Call for New Quality Schools - Portfolio Management Team...

2017 Call for New Quality Schools New School Application For new district-run and charter schools opening in Fall 2018 and thereafter

Denver Public SchoolsPortfolio Management Team

Emily Griffith Campus1860 Lincoln Street, 12th Floor

Denver, CO 80203Ashleigh Madonna, School Development Associate

[email protected]

New School Application: Spring 2017

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

The Call for New Quality Schools is one of the major “new school strategies.” It is the process by which Denver Public Schools (DPS) approves and places high-quality schools, both district-run and charter. The Call identifies the areas in our District that need new schools-- either due to growth in population, a lack of availability of high performing schools, or a need for a provider to restart an existing school. We strive to make this process “governance neutral” and “model agnostic:” if the school is quality based on our metrics, it has an equal opportunity to open in DPS. The 2017 Call for New Quality Schools will be released in January 2017 and will be posted here: http://goo.gl/g9HmzL

In order to give ample time for school designers to complete this rigorous application, we are releasing the New School Application2 prior to the release to the Call document. This application is for those wishing to apply to open a new school in 2018 or thereafter. Schools that are replicating an existing program should complete the Replication Application at http://portfolio.dpsk12.org/our-processes/call-for-new-schools/current-call-for-new-schools-and-placement-review/.

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

Sincerely,

The School Development Team:

Chris DeWitt (Manager of New Schools) and Ashleigh Madonna (School Development Associate)

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

1

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

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


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

Application Components Applicant Check

Reviewer Check

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

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

Application (Appx. E)☐ ☐

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

Section II: EDUCATION PROGRAM

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

Section III: TEACHING

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

Check Reviewer Check

Section IV: Leadership

A. Leadership Team Personnel (Appx. K, L) ☐ ☐B. Leadership Team Coaching & Evaluation (App. M) ☐ ☐C. School Personnel Structure (Appx. N, O) ☐ ☐

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D. Teacher Recruitment and Hiring ☐ ☐E. Teacher Retention ☐ ☐

Section V: Operations, Budget, and Governance

A. Employment Policies (App. P) ☐ ☐B. Operations - Transportation ☐ ☐C. Operations – Safety and Security ☐ ☐D. Operations – Insurance Coverage ( charter schools

only ) ☐ ☐

E. Operations – Food Services ☐ ☐F. Budget Narrative ☐ ☐G. Collaborative School Committee (CSC) and/or

School Committee (SAC)H. Charter Schools only: Governance Philosophy ☐ ☐I. Charter Schools only: Board Capacity and

Structure (App. Q) ☐ ☐

J. Charter Schools only: School Oversight & Stakeholder Engagement

☐ ☐

K. Charter Schools only: Board Status and Compliance (App. R, S, T, U)

☐ ☐

L. Facility (Appx. C) ☐ ☐Section VI: Waivers

A. District Policy Waivers ☐ ☐B. State Statute Waivers

Section VII: ESP/EMO Relationship(Charter schools only)

A. ESP/EMO Selection ☐ ☐B. ESP/EMO Track Record (Appx. W) ☐ ☐C. Legal Relationships (Appx. X) ☐ ☐

D. Organizational Structure & (Appx. Y) ☐ ☐

Section VIII: Multiple School Organization (Charter schools only)

A. Multiple School Organization - Human Capital ☐ ☐B. Multiple School Organization - Finance ☐ ☐C. Multiple School Organization - Long Term

Planning☐ ☐

D. Multiple School Organization - Governance ☐ ☐

Appendices

Appx. A – Letter of Intent (copy of LOI submitted) ☐ ☐Appx. B – Copy of Application Checklist ☐ ☐Appx. C – School Facility Questionnaire ☐ ☐Appx. D – Charter School Board Member Questionnaire

☐ ☐

Appx. E – Evidence of Support from Parents/Guardians, Community Groups, Teachers &

☐ ☐

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Appendices

PupilsAppx. F – Discipline Policy ☐ ☐Application Components Applican

t Check Reviewer Check

Appx. G – Teacher Evaluation Tools ☐ ☐Appx. H – Student Teacher School Day Schedules ☐ ☐Appx. I – School Year Calendar ☐ ☐Appx. J – Scope and Sequence ☐ ☐Appx. K – Job Descriptions for all Leadership Team Positions

☐ ☐

Appx. L – Resumes for all Identified Leadership Team Members

☐ ☐

Appx. M – School Leader Evaluation Tool ☐ ☐Appx. N – School Organization Chart ☐ ☐Appx. O – Staff Roster ☐ ☐Appx. P – Personnel Policies or Employee Manual ☐ ☐Appx. Q – Resumes of All Board Members ☐ ☐Appx. R – Articles of Incorporation & Bylaws (charter schools only)

☐ ☐

Appx. S – Conflict of Interest Policy (charter schools only)

☐ ☐

Appx. T – Grievance Policy (charter schools only) ☐ ☐Appx. U– Parent Complaint Process (charter schools only)

☐ ☐

Appx. V – Memorandum of Understanding (if applicable)

☐ ☐

Appx. W – Financial Audit of ESP/EMO (if applicable) ☐ ☐Appx. X – License Authorizing Business in Colorado (if applicable)

☐ ☐

Appx. Y – Draft of Management Agreement (if applicable)

☐ ☐

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

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General Application OverviewApplication Process

Note: A detailed timeline and process description will be available in the Call for New Quality Schools document, released in December 2016 or early January 2017.

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

1. Quality Review: All district-run and charter school applications must meet the quality bar as measured by the Call for New Quality Schools rubric. Application Review Teams, described on pg. 7, help the Superintendent form a recommendation to give to the Board of Education based on your application.

2. Placement Review: As described in Board Policy FAP, district and charter schools that have been approved are then eligible to be considered for placement in available District owned or leased facilities. (Charter schools are able to pursue a private facility and not participate in the placement process.) A detailed description of the Placement Process will be available in the Call document. Please contact [email protected] for more information.

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

proposed school. A complete application must include each section outlined in this application document (e.g., Executive Summary, Section I Culture, etc.). Within the narrative of each section, please use the outline headings we have provided.A. Please limit your proposal narrative to 125 total pages. As you will see, there are no longer page limits for each section; instead, applicants may allocate the total pages as they see fit. Note: Certain appendices still have page limits. B. If a particular question does not apply to your proposal, please respond “Not Applicable” and include a statement as to why the question is not applicable to your team or proposal.

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

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

Submit Paper Application: Deliver proposals by 5:00pm MST on April 3*

to:5

mailto:[email protected]


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

*No late submissions will be accepted.

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

Formatting Requirements● Font and Page Format

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

include the question prompt or Standards of Quality in your typed response.● Limit proposal narrative to 125 total pages.

● Binders● Compile five (5) copies in 3-ring binders. Include the name of the proposed school on

the outside spine of the binders. (These binders will be made available to reviewers and community stakeholders.)

● Separate each section with a labeled tab that uses the section name (e.g., “School Culture” or “Education Program”).

● Start each section at the top of a new page. ● Appendices

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

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

● Note: Some appendices are optional.● When saving appendices, save as a full collection of appendices beginning each new

appendix at the top of each page.

● Electronic submission

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

● Supply three separate files:1) A PDF of the main body of the application2) A PDF of the full collection of appendices (using the naming convention described above), and

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3) An Excel file of your budget (do not submit a PDF of your budget).

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

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

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

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

1. Approve2. Approve with conditions3. Deny

● The Board’s decision is informed by the following bodies:

○ Application Review Team (ART)

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

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

■ The School Development Team works to ensure that multiple areas of expertise are represented on each Application Review Team (ART). The Applicant Review Team (ART) works collectively to assess the quality of each application, using a standards-based rubric that identifies quality criteria within a variety of domains. Each of these domains is represented in an application section, detailed below. DPS’s quality criteria have been established in partnership with a variety of local and national experts and in consultation with exemplars and best-practice research. Rubric elements also represent state statute. Applicants do not have direct contact with the Application Review Team that evaluates their application.

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○ Student Board of Education (SBOE)

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

○ District Accountability Committee (DAC)

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

■ The School Development Team will deliver your application materials to the DAC, which will independently evaluate your application, meet and interview your application team, and provide an advising report for the DPS Board of Education’s consideration.

Applicant Support● General Resources

○ On pg. 79-84 of this application, the School Development Team provides links and directions to various informational resources for new school applicants. It is your responsibility to collect all the compliance and regulatory information necessary to open and operate a school in the state of Colorado and in the City and County of Denver. The resource notations are for your assistance, but are not comprehensive.

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

Monday, November 7. Subjects will include the overall application process, English Language Acquisition, Special Education, finance, and turnaround best practices. Contact Ashleigh Madonna for more information about this workshop.

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

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

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

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

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

of the application after it has been received on March 3. Applicants may request to meet following the Board of Education’s votes to approve or deny an application.

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http://board.dpsk12.org/dac/.%20


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English Language Learner Attestation

In order to accurately evaluate each application, we are requiring each applicant to affirm which English Language Acquisition model they are intending to use.

Name of Proposed School

Grade Configuration (Full Build)

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

Primary Contact (name, email, mobile phone)

1. I understand that all schools, regardless of program, model, or governance type, are required to offer at least 45-minutes of English Language Development per day for English Language Learners.

___________ (Initial)

2. I affirm this application is designed to meet the following criteria for an ELA program and should be evaluated as such (choose one):

o Bilingual or Dual Language Instruction: My school will use two (or more) languages to instruct all students to promote bilingualism for all students.

o Native Language Instruction: My school will provide instruction in one or more core subject areas in a student’s native language.

o Native language support: My school will provide curricular resources, paraprofessional support, and other appropriate strategies to support the transition to English for English Language Learners.

o English as a Second Language (ESL/ELA-E): My school will meet the minimum requirements for providing services to English Language Learners, including Supported English Content Instruction and daily English Language Development (content vocabulary development, survival vocabulary development, oral language development, listening comprehension, and the development of reading and writing skills in English).

__________________________________ ________________________________

Signed Date

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New School Executive SummaryThe purpose of the executive summary is to give readers a brief explanation of your school. As part of our authorizing practice, Denver Public Schools will collect feedback from the Student Board of Education, community groups, and community organizations using the executive summary.

Complete this form directly into the Word file for ease of formatting.Name of Proposed School

Grade Configuration (Year-1)

Grade Configuration (Full Build)

Model/ Focus (e.g. Dual Language, STEM, etc.)

Proposed Region and Neighborhood

Primary Contact (name, email, mobile phone)

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

GRADE 2018-19 2019-20 2020-21 2021-22 2022-23ECE3

K123456789

101112

Total # students

Student Demographics: Provide your estimated student demographics below.

FRL %

SPED % ELL % Hispanic/ Latino %

African American %

White % Other %

3 DPS does not authorize Early Childhood Education (ECE) programs. If you are interested in having an ECE Center, please contact Cheryl Caldwell, Director of Early Childhood Education.

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Student Demographics

Charter only: Education Service Providers (ESPs) or Education Management Organizations (EMOs):

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

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

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

New School Executive Summary Narrative Address the following questions briefly in a narrative format. Please use the outline numbering and headers provided below.

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

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

in the 2017 Call for New Quality Schools ()?c. How many completed Intent to Enroll Forms have you collected to date?

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

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

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

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

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

5. Governance

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a. Briefly describe the role of the Collaborative School Committee (CSC, charter only) or School Accountability Committee (SAC, district-run only).

b. Charter only: Briefly describe the role of the Board in regards to school governance, academic oversight and fiscal oversight.

Summary Budget for New School Applicants

School Name: ______________________ 2018-19 2019-20 2020-21 2021-22 2022-23

Number of Students

Per Pupil Revenue

State & Federal Grant Funds

Private Grants / Foundation Revenue / Gifts & Contributions

Other Sources

Total Revenue

Instructional Salaries & Benefits

Instructional Services / Supplies

Other Instructional Expenses

Total Instructional Expenditures

Supporting Services Salaries & Benefits

Other Supporting Services Expenses

Total Supporting Services Expenditures

Total Expenses

NET INCOME

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

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Section I. CULTURE

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

Section I. Application Components

A. Vision, Mission Statement, and Core Values4

1. Provide the mission and vision statements for the proposed school.

Standard of Quality:1. The vision statement provides the entire school community, as well as external stakeholders, clear description of how

the applicants envision the school and its impact in the future (five to ten years).2. The mission statement defines how the school will accomplish the vision and meet the needs of the school’s target

student population.3. The mission and vision serve as the foundational driver for the school’s systems, structures, and practices (as evident in

the rest of the application).

B. Targeted Student Population 1. Describe your intended student population. Why do you believe the program you are proposing

is needed and will serve the intended population well?

Standard of Quality:1. The application includes detailed research of the student population and demonstrates an understanding of the student

population, including a clearly identified neighborhood/region, grade levels, expected demographics (%FRL. %ELL, %SPED, race, ethnicity), and achievement data.

2. The application includes a compelling explanation of how the specific school model would meet the needs of the target student population.

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

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C. Student Recruitment & Enrollment5

1. Describe your plan to recruit and enroll students, including students with special needs and English Language Learners.

Standard of Quality:1. The application details a marketing and recruitment plan, including strategies, activities, events, responsible parties, and

benchmarks that will result in sufficient progress over time.

2. The enrollment policy specifies that enrollment is available to all students, specifies any admission priorities, and affirms that enrollment will be determined by the DPS SchoolChoice Process, in the case that the school is oversubscribed.

3. If designing a dual language program: The application identifies the desired ratio of ELLs to non-ELLS and the strategies to recruit this ratio.

D. Demonstration of Community Support and Demand for the Application6

1. Describe the evidence of support for this program you have collected from parents/guardians and community members.

2. Fill out the Intent to Enroll Forms Summary table included below.

Zoned School Intent to Enroll Forms Grade Level Example: School A 20 (number of forms) 20 current 4th graders School B 10 5 current 4th graders

5 current 3rd graders School C 2 2 current 4th graders Totals 32 Intent to Enroll Forms 27 intent to enroll

forms for New School’s 6th grade class opening in 2018

Standard of Quality:1. The application includes evidence of meaningful community involvement, including letters of support, documentation from

community gatherings (i.e. sign-in sheets), and indicates that both a central group of founders and a broader array of engaged stakeholders were involved.

2. The applicant fully summarizes intent to enroll forms gathered, showing at least 50% of intended year 1 enrollment in each grade and provides a detailed accounting of the schools for which these students are zoned, i.e. 25 intent to enroll forms for students

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

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zoned for School A, 30 intent to enroll forms for students zoned for School B, etc.

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

E. School Culture & Student Engagement1. Describe the planned culture for the school, how it will include and serve all students, and

how this culture will promote a positive academic and social environment.

Standard of Quality: 1. The culture described is clearly designed to promote a positive, rigorous, and inclusive academic environment.

2. The culture described will reinforce student social and emotional development.

3. The application describes systems, practices, and traditions that the school leader and staff can implement on day 1, and beyond, to foster this culture for students, teachers, administrators, and parents.

4. The school has a researched-based plan for meaningfully investing students in the life of the school and promoting student voice.

5. If designing a dual language program: The application articulates how the school promotes bilingualism and the use of the targeted languages throughout the school day.

F. Student Discipline Policy7

1. How will the school’s discipline plan reflect the school culture you described above?

Standard of Quality:1. The discipline policy meets the standards and procedures outlined in the DPS discipline policy, including clear expulsion or dismissal

procedures, appeal processes, and an explanation of how expectations will be communicated to parents/guardians and students.

2. Staff members directly responsible for oversight of the discipline program and for entering the disciplinary records into Infinite Campus are clearly identified.

3. The discipline policy details how the school will equitably and proportionally meet the needs of students of color, students with disabilities, language learners, students identified as gifted and talented, and other students traditionally “at risk” for discipline disproportionality.

4. The policy includes a plan to analyze discipline data by demographic groups.

5. District-run schools only: District-run schools must follow the district’s discipline ladder of consequences. Refer to the district’s discipline plan (Policies JK, JK-R, and JFK) to describe how your school will ensure that the school has a clear and equitable process for student discipline. How will the school’s discipline plan reflect the school culture you described above?

7 A discipline policy consistent with the intent and purpose of section 22-33-106 must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(p)).

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(Appendix F – Discipline Policy – 10 page limit)

G. Student Attendance & Satisfaction1. Describe the strategies the school will implement to promote student attendance and

satisfaction.

Standard of Quality:1. The application sets goals for student attendance that meet or exceed standards on this section of the School Performance

Framework (SPF).

2. The application describes specific steps the school will take to promote attendance.

3. The application identifies who will enter attendance data into Infinite Campus, describes how that data will be monitored and defines a process for improving attendance, should goals not be met.

4. The application sets goals for student satisfaction that meet or exceed standards on this section of the School Performance Framework (SPF).

H. Parent/Guardian Involvement & Satisfaction8

1. Describe how you will engage parents in the school’s culture and operations to support their involvement and satisfaction.

Standard of Quality:1. Robust methods are described to build family-school partnerships to strengthen support for learning and encourage parental

involvement in the school’s culture and operations.

2. The application sets goals for parent satisfaction that meet or exceed standards on this section of the School Performance Framework (SPF).

3. The application defines how the school leadership will use parent satisfaction data.

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

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Section II. EDUCATION PROGRAM

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

SECTION II. Application Components

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

Standard of Quality:

1. The educational philosophy serves as a foundation for all aspects of the school’s instructional approach.

2. The education philosophy is intentionally chosen to meet the needs of the school’s target population.

B. Curriculum9

1. Describe the proposed curriculum the school will implement, including the proposed focus/model, the research basis for choosing this curriculum for the target student population, a description of instructional materials that will be used for core classes, and description of how the school will ensure the curriculum is culturally relevant.

2. If the school’s curriculum is not developed, describe the timeline and process you will use to ensure all materials will be ready when the school opens.

Standard of Quality:If the curriculum fully developed, see points 1-5:1. The application describes a curriculum that is aligned with the mission and vision, is evidence-based, and has a track record

of strong results for the target population.

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

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2. The proposed curriculum is clearly aligned with the Colorado State Standards and the Common Core standards (including 21st Century Skills).

3. The application adequately details the specific instructional materials (including both core content materials and skill development activities) necessary to implement the school’s proposed curriculum and standards.

4. The budget accounts for all proposed instructional materials.

5. There is a culturally responsive model or research basis that will guide the curricular implementation.

6. The application defines how the school will ensure horizontal (across content areas within a grade level) and vertical (across grade levels) alignment.

7. The application describes how the school will monitor the implementation of the curriculum and who will be responsible.

If the curriculum is not fully developed, see points 8-13: 8. There is a realistic plan for curriculum development that identifies the person/people

responsible for developing the curriculum and describes their curriculum expertise.

9. The plan for curriculum development details the tools and resources used to choose or develop and implement the curriculum.

10. The budget provided accounts for any funds needed for this curriculum development process.

11. The plan for curriculum development includes a process for mapping standards to units and lesson plans.

12. The plan for curriculum development includes a clear timeline and benchmarks that will ensure the curriculum, as well as the full scope and sequence, is fully developed prior to opening.

13. The staff responsible for curriculum implementation will receive adequate training on the CCSS and backwards design.

14. There is evidence that this approach will result in increased academic performance for students.

C. Scope/Sequence 1. Provide the course scope and sequence for social studies, science, language arts, and

math for one grade that the school would serve in year 1. (Appendix J – Course Scope and Sequence for one Grade– 20 page limit)

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Standard of Quality:1. The application describes the scope and sequence for all core subjects (math, literacy, science, social studies) in one grade

that the school would serve in year 1.

2. The scope and sequence is aligned to grade-level Colorado Academic Standards and Common Core State Standards.

D. Goals, Objectives, & Pupil Performance Standards 1011

2. Performance Goals. Outline the clearly measurable annual AND interim performance status and growth goals that the school will set in order to monitor and evaluate its progress accelerating student achievement, including the rationale for proposed goals with these assessments. What corrective actions will the school take if it falls short of student academic achievement expectations or goals?

Standard of Quality:1. Annual Goals: The application includes reasonable and rigorous academic performance goals for student

achievement that meet or exceed the standards on the School Performance Framework (SPF).

2. Interim Goals: The application identifies specific interim performance goals and assessments that the school will use to confirm that it is on-track with students during the first year of operation.

3. Opportunity Gap Goals: The application articulates how the school intends to close and eliminate opportunity and achievement gaps between sub groups (FRL and non-FRL, race groups, students with IEPs and students with no IEP, etc.)

4. 4. If applicant is an Elementary or ECE-8 school that plans to phase in one grade at a time: The application includes specific performance targets for all state-mandated tests and interim assessments that the school will use to measure its success for grades K-2 are described.

E. Progress Monitoring and Assessments 1. Describe the procedures for taking corrective action if student performance falls below

described goals (annual, interim and opportunity goals), as well as the person/persons responsible for implementing these actions.

2. Describe how the school will use assessments to monitor the progress of all students and how it will communicate these results to the school community. Please use the table below to clearly outline these decisions.

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

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Assessment Name

Grade levels

Content Areas (ex: Math, Early Literacy)

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

Type (Diagnostic, Interim, Summative)

Frequency (ex: Annual, 2/year)

Administration Calendar (ex: Jan-Feb)

Standard of Quality:1. The application indicates that the school will utilize grade level appropriate assessments (including baseline, interim,

and summative assessments) that align with the school’s curriculum, performance goals, school-specific targets/indicators, and state standards, and clearly describes how the schools will use the data to refine and improve instruction.

2. The rationale for why these assessments were chosen is clear and aligned to the school model.

3. The application confirms the school will administer each of the state mandated assessments (e.g., PARCC, WIDA-ACCESS, SAT, CMAS, READ Act assessments, etc.)

4. There is a plan to ensure the school will supply at least enough computers with high-speed Internet access for all students in their largest grade to administer in order to administer the required computer-based assessments all at once. These expenses are reflected in the provided budget.

5. There is a process to ensure the proposed interim assessments will be valid and reliable indicators of progress, and align with the school’s curriculum, performance goals and state standards.

6. The application describes the tools and protocols that will be used for data analysis.

7. The application includes a clear schedule for data analysis and identifies the person or groups that will be responsible for collecting and analyzing assessment data.

8. The application describes the information system(s) to be used to manage student performance data.

9. The application describes procedures for taking corrective action if student performance falls below described goals, as well as the person/persons responsible for implementing these actions.

10. There is a clear communications plan to regularly report and explain assessment data and progress towards school goals to the school community, specifically parents/guardians.

11. If applicant is an Elementary or ECE-8 school that plans to phase in one grade at a time: There is a clear explanation for how K-2 assessments will be used, and the steps that will be taken in the event that the school does not meet proposed goals in the first years of operation.

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F. Promotion & Retention Policies1. Describe the school’s policies and standards for promoting students from one grade to the next, including how and when promotion and graduation criteria will be communicated to parents and students.

Standard of Quality:1. The application includes clear promotion criteria, including an explanation if any policies differ from the District in any grade

level, a description of the role of parents/guardians in determining promotion and retention decisions, and a description of the specific interventions that the school will implement prior to and after retention to accelerate achievement.

2. If the school will serve grade levels covered by the READ Act: The promotion and retention policies and practices will comply with the Act, including administering appropriate assessments, developing and implementing READ Plans, and meeting the needs of students with significant reading deficiencies.

3. If the applicant is a middle or high school: The application articulates how the school will meet DPS and Colorado Department of Education graduation requirements.

4. If the applicant is a middle or high school: The application clearly articulates graduation requirements and the school’s exit standards for graduating students.

5. If the applicant is a middle or high school: The application clearly articulates how the school will ensure all students meet their graduation requirements on-time.

6. If the applicant is a middle or high school: The application clearly describes the systems and structures the school will implement for students at risk of dropping out of high school and/or not meeting the proposed graduation criteria.

G. Supplemental Programming1. Describe any supplemental programming that will be available to address the needs of the

whole child.

Standard of Quality:1. The application describes supplementary programs for students to promote improved mental, emotional

and physical health that are evidence-based and will address the needs of the whole child. The application states who will conduct these programs, what community resources (if any) will be leveraged to offer these programs, and defines which will be optional (if any). Any program costs and staffing are reflected in the budget.

2. The application provides an outline for extra-curricular activities, including a description of any sports offered, and details how often they will occur, who will manage or oversee activities and how will they be funded (including if there will be a fee for student participation). All costs are reflected in the budget.

3. For schools offering summer school: The application includes a plan for summer school, including a description of the enrollment numbers, any selection criteria for participation, what specific student needs will be addressed, the schedule (including number of hours and weeks offered), and funding. All costs are reflected in the budget.

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H. Community Partnerships (optional)2. If applicable, describe any partnerships the school will have with community organizations,

businesses, or other educational institutions to support families and students. Note: As evidence of confirmed partnerships, include in Appendix E letters of support from each organization, business or educational institution that specify exactly what the organization will provide as a partner.


1. If the application describes community partnerships to support students and families: Letters of support from the organizations describing the nature, purposes, terms, and scope of services they will provide are included in an Appendix.

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Section III. TEACHING

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

Section III. Application Components

A. Instructional Strategies 1. Describe the school-wide instructional strategies the school will implement to meet the needs of

all students.


1. The application identifies school-wide instructional methods and strategies that will promote rigor and high expectations for all students.

2. The application describes culturally responsive, research-based instructional methods and strategies.

3. The application identifies essential elements of teachers’ lesson planning, including standards-aligned daily objectives and checks for understanding.

4. The application describes how data is used to refine and improve instruction on a daily, weekly, unit and quarterly basis.

B. Teacher Coaching1. Describe the school’s plan to coach and support teachers to fully implement the

proposed school model.

Standard of Quality: 1. The application includes a plan to conduct observations and provide feedback to all staff on a clear and consistent

schedule using a protocol with research-based, transparent, model-aligned criteria

2. The application clearly states which personnel will be involved in teacher coaching and there is an adequate coach to teacher ratio to fully implement the plan.

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3. There is a data driven process in place to ensure coaches are delivering relevant and differentiated coaching based on teacher needs (i.e. first-year and new teachers to the school).

4. There is a system in place to ensure coaching feedback is implemented.

5. If designing a dual language or TNLI program: The application articulates how the school will align teacher coaching to the language of instruction.

C. Teacher Professional Development

1. Describe the professional development that will be provided to teachers, administrators and staff to fully implement the education program and meet the school’s proposed goals. Standard of Quality:

1. The application outlines a clear schedule for professional development and demonstrates that the school will offer sufficient PD to support teachers in implementing the complete educational program with fidelity.

2. The application demonstrates how the PD is aligned with and will help teachers operationalize the mission, values, culture, and goals of the school.

3. The school’s calendar, daily schedule, staffing plan, and budget are aligned with the PD plan

4. PD will support staff in developing the cultural responsiveness necessary to effectively serve linguistically and culturally diverse students, as well as meeting the needs of ELL students, G&T students, and student with disabilities.

5. PD content is informed and differentiated by data on student performance, teacher evaluations/coaching cycles, and teacher development needs and interests.

6. There is time set-aside for teacher collaboration, planning, and data analysis to ensure vertical and horizontal alignment.

7. The application includes a clear process and responsible party responsible for developing, leading, and evaluating each component of PD at the school.

D.Teacher Evaluation1. Describe your evaluation tools and processes, as well as the standards and criteria that

will be used to evaluate teachers. Attach your school’s teacher evaluation tools as Appendix G.

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

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1. District-run schools only: The application describes use of LEAP evaluation tools, standards, and processes that meet the intent of Colorado SB 10-191, addressing what role student progress and achievement (at minimum 50% of evaluation based on academic growth) play in teacher evaluations.

2. Charter schools only: The application describes use of evaluation tools, standards, and processes that meet the intent of Colorado SB 10-191, addressing what role student progress and achievement (at minimum 50% of evaluation based on academic growth) play in teacher evaluations.

3. The application states who will have the primary responsibility to evaluate teachers and details how often/on what schedule the evaluations will occur.

4. The application addresses how evaluation criteria will be clearly communicated to teachers, how (if at all) evaluations will be tied to performance goals, and what steps or actions will the school take when teacher performance is unsatisfactory.

5. The application describes clear systems to ensure evaluations are conducted at least annually.

6. The application describes how teacher evaluations factor into employment decisions.

E. English Language Learners12

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

2. Assessment and Placement. When will you assess students for placement? What valid and reliable English Language Proficiency (ELP) assessment will you use to determine proficiency levels in listening, reading, writing, and speaking English? How often will you assess students for progress? What will you do with the results? How will you ensure that parents are aware of the school’s programs and services? Who will notify parents about placement in a Language Instruction Educational Program (LIEP), what will be included in the notification, and when will it happen? If students receive Spanish instruction, what grade or subject appropriate assessments will you use to assess the knowledge of ELL students?

3. Program Design and Curriculum. a. If you expect to provide a TNLI program, describe which program goal describes

the purpose of your TNLI program (see table below)? DPS Language Development Goals for TNLI Programs

EXPECTED RESULTS/GOALS TNLI PROGRAM TYPE

● High levels of academic achievement in all curricular areas● Sufficient academic foundation in Spanish literacy and content areas

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

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until instruction in English is appropriate (for Spanish-speaking English learners)

Early-exit

● High levels of academic achievement in all curricular areas

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

● High levels of academic achievement in all curricular areas

● Full academic proficiency in English and Spanish for native Spanish speakers and native English speakers Dual language

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

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

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

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

GRADES

SERVED

THRESHOLD PROGRAM MODEL

SERVICES BY PROGRAM MODEL13

Native Language Support

Resource Teacher

English Language

Development (ELD)

Supported Content

Instruction in

English

Native Language Instruction

Elementar

y

<15 ELLs No ELA Program-Strategic

13 See ELA Glossary on pg. 1530


(E-5, E-8)

Support

≥15 ELLs (all languages)

ESL/ELA-E

Yes Yes Yes Yes

THRESHOLD

PROGRAM

MODEL

SERVICES BY PROGRAM MODEL14

Native Languag

e Support

Resource Teacher

English Languag

e Develop

ment (ELD)

Supported

Content

Instruction in English

Native Language

Instruction

≥15 ELLs (Spanish-speaking)

ESL/ELA-E

Yes Yes (ELA-S)

Yes Yes

≥60 Spanish-speaking ELLs

TNLI Yes Yes Yes Yes

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

TNLI and ESL/ELA-E

Yes Yes (ELA-E)

Yes Yes Yes (for Spanish-speaking ELLs)

≥15 ELLs (all languages)

ESL/ELA-E

Yes Yes Yes

50-99 Spanish-speaking

ESL/ELA-E

Yes Yes (ELA-S)

Yes Yes

14 See ELA Glossary on pg. 1531


ELLs (intermediate proficiency or below)

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

TNLI Yes Yes Yes Yes

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

TNLI and ESL/ELA-E

Yes Yes Yes Yes (for Spanish-speaking ELLs)

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

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

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

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

v. How will you ensure that ELL students are integrated into a supportive school

culture?

4. Teaching. Provide the profile of the staff member responsible for the management of the ELA program, including responsibilities, qualifications, certifications, relevant

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language proficiency, and knowledge of the history and culture of the ELLs in the program. Describe the professional development opportunities that will be offered to administrators evaluating the ELL program staff, and to teachers in ESL/bilingual, mainstream, and content-specific classrooms.

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

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


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

2. The English Language Acquisition (ELA) plan provides parents with information about ELA programming offered both at the school and district wide.

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

4. District-run school requirement: The school has a Parent Advisory Committee (PAC) chosen by the families of English Learners that ensures there is communication between ELL families and the school, provides parents information about ELA programming and gathers feedback from ELL families about ELA programming and services.

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

6. The school assessment plan utilizes language proficiency data (including W-APT and ACCESS) to support educational planning for all English Learners.

7. The plan describes ELD instruction based on research-based methodology and curriculum to support the language development of ELLs. The plan includes the scheduling of ELD for all ELLs that meets or exceeds the minimum requirement of 45 minute instruction daily. ELD is reflected on the master schedule.

8. The plan describes how English Learners will be progress monitored for both content and language development. This includes annual performance objectives, timeframes, grade(s), performance standards, expected performance level(s), and method(s) for informing parents about students’ growth in English.

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

10.a. District-run school requirement: The applicant correctly identifies the

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

b. Charter school requirement: A research-based model is in place to facilitate English language development for ELLs (e.g., ESL, structured sheltered instruction, early or late transition, dual language education) aligned to the chosen ELA model, as specified in the attached ELA Program Attestation.

11. The school identifies a school administrator or an administrator designee responsible for the management of the program, their responsibilities, and qualifications, including certifications, relevant language proficiency, and knowledge of the history and culture of the ELLs in the program.15

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

13. Teachers are evaluated to ensure that the training prepares them adequately to implement the ELA program and that their delivery of Program services is effective as measured by student achievement.

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

15. Charter school requirement: The professional development plan includes the implementation of the ELA Charter Teacher Training Channel for all teachers who have not yet gained their ELA Qualifications.

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

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

15 Note: District-run schools must identify ISA Team members. Charter schools must identify an ELA Administrator.34


F. Students with Disabilities16

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

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

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

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

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

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

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

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

3. Program Plana. Describe the instructional programs, practices, and strategies, as well as any

schedule adjustments and any additional resources, the school will employ to meet the needs of students with mild and moderate disabilities.

4. Serving Students with Severe Disabilities (providing services above mild/moderate needs)

a. Indicate the school’s willingness to host a center-based program to serve students with above mild/moderate intensity of supports (the specific process and resources would be negotiated with DPS upon approval).

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


1. The application describes a thorough process using a body of evidence to identify students with disabilities in a non-discriminatory manner and includes the staff members responsible for the identification process.

2. The application includes a system to ensure the school avoids misidentification and overrepresentation of student groups.

3. The school will regularly assess IEP goals and supports through frequent normative and diagnostic, progress monitoring.

4. The application describes a continuum of services that will ensure students’ access to the general education curriculum in the least restrictive environment (LRE) that meet IDEA and FAPE requirements.

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

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5. There is a communication plan for the Special Education teacher and General Education teacher to identify students’ needs, supports and progress.

6. The application includes a plan to ensure that all staff are “Highly Qualified” in accordance with the Avery Student Succeeds Act (ESSA) and are appropriately licensed and endorsed to serve students with mild and moderate disabilities. Appropriate pre-requisite qualifications are detailed for these positions.

7. There is a detailed plan to recruit, hire and retain high-quality teachers that meet these requirements.

8. The application describes quality methods to regularly evaluate and continuously improve the effectiveness of the special education program, including the staff responsible.

9. The staff/student ratio adequately provides special education staff to serve students with disabilities, both as the school phases in and at full build, and expenses are included in the budget17.

10. The applicant demonstrates a clear understanding of their obligation to students with mild and moderate disabilities, details appropriate resources to meet the needs of students with mild and moderate disabilities.

11. The applicant is willing to work with the District to host a center program to serve students with severe disabilities (above and beyond mild/moderate supports).

G.Gifted and Talented Students18

1. Explain how the school will identify gifted/talented and academically advanced students.


1. The application describes systems to identify gifted/talented and academically advanced students, including detailing the criteria that will be used to determine exceptional ability or potential, including the staff member(s) that will be accountable for identifying these students.

2. The application includes methods the school will use to improve the representation of traditionally underrepresented student cohorts in its G&T programs.

3. The application describes programs for gifted students that are research-based and will effectively meet the needs of gifted students, including any additional appropriate resources that are accounted for in the budget and

17 The mild/moderate pupil to teacher ratio is within the DPS recommendations of: 19:1 for Elementary and K-8 schools; 21:1 for Middle and 6-12 schools; and 23:1 for High Schools.18 A plan for serving gifted and talented students must be included in a charter application per Colorado Statute (C.R.S. § 22-30.5-106 (1)(q)).

36


any adjustments in the schedule necessary.

4. The application includes a plan to ensure that all staff are “Highly Qualified” in accordance with the Every Student Succeeds Act (ESSA) and are qualified to serve G&T students. Appropriate pre-requisite qualifications are detailed for these positions. There is a detailed plan to recruit, hire and retain high-quality teachers that meet these requirements.

5. The application describes methods to regularly evaluate the effectiveness of the gifted and talented program

6. For High Schools Only: The application describes well-defined supports for students with ALPs, including identifying the staff person(s) responsible and any additional research-based resources that are accounted for in the budget.

H.Multi-Tiered System of Supports 1. Detail your MTSS plan, including the use of social-emotional supports and Response to

Intervention (RTI).


1. The application details an MTSS plan19 that includes evidence-based practices, family, school, and community partnering, team-driven leadership, data-based problem solving, and a layered continuum of supports of all students, including English Language Learners, students with disabilities, students in need of intervention, and Gifted and Talented students.

2. The application includes a RtI plan that meets the state’s requirements and includes specific research-based strategies to support students in Tiers I, II, and III.

3. The application describes how the school’s assessment system and any other processes will be used to regularly identify and adjust grouping for students in need of academic intervention or acceleration.

I. School Schedule & Calendar1. Describe how the school schedule and calendar will ensure adequate opportunities to

support the needs of all students and promote the implementation of your proposed model.

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

19 https://www.cde.state.co.us/mtss/mtssessentialcomponentsdefinitionsjune2016

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1. The application clearly details the total number of days and hours of instruction that students will receive; the length of the school day, including start and dismissal times.

2. The application includes the minimum number of hours/minutes per day and week that the school will devote to academic instruction in each grade for core subjects.

3. The school calendar aligns with the intended educational program and will support the stated goals of the educational program.

4. The application provides a school schedule that meets or exceeds the minimum state requirements for instructional time and includes a compelling explanation for how the school schedule was intentionally crafted to optimize student learning for all students, including those needing English language development, acceleration or intervention.

5. The schedule includes the daily required, minimum 45-minute ELD block, and notes specific times for interventions and accelerations that do not compromise a student’s ability to access the core curriculum.

6. If designing a TNLI or dual language school: The school schedule provided includes clear Language Allocation Guidelines aligned to the specific model.

J. Class Size1. Describe the school’s planned class size and structure.


1. The application describes a learning environment with a reasonable class size and structure for both core and elective subjects that will ensure student needs are met.

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Section IV. LEADERSHIP

39


Section IV. LEADERSHIPOverviewThis section outlines not only the leadership personnel, but also the processes that will ensure school operational sustainability and achievement.

Section IV. Application Components A. Leadership Team Personnel

1. Describe the essential duties and responsibilities of the school leader and the rest of the leadership team, including a clear succession plan and evidence of instructional expertise.a. If the school leader has not been identified, describe the profile of your school’s ideal leader and the recruitment and hiring process for the school leader.b. If the school leader candidate has been identified, explain why this individual is well qualified to lead the proposed school in achieving its mission and goals.

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


1. The leader profile details the skills, qualifications, characteristics, and essential duties/responsibilities necessary for a leader and leadership team to effectively manage the school’s operations and lead the school.

2. If the application identifies a leader: The identified leader has managed a high performing school, has established a consistent track record of improving student achievement, and there is sufficient data and evidence to demonstrate the leader’s ability to implement the school’s unique mission and serve the target population well.

Or the identified leader has not managed a school but is part of a principal leadership training program, has a strong organizational and academic track record in past roles, and demonstrates capacity to design, launch, and manage a high performing school.

3. The members of the leadership team that have been identified are qualified with strong track records, and there is a clear process and timeline to fill all other positions.

4. There is a proactive leadership succession plan in place, including strategies to develop internal candidates and engage the school community.

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B. Leadership Team Coaching & Evaluation 1. Explain the school’s system for providing coaching and professional development for the

school leader in compliance with state statutes, including how the governing board will address unsatisfactory leadership performance (for charter schools only).

(Appendix M – School Leader Evaluation Tool – 4 page limit)


1. The application demonstrates the leader will have sufficient leadership development and support, including a regular schedule for leader coaching and a system for identifying leader needs. The criteria and tools that will be used for leadership coaching are clear.

2. Charter Schools only: The application identifies the regular schedule for leader evaluations (minimum annually), the criteria and tools that will be used for the process, and has designated a person (or persons) with primary responsibility for the leader evaluations.

3. Charter Schools only: The leader evaluation will be based at least 50% on student achievement. The criteria for leader evaluation include specific student progress measures that align to the mission and performance objectives for the school.

4. Charter Schools only: The application describes the next steps the Board and leader will take in the event the leader does not meet accountability measures. There are clear metrics and cut points that will trigger different courses of action, and the Board has specific metrics it will use to make termination decisions.

5. District-run schools only: The application clearly describes the regular schedule for leader evaluations using the DPS evaluation process and has designated a person (Instructional Superintendent) with primary responsibility for the leader evaluations.

6. District-run schools only: The leader is evaluated using the LEAD Framework based on 50% student achievement.

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

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

(Appendix N – School Organization Chart – 2 page limit)

2. Supply a staff roster that details all staff positions for the school.

(Appendix O – Staff Roster – 2 page limit)

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1. The organizational chart provided clearly demonstrates the school’s staff structure as it phases in and at full build-out, noting any core operations that will be outsourced to third parties or consultants.

2. The organizational structure has well-defined roles, clear lines of accountability, and is in compliance with state or federal law.

3. The staff roster distinguishes between full-time and part-time positions using FTE conventions, clearly indicates which positions are added each year (if applicable), and includes adequate staffing for ELL, Special Education, and G&T instruction, as well as for paraprofessionals and specialty teachers.

4. The organizational structure and staff roster support the effective implementation of the academic program, both as it phases in and at full build-out.

5. The organizational structure and staff roster is organizationally and financially viable and aligns with the budget.

D. Teacher Recruitment and Hiring1. Describe the standards that will be used in hiring

teachers and other school staff, including the teacher recruitment and selection process, plans for recruiting culturally and linguistically responsive teachers, and a plan to ensure that all staff are “Highly Qualified” in accordance with the Every Student Succeeds Act (ESSA ). Describe your teacher recruitment and selection process.


1. The school will ensure that all core content teachers hired are “Highly Qualified” in accordance with the Every Student Succeeds Act (ESSA).

2. The application thoroughly describes the pre-requisite qualifications that will be used in hiring teachers and other school staff. The selection criteria described gives appropriate consideration to the school’s unique design, target student population, mission and vision, and cultural competencies required of key staff positions.

3. The application describes a teacher recruitment and selection process that articulates a diversified approach to publicizing open positions, a clear timeline and thorough interview process for selecting teachers, and a clear decision making process to ensure a robust pipeline and good hiring decisions.

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E. Teacher Retention1. Describe what strategies the school will deploy to promote retention of your best

performing teachers.


1. The application indicates that the school has thorough research-based strategies to promote teacher retention (i.e. new teacher support systems, mentoring programs, methods to promote distributive leadership and develop teacher leaders, etc.), has a reasonable target for teacher retention rate and factors staff retention into the school leader’s evaluation.

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Section V: OPERATIONS, BUDGET, & GOVERNANCE

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

Section V. Application ComponentsA. Employment Policies20

1. Explain the relationship that will exist between the proposed school and its employees, including employment terms and conditions, including any proposed personnel policies or employee manual and the school’s compensation system.

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

Standard of Quality:1.The application provides an employment policy that codifies the relationship between the

school and its employees, including employment status, use of employment contracts, salaries, hiring and dismissal, and other matters related to staffing.

2. The application clearly describes policies on equal employment opportunities, maintenance of a drug-free workplace, and how grievances will be addressed. If these policies are not yet in place, describe the timetable under which they will be developed and the outline of their contents.

B. Operations - Transportation2122

1. If you plan to provide transportation for students:a. How does your transportation plan ensure equitable access for students experiencing

poverty and those who currently lack access to high-quality schools?b. How is your plan financially sustainable?c. How does your plan align with your school’s calendar?

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

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2. If you do not plan to provide transportation to students, describe the school’s plan for meeting the transportation needs of students.

a. What alternative means of transportation are available for students?b. How are these alternatives accessible to students experiencing poverty and those who

currently lack access to high-quality schools?


1. The plan addresses the transportation needs of low-income students and students with special needs.

2. The plan is fiscally viable and aligned to the budget.

3. The plan accounts for the school’s calendar and schedule.

C. Operations - Safety and Security 1. Explain your process to create and maintain the required Emergency Management Plan. Who

will have primary responsibility for this plan and how will you ensure the ongoing safety and security of students and staff in your building?


1. The application describes a process and a named staff member responsible to create and maintain the District-required Emergency Management Plan

2. The application describes how the school will address mitigation, preparedness, response, and recovery of the school in case of emergencies.

D. Operations - Insurance Coverage (charter schools only)1. Provide a list of the types of insurance coverage the school will secure, including a description of

the levels of coverage.


1. The application provides a list of types of insurance coverage the school will secure (Types of insurance include Worker’s Compensation, liability, property, indemnity, educator liability, directors and officers, errors and omissions, and automobile.).

2. Each type of insurance has the correct level of coverage23.

23Insurance levels of coverage should meet the following benchmarks: 1) Comprehensive general liability: $2,000,000; 2) Officers, directors and employees errors and omissions: $1,000,000; 3) Property insurance: As required by landlord; 4) Motor vehicle liability (if appropriate): $1,000,000; 5) Bonding (if appropriate): Minimum amounts $25,000, Maximum amounts: $100,000; 6) Workers' compensation: As required by

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E. Operations – Food Services24

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


1. The application provides a description of a food program that will meet student needs and is financially viable.

2. The application describes how the food program will comply with state and federal rules and regulations.

F. Budget NarrativeNote: All applicants are required to submit the completed budget form as a separate electronic document in Excel. Applicants do not need to submit a hard copy of the budget form. This budget template for both charter and district-run applications can be found on the DPS website at http://portfolio.dpsk12.org/our-processes/call-for-new-schools/current-call-for-new-schools-and-placement-review/1. Charter Applicants

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

b. Provide a summary of all year-0 start-up costs.c. Describe your anticipated private revenue sources, including contributions and

grants. Note which are secured and which are anticipated, as well as how each revenue stream will be used in support of non-core operational expenses.

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

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

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

g. Describe the systems, policies and procedures, including internal controls, which will be in place to responsibly manage accounting, purchasing, payroll and financial reporting requirements, including a year-end audit. Detail the procedure you will

state law.

24 (C.R.S. 22-30.5-106(1)(m))47


follow to ensure an annual audit is completed by an independent group. Describe the process the school will follow to contract with a Certified Public Accountant to conduct an annual, independent financial audit. How will the school disseminate the results from the audit with the school district and required state agencies?

2. District-Run Applicants

a. Describe any expenses the school expects to incur that are in addition to what DPS traditionally funds (e.g., additional curriculum materials, extended overnight field trips, additional professional development experience, etc.). If you believe you will have additional revenues separate from DPS funding, please list them as well.

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

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

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

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

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

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

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


1. The budget provided in the application balances, is transparent, and demonstrates an understanding of how revenues flow.

2. Operating expenses are covered by continuous income streams and are not reliant upon private funding.

3. The budget aligns with all other aspects of the application, including the staff roster and education program (including curriculum costs).

4. The application describes private revenue sources, noting which are secured and which are anticipated as well as how each revenue stream will be used in support of non-core operational expenses.

5. The application describes, and the budget reflects, any services that will be contracted (i.e. business services 48


payroll and auditing services) and there are reasonable costs and rigorous criteria for selecting such services.

6. The application includes a realistic contingency budget that details the budget cuts and the dollar amount related to each adjustment in the event of only 80% enrollment in year 1. The contingency plan does not compromise the ability of the school to implement the education program.

7. The application describes a plan to ensure leadership monitors financial metrics, including budgets to actuals, cash flow, income statement, balance sheet, and financial reporting requirements on an ongoing basis.

8. If primary financial management is provided by external consultants: There is a member of the school staff who has the financial knowledge to understand and interpret financial information provided by external consultant (manage financial information provided).

9. There is a process for school leadership to prepare internal monthly financials for stakeholder review. There are strong internal controls in place that are consistently followed.

10. Charter schools only: If the school is planning to secure the Charter School Program grant or other reimbursement grants in Year 0, the application includes a realistic plan to acquire cash in the year prior to opening.

F. Collaborative School Committee (CSC) and/or School Accountability Committee (SAC)25

1. Explain the design of your School Accountability Committee/Collaborative School Committee, including how will you ensure that parents/guardians, teachers, and community members are active participants in the school’s governance structure.

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

3. How will you ensure that the School Accountability Committee (SAC) and/or Collaborative School Committee (CSC) provides meaningful accountability and support to the school, including adequate input into a transparent budgeting process, and progress monitoring against the school’s academic goals?

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

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

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1. The CSC/SAC design meets statutory requirements, in terms of composition and responsibilities.

2. The proposed structure will sufficiently support the SAC or CSC in their role supporting and providing regular input into the school’s oversight (ex. Budgets, evaluations, academic goals).

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

1. Explain the general philosophy of governance that will guide the proposed school. 2. How will the board interact with the Principal or Head of School?3. How will the board interact with the SAC (described in section IV)?


1. The application includes a detailed description of the board’s primary responsibilities that demonstrate a thorough understanding of the differences between the roles and responsibilities of the board versus the administration.

2. The application demonstrates that the board understands its role in reference to governance versus management.

3. The school’s mission and vision clearly guide everyday practice and decision-making.

I. Charter Schools only: Board Capacity & Structure 26

1. Describe the capacity of the Board, including the size and composition of the governing board, both currently and as desired going forward. Identify key skills, areas of expertise, and constituencies that will be represented on the governing board. List all current board members and their roles, summarize their interests in and qualifications for serving on the school’s board, and describe the board member recruitment and selection process, both for the inaugural board and going forward. Describe plans for increasing the capacity of the governing board. How will the board expand and develop over time?

2. Describe the structure of the proposed board, including committees, any advisory groups that are different in form and function than the governing board, the length of board terms, a summary of board officers and their roles, how often the board will meet, the key expectations

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

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for board members, as well as the school’s dismissal policies and procedures for board members.

(Appendix Q – Resumes of all Board Members – 15 page limit)Note: All board members are required to fill out the “Charter School Board Member Questionnaire,” found in Appendix C. These completed questionnaires should be included in the application as Appendix C.


1. The application thoroughly details the board’s composition, size, and structure, including outlining any committees that will be used to support the school in carrying out its mission and vision.

2. There is a clear process, timeline, and qualifications for recruiting and appointing board members for both the inaugural board and going forward. Length of board terms, term limits, and board officer roles are explicitly defined.

3. There is a schedule for regular board meetings according to the Open Meetings law.

4. The application includes a strong board president, treasurer, community members, and members with previous non-profit board experience.

5. The application provides resumes for all current board members that represents the diversity of the school and captures a diversity of skill sets (i.e. legal, financial, governance, education, development, community etc. expertise). The applicant has also identified any current gaps in skills, competencies, and/or background on the board and there is a timeline and process to recruit additional members to fill these gaps.

6. The proposed composition of the board will effectively support the school to be successful academically and operationally and will ensure that key stakeholders and community members will be active in the governance of the school.

7. There are well-defined accountability policies and processes for the board, including any attendance and committee service requirements, clearly articulated board member actions that would trigger removal from the board, and a defined removal process that would take place.

8. The application provides a thorough development plan for building the capacity of the governance board (i.e. orientations, annual board trainings) that especially addresses the needs of the inaugural board and anytime new board members are added. There is a schedule for when these trainings will occur and an outline of topics that will be addressed.

9. The application includes a process to regularly evaluate Board function and strengthen Board practices.

J. Charter Schools only: School Oversight & Stakeholder Engagement

1. How will the board approach its oversight role?

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2. Describe the metrics or progress indicators that the board will consider in its analysis of the school, as well as how and how often the board will receive this information and from whom.

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


1. The application describes systems for how the board will regularly monitor key financial, student achievement, and school culture (i.e. discipline, attendance, etc.) metrics. There is a system and clear protocols for how the board receives this information and from whom.

2. The board has established benchmarks and progress indicators based on goals described in the application to indicate their success in year 1 and beyond.

3. There is a clear system to evaluate the school leader.

K. Charter Schools only: Board Status & Compliance1. Describe the proposed school’s legal status. 2. How did you (or will you) draft your Articles of Incorporation & Bylaws? 3. Please describe the procedures for identifying and addressing conflicts of interest. 4. Please describe the policies and procedures in place to ensure compliance with the Colorado

Sunshine Law/Open Records Act (see link in Resources).5. How will the board oversee and implement the school’s grievance process and policy? What is

the role of the board when a staff member or a parent has a grievance? What are the goals of the board in terms of monitoring and resolving staff and parent complaints?

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

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


1. The school has obtained or plans to seek status as a Colorado nonprofit organization, has or will file Articles of Incorporation in a timely manner, and has clear consultation and legal support for this process. It is clearly stated whether the school will be a member or nonmember corporation and who the members will be.

2. If applicable, the application includes updated copies of Articles of Incorporation, Bylaws, Whistleblower Policy, and/or Conflict of Interest Policy that are in compliance with state and federal laws.

3. The applicant is not currently engaged in any litigation or arbitration proceedings, or if it is involved in any litigation, there is confidence of a timely and positive resolution.

4. There is a clear understanding of how the board will implement a grievance policy, including detailing the role of the board when a staff member or a parent has a grievance and clearly articulated goals in terms of monitoring and

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resolving staff and parent complaints.

L. Facility27 (charter school only)Note: All applicants must provide a budget using demonstrably reasonable estimates of private facility costs.1. Have you secured a location for your school? If so, what is the address? If possible, include lease

agreement or Memorandum of Understanding detailing rental agreement in Appendix V.2. If a facility has not been identified, discuss both your short and long term plans for acquiring a

facility and ensuring it is ADA compliant. 3. Describe your progress to-date navigating the real estate market, and detail at least 3

prospective, viable facilities and your strategy for selecting a site, including a reasonable estimate for facility costs included in your budget that considers how funds will be allocated for lease costs (if applicable), renovation expenses, and any other expenses involved in preparing the building for use as a school. If additional funds or financing will be needed for facility upgrades, identify your potential grants and/or lending sources.

All applicants are to fill out the School Facility Questionnaire, located in Appendix C.

(Appendix C – School Facility Questionnaire – required)

(Appendix V – Lease Agreement or MOU for Facility Rentals)


1. The application includes an adequate, realistic short term and long-term plan for acquiring a private facility that is appropriate for the instructional and programmatic needs of the school.

2. The application includes reasonable location, size, cost per square foot, zoning, and occupancy requirements for the planned facility or the 3 prospective facilities.

3. The facility plan will ensure the building is ADA compliant and includes designated space to provide physical/occupational therapy, and nursing services as required by a student’s IEP.

4. The facility plan includes necessary facility costs including lease payments, renovations, and other expenses involved in preparing the building for school use, as well as identifying any potential grants and/or lending sources for financing any required facility upgrades.

5. The facility plan demonstrates that the facility estimate used in the budget is reasonable and viable.

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

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Section VI: Waivers (Charter Schools Only)

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Section VI: Waivers (Charter Schools Only)

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

Section VI. Application Components

A. District Policy Waivers: Type Implication

Not waivable DPS would not approve a waiver for this policy

Type I Automatic Waiver - Does not apply to charter schools Type II Charter schools can waive this policy and DPS does not need replacement policy on file.

Type III Charter schools can waive the policy, but DPS needs the replacement policy language on file and approved by the District. Otherwise, the DPS Board policy governs.

Note: Please see the DPS Waiver link in the Information for Applicants section, beginning on page 59, for a complete list of DPS policies that do not apply to charter schools and are therefore automatic. The Information for Applicants section also includes a list of waivers that are Not Waivable.

Type II District Policy Waivers

Charter schools should review each Denver Public Schools Policy and select the appropriate Type II waiver(s) below that aligns with the proposed school model.

A Policies: Foundations and Basic Commitments ☐ AC Nondiscrimination and Equal Opportunity☐ AC-R1 Procedures for the Investigation of Public Complaints of Discrimination or Harassment☐

AC-R2 Procedures for Public Requests for Reasonable Accommodations and Procedures for the Investigation of Public Complaints Regarding the Provision of Requested Accommodations

☐ ADC Tobacco and Marijuana-Free Schools

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http://www.boarddocs.com/co/dpsk12/Board.nsf/Public?open&id=policies


☐ ADD Safe Schools☐ ADF/

ADF-R School Wellness

B Policies: School Board Governance and Operations

☐ BDF-R4 Collaborative School Committees

D Policies: Fiscal Management ☐ DJ Purchasing☐ DJA Purchasing Authority☐ DJA-R Regulations for Purchasing Authority☐ DJB Purchasing Procedures☐ DJD Cooperative Purchasing☐ DJE Bidding Procedures☐ DJG Vendor Relations☐ DK Stewardship of Funds☐ DK-R Propriety of Expenses Procedures☐ DK-R1 Travel Expenses☐ DK-R2 Food Purchases Procedure - Non-Student Meal Related☐ DK-R3 District Cell Phone Procedures☐ DK-R4 Payroll/Deductions/Direct Deposit/Expense Reimbursements

E Policies: Support Services ☐ ECA Building Safety and Security Policy☐ EFEA Nutritious Food Choices☐ EGAEA Electronic Mail and Internet Policy☐ EGAEA-R1 Regulations of Use of Electronic Mail and Internet Systems☐ EGAEA-R2 Regulation of Social Media Use☐ EHB Records Retention

I Policies: Instructional Program☐ IHAM Health and Family Life/Sex Education☐ IHAM-R Regulation for implementing Health and Family Life/Sex Education☐ IHBK Preparation for Postsecondary and Workforce Success☐ IHBK-R Regulations for Preparation for Postsecondary and Workforce Success☐ IKA Grading/Assessment Systems☐ IKA-R Regulation for Grading/Assessment Systems☐ IKE Promotion, Retention and Acceleration of Students

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☐ IKE-R

Procedure for the Promotion, Retention, and Acceleration of Students

☐ILBC

Early Literacy and Reading Comprehension

☐ ILBC-R

Procedures to Implement the Colorado READ Act

☐ IMDB Flag Displays

J Policies: Students ☐ JICA Student Dress Code☐ JICDE Bullying Prevention and Education☐ JICEA School-Related Student Publications☐ JICEA-R Regulation regarding School-Related Student Publications☐ JICEC Student Distribution of Noncurricular Materials☐ JICEC-R Regulation for Student Distribution of Noncurricular Materials☐ JICF Secret Societies/Gang☐ JICG Use of Tobacco by Students☐ JICH Drug and Alcohol Use by Students☐ JICH-R Regulations for Drug and Alcohol Use by Students☐ JIH Student Interviews, Interrogations, Searches and Arrests☐ JJH Student Travel and Field Trips☐ JJH-R Regulation regarding Student Travel and Field Trips☐ JKA Restraint of Students☐ JKC Staff Use of Physical Intervention of Force/Student Discipline☐ JLC Student Health Services and Records☐ JLCDA Students with Food Allergies☐ JLF Child Abuse and Reporting☐ JLF-R Reporting Child Abuse and Child Protection☐ JLI Student Safety☐ JQ Student fees, Fines and Charges☐ JRA/JRC Student Records/Release of Information on Students☐ JRA/JRC-R Regulation Regarding Student Records and Release of Student Information

G Policies: Personnel ☐ GBA Equal Employment Opportunity and Nondiscrimination☐ GBA-R1 Procedures for the Investigation of Employee Complaints of Discrimination or Harassment☐

GBA-R2

Procedures for Employee Requests for Reasonable Accommodations and Procedures for the Investigation of Employee Complaints Regarding the Provision of Requested Modifications or Accommodations

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☐ GBEBC Gifts to and Solicitations by Staff☐ GBEC Drug, Alcohol and Tobacco-Free Workplace (Use by Staff Members)☐

GBEC-RRegulation for the Enforcement of the Drug, Alcohol and Tobacco-free Workplace Policy

☐ GBGB Personal Safety and Security☐ GCF/

GDF Staff Recruiting/Hiring

K Policies: Instructional Program☐ KB Family Engagement (Including Title I Family Engagement)☐ KB-R Regulation for Family Engagement (Including Title 1 Family Engagement)☐ KDB Public's Right to Know - Freedom of Information☐ KDB-R Regulation regarding Public's Right to Know - Freedom of Information☐ KDE Emergency Management☐ KFA Public Conduct on School Property☐ KFA-R Regulation regarding Public Conduct on School Property☐ KHB Advertising in Schools☐ KI Visitors to Schools

Type III DPS Policy Waivers

Charter schools should review each Denver Public Schools Policy and select the appropriate Type II waiver below that will align with the proposed school model. Charter schools may seek the following non-automatic waivers, though the school must attach the replacement policy for each waiver requested:

☐ IKF Active Policy Graduation Requirements☐

JK Active PolicyStudent Discipline (note: provisions related to expulsion cannot be waived)

☐JK-R Active Policy

Student Conduct and Discipline Procedures (note: provisions related to expulsion cannot be waived)

☐ JB Equal Educational Opportunity and nondiscrimination☐ JB-R1 Procedures for the Investigation of Student Complaints of Discrimination or Harassment☐

JB-R2Regulation for Implementing Section 504 of the Rehabilitation Act of 1973 ("Section 504") and Section 504 Grievance Procedures

☐ GBEA Conflicts of Interest

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http://www.boarddocs.com/co/dpsk12/Board.nsf/Public?open&id=policies


B. State Statute & Rules Waivers28

The state board offers automatic waivers to state statutes and state rules for Charter Schools. Below is a list of waivers that have been automatically granted to charter schools upon the establishment of a signed charter contract.

Automatic Waiver List as of 1/1/15State Statute Citation Description22-32-109(1)(b), C.R.S. Local board duties concerning competitive bidding

22-32-109(1)(f), C.R.S. Local board duties concerning selection of staff and pay22-32-109(1)(t), C.R.S. Determine educational program and prescribe textbooks22-32-110(1)(h), C.R.S. Local board powers-Terminate employment of personnel

22-32-110(1)(i), C.R.S. Local board duties-Reimburse employees for expenses22-32-110(1)(j), C.R.S. Local board powers-Procure life, health, or accident insurance22-32-110(1)(k), C.R.S.

Local board powers-Policies relating the in-service training and official conduct

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

22-32-110(1)(ee), C.R.S.

Local board powers-Employ teachers’ aides and other non-certificated personnel

22-32-126, C.R.S. Employment and authority of principals22-33-104(4) Compulsory school attendance-Attendance policies and excused absences22-63-301, C.R.S. Teacher Employment Act- Grounds for dismissal22-63-302, C.R.S. Teacher Employment Act-Procedures for dismissal of teachers22-63-401, C.R.S. Teacher Employment Act-Teachers subject to adopted salary schedule22-63-402, C.R.S. Teacher Employment Act-Certificate required to pay teachers22-63-403, C.R.S. Teacher Employment Act-Describes payment of salaries22-1-112, C.R.S School Year-National Holidays

State Waivers Available Upon Request There are a number of State Statutes are no longer considered Automatic. Schools who wish to acquire non-automatic waivers must request these waivers and prove adequate rationale and replacement policies using the table below. A list of commonly requested non-automatic waivers and sample replacement policy language can be found on the Colorado Department of Education’s website at: https://www.cde.state.co.us/cdechart/samplerrp

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

28 Automatic and commonly requested non-automatic waivers can be found on the Colorado Department of Education’s website at: https://www.cde.state.co.us/cdechart/waivers. The Colorado Department of Education also offers guidance in what waivers are waivable and what waivers are not in the Schools of Choice Office Charter Waiver Request Fact Sheet: https://www.cde.state.co.us/choice/charterwaiverfactsheet

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https://www.cde.state.co.us/cdechart/samplerrp

https://www.cde.state.co.us/choice/charterwaiverfactsheet

https://www.cde.state.co.us/cdechart/waivers


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

Non-Automatic Waivers: Statute Description and Rationale and Replacement PlanStatutory Citation and Title (i.e. C.R.S. §22-9-106 Local Board of Education, Duties-Performance Evaluation System)Rationale:

Replacement Plan:

Duration of Waivers: The duration of the contract. Financial Impact:

How the Impact of the Waivers Will Be Evaluated:

Expected Outcome:

Standards of Quality: 1. If the school program identified throughout the application would require waivers from district policies in order to

implement the school plan. The application adequately addresses the need to acquire waivers and provides a rationale for pursuing such waivers.

2. If the school program identified throughout the application would require waivers from State Statutes in order to implement the school plan. The application adequately addresses the need to acquire waivers and provides a rationale for pursuing such waivers. The application provides an adequate replacement policy for each waiver identified.

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61


Section VII: ESP/EMO Relationship (if applicable)

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

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

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


1. The application provides a clear process of why the ESP/EMO was selected to serve the school.

2. The application includes a list of schools operated by the ESP/EMO, contact information for each, and a summary of reference checks and any other relevant evidence of vetting of the services provided by the ESP/EMO conducted by the applicants.

B. ESP/EMO Track Record1. Describe any evidence that the ESP/EMO has a track record of success serving the same target

student population as the proposed school, including performance data, the name of each school, year opened, contact information, location, number of students, and contact information for the authorizer for each currently operating school.

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

3. Explain any management contract terminations as well as any charter revocations, non-renewals or withdrawals/non-openings that the proposed ESP/EMO has experienced.

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1. The application provides thorough evidence of a clear track record of success for the ESP/EMO working with the targeted student population in similar schools including evidence of successfully improving student academic performance.

2. The application has provided student performance data, including disaggregated student performance data (growth data where possible) for all schools operated by the ESP/EMO that serve the same grade levels as and student populations demographically similar to the anticipated population of the proposed school.

3. The application provides thorough evidence of the ESP/EMO’s successful management of the non-academic school functions and addressing success of the whole child (i.e. back office services, school operations, extracurricular activities, emotional wellness, and health services).

4. The application provides thorough evidence of the financial health of the ESP/EMO.

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

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


1. The application provides evidence that the school is independent of the ESP/EMO, including separate legal representation and arms-length negotiation processes.

2. The application adequately addresses any perceived conflicts of interest.

3. The application includes evidence that the ESP/EMO is a corporate entity that is authorized to do business in Colorado.

4. Any agreements between the school and the ESP/EMO are identified in the application. If the charter school intends to enter into a lease, execute promissory notes or other negotiable instruments, or enter into a lease-purchase agreement of other financing relationships with the ESP/EMO, the applicant provides evidence that such agreements are separately documented and not be a part of or incorporated in the ESP/EMO agreement. Such agreements must be consistent with the school’s authority to terminate the ESP/EMO agreement and continue operation of the school.

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

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

2. Describe the scope of services and costs of all resources to be provided by the ESP/EMO.

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3. Describe the compensation structure, including clear identification of all fees to be paid to the ESP/EMO.

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

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

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


1. The application includes a clear delineation of roles and responsibilities between the school and the ESP/EMO, and articulates any supervisory responsibilities of the ESP/EMO, including which employees and how such responsibility will be successfully taken on.

2. There is a detailed description of the scope of services and costs for all resources provided by the ESP/EMO.

3. There is a clear compensation structure and schedule that identifies all fees to be paid to the ESP/EMO. The applicant’s budget captures these costs.

4. The application includes a clear process for overseeing and evaluating the ESP/EMO based on measurable, clearly identified school-wide performance and student achievement metrics. These metrics are collected on an identified schedule and any possible external evaluator to be used to assess the ESP/EMO performance is named (if any).

5. There are clear conditions, trigger points, standards, and procedures for board intervention, if the management organization’s performance is deemed unsatisfactory.

6. The application includes a description of the financial responsibilities for the ESP/EMO, including: the ownership of items purchased with public funds; which operating and capital expenditures each party will be responsible for; what types of spending decisions the management organization can make without obtaining board approval; what reports, and on what schedule, the management organization must submit to the Board on financial performance.

7. The application clearly states the duration of the management agreement and renewal process, including: how often the management agreement will be renewed; the conditions that both the ESP/EMO and the school must satisfy for the management agreement to be renewed; the procedures for determining whether the management agreement will be renewed; on what grounds the ESP/EMO or the school can terminate the management agreement for cause (including provisions for notice to the other party); under what conditions either party may terminate the management agreement without cause; and any indemnification provisions in the event of default or breach by either party.

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8. The application provides a copy of the actual or proposed performance contract between the governing board and the education management provider that specifies, at a minimum, the following material terms: (A) Performance evaluation measures; (B) The methods of contract oversight and enforcement that the governing board will apply; (C) The compensation structure and all fees that the proposed charter school will pay to the education management provider; and (D) The conditions for contract renewal and termination.

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Optional Section VIII: Multiple School Organizations (if applicable)

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

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

1. Describe the MSO’s approach to human capital, including its approach to a leadership pipeline, teacher and leader evaluation systems, teacher recruitment and selection systems, and the roles and responsibilities of the central office staff, including specific supervisory relationships.


1. The MSO has a leadership pipeline that ensures qualified principals and principals, including both internal and external sources.

2. The MSO has systems in place to ensure that teachers and leaders are regularly evaluated in compliance with SB-191.

3. The MSO has systems in place for teacher recruitment that result in a sufficient number of highly qualified, mission-fit candidates for all openings that are equitable distributed across sites.

4. There are structures in place for intentional teacher retention.

5. The central office structure is well defined, including clear roles and responsibilities and manageable supervisory relationship. The organization structure allows for effective implementation of the program.

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B. Multiple School Organization- Finance1. Describe the MSO’s long-term fundraising plan, including how resources will be allocated across

schools and any financial policies and procedures used to control expenditures between the central office and individual school sites.


1. The MSO has a long-term fundraising plan; the school only budgets for revenues that are guaranteed.

2. The MSO has a clear plan for allocating resources across schools in alignment with regulation and the needs of students.

3. The MSO has financial policies and procedures to documents and monitor expenditures to ensure they are followed at both the central office and school sites.

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

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


1. The MSO has a strategic plan that is regularly updated and outlines the organization's key priorities.

2. The MSO has long term growth plans that include realistic cost and revenue projections and central office growth plans that can effectively support their planned growth.

D. Multiple School Organization – Governance (Charter MSOs only)1. What specific changes will be made to the governing board to oversee additional school(s)?2. How often will the governing board monitor key financial, operational, and academic metrics for

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

meeting expectations? What actions for addressing poor performance live at the school level versus the network or Board level?

Standard of Quality:1. The governing board monitors academic performance at the MSO and individual school level on a regular basis.

2. The governing board monitors key financial metrics at the MSO and individual school level on at least a quarterly basis.

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3. The governing board monitors key operational metrics at the MSO and individual school level, including enrollment, compliance, and parent satisfaction.

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Appendix A: Letter of Intent - New School

This letter of intent (LOI) will provide formal notice to the School Development Team in Denver Public Schools regarding an applicant’s intention to submit a new school proposal for the 2018-17 school year.

The information presented in the LOI is non-binding.

Proposed School Name:

Grade Configuration:

Model or Focus:

Primary Contact Person:

Phone:

Email:

Region and Neighborhood:

Proposed Leader (if known):

Replication: Yes ☐ No ☐Contract with ESP/EMO: Yes ☐ No ☐

Enrollment Projections: Provide additional rows and columns if necessary.

GRADES 2018-19 2019-20 2020-21 2021-22 2022-23XXX

Total # studentsFRL % SPED % ELL %

Proposed Demographics

Mission of School:

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

Charter Schools only: Complete the following table to list Board members for the school at this time.

Name Current Professional Title and Organization Board Role Focus/Expertise

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Appendix C: School Facility Questionnaire

School Name:

Primary Contact for Facility Planning:

Telephone: Email:

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

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Grades

Enrollment

Region:

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

Facility #1:

Facility #2

Facility #3

Are you interested in investigating the possibility of occupying a district-owned facility should a district-owned facility be available? ☐ Yes ☐ No

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

Classroom Requirements Years 1-3:

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

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

Year 1 Year 2 Year 3

Administrative/Support Spaces

Main Office ☐ Yes ☐ NoIf yes, list number of private offices needed (e.g., principal, AP, etc.):

Satellite Office ☐ Yes ☐ NoWork Room/Copy Room ☐ Yes ☐ NoTeacher Work Room(s) ☐ Yes ☐ NoIf yes, list number of teacher work/planning rooms needed:

Specialty Classroom Needs

Number of science labs:

Number of art rooms (with or without kiln):

Number of computer labs:

Library Media Center (LMC) ☐ Yes ☐ No

Performance/Dance Room ☐ Yes ☐ No

Auditorium ☐ Yes ☐ No

Other (list room type and number):

Physical Education/Athletic Requirements

Gymnasium ☐ Yes ☐ No

Locker Rooms ☐ Yes ☐ No

Weight Room ☐ Yes ☐ No

Field(s) – soccer, football, multipurpose ☐ Yes ☐ No

Baseball Field ☐ Yes ☐ No

Softball Field ☐ Yes ☐ No

Other (please list):

Other Needs

Playground(s) ☐ Yes ☐ No

Large space for class/school assemblies (e.g., morning meeting, cafeteria) ☐ Yes ☐ No

Spaces not addressed and/or special considerations:

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Appendix D: Charter School Board Member Questionnaire

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

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

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

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

Contact Information

Name of charter school:

Your Name:

Home Address:

City/State/Zip:

Telephone:

Email:

Employer:

Employer Address:

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Employer City/State/Zip:

Are you a Colorado resident? ☐ Yes ☐ NoWill (or do) any of your children attend this public charter school? ☐ Yes ☐ NoIf yes, how many?Will you be able to attend regularly scheduled board meetings? ☐ Yes ☐ NoCheck your highest education level:☐ High School/GED ☐ Associate’s Degree ☐ Trade/Business School ☐ BA or BS Degree ☐ Master’s Degree ☐ MD, DO, JD, Ph.D., etc.Please check each area of expertise you would contribute to the board:☐ Community Service ☐ Education ☐ Finance ☐ Fundraising ☐ Law ☐ Management ☐ Marketing ☐ Personnel ☐ Public Relations ☐ Parent Involvement Programs ☐ Other: As a reminder, board member resumes should be attached in Appendix Q.

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

another Charter School ☐ Yes. ☐ No.

If yes please list the board(s) and date(s) of service.

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

If yes, please explain.

3. Do you or an immediate family member have a close personal relationship with the School or any individual(s) associated with the School that would make it difficult for you to execute your duties as a board member in an independent manner? ☐ Yes. ☐ No.

If yes, please describe.

4. Do you or any immediate family members29 have any contractual agreements with the School? ☐ Yes. ☐ No. If yes, please describe.

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


6. Will you or any member of your immediate family be leasing or selling any real property to the School? ☐ Yes. ☐ No.

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

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If yes, please explain the arrangement in detail.

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


8. Are or will you or any immediate family members be employed at the School (either directly or as an employee of the educational service provider or any other company contracting or providing service to the School)? ☐ Yes. ☐ No.


9. Are or will you or any immediate family member be serving as an officer, director, trustee, sole proprietor, employee, sales representative, agent, consultant, independent contractor, or advisory board member to the educational service provider or any other company, organization or agency funding projects, goods or service to the School? ☐ Yes. ☐ No.


10. Do you or an immediate family member own stock or have direct or indirect financial interest in any contract where the financial interest amounts to $250 or 5% or more of the contract costs to the School, or the financial interest amounts to $5000.00 or more in any corporation, partnership, association or joint venture involving the School, educational service provider, or any other company or entity contracting with the School? ☐ Yes. ☐ No.


11. Do you or an immediate family member know any individual(s) or entity (ies) that does or plans in the next year to engage in business or any exchange of services with the School?

☐ Yes. ☐ No.


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


13. Do you currently serve with any other board, group or corporation that has an interest in the actions you would take as a member of the board? ☐ Yes. ☐ No.


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


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


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School Mission and Program:1. What is your understanding of the school’s mission and guiding beliefs?

2. What is your understanding of the school’s proposed educational program?

3. What do you believe to be the characteristics of a successful school?

Governance:1. Why do you wish to serve on the board?

2. What is your understanding of the appropriate role of a public charter school board member?

3. Describe any previous experience you have that is relevant to serving on the charter school’s board (e.g., other board service). If you have not had previous experience of this nature, explain why you have the capability to be an effective board member.

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

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

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

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

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

Signature: ______________________________ Date: _______________________

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Information for Applicants: Per-Pupil FundingPlease send specific PPR funding questions to Chris DeWitt .

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

School Finance Act Formula Per-Pupil Revenue

Base

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

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

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

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

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

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

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

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

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

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

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

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PPR C. Negative Factor

B. School-Specfic At-

Risk Formula Factor

A. Base Funding



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

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

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

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

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

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

recruitment and retention bonuses and program startup costs.C. FY15: $93.17 per student at all high schoolsImproving Academic Achievement (all schools are eligible) – Project 0242A. Provide funding to boost achievement and ensure all schools have the resources to become high-performing.B. Schools have the flexibility to set strategies tailored to their own specific needs.C. FY15: Estimated Dollar Allocation: $29.47 estimated per student in grades K-12 (K=1) 2012 MLOEnrichment & Student SupportA. Secondary Arts (middle and high schools are eligible) – Project 0232

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

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

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

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

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

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

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

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

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

a. Provide funding for high quality textbooks and materials that align to the Colorado Academic Standards.b. FY15: $49.87 per student in grades K-12 (K=1)

Early Childhood EducationA. Extended Day Kindergarten (schools offering full day kindergarten are eligible) – Project 0237

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

b. FY15: $792.38 per Kindergarten FRL student

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Information for Applicants: Sample Intent to Enroll FormThis confidential Intent to Enroll Form is used to demonstrate interest in having your child(ren) enroll at ___________________. Signing this Intent to Enroll does not obligate the student to attend ___________________ nor does it guarantee admission. However, parents/legal guardians who sign this Intent to Enroll are indicating a sincere desire to enroll their child(ren) in this school in the event that Denver Public Schools approves the applicant’s proposal to open ___________________ in the fall of 2018.

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

School Information

School Name:

Grades Served:

Proposed Regional Location:

Anticipated Opening Date:

School Leader/Contact:

Parent/Legal Guardian Information

Parent/Legal Guardian’s Name(s):

Primary Phone:

Email:

Student’s Home Address

Street Address:

City: State: Zip Code:

Student(s) Information:

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

Student’s Name: Age: Grade in fall 2018: Zoned School:



Parent/Legal Guardian Name (Print) ___________________________________________________

Parent/Legal Guardian (Signature) _____________________________________________________

Date______/______/______

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Information for Applicants: School Design ResourcesThe Denver Public Schools New School Team has compiled resources for school designers. This list includes policy documents from DPS and the Colorado Department of Education, information on assessments, and guidance on a number of compliance issues for which school leaders and board members (for charter schools) are responsible. This list is not exhaustive and school designers should expect to conduct research on their own.

Section 1: School Culture

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

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

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

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

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

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

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

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Section 2: Education Program

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

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

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

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

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

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

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

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

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

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

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

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

Section 3: TeachingResources:

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

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

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

● Promotion and Retention: DPS policies IKE and IKE/R detail the rationale and process for retaining a

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student and provide specific authority to the school and student families in determining whether a student can be retained (posted at http://www.dpsk12.org/policies/).

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

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

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

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

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

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

● Gifted and Talented (G&T): Schools must comply with the Exceptional Children’s Education Act (ECEA) regarding the provision of services to students with disabilities and gifted and talented (G&T) students. (C.R.S. 22-20-101 et seq.). Consult regulations at: http://www.cde.state.co.us/gt/lawsregs.htm.

● Teacher Effectiveness: The Colorado League of Charter Schools can provide guidance to applicants on approaches to evaluating teacher effectiveness in charter schools. See http://www.coloradoleague.org. Within DPS, LEAP serves as

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the foundation for teacher evaluations in district-run schools; its tenants may prove useful to some applicants: http://leap.dpsk12.org/The-Framework/Overview.

Section 4: Leadership

● Evaluating School Leaders: The Colorado Department of Education provides extensive resources related to Senate Bill 191, including guidance on incorporating growth measures: http://www.cde.state.co.us/educatoreffectiveness/overviewofsb191.

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

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

Section 5: Operations, Budget, & Governance

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

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

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

● Board Training: Training modules for governing board members and other supportive governance materials can be found through: http://www.coloradoleague.org/audiences/boards.php.

● Colorado Open Records Act (CORA): Information on the Colorado Open Records Act (CORA): http://www.sos.state.co.us/pubs/info_center/cora.html

● CDE Resources on Funding:1. Worksheet to calculate charter at-risk funding:

http://www.cde.state.co.us/cdefinance/charteratrisk.htm.2. Per Colorado Revised Statutes § 22-44-105(4), refer to CDE’s Chart of Accounts Handbook,

found at: http://www.cde.state.co.us/cdefinance/sfCOA.htm.3. Financial Policies and Procedures: http://www.cde.state.co.us/cdefinance/sfFPP.htm. 4. CDE provides guidance on Colorado school finance and categorical program funding, found at:

http://www.cde.state.co.us/cdefinance/generalinfo.htm.● Charter school budget considerations:

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1. Budget assumptions for the Central Administrative Overhead and Special Education Fee will be made available in January 2015 online.

2. Pension Contribution: Pursuant to C.R.S. § 22-30.5-111(3), a District approved Charter School and its employees, must make the appropriate contribution to the Denver Public Schools retirement system, which was recently merged with PERA. The Denver Public Schools’ pension obligations are currently comprised of (1) the employer contribution to PERA and (2) the debt service on the pension certificates of participation (COPs). Please note that PERA contribution rates are set by law under Senate Bill 10-001 and can be found at http://www.copera.org/pdf/5/5-123.pdf. The 2014-2015 statutory rate, including both PERA and COPS, is set to be 21.5%. However, the rate quoted above will be adjusted based on the actual cost of the COPS transaction issued by the district in 2008 to fully fund its pension obligation. Actual rates paid for PERA and COPS may be less than the statutory rate.

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

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

Section 6: Waivers● Colorado State Statutes: All state statutes are available at www.cde.state.co.us or through Lexis Nexis

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

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

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

Section 7: Education Management Organizations● Charting a Clear Course: A Resource Guide for Building Successful Relationships between Charter

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

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

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

● English Language Development (ELD) is the provision of direct instruction in English language usage 86


including: content vocabulary development, survival vocabulary development, oral language development, listening comprehension, and the development of reading and writing skills in English.

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

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

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

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

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

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

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

New Schools Team Contacts School Development Team

o Chris DeWitt , Manager of New Schools (primary contact)o Ashleigh Madonna , School Design Associate (secondary contact)

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o Jennifer Holladay , Director of School Development and Support (supervisory contact)

School Design Teamo Joe Amundsen , Manager of School Design and Implementation

(primary contact for District-Managed schools seeking Innovation status)

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