

DSST VI MS at Conservatory

Green Campus

With changes contemplated as a result of Greater Park Hill/Stapleton community process, there will be 5 diverse middle school options in the area (2 new, and 1 moving locations)

Recommendation: Create a Shared MS Boundary in the Park Hill/Stapleton Area to Ensure Equitable Access

Now with a broader set of attractive, diverse middle school options in Park Hill/Stapleton area, it makes sense to build on the success of current shared boundaries to ensure equitable access to all options.

Proven benefits of a shared boundary at the MS level• Equitable access for all students to a variety of high-quality schools

throughout the Greater Park Hill/Stapleton area, including programming at Smiley

• Improved access to transportation

• Helps to meet strong community desire for greater diversity within each school

How Would a Middle School Shared Boundary Work?

• Residents of the proposed boundary would be guaranteed a seat at one of the following schools (note they can list other preferences as well):

• McAuliffe International School• Bill Roberts ECE-8• DSST – Stapleton• New DSST MS in Conservatory Green• New MS in SMIS facility

• All incoming 6th-grade families would be asked to provide their top school choices in January prior to the school year (i.e. 1st Round of SchoolChoice)

• SchoolChoice Liaisons would conduct outreach to families to ensure they are aware of process and important dates, as well as inform them about their school options

• Students living within the Greater Park Hill/Stapleton area would have equal access to all schools within the shared boundary

• Transportation would be provided to all middle schoolers attending one of the Shared Boundary schools (as long as they live outside of the school’s “walk zone”)

Recommendation: Approve Opening a District-Run High School at the Northfield Campus for the 2015-16 school year.

Context:- DPS expects to need to serve another approximately

650 HS students in NE Denver in next 5 years, with majority of growth coming from Stapleton.

- Demand forecasted to grow by about 1,300 HS students by 2030, mostly from Stapleton (note that this forecast horizon is 17 years out and may change)

- Will need an additional option to meet this need for the 2015 school year.

- The Northfield Campus, funded through the 2012 bond, will house this program when it is ready in 2015.

- An advisory committee of parents from the area provided feedback on programming and recommended to the district to move forward with hiring a principal for this school.

Recommendation:- Approve opening a new District-run 9-12 High School

at the Northfield campus.


13,533 14,901

4,4865,383

5,9866,651

24,00526,935

2012 2017


E-5 6-8 9-12 Total

Recommendation: Approve Opening a District-Run Middle School at the SMIS Campus for the 2014-15 school year.

Context:- In May of 2013, the Board of Education approved the

relocation of McAuliffe middle school to the Smiley facility beginning in the 2014-15 school year

- We are expecting to see additional demand in the area at the middle school level (will need an additional MS seats in the NE in the next 5 years), and as a result will need an additional middle school option.

- The SMIS facility is set up to accommodate both an elementary (Swigert) and a small middle school program

Recommendation:- Approve opening a new District-run Middle School

(75-125 students per grade, grades 6-8) to open with 6th grade in 2014-15 in the SMIS facility.

- The school will participate in the NE middle school enrollment zone.


13,533 14,901

4,4865,383

5,9866,651

24,00526,935

2012 2017


E-5 6-8 9-12 Total

Timeline of key, capacity and program- related NE decisions over next 5 years (see notes on next page)

2013 2014 2015 2016 2017Communityprocess

Feb- JuneMS options/boundaries (GPHS)Mar- April Northfield HS programming & facility designJune-SeptStapleton elem enrollment options, led by SUN

Mar-June, re:HS boundaries Northfield

Mar-June2nd elementary type & location

Jan – NovBond program needsMar-June2nd MS type and locationDSST HS location

Board of Ed Decision

MayMcAuliffe to SmileyJuneMS program in Cons GreenMS in SMIS facilityES program in Cons GreenHS program in NorthfieldMS community enrollment zoneDecemberStapleton elem enrollment (potential)

JuneHS boundary Northfield

June 2nd elem. type and location; placement of ES and, if at Conservatory Green, new site for DSST Middle

June2nd MS type & locationLocation of DSST HSVote on bondProgram

BondElection

November Bond election

Construction AugustCons. Green opensEastbridge opens

AugustPhase I Northfield opens

Expansions/newfacilities contingent on 2016 Bond

Program opening

AugustI Bird opens in seed location

AugustElem. In Cons GreenMS in Cons GreenMS in SMIS facilityMcAuliffe opens in SmileyI. Bird Elem moves to new facility

AugustNorthfield HS

August2nd elementary program opens

August2nd MS programDSST HS

Boundaries & enrollment

AugustMS community enrollment zone takes effectStapleton elem enrollment change takes effect (potential)

AugustHS boundary takes effect

Timeline of key Stapleton-area decisions over next 5 years

• Note that current data shows need for additional elementary in 2016, may be needed year later

• Current data shows need for another MS in 2017, but may be needed year earlier

• Some portions of Northfield phase 2 could be accelerated if there are savings from current bond

• Stapleton United Neighbors (the neighborhood organization for Stapleton) will be running a process to consider potential changes to the elementary enrollment zone in Stapleton

Southeast Region

77

Southeast(no decisions)


Southeast Community Engagement

78


Hamilton Middle School:Building a stronger Hamilton for a stronger future

• Held three day workshop facilitated by Schwartz + Associates to allow for an inclusive and collaborative dialogue

• Heard ideas and perspectives of a diverse cross-section of Hamilton parents, faculty and community members

• Launch action teams which are responsible and accountable for developing and implementing tangible initiatives that will help build on exceptional future for school

Hampden Heights: Community design advisory forum held April 27, 2013 and another on May 14, 2013

• Following the land exchange, community was involved in the design process for the new school at Girard/Havana

• Project partners include The Greenway Foundation and Trust for Public Land

• Other work on this site to be done by Denver Public Works department (culvert and flood mitigation) and utility

Hampden Heights Civic Association neighborhood meeting:

• Provided update on school design and construction process

Principal Selection Process: • Developed preferred new school leader characteristics with Instructional Superintendents, staff members, parent and student groups


• Engage the community in discussions around facility use, elementary, ECE, middle and high school seat needs


SE Gaps and Strategies

79

Overall regional strategyAddress sharp overcrowding issues and unmet ECE need in far SE area by prioritizing bond investments and acquiring land for additional elementary school. Seeing positive trends in several key secondary programs, need to focus on improvement in all options. Will need to adjust for enrollment changes driven by new offerings in area.

Gaps Steps taken; strategies going forwardDemographic gaps•Need for 500+ elementary seats to address demographic growth, overcrowding and unmet ECE demand in Far SE

•Needs in central portion of SE region largely met through creation of Knight Center for Early Education and the placement of C3 Elementary at Merrill MS.•Have acquired Hampden Heights land and elementary school currently in design.•Continue to monitor and consider boundary changes or facility expansions to address overcrowding in key schools in area.

Capture gapsPotential need for up to 500 elementary seats to reverse low capture rates in the area

•DLS and DGS – both new elementary schools-- are appealing to families likely to leave the district•Add capacity and work with parents and community to understand types of options that would have greatest possibility of attracting students back to region

Need for up to 1,000 seats to address middle and high school capture rates

•Approval of DSST @ Byers should help address capture rates; however, significant open capacity available in region

Performance gapsHigh school options are not yet meeting performance standards

•Work with parents and community to analyze data, improve existing schools, identify attractive options, and utilize turnaround/Call for New Quality Schools process to address most serious needs and draw students back to the region

Gaps in off-track offeringsEmerging need for an engagement center-like program in the region

•Consider options for adding a program.


Contents of Presentation1) Summary of Regional Decisions & CNQS Overview2) CNQS Overview and Alignment to the DPS School Quality






81

Executive Members / Application Reviewers

Christopher Urias Montbello High School

Jadrian Franklin Montbello High School

Brenda Herrera CEC Middle College

Walter Ochoa CEC Middle College

Caitlin Monaghan Denver School of the Arts

Student Board of Education

Student Board Considerations For New SchoolsThe DPS Student Board of Education Executive Leadership Team articulated the following guiding considerations that they then applied to each application:• The Student Board of Education desires to see student leadership and opportunities for student voice

in school decision-making practices for all new and existing schools.• Additionally, the Student Board of Education desires to see schools that use a curriculum that is

challenging, engaging, and that gives students opportunities to be creative.• Finally, the Student Board of Education believes that new school applicants should actively involve

students in the design and start-up of new schools.

For the first time, DPS engaged the Student Board of Education to provide feedback on the new school applications. The Board developed specific considerations and then discussed the applicants with DPS staff members.

NEW SCHOOL APPLICANT STUDENT BOARD INPUT

DSST VI and VII HS and MS

• We like that DSST has a strong partnership with the district, is one of DPS’s highest performing schools, and has strong leadership.

• We would like to see DSST’s student government participate in the DPS Student Board.• We would also like to see the school differentiate their school culture between MS and HS to allow additional

freedom to HS students.

Denver Performance Academy

• We like that the school wants to work with Centro San Juan and Padres Unidos.• We are concerned that Direct Instruction may be too prescriptive for our student body.

High Tech ElementarySchool

• We like that the school wants to serve students with a rigorous high tech model, and provide options for students to stay with High Tech from kindergarten to high school.

• We want to make sure that students do not have to go to High Tech Middle School if they want to go to another school after elementary, and want to ensure that kids get breaks and time for social activities.

High Tech Early College Middle School

• We like that the school requires students to be part of their own progress monitoring and has a student advisory with opportunities for self-direction.

• We would like to see more extra-curricular activities as well as ensure that students do not have to go to High Tech HS if they want to go to another school.

Legacy Options School• We like that the school allows students to gain credits using Apex and provides internships.• We believe that there is a real need for an IP school in the FNE.• We would like to see the school participate in the Student Board and provide opportunities for students to

collaborate with other high schools to get involved with sports and activities.

Sewall Inclusive Elementary School

• We like that the school has an inclusive focus and wants to serve both the general education students as well as severe needs together, and that Sewall has experience serving all kids in their ECE centers.

• We would like to see the school clearly focus on high expectations for the general education students as well.

STRIVE Prep Elementary• We like that STRIVE is providing a longer day and will hold kids to high expectations.• We see that STRIVE has a strong track record of serving students well.• We would like for the school to ensure that with a long day kids get breaks and time for social activities.

Uhuru School for Authentic Learning

• We were impressed with the number of students they already have signed up, and the focus on hands-on learning experiences.

• We also like the school name which means freedom.


• We like the mission of serving students who need the most support through experiential learning.• We would like to see the school participate in the Student Board and provide opportunities for students to

collaborate with other high schools to get involved with sports and activities.

Summary of School RecommendationsRegion Applicants Type Decisions

NW YouthBuild Charter School of Denver IP HS Charter Deny

SW STRIVE Prep SW Elementary Charter Approve

FNE Uhuru School of Authentic Learning Charter Approve (2015)

FNE High Tech Early College Middle School District-run Approve (2015)

NNE High Tech Elementary School District-run Approve

NNE Denver Performance Academy District-run Deny

NNE Denver School of Science & Technology VI MS & HS

Charter Approve (2014-MS, 2017-HS)

NNE Legacy Options IP High School District-run Approve (2015)

NNE Sewall Inclusive Elementary District-run Deny

TBD Denver School of Science & Technology VII MS & HS

Charter Approve (2015-MS, 2018-HS)


Summary of Facility RecommendationsRegion Applicants Decisions

FNE Highline Academy Dunkirk

NNE New TBD Middle School SMIS

NNE High Tech Elementary School Conservatory Green

NNE Denver School of Science & Technology VI MS Conservatory Green

NNE New TBA High School Northfield Campus


Preview of Innovation Renewals to be Presented June 17th

Region Category Recommendation

SE Innovation Renewal Denver Green School--3 Year Renewal of Innovation Status

NW Innovation Renewal Valdez Elementary School—3 Year Renewal of Innovation Status

NNE Innovation Renewal Whittier K-8 School-3 Year Renewal of Innovation Status

FNE Innovation Renewal Martin Luther King, Jr. Early College—3 Year Renewal of Innovation Status

86

Next Steps

Public Comment Session

Innovation Renewals and New Innovation Recommendations

Board Vote•Public Comment on New Innovations•Resolutions for each new school decision (memo’s to accompany charter decisions)*

87

June 13th

June 20th

*Per SB 12-061, and as of April 13th 2012, “When a local board of education approves a new charter application the charter is authorized for a period of at least four years”


June 17th

Appendix A: Text of Standard Conditions for Charters

Enrollment:• By the end of the first round of unified SchoolChoice on or about February 28, 2014 the School shall have and maintain enrollment at the

greater of the following two levels: 60% of its projected enrollment or 75 funded students; and• By May 15, 2014, the School shall have and maintain enrollment at the greater of the following two levels: 80% of its projected enrollment

or 100 funded students.Facility:• The School shall be located in the XX region as identified by the School in the application;• While the District shall offer support to the School in identifying a District facility if such a facility is available and should the School meet

standard criteria for facility allocation (e.g., previous academic performance, strong enrollment demand and alignment with the SRA), the School shall also engage in a search for a private facility if needed;

• Shared campus condition – If located in District facilities, the School shall be subject to the District’s standard Shared Campuses Policy FN; • Non shared campus conditions – If the District is unable to offer a District facility for the School, then the School has the responsibility of

and must secure its own facility. If not located in District facilities, the School shall be subject to the following conditions:– By October 30, 2013, or a date otherwise agreed to by the District, the School shall provide a short-list of probable, financially

viable facility location(s) for the School that are acceptable to the District; and– By January 31, 2014, or a date otherwise agreed to by the District in writing, the School shall provide evidence in writing that it has

secured a financially viable location for the School that is acceptable to the District. In the event that the secured facility costs more than what was originally estimated in the application, the School shall also submit a revised budget acceptable to the District by January 31, 2014

Governance: • In the year prior to opening, the School shall meet all required budget and governance submission deadlines which shall be provided to the

School in the form of a draft contract document;Leadership: • In order to open in the fall of 2014, the School agrees to have and maintain a full-time founding school leader/principal during the nine

months preceding the School’s opening. Ensuring a school leader in place during the School’s pre-opening year is critical to the successful start-up of the School.


Dates above are illustrative for schools planning to open in 2014.

Appendix A: Text of Standard Expectations for District-Run Schools & Standard District Commitments

School ExpectationsEnrollment:• By the end of the first round of unified SchoolChoice on or about February 28, 2014 the School shall have

and maintain enrollment at the greater of the following two levels: 60% of its projected enrollment or 75 funded students; and

• By May 15, 2014, the School shall have and maintain enrollment at the greater of the following two levels: 80% of its projected enrollment or 100 funded students.

Facility:• The School shall be located in the XX region as identified by the School in the application;• The School shall locate in District facilities and, if applicable, shall be subject to the District’s standard Shared

Campuses Policy FN; .District CommitmentsLeadership: • The District commits to hiring a founding school leader/principal, ideally nine months preceding the

School’s opening. Facility:• The District commits to identifying a school facility for the new school, ideally no later than Jan 31 of the

same year (or the end of the first round of school choice).


Appendix B

• The following slides provide the names of proposed board members for each of the charter school applicants

• Charter contracts are executed directly between the District and the charter school’s board


92

Board of Directors

Kenneth Luckes Project Superintendent, Colorado Hazard Control

Kyle Henderson Vice President, First Bank

Michael Miera Community Development Representative, Office of Economic Development, Business and Housing Services, City and County of Denver

David C Hazen Head of School, Founder, Academic Dean for Bridge School/Temple Grandin School

Dr. Ryan Ross Dean of Students and Retention, Community College of Denver

Sangeeta Tyagi Chief Program Officer, YouthBuild USA (Board President)



93

Board of Directors

Moira Cullen Founder and Partner, The Capstone Group, LLC

Kim Knous Dolan Associate Director, Donnell-Kay Foundation

Michael Barkin Principal, KRG Capital Partners

Shelley Dionne Gomez Clinical Psychology Graduate Program Assistant/Graduate Student Advisor, Department of Psychology and Neuroscience, University of Colorado Boulder

Maria Sierra-Mendoza Family Advocate/HMIS Site Administrator, Mile High Ministries

Keith A Trammell Partner, Hogan Lovells

Myles X Mendoza Executive Director, Summit 54

Chris Dowden Parent Council Representative, STRIVE Prep

Alexander Ooms Managing Partner, ClearCreek Partners

Chris Watney President and CEO, Colorado Children’s Campaign

STRIVE Prep Elementary SW


Uhuru School for Authentic Learning

94

Board of Directors

Jake Porterbin Marketing Communications Coordinator, National Association of RV Parks and Campgrounds

Emily Plane Dean of Instruction, Pioneer Charter School

Kevin S Hesla Education Pioneers Analyst Fellow, Colorado League of Charter Schools

Emily Bosio Regional Manager and Senior Program Officer, Institute of International Education

Morris Gilbert White Department Head/Lead Math Teacher, Yuma High School


Denver School of Science and Technology

95

Board of Directors

Norwood L Robb Chairman, Chief Executive Officer, Owner, C4 Network Inc

Teresa J Berryman Associate Dean for Finance and Strategic Planning, University of CO

C Thomas Kaesemeyer Part time Executive Director, Fox Family Foundation

David Ethan Greenberg Founder, Denver School of Science and Technology

Michelle Cooper Principal, Mediasphere

Sean VanBerschott Executive Director, Teach for America, Colorado

Daniel Wilkerson Vice President, University Counsel and Secretary of the Board of Regents, University of CO

Heather Elizabeth Lamm Partner, Maroon Ventures, LLC

Steve Halstedt Co-Founder and Managing Director, Centennial Ventures

Deborah M McGriff Partner, New Schools Venture Fund, Boston, MA

Stephan G McConahey Chairman, SGM Capital, LLC

Keith J Evans Vice President, Marketing, Sales and Business Development, Kaiser Permanente Colorado

Don Kirkpatrick Founder and Chairman, Cadre Technologies

Anna Jo Garcia Haynes President Emeritus, Mile High Montessori Early Learning CentersJune 6th 2013 Denver Public Schools

Appendix C

The following slides provide an overview of the Denver Plan alignment to the CNQS, DPS Quality Authorizing Policy, and Statutory Guidelines for new Charter Applications and the District’s Review Process.


Denver Plan Alignment

• Turnaround Schools Chronically low-performing schools require immediate and dramatic interventions to improve teaching and learning. . . For each [low-performing] school, we will apply a thorough qualitative diagnostic process with the school’s community, we will then target the necessary interventions for each school based on which approach will best meet the needs of that community’s students. Turnaround strategies may include enhancing current programs, replacing school leaders and/or a significant portion of the staff, or replacing existing schools with new schools.

• Create New Schools It is essential that we both improve our existing schools where the vast majority of our students are enrolled and welcome promising new schools. New schools, performance or charter, must meet our criteria of having rigorous academic programs with successful track records, and demonstrated community support.


The Denver Plan provides the context for which DPS seeks to improve existing schools and provide new high performing school options throughout the district.

DPS Quality Charter Authorizing PolicyThe Call for New Quality Schools process is guided by the DPS adopted Quality Charter Authorizing Policy which is rooted in National Association of Charter School Authorizers (NACSA) standards for quality authorizers.

• Core Principles of Quality Charter Authorizing – Maintain high standards for all schools;– Uphold school autonomy; and – Protect student and public interests

• Standards for Quality Charter Authorizing - Application Process and Decision Making– Comprehensive application process that includes clear application

questions and guidance; – Fair, transparent procedures and rigorous criteria;– Engage parents and external experts in the review of applications; and– Grant charters only to applicants who demonstrate a strong capacity

to establish and operate a quality charter school


Statutory Guidelines for New Charter Applications

• Executive summary• Vision and mission• Goals, objectives, and student performance

standards• Evidence of adequate supports

(parents, teachers, pupils)• Description of educational

program, student performance, and curriculum

• Evaluation plan on student performance and description of measurable annual targets of levels of attainment, and procedures for corrective action

• Proposed budget of 5 years• Description of governance and operations• Explanation of relationship between school

and employees• Proposal regarding legal liabilities and

insurance coverage

• Plans for ongoing parent and community involvement

• Enrollment plan• Statement addressing food and

transportation needs• Facilities plan• List of waivers of statute, state rule, and

school district policies• Policies regarding student

discipline, expulsion and suspension• Plan for serving students with special needs

(including budget and staff requirements)• Dispute resolution process• Outline of potential contract with education

management success

Amended C.R.S. as of 2012

99

Colorado Statute provides an outline of the content that must be submitted in a charter application.


Colorado Charter Schools Act § 22-30.5-106(1)The charter school application shall be a proposed agreement and shall include:

Statutory Guidelines for Charter Application Process

• Within fifteen days after receiving a charter school application, the school district shall determine whether the application contains the minimum components specified in section 22-30.5-106 (1)

• The charter applicant has fifteen days after the date it receives the notice to provide the required information to the local board of education for review

• The school district may request additional information during the review period and provide reasonable time for the charter applicant to respond

• The school district may, but is not required to, accept any additional information the charter applicant provides that the school district does not request

• The district accountability committee shall review the complete charter school application at least fifteen days, if possible, before the local board of education takes action on the application

• The local board of education shall hold community meetings in the affected areas or the entire school district to obtain information to assist the local board of education in its decision

• The local board of education shall rule by resolution on the application for a charter school in a public hearing, upon reasonable public notice, within ninety days after receiving the application

100

Colorado Statute provides rules regarding the district’s review of charter applications.


Colorado Charter Schools Act § 22-30.5-107 (excerpts)

Appendix D

The following slides provide an overview of the 2012 Consent Decree.


2012 Denver Consent Decree (Federal court)

• Describes legal obligations for DPS relative to English language learners, including the following chapters– Instructional services– Instructional services advisory team– Parent communication, student screening and provisional

placement, assessments for eligibility, and monitoring of students who decline services

– Re-designation and exiting the program– Personnel and training– Parental oversight– Considerations related to special education and section 504

serviced for English language learners– Charter schools– Accountability


DPS ELL Contract Language for Charters• The School shall follow the District’s procedures for identifying, assessing and exiting

English language learners, consistent with state and federal law. • The School is required to demonstrate evidence of an English language development

block for all ELL students that uses research-based curriculum and resources specifically selected by the School for ELL students.

• The School shall provide Transitional Native Language Instruction (TNLI); or an equivalent in native language supports if it is serving a significant number of ELL students; or a program based on an educational theory recognized as sound by experts in the field or is considered by experts as a legitimate experimental strategy with the resources and personnel to implement this theory effectively;

• The School shall assess whether the program is being implemented with fidelity and conduct ongoing evaluation and adjustment of programs to ensure language barriers are actually being overcome.

• The School shall provide English Language Acquisition (ELA) program services by ELA teachers who are fully qualified based on acceptable evidence-based standards such as completion of the District’s ELA training program or a District approved training program as designed by the School, or possession of a current English as a second language certification. In addition, all teachers must be highly qualified pursuant to federal requirements.

• The contract also contains a provision giving the District the right to review and request remedy if the District determines that a school is not meeting expectations in serving English language learners.


Appendix D

The following slide is an overview of the applicants who responded to the Call for New Quality Schools.


Overview of Applicants

February 22, 2013 Letters of Intent Received 14

March 22, 2013 Applications Received 12

March 22-June 6 Applications Withdrawn 2


june 6, 2013 board recommendations · recommendation . to board of ed. board of ed vote. dps staff...

Documents