CSI Charter Guidebook - Charter School · PDF fileCSI Guidebook 2014-2015 1 ... J A S O N D J...
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CSI Charter Guidebook for all CSI schools 2014-2015
Transcript of CSI Charter Guidebook - Charter School · PDF fileCSI Guidebook 2014-2015 1 ... J A S O N D J...
CSI Charter Guidebook for all CSI schools
2014-2015
CSI Guidebook 2014-2015 1
Table of Contents
CSI Annual School Training Calendar ................................................................................................................... 3
Communications ..................................................................................................................................................... 4
Communication Resources ................................................................................................................................................. 4
CSI Staff Contacts Guide .................................................................................................................................................... 5
School Contacts Identification & Update Process .............................................................................................................. 6
General Timeline of Activities by Department ....................................................................................................... 7
CSI-Assigned Accounts ...................................................................................................................................................... 8
Quality Assurance ................................................................................................................................................... 9
Compliance Procedures....................................................................................................................................................... 9
Legal Quick Reference Guide ........................................................................................................................................... 13
Charter School Waivers .................................................................................................................................................... 15
School Employee Background Check / Fingerprints ........................................................................................................ 15
Assessments .......................................................................................................................................................... 16
Performance & Accountability ............................................................................................................................. 21
Unified Improvement Plan .................................................................................................................................... 26
Data Submissions .................................................................................................................................................. 28
Data Collection Submissions ............................................................................................................................................ 28
Student October (October Count) ................................................................................................................................. 28
Human Resources ......................................................................................................................................................... 29
Report Card March (March Report Card) ..................................................................................................................... 29
Safety & Discipline Indicator (SDI) ............................................................................................................................. 29
Student End of Year (EOY) .......................................................................................................................................... 29
Teacher Student Data Link (TSDL) .............................................................................................................................. 29
Civil Rights Data Collection (CRDC)........................................................................................................................... 29
READ Act Requirements ...................................................................................................................................... 30
Guidance on Student Registration ........................................................................................................................ 32
SASIDs ................................................................................................................................................................. 33
Federal Programs .................................................................................................................................................. 36
Consolidated Grant Application ........................................................................................................................................ 36
Title I, Part A—Improving the Academic Achievement of the Disadvantaged ............................................................... 36
Title II, Part A—Preparing, Training, and Recruiting High Quality Teachers and Principals ......................................... 37
Title III, Part A— English Language Acquisition, Language Enhancement, and Academic Achievement Act .............. 38
Title X, Part C— McKinney-Vento Act, Homeless Education ........................................................................................ 38
Finance .................................................................................................................................................................. 42
Graduation............................................................................................................................................................. 46
Individual Career & Academic Plan (ICAP) ........................................................................................................ 47
CSI Guidebook 2014-2015 2
Exceptional Students ............................................................................................................................................. 48
Special Education .............................................................................................................................................................. 48
ES Coordinator Roles ....................................................................................................................................................... 50
Section 504 ........................................................................................................................................................................ 51
Nursing Services/School Health ....................................................................................................................................... 52
Gifted/Talented ................................................................................................................................................................. 54
Highly Qualified for Special Education ............................................................................................................................ 55
Information Technology ....................................................................................................................................... 58
Optional Services .................................................................................................................................................. 59
PowerSchool ..................................................................................................................................................................... 59
CSI School Food Authority Nutrition Services ................................................................................................................ 60
Reporting of Free or Reduced Price Meal Eligibility ....................................................................................................... 62
CSI Guidebook 2014-2015 3
CSI Annual School Training Calendar for all CSI schools
Below is a general timeline of annual trainings for new and veteran CSI school staff. Unless otherwise noted,
all annual trainings are mandatory as they provide information necessary for schools to successfully fulfill
department requirements. Training dates are subject to change. The most up to date training information will
be provided via email and included on CSI’s online calendar.
Training CSI Department School Staff to
Attend
Month
Meal Benefit Application Training Nutrition Nutrition Contact July
Nutrition Trainings (self-paced, online) Nutrition Nutrition Contact July
W-APT Assessment Webinar Assessment SAC for W-APT July
READ Act Assessment Webinar Assessment SAC for READ July
Data Pipeline October Snapshot Submissions October Respondent August
Gifted/Talented Identification Exceptional Students GT Contact August
12th
Grade CMAS Assessment Webinar Assessment SAC for CMAS September
ACESS for ELLS Tier Placement and
Ordering
Assessment SAC for ACCESS October
December Count Process Webinar Exceptional Students GT Contact October
ACCESS for ELLs Assessment SAC for ACCESS November
alio CDE HR Staff Interchange Finance Finance Contact November
Human Resources Snapshot Webinar Submissions HR Respondent November
CoAlt Training Assessment SAC for CMAS January
TCAP/CMAS/PARCC Administration
Training
Assessment SAC for CMAS January
CSI Grant Accounting Finance Finance Contact April
Year-End Fiscal Training (file for Data
Pipeline)
Finance Finance Contact April
Food Service Financial Reporting Finance Finance Contact April
Safety and Discipline Indicator Report Submissions SDI Respondent May
End of Year Data Collection Submissions EOY Respondent May
Highly Qualified and Staff Data Pipeline Federal
Programs/Submissions
Submissions Contact June
Economic Data Survey Processing Submissions TBD by school June
alio Software Finance Finance Contact June
Data Pipeline- General Student Submissions October Respondent June
CSI Guidebook 2014-2015 4
Communications Communication Resources This guide provides a list of resources available to all CSI schools and is used to communicate important news, updates, and events. All school leaders
should be familiar with these resources and share them with school staff as appropriate.
Resource Description Frequency School
Users
CSI
Contact
URL
CSI Website CSI’s website provides information and resources related to each CSI
department as well as links to the related Colorado Department of
Education webpages.
Updated
Regularly
All Janet
Dinnen
csi.state.co.us
CSI Website
Calendar
This calendar contains all important dates (deadlines, trainings, etc.) for
each CSI department and can be sorted by department or date.
Updated
Regularly
All Each
CSI
Dept.
csi.state.co.us/calen
dar
CSI
Guidebook
CSI’s guidebook provides an overview of compliance requirements for
each CSI department.
Updated
Annually
CSI
School
Contacts
Each
CSI
Dept.
Accessible from CSI
website
CSI
Monthly
Newsletter
CSI’s monthly newsletter contains information and dates for upcoming
events, including trainings and submission deadlines.
Sent
Monthly
School
subscribe
rs
Alex
Stark
Accessible from CSI
website
CDE’s The
Scoop
CDE’s The Scoop provides weekly newsletters containing news and
announcements from all the units at CDE.
Sent
Weekly
School
Leaders X Send an e-mail to:
CDE_Communicati
te.co.us with "Sign
Me Up For The
Scoop" in the
subject line.
CDE’s
Charter
School
Listserv
CDE’s Charter School listserv provides news and updates from CDE that
pertain specifically to charter schools.
Sent as
needed
School
Leaders X http://www.cde.state
.co.us/cdechart/joinl
istserv.asp
CSI Guidebook 2014-2015 5
CSI Staff Contacts Guide This guide provides high level areas for which each CSI staff is responsible. Please refer to this guide in determining the
appropriate CSI staff to contact. If you are still unsure, please contact CSI’s Office Administrator, who can guide you to
the appropriate department and staff member.
Staff (click to email) Title Responsibilities/Expertise Phone
Ethan Hemming Executive Director 303.866.2704
Alex Stark Office Administrator State Assigned Student Identifiers (SASIDs)
Educator Identifier System (EDIS)
Civil Rights Data Collection (CRDC)
303.866.3299
Wendy Nelson Quality Assurance Coordinator Board Governance
Charter Contracts
Compliance Collections
Legal Questions
303.866.6201
Kristen Stolpa Chief Authorizing Officer Accreditation and Accountability
CSI Annual Review of Schools Process and Tools
Charter Renewal and Development Applications
Data Analysis
303.866.6973
Janet Dinnen School Development Coordinator
Assessments
Unified Improvement Plans
New/Transfer School Onboarding
303.866.4643
Michael Gelinas IT Coordinator PowerSchool
FileZilla
Technology Readiness for Assessments
303.866.2366
Lindsay Hull Submissions, Nutrition, and
Program Director
Data Pipeline Training
Teacher Student Data Link Contact
Economic Data Surveys
Food Service Contracts and RFPs
Highly Qualified Requirements
303.866.6566
Caitlin Bullock Nutrition Coordinator Newton Point of Sale
Meal Benefit Applications
Nutrition Program Claims Submissions
Nutrition Programs Compliance
Commodities
303.866.2248
Brent Pencak Data Submissions Coordinator Data Pipeline Interchange File Submissions 303.866.3093
Ann Kurtz Chief Financial Officer Financial Compliance Guidance
Budget/Financial Statement Collections 303.866.2856
Richard Luna Fiscal Accountant State and Federal Grants
Request for Funds (for status inquiries call Bennett
Buenconsejo)
303.866.6841
Cassie Walgren Senior Financial Analyst Per Pupil Revenue Payments (for status inquiries call
Bennett Buenconsejo)
Data Pipeline Financial Reporting
alio Financial Software
303.866.6714
Bennett Buenconsejo Accounting Technician Main Contact for inquiries regarding financial
transactions submitted to CSI, Financial Transparency 303.866.6972
Glennon Stratton Federal Programs Coordinator Federal Programs
Title I
English Language Learners (Title III)
Highly Qualified Teachers (Title II)
Homeless
303.866.3041
Matt Hudson Director of Exceptional Students Special Education/504
School Health/Nursing
Gifted/Talented
Early Childhood
Alpine Achievement Student Plans
303.866.6021
Sharon Kaiser Special Education Submissions Special Education Submissions: HR, EOY, December
Data Pipeline 303.866.2735
Trish Reitinger SPED Coordinator (Pikes Peak) Special Education
Section 504
Compliance OMP Audit
Transition
719.360.2237
Kindra Sanchez-Marble SPED Coordinator (Front Range) 720.626.2646
Donna Day SPED Coordinator (Western Slope) 970.629.8566
CSI Guidebook 2014-2015 6
School Contacts Identification & Update Process Contact Identification at the Start of the School Year
Each summer, CSI requires the school leader to complete CSI’s School Contacts Identification online form (sent via
email), identifying one staff contact for each CSI department or task required. This form is used to create CSI’s
distribution lists for the school year. For schools with multiple contacts for one area, CSI requests that the school identify
one contact for CSI to communicate with and create an internal process for sharing information to additional contacts as
needed.
The following is a sample of the contacts that each school must identify (along with the name, email address, and phone
number) for CSI each summer:
General
Head of School
Assistant Principal
Front Office/Receptionist/Administrative Assistant
School Board Chair
Assessment Contacts
School Assessment Contact (for all assessments)
OR
W-APT Contact
READ Act Contact
ACCESS for ELLs Contact
PARCC (ELA/Math) Contact
CMAS (Science/Social Studies) Contact
Exceptional Students Contacts
SPED Contact (for all areas)
OR
Special Education Contact
Gifted/ Talented Contact
Special Education Teacher
School Nurse
504 Coordinator
Federal Programs Contacts
Federal Programs Contact (for all federal programs)
OR
Title I, Part A Respondent
Title III Respondent
ELL Coordinator
Homeless Liaison
Finance Contacts
Accountant/Bookkeeper
Business Manager
CFO
Information Technology Contacts
PowerSchool Contact (for schools using PowerSchool)
School Technology Coordinator (Assessments)
Nutrition Contacts
Nutrition Contact
Meal Benefits Application Contact
Performance and Accountability Contacts
Accountability Contact
Data Submissions Contacts
Submissions Contact (for all required submissions)
OR
October Count Respondent
HR Report Contact
Pre-Coded Labels Contact
March Report Card Contact
ACCESS Student Biographical Data (SBD) Contact
TCAP SBD Contact
READ Act Contact
CO ACT SBD Contact
End of Year Contact
Safety and Discipline Incident Contact
Civil Rights Data Collection Contact
Contact Updates during the School Year
Should a school contact change in the middle of the school year, the school should complete CSI’s Contact Update
form (found on the CSI website), identifying the staff member to remove from CSI’s distribution lists as well as
identifying the staff member to add to CSI’s distribution lists. Schools can expect that distribution lists will be updated
within three business days from this form being submitted.
CSI Guidebook 2014-2015 7
General Timeline of Activities by Department This general timeline provides the estimated timeline of activities for each CSI department.
J A S O N D J F M A M J
October Count
HR Report
Pre-Coded Label
March Report Card
ACCESS SBD
Student Discipline Indicator
End of Year
Teacher Student Data Link
Pre-Coded Labels
READ Act
ACCESS for ELLs SBD
CoACT SBD
CMAS SBD
W-APT
ACCESS for ELLs
READ Act
School Readiness
CoACT
CMAS: Science & Social
PARCC: ELA & Math
Quality Assurance
Assurance of Compliance
Waivers
Assistance fund applications
School safety policy
Proof of insurance
Board meetings schedule
School year calendar
School Leader Contact List
J A S O N D J F M A M J
Enrollment Projection Confirm.
Annual Board-Adopted Budget
Cap Constr. Eligibility Quest.
Enrollment Projections
Cap Constr. Expense Report
Transportation Reimb. Report
Data Pipeline Submission
Draft Audit
Final Audit
Accreditation Form
Financial Transparency Act
Exceptional Students
December Count & SPED HR
SPED EOY Report
SPED Discipline
GT EOY Report
Changes in SPED HR Due
IEP Rosters Updated - ALPINE
Federal Programs and ELL
Requests For Funds
Beginning of Year Compliance
Target Assist Data Submission
Quarterly Check-ins
Comparability
Post Award Revisions
Needs Assessment
Finance
Data Submissions
State-Required Assessments
J A S O N D J F M A M J
October Count
HR Report
Pre-Coded Label
March Report Card
ACCESS SBD
Student Discipline Indicator
End of Year
Teacher Student Data Link
Pre-Coded Labels
READ Act
ACCESS for ELLs SBD
CoACT SBD
CMAS SBD
W-APT
ACCESS for ELLs
READ Act
School Readiness
CoACT
CMAS: Science & Social
PARCC: ELA & Math
Quality Assurance
Assurance of Compliance
Waivers
Assistance fund applications
School safety policy
Proof of insurance
Board meetings schedule
School year calendar
School Leader Contact List
J A S O N D J F M A M J
Enrollment Projection Confirm.
Annual Board-Adopted Budget
Cap Constr. Eligibility Quest.
Enrollment Projections
Cap Constr. Expense Report
Transportation Reimb. Report
Data Pipeline Submission
Draft Audit
Final Audit
Accreditation Form
Financial Transparency Act
Exceptional Students
December Count & SPED HR
SPED EOY Report
SPED Discipline
GT EOY Report
Changes in SPED HR Due
IEP Rosters Updated - ALPINE
Federal Programs and ELL
Requests For Funds
Beginning of Year Compliance
Target Assist Data Submission
Quarterly Check-ins
Comparability
Post Award Revisions
Needs Assessment
Finance
Data Submissions
State-Required Assessments
CSI Guidebook 2014-2015 8
CSI-Assigned Accounts This resource provides a high level overview of the system accounts managed by CSI for its schools. Included is the purpose of each system, the typical school staff
member that utilizes the account, as well as the URL for accessing more information about each system.
Program Purpose School Users CSI Contact* URL
Alpine
Achievement
Alpine Achievement Systems is an online achievement data
management system designed to help you use and maintain student level
data. CSI hosts Alpine Achievement’s Student Plans.
School Leaders,
Teachers, Data Leads
Michael
Gelinas*
Matt Hudson*
for ES dept.
Alpine
Achievement
CEDAR The Colorado Education Analysis & Reporting System (CEDAR)
provides access to flat files of student-level performance data from state
assessments as well as preliminary accreditation ratings. Schools are
permitted two accounts—one for the school leader, and the other is
recommended for your primary data or academic lead.
School Leader, 2nd
Accountability
Contact (optional)
Janet Dinnen* CDE CEDAR
Login
EDIS The Educator Identification System (EDIS) assigns each educator in the
state of Colorado a unique educator ID that will stay with the educator.
Registrars, Human
Resource Staff
Alex Stark* CDE EDIS
Website
FileZilla FileZilla is a secure FTP site for securely sending and receiving
information between CSI and schools. All sensitive information should
be shared through FileZilla as opposed to sharing via email or fax.
School Leaders,
Submissions Staff,
Assessment Staff
Michael
Gelinas
CSI’s IT Page
Newton Point
of Sale
Newton Point of Sale is used by schools that are participating in the
National School Lunch Program through CSI’s Nutrition Services.
Nutrition Staff Caitlin
Bullock
MCS Manual
PowerSchool
(CSI-hosted)
PowerSchool is a student information system. Schools have the option
to use CSI’s hosted version of PowerSchool.
Teachers, Leaders,
Support Staff
Michael
Gelinas
PowerSchool
Website
RITS The Record Integration Tracking System (RITS) assigns each student in
the state of Colorado a unique student ID (SASID) that will stay with
the student for the life of their public school career.
Registrars Alex Stark* CDE RITS
Website, CSI’s
SASID Page
PowerSource
(CSI-hosted)
PowerSource is a community-focused customer support portal for
PowerSchool SIS. PowerSource is available to each school’s
PowerSchool point of contact.
School PowerSchool
Point of Contact
Michael
Gelinas
PowerSource
Website
WIDA World Class Instructional Design & Assessment provides accounts to
school proctors of the W-APT (which identifies new students eligible
for ELL services) and ACCESS (which tracks progress of ELL
students)
W-APT & ACCESS
School Contacts,
Proctors
Janet Dinnen WIDA Website
PearsonAccess PearsonAccess is the online system used to manage the state-required
online CMAS assessment
SAC, STC, Proctors Janet Dinnen PearsonAccess
Website
*CSI contacts are responsible for creating school accounts but do not provide troubleshooting. Please access the program’s website directly for support contacts to provide
troubleshooting.
CSI Guidebook 2014-2015 9
Quality Assurance CSI Contact: Wendy Nelson, Quality Assurance Coordinator
http://www.csi.state.co.us/school_resources/quality_assurance
Compliance Procedures
CSI Involvement in School-Level Conflicts or Disputes
Except in unusual or emergency situations, CSI staff will follow the compliance communication flowchart in
dealing with complaints and concerns about our schools. CSI will always refer a complaint back to the school
for resolution. In general, only when the compliance communication flowchart is exhausted will CSI engage the
legal compliance ladder procedures.
Issue presented to
CSI regarding:
CSI refers issue to
School
Administration
CSI makes courtesy
call to School
Administration
CSI contacts School
Board
School Teacher
School Administration
School Board
Issue Resolved?
End of CSI
Involvement
CSI Issues Notice of
Concern/Engages in
Ladder of Compliance
Yes No
Issue Resolved?
Yes
No
CSI Guidebook 2014-2015 10
Ladder of Compliance
Prior to applying a remedy other than seeking an order under the Emergency Powers set forth in Part 7 of
Article 30.5, CSI shall, to the extent practicable, engage in the compliance procedure set forth below.
Level 1: Notice of Concern
Prior to providing a Notice of Breach of Contract, Nonrenewal or Revocation, CSI may, to the extent
practicable, send the School a Notice of Concern. Grounds for a Notice of Concern include, but are not limited
to:
Any of the grounds provided for under the Charter Schools Act, Sections 22-30.5-110, et seq., C.R.S., as
they exist now or may be amended;
Any material breach of the Contract;
Failure to achieve or make reasonable progress toward achievement of the School's educational goals
and objectives set forth in the Contract;
Insolvency of the School;
Failure to meet generally accepted standards of fiscal management;
Insufficient enrollment of students;
Deficiency of any provision of law from which the School is not specifically exempt;
Late submissions of required School information.
School Response Required Within 5 Business Days:
The School will be required to provide the documentation requested in the Notice to CSI within 5 business days
of receipt of the Notice. The School may also, within 5 business days of receipt of the Notice, request to meet
with CSI staff to develop a remediation plan addressing specific actions and due dates for remedying the
deficiency.
Opportunity for School To Contest:
CSI shall give the School a reasonable opportunity to contest CSI’s determination that a deficiency or breach
has occurred. If the deficiency or breach is not cured within the time specified in the Notice, CSI may apply
remedies, including but not limited to, those set forth below. These remedies may be applied individually, in
succession, or simultaneously.
Level 2: Notice of Breach and Intensive Monitoring
CSI may issue a Notice of Breach and Intensive Monitoring with specific objectives and requirements and a
deadline for compliance under the following circumstances:
Failure of the school to provide requested documents by the due date specified in the Level 1 Notice of Concern;
Clearly substantiated and uncorrected material breach of the charter contract or applicable law;
More than 3 Formal Notices of Concern or Breach in a 12-month period.
Level 3: Charter Review
In the event that the School fails to meet the requirements and schedule set forth in the Level 2 Notice of
Breach, CSI will conduct a thorough review of the School’s academic, financial and legal performance and the
Executive Director may make a revocation or nonrenewal recommendation to the Institute Board. The Board
CSI Guidebook 2014-2015 11
may direct CSI staff to develop a revised plan with the School or to begin revocation, nonrenewal or wind-down
proceedings.
Additional Remedies for Breach of Contract
CSI may impose appropriate remedies for deficiency or breach of the contract, including, but not limited to,
revocation of waivers and withholding of funds. These remedies may be applied in situations where the School
could reasonably have taken action to remedy the deficiency or breach prior to the withholding of funds. These
situations include but are not limited to:
failure to submit required reports by the established deadlines;
failure to submit other required information or records by the date requested;
failure to submit a budget to CSI that meets the CSI requirements.
Any action taken pursuant to this subsection is subject to review as provided in CRS 22-30.5-112.
Technical Assistance
CSI may require that the School seek technical assistance from the Colorado Department of Education or
another organization if the School is required to prepare and implement a priority improvement plan or
turnaround plan.
Emergency Powers
CSI may request that the Commissioner issue a temporary or preliminary order in accordance with 22-30.5-701
et seq., C.R.S. If CSI seeks a preliminary order under the Emergency Powers set forth in Part 7 of Article 30.5,
it shall follow the procedures set forth therein.
Revocation or Non-Renewal
In the event that the School fails to remedy the deficiency or the breach in accordance with these procedures,
upon recommendation by the Executive Director, the School’s contract may be terminated and the charter
revoked or non-renewed by the CSI Board for the grounds set forth in statute and rule.
Immediate notice by School to CSI
The School shall immediately notify CSI of any of the following:
Conditions that may cause it to vary from the terms of the Contract, CSI requirements, or federal or
state law;
Any circumstance requiring the closure of the School, including, but not limited to, a natural
disaster, such as an earthquake, storm, flood or other weather related event, other extraordinary
emergency, or destruction of or damage to the School facility;
The arrest of any members of the Charter Board or Charter School employees for a punishable as a
felony or any crime related to the misappropriation of funds or theft;
Misappropriation of funds;
A default on any obligation, which shall include debts for which payments are past due by sixty (60)
days or more; or
Any change in its corporate status with the Colorado Secretary of State’s Office or status as a
§501(c) (3) entity, if applicable.
CSI Guidebook 2014-2015 12
Assurance of Compliance
Annually, the school board chair is required to sign off on CSI’s Assurance of Compliance, assuring that the
school is in compliance with the statutes set forth below. It is expected that the school board chair (and the
school) be familiar with the requirements and ensure they are satisfied. Below is a sample of the statutes
included in the Assurance of Compliance document:
Governance, Records, and Charter Schools
Colorado Charter Schools Act: 22‐30.5
Colorado Open Meetings Law: 24‐6‐401 et seq.
Colorado Open Records Act: 24‐72‐201 et seq.
Family Educational Rights and Privacy Act of 1974:
20 U.S.C 1232g
Colorado Code of Ethics: 24‐18‐101 et seq.
Non‐Profit Corporation Act: 7‐121‐101 et seq.
Safety and Discipline
Certificate of occupancy for the school facility: 22‐
32‐124
Safe School Plan: 22‐32‐109.1 (2)
Grounds for suspension, expulsion, and denial of
admission of students: 22‐33‐106
Procedures for suspension, expulsion, and denial of
admission of students: 22‐33‐105
Services for expelled students: 22‐33‐203
Child Protection Act of 1987: 19‐3‐301 et seq.
Background checks for employees: 22‐1‐121
Educational Accountability
Educational Accountability: 22‐11‐101 et seq.
(especially 22‐11‐210 and 22‐11‐401 et. seq.)
Accreditation: Accreditation Rules of the State
Board of Education: 1 CCR 301‐1
ESEA Act: P.L. 107‐110
READ Act: 22-7-1201 et. seq.
Curriculum, Instruction, and Extra‐Curricular
Activities
Instruction in federal and state history and
government: 22‐1‐104
Honor and use of the U.S. Flag: 22‐1‐106
Instruction in the Constitution: 22‐1‐108, 109
Instruction in the effects of use of alcohol and
controlled substances: 22‐1‐110
On‐line programs: 22‐33‐104.6
Participation in sports and extra‐curricular activities:
22‐32‐116.5
Content standards: 22‐7‐407
Exceptional Students
Discipline of students with disabilities: 20 U.S.C
1415 (k), 34 C.F.R. 519‐529
Exceptional Children’s Educational Act: 22‐20‐ 101
et seq.
Section 504 of the Rehabilitation Act of 1973: 29
U.S.C. 794
Americans with Disabilities Act: 42 U.S.C. 12101
Individuals with Disabilities Educational Act: 42
U.S.C. 1401 et seq.
English Language Proficiency Act: 22‐24‐101 et
seq.
Finance
School Funding Formula: 22‐54‐104 (3)
Funded pupil enrollment: 22‐54‐103 (10)
Tuition: 22‐20‐109 (5), 22‐32‐115 (1) and (2), 22‐
54‐109
Fees: 22‐32‐110 (1) (o) and (p), 22‐32‐117
Allocation of funds to a capital reserve fund: 22‐54‐
105 (2) (b)
Expenditures from a capital reserve fund: 22‐45‐103,
24‐10‐115, Article 13 of title 29
Allocation of funds for instructional supplies and
materials: 22‐54‐105 (I)
Allocation of funds for at‐risk students: 22‐54‐105
Colorado Department of Education Financial
Policies and Procedures
Excess tuition charges for out‐of‐district special
education students: 22‐20‐109 (5)
Participation in PERA : 22‐30.5‐512 and 22‐30.5‐
111 (3)
Financial Transparency Act: 22‐44‐301 et seq.
CSI Guidebook 2014-2015 13
Legal Quick Reference Guide This is a working document that includes many of the state, federal, and CSI requirements for schools and is by no means
a comprehensive list of requirements. Schools should refer to the Colorado School Laws book they receive annually as
well as the CDE website for a complete listing of requirements.
Subject State Law Federal Law Reference
Online Programs CRS 22-33-104.6 AOC
Sports / Extracurricular CRS 22-32-116.5 AOC
Content Standards CRS 22-7-407,
CRS 22-30.5-505(k)(8)
Section 7.13B
Instructional Requirements CRS 22-1-104, 106, 108-110 Section 7.13C, AOC
English Language Learners 22-24-101 et seq. Section 7.15, AOC
No Child Left Behind Act (NCLB) Highly
Qualified Teachers
20 U.S.C. § 6319
NCLB § 1119;
20 U.S.C. § 7801(23)
AOC
ESEA Act P.L. 107-110 AOC
School Oversight by CSI/SBE CRS 22-30.5-505
CRS 22-30.5-507(2)(b)
CRS 22-30.5-503(6)
Section 3
Education Accountability/ Accreditation Act CRS 22-11-101 et seq. Section 7.2, AOC
Education Reform Act CRS 22-7-401 et seq. Section 7.2
School Accountability Reporting Act CRS 22-7-602 et seq. Section 7.2
Tuition CRS 22-20-109(5)
CRS 22-32-115 (1) and (2)
CRS 22-54-109
CRS 22-20-109(5)
AOC
Enrollment CRS 22-30.5-507(3) Sections 6.4, 8.5
READ Act CCR 22-7-1201 AOC
School Readiness SB08-212 AOC
State Board Accreditation 1 CCR 301-1
Public Review of New School 1 CCR 302-1 Rule 12.00a Section 1
Institute Authority CRS 22-30.5-503(b)(III)
CRS 22-30.5-504(1)
CRS 22-30.5-508(1)
Section 1
Renewal Process CRS 22-30.5-511 Section 12.1
Non-Renewal / Revocation CRS 22-11-210(1)(d)
CRS 22-11-406(3)
Section 12.1C
Remedial Courses of Action CRS 22-30.5-511(3) and (4)
CRS 22-30.5-701
CRS 22-30.5-110(3)
Section 3.5
Section 12.1C
Charter School Act CRS 22-30.5 et seq. Section 1, AOC
Charter School Institute CRS 22-30.5-501 et seq. Section 1
Fingerprinting / Background Checks CRS 22-1-121 Section 9.1c, AOC
Students with Disabilities CRS 22-20-101 et seq.
CRS 22-30.5-503(3)
CRS 22-20-106
CRS 22-20-201
CRS 22-30.5-513 4(II)(b) & 9(a)
20 U.S.C. § 1401 et seq.
29 U.S.C. § 794
20 U.S.C. § 12101 et seq.
20 U.S.C. § 1415
Section 7.16C, AOC
Section 8.1F
Facilities Issues / Certificate of Occupancy CRS 22-30.5-507(10)
CRS 22-32-124
Section 11.1, AOC
School Fees CRS 22-32-110(1)(o) and (p)
CRS 22-32-117
AOC
CSI Guidebook 2014-2015 14
Capital Reserve Allocation/Expenditure CRS 22-54-105
CRS 22-45-104
Article 13, Title 29
AOC
Section 8.1D, AOC
Quarterly Reporting CRS 22-45-102(I)(b) Section 8.9B, AOC
PERA Participation CRS 33-30.5-512
CRS 22-30.5-111(3)
AOC
CSI Fee CRS 22-30.5-513(4)(a)(I.5) Section 10.1
Financial Transparency Act CRS 22-44-301 et seq. Section 3.2A, AOC
School Budget CRS 22-44-102
CRS 22-54-105
Section 5.2, AOC
Per Pupil Funding CRS 22-30.5-513
CRS 22-54-103 & 104
CRS 22-54-15
Section 8.1
Section 8.2, AOC
Assistance Fund CRS 22-30.5-513(4)(a)(I.5)(B) Section 8.1C
TABOR Reserve Article X, Section 20 Colorado
Constitution
Section 8.6
Colorado Code of Ethics CRS 24-18-101 et seq. AOC
Non-Profit Corporation Act CRS 7-121-101 et seq. IRC, Section 501(c)(3) AOC
Open Meeting Law CRS 24-6-401 et seq. Section 4.3a, AOC
Open Records Act CRS 24-72-201 et seq. Section 3.2B, AOC
Family Educational Rights and Privacy Act
(FERPA)
20 U.S.C. §1232(g) Section 3.2B, AOC
Safe School Plan CRS 22-32-109.1(2) AOC
Grounds and Procedures for Suspension,
Expulsion, Denial of Admission
CRS 22-33-105 & 106 AOC
Services for Expelled Students CRS 22-33-203 AOC
Child Protection Act CRS 19-3-301 et seq. AOC
Waivers 1 CCR 301-35 Section 5.9
Instructional Time CRS 22-32-109 Section 7.11
CSI Guidebook 2014-2015 15
Charter School Waivers
Charter schools may operate free from specified school district regulations and state regulations, pursuant to
contract. The State Board of Education will grant waivers of state statutory requirements or rules when the State
Board deems the waivers necessary and the charter school provided summaries of each regulations and policies
and included an appropriate replacement plan. The CSI Board of Directors must approve the waivers before
they are submitted to the State Board of Education.
All waiver requests must include the following:
1. Electronic signed copy of the charter contract between the school and its authorizer;
2. Waiver request form;
3. Rationale and Replacement Plan for each waiver requested from state statute (for both automatic
and non-automatic waivers);
4. Electronic copy of the charter application or renewal application.
Charter School Waiver Request form:
http://www.cde.state.co.us/sites/default/files/documents/cdechart/download/waiverreqform_final.pdf
Charter schools cannot waive statutes that are specifically outlined in law, including any statute or rule relating
to school accountability committees as described in section CRS 22-11-401:
1. Any statute or rule relating to the statewide assessments described in section 22-7-409, C.R.S.,
2. Any statute or rule necessary to prepare the school performance reports pursuant to part 5 of
article 11 of title 22 (this includes the READ Act),
3. Any statute or rule necessary to implement the provisions of the “Public School Finance Act of
1994”, article 54 of title 22, or
4. Any statute or rule relating to the “Children’s Internet Protection Act.”
School Employee Background Check / Fingerprints
The CSI charter contract requires schools to obtain and retain copies of fingerprint and background checks for
all employees. The school should develop and implement a pre-hiring policy that:
Requires fingerprinting and an employee background check for each prospective hire
Delineates clear guidelines for employment eligibility based on background check results
o This includes a check for a criminal record. No teacher or administrator with a criminal
record that would ordinarily preclude them from obtaining a teacher license or from public
school employment will be employed at the school, regardless of waivers that may have been
granted to the school.
Includes procedures for retaining the background check in the personnel files held at the school or by
the CMO/EMO
CSI Guidebook 2014-2015 16
Assessments CSI Contact: Janet Dinnen, School Performance Coordinator
http://www.csi.state.co.us/school_resources/assessments
General Testing Timeline
Below is the general testing timeline for the state-required assessments. Specific dates will be published on the
CDE and CSI websites when identified for the upcoming school year. Please note that not all assessments take
place in the spring and that some assessments are administered multiple times a year and may be administered
in an online environment. For a quick reference on the federal and state statutes that require these assessments,
click here.
Tentative Testing Timeline for the 2014-2015 School Year
Here is a tentative testing timeline as of March 2014. Please visit the CDE Assessments page for the most up-to-
date testing timeline.
ASSESSMENT GRADE/ SUBJECT TESTING WINDOW
PARCC – English Language Arts &
Math (ONLINE) Performance Based Assessment After 75% of the school year
End of Year Assessment After 90% of the school year
Colorado Summative Assessment
(CMAS)- Science & Social Studies
(ONLINE)
Grades 5 & 8 Science April-May
Grades 4 & 7 Social Studies
Grade 12 (High School) Fall
WIDA ACCESS Placement Test
(W-APT)
Grades K-12 (students identified as having a
language other than English spoken at
home)
within 30 days of enrollment, within
2 weeks for students enrolling after
October 1st
READ Act Assessment All K-3 students using an approved interim
assessment
within 30 days of enrollment,
winter, spring
Access for ELLs ®
Grades K – 12 Reading, Writing, Speaking
& Listening January- February
Colorado ACT Grade 11 April (initial)
May (make up)
School Readiness Assessment Kindergarten IMPLEMENT IN 2015-2016
CSI Guidebook 2014-2015 17
State-Required Assessments
Assessments required for charter schools by state law and the charter contract with CSI are:
WIDA ACCESS Placement Test (W-APT)
W-APT is an English language proficiency "screener" test given to students new to your school that may be
identified as English language learners. This placement test assists educators with programmatic placement
and learning plan decisions.
WIDA ACCESS for ELLs
WIDA ACCESS for ELLs is an English language proficiency assessment given annually to Kindergarten
through 12th graders who have been identified as English language learners (ELLs) to assess proficiency
and growth.
Colorado Measures of Academic Success (CMAS)
Science and Social Studies:
The CMAS: Science and Social Studies is an assessment of grades 5, 8, and 12 and 4, 7, and 12
for science and social studies, respectively. This assessment is administered in an online
environment. The assessment window for all grades except 12 will be in April-May. Grade 12 is
assessed in the fall.
English Language Arts & Math:
PARCC is an online assessment of grades 3-10 for English Language Arts and Mathematics.
There are two assessment windows, one in April-May for a Performance Based Assessment
(PBA) component and one in May-June for an End of Year (EOY) component. Schools must
select one of two tracks in the upper grades to administer the assessment.
Colorado ACT (CO ACT)
The Colorado ACT test assesses high school students' general educational development and their ability to
complete college-level work. The multiple-choice tests cover four skill areas: English, mathematics, reading,
and science. The test must be administered to all 11th
grade students.
Colorado Alternate Assessment (CoAlt) if applicable
CoAlt provides an alternate assessment for students with significant cognitive disabilities who, because of
the nature or intensity of their disability, are unable to take the standard version of ACCESS, CMAS, or
ACT. Only about 1% of students should take the CoAlt. Individualized Education Plan (IEP) teams define
how students will participate in the state assessment process and whether a student qualifies to take the
CoAlt.
READ Act Assessment
The Colorado Reading To Ensure Academic Development Act (Colorado READ Act) focuses on students
identified as having a significant reading deficiency, delineating requirements for parent communication, and
providing funding to support intervention. Schools are required to administer a state-approved interim
assessment (and diagnostic assessment, if necessary) to K-3 students to comply with the READ Act three
times per year.
CSI Guidebook 2014-2015 18
School Readiness Assessment
The School Readiness Assessment works to monitor each child’s progress across multiple domains to help
teachers and parents provided needed support to ensure the child’s success in school. Schools are required to
administer a state-approved school readiness assessment to students in publicly funded kindergarten
programs. The School Readiness Assessment will be implemented in CSI schools in the 2015-2016 school
year.
More information on these assessments can be found on the CDE Assessment webpage. CSI-specific
assessment materials can be found on the CSI Assessment webpage.
Accessing Assessment Data
CEDAR
Each school leader as well as up to one additional school staff member will have to the Colorado Education
Data Analysis & Reporting System (CEDAR). CEDAR provides access to student level assessment data files
as well as a variety of preconfigured and customized reports. To request an account for the school leader and/or
second contact, please contact Janet Dinnen.
Alpine Achievement
CSI will also import state summative assessment data (ACT, TCAP, and ACCESS) to Alpine Achievement.
CSI will provide Alpine Achievement staff the Alpine contact designated at each school annually in July.
Schools should contact Alpine Achievement directly for account management and support questions.
Assessment Roles
CSI’s Role
CSI’s role is to oversee all state-required assessments is to:
Communicate information related to upcoming assessments to SAC/STC
Train SAC in test security and administration
Train STC is technology readiness for online assessments
Inform SAC of test logistics (inventory, pack, ship)
Inventory/sort/deliver ‘district’ materials to schools and vendors
School’s Role
Each CSI school is responsible for the following activities:
Identify a SAC/STC as needed for each state-required assessment on the School Contact Identified Form
Have SAC train proctors in test security and administration
Have STC ensure technology readiness for online assessments
Have SAC oversee administration and logistics at school level
Serve as liaison between school staff and DAC/DTC
School Assessment Coordinator (SAC)
Each school site is required to designate a school staff member to be in charge of each required assessment.
This person must attend required CSI trainings, train all school staff on administration requirements, ensure
proper test administration and test security, receive and return all test materials, and report any irregularities
CSI Guidebook 2014-2015 19
to the CSI District Assessment Coordinator in the appropriate manner. The SAC will be the liaison between
school staff and the District Assessment Coordinator. (The School Assessment Coordinator for W-APT,
ACCESS, CMAS, and PARCC will receive a FileZilla account. This account is used to share student-level
information and secure test materials between the DAC and SAC.)
School Technology Coordinator (STC)
Each school site is required to designate a School Technology Coordinator (STC). The STC obtains
information from CSI’s District Technology Coordinator (DTC), distributed from CDE/Pearson, and
disseminates information to appropriate staff. This role will assist the SAC with ensuring preparation for a
successful administration of the CMAS online assessments. The STC should be a member of the school
staff, work with the SAC in preparing the school environment, including technological aspects of the test,
receive information from CSI, Pearson, and CDE, disseminate the information to others in the school, meet
all requirements for uploading test information, ensure the building’s technology infrastructure is capable of
supporting online testing, and coordinate the process of ensuring accurate and timely setup for the
proxy/cache. Because the technology requirements of CMAS and PARCC are extremely similar, only one
SAC should be identified to serve for both of these assessments.
District Assessment Coordinator (DAC) – Janet Dinnen, School Performance Coordinator
CSI’s DAC is responsible for overseeing each of the state-required assessments, including the trainings of
SACs in administration, security, and logistics related to each assessment. The DAC is the school’s point of
contact for assessment-related questions.
District Technology Coordinator (DTC) –Michael Gelinas, IT Coordinator
CSI’s DTC serves as a resource for school technology coordinators as they prepare their online testing
environments. The DTC disseminates information from CSI, CDE, and Pearson to the STCs. The DTC is
the school’s point of contact for technical questions.
Chain of Communications
The Colorado Department of Education has identified the following chain of communication to be used for
assessments. School staff should direct administrative and technical questions to their SAC or STC,
respectively. The SAC/STC can respond to the staff member or (if unable to answer) direct the question to
the DAC/DTC. The DAC/DTC can respond to the SAC/STC (who then responds to the school staff
member) or direct the question to CDE or the appropriate test vendor. At no time should the SAC/STC or
school staff contact CDE with questions.
CSI Guidebook 2014-2015 20
Annual Assessment Tasks:
□ Ensure that a school staff member is identified to oversee each of the state-required assessments. Ensure
that any changes in contacts are made using the School Contact Update Form.
□ Create an assessment calendar to share with staff and parents so they can plan the year accordingly.
□ Purchase the state-approved assessments for READ Act (both an interim assessment and diagnostic
assessment) and the School Readiness Assessment to meet the number of testers/proctors at your school.
□ Purchase devices meeting the minimum requirements for CMAS and PARCC to meet the number of
testers/testing locations at your school.
CSI Guidebook 2014-2015 21
Performance & Accountability CSI Contact: Kristen Stolpa, Chief Authorizing Officer
http://www.csi.state.co.us/school_resources/accountability
CSI’s Role
The Institute is responsible for implementing a system of accrediting its schools that emphasizes attainment
along four statewide performance indicators including Academic Achievement, Academic Growth, Growth
Gaps, and for high school programs, Postsecondary and Workforce Readiness.
In addition to these statewide indicators, the Institute evaluation system also considers additional measures that
are specific to charter school viability and sustainability in the areas of academics, finance, and operations as
detailed in the CSI Performance Frameworks.
To this end, the Institute conducts annual and periodic review of portfolio schools on state and interim
assessments, providing access to this evaluation information through the tools that comprise the CSI Annual
Review of Schools (CARS). These evaluations are the foundation for decision making related charter renewal
and development.
School’s Role
Institute schools are responsible for meeting state and CSI academic standards. Through the Institute evaluation
system, schools have the opportunity to provide CSI with additional performance data that demonstrates the
effectiveness of the program. This may include such things as interim assessment data and outcomes related to
mission-specific measures.
The identified performance level of each school will drive the CSI and CDE accountability requirements and
timelines throughout the academic year. Higher performing schools will have fewer requirements and lower
performing schools will encounter increased oversight through established progress monitoring strategies.
Details about these evaluation and accreditation processes can be found on the CSI website at:
http://www.csi.state.co.us/school_resources/accountability/
CSI’s Annual Review of Schools
CSI has developed a variety of evaluation tools (known as the CSI Annual Review of Schools, or CARS) as a
means for providing schools with in-depth analysis and explanation of academic, financial, and organizational
performance outcomes throughout their charter term. These range from detailed annual performance reports to
user-friendly calculators that forecast accreditation ratings and produce recommended targets at the district,
school and individual classroom level.
CSI Performance Frameworks
The CSI School Performance Frameworks have been developed in conjunction with the National Association of
Charter School Authorizers (NACSA) to evaluate school performance in the areas of Academics, Finance and
Organization. Serving as a guide to schools, these documents detail the measures and metrics by which CSI
holds schools accountable. These measures, which are coupled with the application of sensitive weighting and
aligned with the state’s School Performance Frameworks, result in a school accreditation rating.
CSI Guidebook 2014-2015 22
The Annual Performance Report (APR)
An Annual Performance Report (APR) is developed for each CSI school, with a preliminary draft sent out in
fall and a final version sent out in winter. The APR summarizes the school’s cumulative performance data and
compliance information in alignment with the Performance Frameworks and any Mission-Specific Measures
from the school. The APR provides schools with in-depth analysis and explanation surrounding performance to
help schools identify truly significant trends. These qualitative and quantitative analyses will provide guidance
and direction for the school throughout its life span.
Sources used will include, but are not limited to:
School Performance Framework Reports
Interim Assessment Results
Comparison School Analyses
Longitudinal Analyses
CSSI Reviews and Reports
School-Provided Components
Annual Financial Audits
Legal and Institutional Procedures and Policies
As evaluation ratings and tools may often be criticized for sterility and reductionism, it is the goal of the
Institute to utilize the APR as a means for providing schools with in-depth explanation and analysis
surrounding performance. For example, statistical analyses are conducted on multiple years of assessment
data, as well as interim data where provided (if possible, linking the two through alignment studies). This
CSI Guidebook 2014-2015 23
could help schools identify truly significant trends, as opposed to those that may be the result of sample size,
mediating/moderating variables, or those that have a small effect size. For schools with limited resources,
this may help prioritize the allocation of attention and resources throughout the improvement planning
process.
The report is organized in a way that presents overarching indicators, followed by the subsequent measures
and metrics that comprise that indicator. Additionally, in order to summarize each section, the Institute will
include a brief narrative providing feedback on the school’s progress within the indicators and/or measures.
Schools have the opportunity to provide a brief narrative for each section as well. Any additional claims
within the school narrative must be substantiated with supplemental evidence that can be verified by the
Institute.
A majority of the metrics within the report will be collected by the Institute on a yearly basis and presented
to each school before October 1st of each year. Schools must then return the report with supplemental
evidence and narrative before November 1st of each year. These dates are subject to modifications,
dependent upon changes to the timelines established by the Colorado Department of Education (CDE)
around release of assessment data and preliminary School Performance Framework Reports (SPF).
PLEASE NOTE
Proposed supplemental information should be specific and should be accompanied by supporting evidence
as appropriate; if the information provided is insufficient, the Institute will request specific, additional data
from the school. If this is not provided, the information will not be included in the final report.
For example, interim and formative assessment data submitted by schools should be presented in the form of
official reports generated by the test vendor. This evidence can also be validated by providing the username
and password for logging in to your interim interface (e.g. NWEA or Scantron).
Schools should be looking at trends in the data and using the feedback provided within the APR as evidence
of success, as well as to identify areas that may need the allocation of additional attention and resources.
This can be a useful tool to use in conjunction with the annual Unified Improvement Plan.
As part of Institute efforts to support schools in their improvement planning process, the APR also serves to
help schools gather and organize data in preparation for UIP development, provide external perspective in
the review of current performance, and describe significant trends by providing relevant data tables and
graphs.
The Performance Calculator
The Performance Calculator is a tool provided to CSI schools to calculate an overall performance rating from
framework measures as well as project recommended achievement and growth targets based on the input of
historical performance on the state assessment that will frame the foundation of improvement planning.
CSI Guidebook 2014-2015 24
The Performance Dashboard
The Dashboard is a tool provided to CSI schools that serves as a way for the Institute to integrate selected
information from the Performance Frameworks into a unified display. It aims to serve as a snapshot of overall
school performance from year-to-year, producing a single rating that draws upon the output of the Performance
Calculator.
As mentioned above, the performance level of each school will impact the school accountability requirements
throughout the school year. In an effort to increase transparency, the table below details some of the annual
incentives or interventions that occur based upon the school plan type.
CSI Guidebook 2014-2015 25
CSI Guidebook 2014-2015 26
Unified Improvement Plan CSI Contact: Janet Dinnen, School Development Coordinator
http://www.csi.state.co.us/school_resources/accountability/UIP
Colorado schools and districts can improve student learning and system effectiveness by engaging in a cycle of
continuous improvement to manage their performance. To support this purpose, the Education Accountability
Act of 2009 requires each Colorado district and school to create an annual improvement plan. The Colorado
Department of Education has developed a unified improvement planning template and processes to support
schools and districts in their performance management efforts. The UIP template has been designed to meet
state, federal, and program accountability requirements. For more information on Unified Improvement
Planning, please visit CDE's UIP page.
CSI’s UIP Support & Timelines
CSI, through its Annual Performance
Report (APR), provides each of its schools
with the data analysis and target setting,
both of which are required for the Unified
Improvement Plan. Schools are able to pull
tables, graphs, and narrative from the APR
for inclusion in the Unified Improvement
Plan. By providing schools with a thorough
analysis of student performance and
realistic targets for improvement, schools
are then able to focus their attention of
identifying root causes and action steps for
the UIP.
UIP Submission Timeline
Timelines for submitting the UIP to CSI are based on each school’s plan type. In general, timelines for UIP
submission are made available in August and follow the CDE UIP submission timeline closely. Priority
Improvement and Turnaround schools are required to submit a draft UIP to CSI in the winter in advance of
submitting the final UIP in the spring. This draft is reviewed by both CSI and CDE staff, and the school is
notified of any changes that need to be made for the final UIP. All schools are required to submit a final UIP to
CSI in spring. CSI will review the UIP before submitting it to CDE to be posted on SchoolView.org.
New Schools
By default, new schools receive the Performance rating for their first year. New schools are strongly
encouraged to make use of interim assessments and other internal data to guide the development of their first
year UIP. CDE provides supplemental guidance in completing the UIP for new schools.
Priority Improvement & Turnaround Schools
Schools receiving a Priority Improvement or Turnaround rating have additional requirements:
1. PI and T schools are required to notify their students’ parents if the school is assigned a Priority
Improvement or Turnaround plan within 30 days of the school receiving its preliminary plan type and
CSI Guidebook 2014-2015 27
set a public hearing for parents to review the plan. (If your school submits a request to reconsider your
school's plan type but the plan type remains Priority Improvement or Turnaround, parents must be
notified within 30 days of receiving the final determination.) The notice must include the following
information:
The school’s plan type
The performance results that led to that plan assignment
The timeline for developing and adopting the required plan
The date, time, and location of a public hearing for parents to review the plan and ask questions
prior to the adoption of the school plan. During these public hearing, the school board must
review the school's progress in implementing its plan during the preceding year and in
improving its performance.
2. PI and T schools are required to have an external, 3rd party support in the development of the Unified
Improvement Plan. This external support can take the form of attending two or more UIP trainings or
involving an educational peer outside of the CSI school portfolio. (Please note that CDE hosts free UIP
trainings annually in the fall.) PI and T schools are required to submit the 3rd Party UIP Development
Form to CSI documenting the 3rd party support they received.
3. PI and T schools are required to submit any interim assessment data to CSI for analysis.
CDE’s Priority Improvement and Turnaround Support webpage provides a variety of resources, including a
turnaround network, pathways for PI and T schools.
UIP Resources
CDE’s Unified Improvement Planning page offers a wealth of resources for developing the UIP from in-
person trainings and downloadable resources.
CSI provides its Annual Performance Report (APR) for schools that have been in the CSI portfolio for at
least one year. Schools are able to use the narrative, charts, and graphs from the APR in the UIP.
CSI conducts analyses of any nationally normed and approved interim assessment data at the school’s
request. (New schools are encouraged to use this opportunity to receive data that can be used in internal
strategic planning as UIP efforts.)
CSI Guidebook 2014-2015 28
Data Submissions CSI Contact: Lindsay Hull, Submissions, Nutrition, and Programs Director
http://www.csi.state.co.us/school_resources/submissions
CSI’s Role
CSI acts as the liaison between the school and CDE for all required reporting. The Data Submissions
Department at CSI oversees the coordination of the below submissions for CSI schools to CDE through Data
Pipeline. CSI implements timelines, assists with troubleshooting errors, provides data summary reports to
schools to review and verify, and ultimately ensures CSI and CSI schools meet CDE’s deadlines for the below
submissions.
School’s Role
Schools are responsible for reviewing and ensuring data submitted for the below reports are correct and
timelines established by CSI are met.
Definitions
Data Pipeline
Data Pipeline is a streamlined approach to efficiently move required education information from schools/
districts to the Colorado Department of Education. Data Pipeline reduces data redundancy, captures closer
to real-time data, streamlines the data collection process and allows districts to exchange information on
transferred students. Data Pipeline replaces the Automated Data Exchange (ADE) system that is used for
state reporting, and takes CDE from 19 point-in-time collections to six transactional interchanges, allowing
local education agencies to submit data regularly to CDE and fix data errors in the data as they go. The
interchanges are focused on a Student Profile, Staff Profile, Organization Profile, Special Education, and
Discipline. These interchanges are intended to be transactional in nature therefore allowing Local Education
Agencies (LEAs) to submit data regularly to CDE and clean the data as they go.
Interchange Files
These are the files used to genereate the reports (snapshots) listed below. There are three student
interchange files and two staff interchange files which derive data for some reports listed bleow. The data
pipeline interchanges are designed to accept interchange submissions year around.
Snapshot Files
These are the files derived from the interchnage files schools submit to CSI which are then submitted to the
Data Pipeline. Snapshot data represents points in time for data submission. This data is taken directly from
one or more of the interchange files.
Data Collection Submissions
Student October (October Count)
This collection is tied to school per pupil revenue (PPR), English Language Proficiency Act (ELPA) revenue,
The Individuals with Disabilities Education Act (IDEA) revenue for SPED, and the at-risk data derived from
the count of students who qualify for free or reduced price meals from the state based on student count. This
mandatory CDE report starts in September and ends in mid-November. The collection includes variables such
CSI Guidebook 2014-2015 29
as demographic information (SASID, name, gender, DOB, grade, primary language etc.,), English language
proficiency, Title I designation, FRL, homeless status, gifted and talented designation, and much more.
Human Resources
This required CDE report collects information on all staff employed by each CSI school and CSI as of
December 1st. One of the primary purposes of this collection is to ensure that necessary staff is Highly
Qualified (HQ). General demographic information, including name, DOB, gender, district of residence, as well
as education level, salary, job and/or teaching position, and grades taught are a few examples of variables
collected. This report begins in November and ends in February.
Report Card March (March Report Card)
This mandatory CDE collection contains variables pertaining to each school’s campus in a “yes” or “no”
format, such as preschool, K-6 recess, health class, particular class offerings (drama, music, physical activity
etc.), extracurricular, athletics, professional development days, and more. The report typically occurs in
March.
Safety & Discipline Indicator (SDI)
The SDI report is a mandatory CDE required collection which typically starts in May and ends in June. This
report tracks discipline issues at each school. A template will be provided which each school will have to fill out
and return to CSI. The SDI collects information related to incidents of drug and alcohol violations, robberies,
felonies, dangerous weapons, etc. and then also requires an aggregation of this data by ethnicity, race, and
gender. Attendance rates, truancy rates, and total number of truant students are also collected in this
submission. Schools are required to submit the attendance methodology form. This information is used for
AEC frameworks and is posted on the CDE website.
Student End of Year (EOY)
The EOY collection is a mandatory CDE collection. The primary collection typically opens in May and ends in
September, and encompasses information related to tracking students through their time attending your school.
It contains similar information to October count, such as student biographical data but in addition includes
enrollment dates and transfer/withdrawal information. This report collects graduation, dropout, retention, and
mobility rates used for CDE reporting.
Teacher Student Data Link (TSDL)
The TSDL collection is a mandatory collection which will link student data to staff data to assist schools in
assessing teacher performance. Reports are provided to schools. The TSDL interchange files are pulled from
school’s SISs and are verified against staff and student interchange files as well as the statewide standard course
code mapping to schools’ local course codes.
Civil Rights Data Collection (CRDC)
The CRDC is a mandatory federal report collected every other year. The CRDC data collection varies from year
to year depending on the variables the collection is requesting. The CRDC report will be collected in the 2014-
2015 year based on 2013-2014 data. This report is not managed through the Data Submissions Department at
CSI.
CSI Guidebook 2014-2015 30
READ Act Requirements http://www.cde.state.co.us/coloradoliteracy/readact/index
The Colorado Reading To Ensure Academic Development Act (Colorado READ Act) was passed by the
Colorado Legislature during the 2012 legislative session. The READ Act repealed 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. The READ Act differs from CBLA by
focusing on students identified as having a significant reading deficiency, delineating requirements for parent
communication, and providing funding to support intervention.
Required Testing
All students in grades K-3 must be given a state approved interim assessment within 30 days of enrollment as
well as during the winter and spring, adhering to the testing windows of the assessment vendor. Students whose
interim assessment scores do not meet state benchmarks must be assessed using a state approved diagnostic
assessment. State approved interim and diagnostic assessments can be found on the CDE READ Act page.
Please note, DRA2 will be phased out of the state approved assessments at the end of the 2015-2016 school
year. Schools currently using DRA2 should be planning to transition to another state approved assessment no
later than the 2016-2016 school year. Each CSI school has the flexibility to select a state approved interim and
diagnostic assessment to meet its unique needs. Each school is also responsible for working directly with the
vendor to receive the appropriate training necessary to administer the READ Act assessments. CSI is
responsible for passing along any information pertaining to the READ Act, including data submission
requirements. Please see the CSI Assessment webpage for more information about READ Act testing
requirements.
Parent Involvement
If a student is identified with a significant reading deficiency based on the interim and diagnostic assessments,
teachers must attempt to meet with parents and jointly create the child’s READ plan. If after three documented
attempts, the teacher is unable to meet with the student’s parents, teachers may create the READ plan and share
the information with parents. Information shared must include a copy of the READ plan, an explanation of the
scientifically- or evidenced-based reading program being used, any other services the student will receive, and
any additional support the parent could provide.
READ Plans
The READ Act requires the creation and implementation of an individual intervention plan (called a READ
plan) for students identified with a significant reading deficiency. READ plans must contain specific
components in order to ensure the effectiveness of the intervention strategies. Each READ plan must include,
at a minimum:
the student's specific, diagnosed reading skill deficiencies;
the goals and benchmarks for growth;
how progress will be monitored and evaluated;
the type of additional instructional services and interventions the student will receive;
CSI Guidebook 2014-2015 31
the scientifically-based or evidence-based reading instructional programming the teacher will use to
provide reading instruction, addressing the areas of phonemic awareness, phonics, vocabulary
development, including oral skills, reading fluency, and reading comprehension;
the strategies the student's parent is encouraged to use in assisting the student to achieve reading
competency; and,
any additional services the teacher deems available and appropriate to accelerate the student's reading
skill development.
CSI allows schools the flexibility to create and manage READ plans using whatever system they choose so long
as plans are readily accessible for CSI to review at any point in the school year.
Reporting Requirements
Beginning with the 2013-2014 school year, CSI must submit annually data related to the READ Act
assessments. This submission is completed in the spring to the READ Act Data Collection. Please see the
Submissions section for more information.
Future Requirements
Advancement: Beginning in the 2016-2017 school year, if a student is completing third grade and the
school personnel or parent decides he/she will advance even though the student has a significant reading
deficiency, the decision is subject to the approval of the superintendent (or designee). If the
superintendent (or designee) does not approve the advancement decision, the student will not advance.
After the decision is made, a subsequent letter to the parent must state the basis for the decision.
Districts must include the statement in the student’s permanent academic record and remove it when
he/she achieves reading competency. Superintendents have the ability to decide whether or not a student
should advance at any grade level regardless of the reason.
Accountability: Districts and schools will be held accountable for student progress in the Performance
Frameworks and be expected to address requirements in their Unified Improvement Plans (UIPs).
Beginning with the school and district performance frameworks based on 2013-2014 assessment data,
(released in the fall of 2014), CDE will include the reading scores of third and fourth grade students who
were previously identified with a significant reading deficiency.
CSI Guidebook 2014-2015 32
Guidance on Student Registration This resource offers schools guidance on what information needs to be obtained from registered students and
input into a student information system. While the requirements included below are based on federal, state, and
local requirements, this is no by means a comprehensive list of information that should be gathered from
enrolled students.
Student Information: All fields included on the three Student Interchange files (Student
Demographics, Student School Association, Advanced Course Completion) must be recorded by
schools. Access the file layout and definitions here:
http://www.cde.state.co.us/datapipeline/inter_student
Health Records: Students with health care needs as aligned by their health care plan must be
documented. In addition, Colorado Revised Statute Title 25, Article 4, Part 9, Colorado’s school
immunization law, requires that students attending Colorado schools provide documentation of
immunization status. ALL schools (and home schoolers), preschools, before/after school programs, day
cares, and camps must comply with the immunization laws. See CSI’s School Health page for more
information.
Exceptional Students-Special Education, Gifted/Talented, Section 504: Exceptional Students as
identified on their Plan must be documented in the student information system. For a review of record
keeping processes, please refer to CSI’s Special Education Records Procedure.
Home Language Survey: All students new to your school must complete a Home Language Survey as
the first step in determining English Language Proficiency. A list of the required questions and more
information about the identification process is detailed in The EL Guidebook, which can be found here:
http://www.cde.state.co.us/cde_english
Economic Data Survey / Free or Reduced Price Meal Eligibility Form: For schools not participating
in the federal Child Nutrition Programs, the Economic Data Survey can be completed to determine free
and reduced lunch eligibility. For schools participating in the federal Child Nutrition Programs, the Free
and Reduced Meal Benefit form can be completed to determine free and reduced lunch eligibility. CSI
Nutrition Services supplies materials for the Free and Reduced Meal Eligibility Form for schools
operating a Child Nutrition Program before the start of the new school year. The Economic Data Survey
forms and materials can be accessed here:
http://www.csi.state.co.us/school_resources/economic_data_surveys
CSI Guidebook 2014-2015 33
SASIDs CSI Contact: Alex Start, Office Administrator
http://www.csi.state.co.us/school_resources/SASID_EDIS
School’s Role
At the time of enrollment, each school is responsible for searching for their own students in RITS to see if the
students have existing SASIDs. If the students don’t have existing SASIDs, the school requests them from CSI
using the method outlined below. If the students do have existing SASIDs, the school can then request any
necessary updates using the methods outlined below.
CSI’s Role
CSI is the go-between for the schools and CDE. CSI submits SASID requests to CDE for every school in its
portfolio. If there are any issues with SASIDs, the school contacts CSI, who then contacts CDE on their behalf.
All questions from CDE regarding SASIDs go through CSI first.
Definitions
State Assigned Student Identifier Number (SASIDs)
Tracking student scores over time and across district lines requires all students in public school in
Colorado to have a SASID. The six elements obtained to uniquely identify a student in the Record
Integration Tracking System (RITS) are the following: last name, first name, middle name, birth date,
gender, and grade.
Record Integration Tracking System (RITS)
RITS is accessed via a secure, public internet connection and requires a unique user ID and password to
enter. This web portal is where SASIDs are viewed, updated and/or obtained.
https://edx.cde.state.co.us/rits/
CDE Single Sign-On
From CDE: When you log in using the CDE Single Sign-On (SSO) process, you will be able to access
all of the CDE applications you are approved for that have been integrated into the CDE Identity
Management system.
Districts and administrative units have the ability to create and administer users and access privileges to
CDE’s applications through CDE Identity Management.
SASID Attainment Process
For the 2014-2015 school year, only users who do not have a CDE Single Sign-On account or whose CDE
Single Sign-On account does not have RITS permissions must request access to RITS.
If you do not have a CDE Single Sign-On account or if your account does not have RITS permissions:
1. Download the RITS and EDIS View-Only Respondent Form on the CSI website and fill it out. It must
be signed by your Head of School to authorize access.
2. Return the form to CSI via email ([email protected]) or fax (303-866-2530).
CSI Guidebook 2014-2015 34
3. Upon receipt of your signed respondent form, CSI will create a new CDE Single Sign-On username and
password for you. You will receive an email with your new login information. If you already have a
CDE Single Sign-On account, it will be granted permission to view RITS.
The RITS login page: https://edx.cde.state.co.us/rits/
The SASID Process
1. Download the SASID template. CSI does not anticipate any changes being made to the template
introduced in the 2013-14 school year. Should CDE make any changes, CSI will notify the schools.
2. Send all SASID requests to CSI using FileZilla. If you don’t have access to FileZilla, please contact
Michael Gelinas ([email protected]). Files sent via FileZilla do not need to be password
protected.
3. Before making a new SASID request, the school must check each student in RITS for existing SASIDs,
including kindergarteners or students who are believed to be new to the Colorado education system.
a. If a student has a hyphen in their last name and isn’t showing up in the search results, try
searching for them without the hyphen or by each part of the name separately (example: student
John NMN Rogers-Smith, search by John Rogers-Smith, John Rogers Smith, John Rogers, and
John Smith), and then verify with the remaining information (DOB, gender, and/or grade) that
it’s the student you’re looking for.
b. If a student isn’t showing up in the search results, try searching for them without their middle
name or with only their middle initial. Note: You must include their full middle name (or NMN
if applicable) on the request submitted to CSI.
4. SASID Requests:
a. For NEW SASID requests: After submitting your file to CSI, CSI will run the file through the
CDE Data Pipeline system and send a spreadsheet back to you. SASIDs that were assigned will
appear on the spreadsheet. If a student has a blank in the SASID column, then they are in review.
It is your responsibility to access RITS a few days after receiving the spreadsheet to look up the
SASIDs of the students who are in review.
b. For UPDATING SASID requests: If you have students who have existing SASIDs but need their
information updated to reflect enrollment at your school, submit them to CSI using the same
template format as new SASID requests.
Notes on accurately filling out the template:
The filename must be as follows: YOURSCHOOL_SASID_Request_xx-xx-xxxx.xlsx Example:
Caprock_SASID_Request_07-08-2014.xlsx. No spaces are allowed in the filename, and acronyms for
the school name are allowed. If you send more than one file on any given day, include the version
number after the date. Example: Caprock_SASID_Request_07-08-2014_2.xlsx
Do not remove or edit the header in the first row.
If a student has no middle name, write NMN in the middle name column.
For the LASID field, enter the student’s SASID. If a student does not have a SASID, enter a 10-digit
number. Please note that each LASID in the template must be unique within that template. You can re-
use LASIDs on separate templates.
The only field that can be left blank is the SASID field. All other fields must have information in them.
CSI Guidebook 2014-2015 35
If you are submitting inactive students, they must be in a separate file from your active students.
If you’re having difficulty keeping the leading zero(es), view this resource: How to add/retain a leading
zero in Microsoft Excel
External Resources
CDE Data Elements & Definitions
How to add/retain a leading zero in Microsoft Excel
CSI Guidebook 2014-2015 36
Federal Programs
CSI Contact: Glennon Stratton, Federal Programs Coordinator
http://www.csi.state.co.us/school_resources/federal_programs
Federal Programs Overview
The Colorado Charter School Institute (CSI) operates as the Local Educational Agency (LEA) and Fiscal Agent
for federal formula funds. These include the following programs:
Title Name
Title I, Part A Improving the Academic Achievement of the Disadvantaged
Title II, Part A Preparing, Training, and Recruiting High Quality Teachers and Principals
Title III, Part A English Language Acquisition, Language Enhancement, and Academic
Achievement Act
Title III, Part A Immigrant Set-Aside
Title X, Part C McKinney-Vento Act, Homeless Education
Eligibility to receive funds as a CSI member school depend on various criteria based on Title program as
discussed more below. The complexity of federal programs makes it difficult to outline all nuances in an
overview document. For more information than that provided below, please consult the CSI website or contact
CSI’s Federal Programs or Finance staff.
Consolidated Grant Application
The Colorado Department of Education (CDE) uses the Consolidated Grant Application (hereinafter
“Application”) to approve proposed expenditures and activities for the federal programs listed above. Annually,
LEAs must submit a completed Application to CDE. The Application includes an online platform and budget.
After reviewing and submitting required modifications to CSI, CDE typically approves the Application by late
August/early September. More details about program requirements within the Application are discussed in the
program sections below.
Title I, Part A—Improving the Academic Achievement of the Disadvantaged
Title I, Part A provides financial assistance to LEAs with high percentages of low-income students to help
ensure that all children meet challenging state academic standards. The Colorado Department of Education
(CDE) allocates funds to LEAs based specific formulas designed by The United States Department of
Education and the CDE. While the amount of funds allocated to each Colorado LEA is based on a formula, in
order to receive the funds, Colorado LEAs must annually submit an approvable Application to CDE. The
Application outlines all proposed activities and expenditures that an LEA plans to complete using Title IA
funds.
The CSI receives preliminary allocations from CDE in early June of each year. Once allocations are received,
CSI calculates each member schools’ portion based on the low-income count identified in the previous
academic year’s October count. CSI schools are eligible for Title I, Part A funds if their poverty rate, as
measured by Free and Reduced Lunch, is thirty five percent (35%) or higher. Eligible schools receive
notification of their allocation in mid-June through a budget format. CSI requires schools to complete the
budget and other narrative components. CSI then combines all budget activities into CDE’s online Application
CSI Guidebook 2014-2015 37
platform and corresponding budget and submits to CDE for approval by June 30. CDE reviews the submitted
activities, requests clarification or revisions and typically grants approval by late August/early September.
Once CDE issues Final Approval, schools may begin to spend funds in alignment with their submitted budget
and narrative.
Title I, Part A requires all schools receiving funds to operate either a Schoolwide Program or Targeted
Assistance Program. A school operating a Schoolwide program must ensure that all students, particularly
those who are low-achieving, demonstrate proficient and advanced level in the state achievement standards.
Therefore, schools operating may serve all students enrolled in the school. A school operating a Targeted
Assistance program may only provide services to those students identified as low-achieving or at risk of low
achievement. Examples of targeted assistance models include the pull-out class model or the in class
supplemental model (push in), among others. Regardless of the program type schools operate, it is important to
remember that although Title I, Part A funds are allocated based on a school’s low-income count, funds should
be targeted to support the lowest achieving students.
All schools receiving Title I, Part A funds must have a Title I plan. For the 2013-14 academic year, schools
may meet this requirement by using the Title I Schoolwide or Targeted Assistance addendum to the Unified
Improvement Plan (UIP).
Parent Involvement is a key concept to the Title I, Part A program. All schools receiving Title I, Part A funds
must have a Parent Involvement Plan. The plan must be written; agreed upon by parents; describe the parent
involvement activities that will occur during the school year and be distributed to all parents in a language that
parents can understand. The plan must also provide timely information about federal programs; involve parents
in planning, review, and improvement of the school parental involvement policy and the joint development of
the schoolwide program plan; and include a description and explanation of the curriculum in use at the school,
the forms of academic assessment used to measure student progress, and the proficiency levels students are
expected to meet.
Schools must also have a Parent-School Compact developed jointly with parents. The Compact should outline
how parents, the entire school staff, and students will share the responsibility for improved student academic
achievement and the means by which the school and parents will build and develop a partnership to help
children achieve the state’s high standards.
Schools receiving Title I, Part A funds must comply with various other requirements. While the breadth of
these requirements is too great to enumerate in this overview document, the basics include: Title I Plan; Parent
Involvement Policy; Parent-School Compact; Supplement, Not Supplant; Time and Effort; Comparability;
Highly Qualified Teachers, among others. More in depth guidance is available on CSI’s website and through
CSI’s trainings throughout the academic year.
Title II, Part A—Preparing, Training, and Recruiting High Quality Teachers and Principals
Due to the effects of federal sequestration and the flexibility to transfer federal funds, CSI’s limited Title II, Part
A funds were transferred into Title I, Part A for the 2014-15 academic year. Therefore, schools will not receive
Title II, Part A funds in 2014-15.
CSI Guidebook 2014-2015 38
Title III, Part A— English Language Acquisition, Language Enhancement, and Academic Achievement
Act
The purpose of the Title III program is “to help ensure that children who are limited English proficient,
including immigrant children and youth, attain English proficiency, develop high levels of academic attainment
in English, and meet the same challenging State academic content and student academic achievement standards
as all children are expected to meet.” No Child Left Behind, 2001.
CSI allocates Title III funds to schools with concentrated numbers of non-English proficient (NEP) and limited
English proficient (LEP) students. Allocations are based on the numbers of students reported in the previous
year’s October Count.
As a federal program, Title III funds must be used to support activities that are supplemental to what the state
and local board requires of the school. In addition, Title III funds must also supplement federal funds. By law,
Title III funds must be used to provide high-quality language instruction educational programs to increase
English proficiency of students. Title III funds must also be used to provide high quality professional
development to classroom teachers, principals, administrators and other school or community-based
organizational personnel. For the 2014-15 academic year, CSI agreed with CDE to use Title III funds for
professional development purposes only. This agreement is in response to CDE’s monitoring of CSI’s
ELL/Title III program.
Several program requirements exist for schools receiving Title III funds. These include, but may not be limited
to: Parent Notification Letters; Continuing Program Placement Letter; Home Language Survey; Waiver Letter
(if applicable); ELL parent meetings; AMAO Parent Notification; LEP exit letter. More in depth guidance is
available on CSI’s website and through CSI’s training opportunities throughout the academic year.
Title X, Part C— McKinney-Vento Act, Homeless Education
The McKinney-Vento Act is a federal law guaranteeing all children and youth the right to an equal education,
regardless of their living situation. Protection under McKinney-Vento Act extends to those who lack a fixed,
regular and adequate nighttime residence.
The cornerstones of the McKinney-Vento Act include the following for homeless youth: school stability; school
access; support for academic success; and child-centered and best interest-decision making. It is imperative that
schools identify a staff member who is the Homeless Point of Contact. This staff member is responsible for
completing and submitting CSI’s Homeless Form for each student experiencing homelessness in their school.
This brief application triggers the protections offered to homeless students and is necessary for federal reporting
purposes.
Annually, the CSI sets aside a limited amount of Title I, Part A funds to support services for homeless students.
Because of the lack of funding for this program, school Points of Contacts should seek out resources available
from other community organizations that serve the homeless population in their area.
CSI utilizes an application process for schools seeking to use Title I, Part A funds to serve needs of their
homeless students. Allowable expenditures may include: items of clothing (gym clothes, uniforms, etc.);
student fees; school supplies; immunizations; food; medical and dental services; counseling; outreach to
CSI Guidebook 2014-2015 39
shelters; extended learning time; tutoring; parent involvement; AP and IB testing costs; fees for SAT/ACT
testing; GED testing; graduation gowns. Title I, Part A funds may not be used for transportation to and from
the school of origin for a homeless student, however, Title I, Part A may support transportation to and from the
school of original for a formerly homeless student. When seeking funds from CSI for homeless students,
consider the following questions: (1) Is the expense already identified as a program component or need in the
consolidated plan? (2) Is it an educationally-related support service? (3) Are there other district or community
funding sources already set up to provide what is needed? (4) What is the cost in proportion to the overall
program budget or per pupil expenditure? (5) Is the expense critical to maintaining the student’s enrollment,
attendance, or success in school?
Highly Qualified Requirements
As a condition of receiving Title I, Part A funds at the local educational agency (LEA) level, CSI must ensure
that all teachers and paraprofessionals employed in all CSI authorized charter schools are highly qualified. All
K-12 core content teachers in a Schoolwide Title I school must be HQ upon hire. This means that regular and
special education teachers that are the primary provider of instruction must be HQ in their particular content
area(s), including English, reading or language arts, mathematics, science, foreign languages, social studies
(civics, government, history, geography, economics), and the arts (visual arts, music). Title I Targeted
Assistance schools must ensure that teachers teaching core academic subject areas (i.e.,
reading/English/language arts, math, science, social studies, foreign language, art, music, drama) being paid out
of Title I funds are highly qualified. All non-HQ teachers must obtain a plan to become HQ during the first year
of employment (only acceptable if not receiving Title I funds for salary). Non-Title I Schools must either hire
HQ teachers or for non-HQ teachers, obtain a plan to become HQ during the first year of employment.
The state of Colorado, in accordance with ESEA §1119, defines highly qualified teachers as those who have a
degree, are fully licensed1, and able to demonstrate subject matter competency in each core content area in
which they are assigned. The CDE website has additional information on their website.
Subject Matter Competency for Elementary (K-6) Teachers
Core content teachers (math, science, writing, reading, social studies)
Pass a recognized Elementary Education content assessment (PLACE or PRAXIS II). Some out
of state tests are approved.
Pass the elementary HOUSSE provision for veteran teachers.
Specials teachers (foreign language, art, drama, music)
Pass a recognized Elementary Education content assessment (PLACE or PRAXIS II). Some out
of state tests are approved.
Pass the elementary HOUSSE provision for veteran teachers.
CDE does allow for specials teachers to have 24 hours of coursework in teaching subject area or
pass the PLACE or Praxis II exam for the teaching subject area
PE, Technology, and business teachers need not be HQ
1 CSI-authorized charter schools have been waived from the licensing requirement for ESEA HQ. However, teachers must still hold a
Bachelor’s degree (or higher) and demonstrate subject matter competency for their assignment(s). Special education teachers are not
included in the licensing waiver. Even if the charter school has a licensing waiver, the special education teacher must hold a current
teaching license (with the appropriate special education endorsement) and meet subject matter competency requirements.
CSI Guidebook 2014-2015 40
Secondary (6-12) (one of the following that
matches the subject area assignment)
Bachelor’s degree or higher.
Subject area content assessment (PLACE,
PRAXIS II or National Board Content
Assessment).
Endorsement.
National Board Certification.
24 hours of coursework or PD (includes
specific requirements).
Pass a multi-subject HOUSSE.
Middle Schools and Subject Matter Competency
6th
Grade: If a 6th
grade teacher is teaching in a general elementary setting, the teacher must meet the
elementary requirements to be Highly Qualified. In contrast, if a 6th
grade teacher teaches in a
traditional middle school setting, where the teacher is a content specialist, then the teacher has the option
of meeting the elementary or secondary Highly Qualified requirements.
7th
and 8th
Grade: If a 7th
and 8th
grade teacher is teaching in a setting similar to an elementary
classroom (i.e., teaching three or more core content classes to the same set of students), then the teacher
may meet the elementary Highly Qualified requirements. In contrast, if the 7th
and 8th
grade teacher
teaches in a traditional middle school setting where the teacher is a content specialist, then the teacher
must meet the secondary Highly Qualified requirements.
CSI Guidebook 2014-2015 41
Highly qualified instructional paraprofessionals must possess a high school diploma (or its equivalent) and
demonstrate subject matter competency. Schools receiving Title I funds must hire instructional
paraprofessionals that meet the definition of a HQ paraprofessional.
Procedures
Each school should establish a written pre-hiring policy that ensures the school hires only teachers who can
demonstrate HQ status. Title I schools are also required to hire instructional paraprofessionals that are HQ. The
policy should include retaining documentation of teacher HQ status in personnel folders at the school. For those
schools who are not hiring teaching staff licensed through the CDE Licensure unit, the licensure waiver must be
current. For additional information or to contact CDE, please refer to the Schools of Choice Unit website.
General Timeline
September: CSI schools submit Principal Attestation Form and Parent Right to Know to the CSI Office
Administrator
November - February: During the Human Resource Data Collection, CSI will request the plan to obtain
HQ status for teachers from schools (applicable only to targeted assistance or non-title schools) and
submit through the Highly Qualified Online System for approval. For school wide schools, the HR
collection verifies all required staff are HQ.
Summer (renewal of teacher agreements): Review to ensure the HQ plan has been executed as a
contingency of reemployment. Verify new staff is HQ or has a plan in place to obtain HQ status.
CSI Guidebook 2014-2015 42
Finance CSI Contact: Ann Kurtz, Chief Financial Officer
http://www.csi.state.co.us/school_resources/financial_services
CSI’s Role
The Finance team at CSI serves to:
• Be the contact between CSI schools and CDE, and, at CDE’s request, all reports, documents and general
communications must go through CSI to CDE
• Distribute per pupil revenue (PPR) and categorical funding
• Distribute state and federal grant revenue
• Collect financial reports
• Monitor and support financial health and financial compliance
• Complete required consolidated financial information
• Grant reporting
• Finance portion of the Data Pipeline
• Transportation (CDE 40)
School’s Role
The school’s role in finance is to:
• Submit required financial reports (see reporting timeline)
• Submit requests for funds to receive grant reimbursements
• Comply with the Financial Transparency Act (C.R.S. 22-44-304)
• Ensure best practice financial policies and procedures are in place
• Maintain 3% TABOR reserve
• Regularly report financial information to the school’s board
• Adopted, Amended and Supplemental Budgets
• Year-to-date financial reports (at least quarterly)
• Annual audit
• Retain all financial records for 7 years (federal and state regulations)
Summary of Funding Sources
Funding Area Source Funds Received by Schools
Per Pupil Revenue
(includes CPP funding if
applicable)
State Funds are distributed by the 25th
of each month beginning in July based
on estimated pupil count. Funds are adjusted in December for October
actual student count and adjusted again in January for October actual
at-risk count.
ECEA (Special Education) State 90% in September and 10% in March based on the prior year
December 1st SPED student count.
ELPA State 90% in January and 10% in June based on the current fiscal year
October count.
Gifted & Talented State 60% in September and 40% in January based on the prior year student
count.
Title Grants & IDEA Federal Request for Funds must be submitted by the 10th
or the 25th
of each
month to be received within 30 days of the 10th
or the 25th
.
READ Act State The Colorado READ Act provides per-pupil intervention funds for
CSI Guidebook 2014-2015 43
students identified as having a Significant Reading Deficiency. Funds
will be received in the first half of the school year.
Other Grants (the most
common areCounselor
Corp, EARRS, Race to the
Top, 21st Century
Learning)
State The total grant is either paid in advance with interim financial reports
due as required OR Request for Funds must be submitted by the 10th
or the 25th of each month to be received within 30 days of the 10th or
the 25th.
Transportation
Reimbursement
State Reimbursement is based on a per-mile rate and a percentage of excess
costs not covered by the per-mile reimbursement. Schools are
reimbursed in October for the previous year and in June as an advance
for the following year.
Capital Construction State Funds are distributed with Per Pupil Revenue by the 25th
of each
month beginning in July. Schools must submit the Eligibility
Questionnaire and a final expenditure report.
Food Service
Reimbursement
Federal/
State
Reimbursements are processed as they are submitted beginning in
November.
Per Pupil Revenue Adjustments
July – November:
(estimated funded pupil count (FPC)* x estimated PPR for geographic district )/12 months
December:
(actual FPC x actual PPR for geographic district)/12 months
+
adjustment for the preceding 5 months
January:
(actual FPC x at-risk adjusted PPR)/12 months
+
adjustment for the preceding 6 months
+
Rescission
February – June:** ***
(actual FPC x at-risk adjusted PPR)/12 months
*K = 0.58
**Adjustments may be made for October count audit findings.
***Depending on the available appropriation schools with a negative at-risk adjustment may receive up to a
50% supplemental payment.
Financial Transparency Act
All CSI schools are required to post the following reports online within 60 days, in a downloadable format, for
free public access, until the end of the current budget year:
a. Annual Budgets (pursuant to C.R.S. 22-44-110)
b. Financial Audit
c. Quarterly Financial Statements (pursuant to 22-45-102 CRS)
CSI Guidebook 2014-2015 44
d. Salary Schedules or Policies
e. Accounts Payable Check Registers
f. Credit, Debit and Purchase Card Statements
g. Investment Performance Reports or Statements
alio Financial and Payroll Software
Any CSI school may take advantage of alio financial and payroll software at no additional cost. Advantages of
using alio software include:
a. Full fund accounting capabilities
b. Uses CDE chart of accounts dimension account structure
c. Data Pipeline reporting templates (finance and HR)
d. Financial Transparency Act templates
e. Internal controls
Contact: Cassie Walgren, Senior Financial Analyst.
CSI Assistance Fund
The Assistance Fund was created by the General Assembly to assist CSI Schools with capital construction and
reasonable emergency financing in the form of interest free loans or grants. CSI schools may apply for funds in
one of the following categories:
a. Matching Moneys for the BEST Program
b. Financing Repayment of Moneys under CECFA or Other Loan
c. Other Capital Construction Costs
d. Reasonable Emergency
Applications for non-emergency loans will be accepted in February of each year. Applications for emergency
loans may be submitted at any time.
Contact: Wendy Nelson, Quality Assurance Coordinator
Online Resources
Financial Transparency Act
All schools must comply with the Financial Transparency Act. CSI monitors compliance at least quarterly.
www.cde.state.co.us/cdefinance/sfFinancialTransparency.htm
Per pupil revenue payment information for all years
Find current-year and historical per pupil revenue information.
www.cde.state.co.us/cdefinance/sfdetails.htm
Alternate At-Risk Funding Calculation
All CSI schools are subject to the Alternative At-Risk Funding Calculation. This calculation adjusts a school’s
per pupil revenue according to the school’s relative at-risk population (students eligible for free lunch).
www.cde.state.co.us/cdefinance/charteratrisk.htm
CSI Guidebook 2014-2015 45
Financial Policies and Procedures Handbook
The Financial Policies and Procedures Handbook adopted by the State Board of Education shall be used by
every school district in this state in the development of the budget for the district, in the keeping of financial
records of the district, and in the periodic presentation of financial information to the Board of Education of the
district. C.R.S. 22-44-204(3)
www.cde.state.co.us/cdefinance/sfFPP.htm
Chart of Accounts
All Colorado charter schools and school districts must use the Chart of Accounts to account for financial
activity.
www.cde.state.co.us/cdefinance/sfCOA.htm
Financial Accreditation
Completed forms are due to CSI by October 15 each year.
www.cde.state.co.us/cdefinance/Accreditation.htm
Mountain States Employers Council
All CSI schools have access to a group membership with MSEC.
https://www.msec.org
CSI Guidebook 2014-2015 46
Graduation CSI Contact: Lindsay Hull, Submissions, Nutrition, and Programs Director
http://www.csi.state.co.us/school_resources/state_programs/graduation
Graduation Guidelines
State statute (section 22-2-106) requires the State Board of Education to adopt a set of guidelines for high
school graduation by May 2013. Local school boards may use their own locally developed graduation
requirements so long as they “meet or exceed” any minimum standards or core competencies/skills adopted by
the State Board. A listing of the school’s local board of education responsibilities can be found on CDE’s
Developing Colorado’s High School Graduation Guidelines webpage and listed below:
Local Board of Education Responsibilities Helpful Resources
Must align with the postsecondary and workforce readiness definition
adopted in 2009
Must state the minimum academic competencies needed for students to
demonstrate postsecondary and workforce readiness and the types of
measurements used
Must allow students multiple, equally rigorous and valued ways to
demonstrate competency of the knowledge and skills necessary for
postsecondary education and meaningful careers
May permit students longer or shorter time to earn their diploma
Beginning no later than the 6th grade, districts must provide information to
students and their families about the requirements for high school
graduation and successful entry into college and careers
CDE's High School
Graduation
Guidelines
CDE's
Postsecondary
Readiness
Should recognize and acknowledge the importance of education in world
languages, comprehensive health, physical education, music, dance,
performing arts, visual arts, and career and technical education in
strengthening student learning in other subjects and in supporting students'
ability to succeed in the 21st century
Must include student demonstrations of 21st century skills in addition to
the attainment of the minimum academic competencies
Must align with the Colorado Academic Standards, Colorado English
Language Proficiency Standards and the Colorado Career and Technical
education standards
CDE's Colorado
Academic
Standards
Must include successful completion of the ICAP CSI's ICAP FAQs
CDE's ICAP
Information
Timeline
2013-2015: Each school should be reviewing the graduation guidelines with the school board
2015-2016: Each school’s board should adopt local guidelines that meet or exceed the state
requirements. Each school should begin implementing the requirements
CSI Guidebook 2014-2015 47
Individual Career & Academic Plan (ICAP) The intent of the ICAP policy is to ultimately decrease dropout rates and increase graduation rates by assisting
students in developing and maintaining a personalized postsecondary plan that ensures readiness for
postsecondary and workforce success. An ICAP should be designed to assist a student and his or her parent or
legal guardian in exploring the postsecondary career and educational opportunities available to the student,
aligning course work and curriculum, applying to postsecondary education institutions, securing financial aid
and ultimately entering the workforce.
ICAP Implementation Plan
As stated in the Rules Governing Standards for Individual Career and Academic Plans (1 CCR 301-81), each
CSI school is required to create its own ICAP implementation plan that aligns to the state’s requirements. The
implementation plan should include:
Beginning no later than a student’s ninth grade year, the ICAP shall include goals for the student based
on academic and career interests and shall identify required academic courses, career courses, electives
and Contextual and Service Learning opportunities aligned to the district’s programs of instruction
related to postsecondary and workforce readiness;
Policies and procedures in place that meet or exceed the requirements of 22-32-109(1)(nn) and also meet
or exceed the standards set forth in 22-2-136(1), C.R.S including a clear designation of the roles and
responsibilities of the student, parents and district staff;
Schools will assist each student who is enrolled in the school and has an ICAP to use the plan effectively
to direct the student’s course selections and performance expectations in at least grades nine through
twelve; to assist the student in meeting his or her academic and career goals as described in ICAP; and
to enable the student to demonstrate PWR prior to or upon high school graduation at a level that allows
the student to progress toward his or her postsecondary education goals, without requiring remedial
education services or courses.
ICAP
Every 9th
through 12th
grader should have an ICAP. CDE’s ICAP Resources webpage provides a list of ICAP
Grade Level Milestones and an ICAP Items Matrix to guide schools in ensuring that ICAPs are meeting all state
requirements.
CSI Guidebook 2014-2015 48
Exceptional Students CSI Contact: Matt Hudson, Director of Exceptional Students
http://www.csi.state.co.us/school_resources/exceptional_students
In the charter school contract with the Charter School Institute, each school agrees to comply with the
Institute’s Board policies and regulations and the requirements of federal and state law concerning exceptional
children including but not limited to, the requirements of the Individuals with Disabilities Act (20 U.S.C. §
1401 et seq.), Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. § 794), the Exceptional Children’s
Educational Act (C.R.S. § 22-20-101, et seq.“ECEA”), Title III(A): Title III(A) of the No Child Left Behind
Act of 2001 (ELA) and the Americans with Disabilities Act (42 U.S.C. § 12101 et seq.).
The Institute operates as the administrative unit (AU) with authority for delivering services to exceptional
students and legal compliance for students with disabilities and other exceptional students in its individual
charter schools. Schools agree to take direction from and work collaboratively with the Institute with regard to
the provision of these services, evaluations and concerns, and to provide for the attendance of any necessary
school employees at appropriate meetings i.e. IEP, 504, ELA. Because the Institute remains responsible for
compliance, the Institute’s position shall control if a school and the Institute disagree as to the correct
interpretation or application of a statute or regulation concerning the education of exceptional students.
CSI uses the Onsite Monitoring Process (OMP) to assist in providing oversight and compliance for each of the
department areas. For more details regarding requirements for each of the department areas schools should
refer to the OMP process which is located on CSI’s Exceptional Students webpage.
Special Education
Definitions
Special Education Law: Special education law refers to the Individuals with Disabilities Education
Improvement Act (IDEA or IDEIA), and the Colorado Exceptional Children’s Educational Act (ECEA)
including related charter school laws pertaining to special education. Colorado charter school laws expressly state
that a charter school is a public school subject to all federal and state laws including the requirement to provide
special education services to eligible students.
Administrative Unit (AU): In Colorado, based on state and federal law, administrative units are the legal entity
responsible for the delivery of special education services and compliance with the legal requirements related to
the provision of a free, appropriate public education. CSI, as the AU, is responsible for oversight and
implementation of IDEA and ECEA in all CSI charter schools.
Alpine Achievement: This is the CSI web based IEP management software. Charter schools are required to use
Alpine Achievement to create and maintain IEPs. ALPINE training will be the responsibility of the CSI charter
schools.
Procedures
Resources: Special Education law is complex. CSI provides a comprehensive plan (manual) to deliver services
to exceptional students. Schools will follow all state/federal rules including CSI policies and procedures.
Schools should consult with these resources and guidebooks on the CSI website to ensure that they have a clear
CSI Guidebook 2014-2015 49
understanding of their responsibilities under the law. The CSI Director of Exceptional Students is also available
for consultation.
CSI Service Delivery Model (and charter school responsibilities): CSI uses a model of special education service
that most resembles a Modified Combination Contract delivery model (see CDE’s charter school special
education guidebook p. 18 - 21 for more information about various service delivery models). Under this model,
CSI charter schools’ responsibilities include hiring and paying their own special education teachers and related
service providers to serve their students.
Charter School Responsibilities
Admit and serve all special education students by following the admission process specified in their
charter contract
Purchase (i.e. contract) and use highly qualified and licensed special education teachers and related
service providers
Provide all services indicated on students’ IEPs
Complete all paperwork, submissions, student plans and other relevant forms according to CSI
established timelines
Use a problem solving model, such as Response to Intervention (RTI), to provide interventions to
students in the general population and to identify students in need of special education services
In case of a dispute about whether the school can adequately serve a student, hold an IEP meeting to
determine the appropriate educational setting
CSI Responsibilities
Serve as the AU responsible for ensuring charter schools’ compliance with applicable state and federal
laws. This includes the Onsite Monitoring Process (OMP).
Provide schools with Alpine Achievement Plan access and ALPINE directly provides support,
professional development, and technical assistance as requested by the CSI school.
Monitor IEP compliance.
Collaborate with school to check special education teacher qualifications.
Admission Process/Procedures
As addressed in the charter school contract, each school may establish its own enrollment timeline and
procedures. For all students, the Institute’s schools reserve the right to review each student’s educational
records and ensure the student is eligible for enrollment pursuant to state and federal law. A school may deny
enrollment to a student with disabilities seeking admission in a charter school in the same manner and for the
same reasons the school may deny admission to a student without disabilities, including that the student’s
admission would require alterations in the structure of the facility used by the institute charter school or
alterations to the arrangement or function of rooms within the facility, beyond those required by state or federal
law. All superintendents and special education directors of the districts of residence of special education
students must be notified of their attendance at a CSI charter school.
To ensure that the needs of students with disabilities are met, the following procedures can be found on the CSI
website and/or Alpine Achievement website and must be followed.
CSI Guidebook 2014-2015 50
Staffing (Teachers)
Charter schools are responsible for hiring their own highly qualified and licensed special education teachers
with appropriate endorsements. Although charter schools may obtain state and district waivers for the licensure
of regular education personnel, this is not the case for special education teachers (contact CDE’s Educator
Licensing unit at [email protected] for questions about appropriate licensure and endorsements
for special education teachers). School-based staff members are required to follow all relevant procedures such
as conducting IEP meetings, maintaining up-to-date IEP paperwork via Alpine Achievement, and ensuring
service delivery that follows that mandated in student IEPs. The CSI Exceptional Student Coordinator is
available to school staff for technical assistance and consultation. In addition, the CSI Exceptional Student
Department provides required professional development for charter school special education teachers as
appropriate or when mandated by federal/state rule changes.
Staffing (Related Service Providers)
CSI is responsible for providing oversight of the schools’ obligation for staffing highly qualified and
appropriately certified related service providers, such as nurses, psychologists, speech/language pathologists,
occupational and physical therapists. These positions are staffed based on needs identified in student IEPs. CSI
schools must check teacher licensing and credentials and complete and send to CSI an HR form validating the
credentials. All special education and related service providers must be hired upon the start of the 1st day of
school or by August 1st whatever comes first. By April 1
st of each year, the CSI schools must inform CSI if
there are plans to change the system of which special education staff is hired. For any other supports needed,
contact the school’s special education teacher and the CSI Charter School Exceptional Students Coordinator.
Funding
CSI charter schools hire and pay their own special education teachers to serve their students. CSI manages all
State and Federal grant applications for funding, allocates, budgets and disperses funds directly to schools.
Schools’ responsibilities that CSI will provide oversight include, but are not limited to:
Legal defense for due process suits and other legal issues
Vision/Hearing screenings, all Special Education staff and related service providers
Maintaining required data in Alpine Achievement
Teacher professional development
Technical assistance requests and consultation from the CSI Department of Exceptional Students
including the Exceptional Student Coordinator
Response to Intervention Supports (RTI)
Transition Services
Family Liaisons
Assistive Technology
ES Coordinator Roles
Consultation
Consultation is the ES Coordinators’ primary role. Consultation provided to member schools includes state and
federal laws, policies, procedures, compliance, programming, resources, etc.
CSI Guidebook 2014-2015 51
Oversight
ES Coordinators provide oversight of schools using the Onsite Monitoring Process (OMP). ES Coordinators
will conduct an annual OMP at each school, develop an Improvement Plan and/or Action Plan, and provide
follow-up support specific to schools’ identified needs.
Collaboration w/Local Districts
ES Coordinators help will build capacity in schools by developing linkages and opportunities for collaboration
with local districts and other agencies.
Mediation
ES Coordinators will assist schools in mediation requests, serve as Director designee at necessary meetings, and
refer resources as needed.
Professional Development
ES Coordinators will provide technical assistance and refer schools to professional development in the areas of
Special Education, 504, School Health and Gifted & Talented programs.
Submissions
ES Coordinators will assist in all State, Federal, Local reporting and submissions including December Count,
End of Year, Discipline, TCAP, CO-Alt, etc.
Section 504
Definitions
Section 504: The terms “504” and “Section 504” refer to Section 504 of the Rehabilitation Act of 1973. This act
protects people with disabilities against discrimination. Students eligible for services under Section 504 have a
mental or physical impairment that substantially limits major life activities. These students may not meet the
criteria for eligibility for Special Education services under the Individuals with Disabilities Education
Improvement Act (IDEA 2004). However, if their impairments or conditions substantially limit their ability to
learn in school or to engage in other major life activities, they are disabled within the meaning of Section 504.
Common impairments that may require a school to consider Section 504 eligibility for a student may include
diabetes, ADHD, or in a wheelchair. Students eligible to receive services or accommodations under Section 504
must have a Section 504 plan that documents the student’s impairment, significant limitations on a major life
activity, and the accommodations and persons responsible for delivering services. CSI is the agency that
oversees school compliance with Section 504. For additional information regarding Section 504 please review
the CSI Comprehensive Manual for 504.
Section 504 Coordinator: Each school is required to have a Section 504 Coordinator, who is the building
principal or designee. A principal may designate any staff member except a special education teacher who is
fully funded using special education dollars to serve as the school Section 504 Coordinator.
Charter School Responsibilities
Admit and serve all 504 students in following the admission process specified in their charter contract
Screen, identify and serve the needs of 504 students and provide all accommodations and/or services
indicated on students’ 504 plan, using Alpine Achievement to maintain all records
CSI Guidebook 2014-2015 52
Assign a 504 Coordinator and complete all relevant forms and paperwork in a timely manner to identify
students in need of 504 services
In case of a dispute about whether the school can adequately serve a student, hold an 504 meeting to
determine the appropriate educational setting
CSI Responsibilities
Serve as the AU responsible for ensuring charter school compliance with applicable 504 laws including
oversight of schools providing all supports as outlined in students’ 504 plans
Provide Alpine Achievement 504 Plan access and ALPINE will directly provide support, professional
development, and technical assistance as requested
Check compliance with 504 (i.e. OMP process)
Procedures
Procedures & Documentation: The Section 504 Coordinator is responsible for convening Section 504
meetings, monitoring the implementation of Section 504 plans, scheduling annual reviews of Section
504 plans, and reporting required information to the district.
Reporting: Reporting is conducted through the use of the Alpine Achievement system. Charter schools
must provide the following using the Alpine Achievement 504 forms for documentation:
o After new Section 504 plan is created: Complete of all Section 504 forms in Alpine Achievement
(including consent for evaluation, notice of meeting, and the Section 504 plan).
o Upon annual review meetings: Updated Section 504 in Alpine Achievement including notice of
review meeting and updated plans.
Training: The Section 504 Coordinator may be required to attend scheduled trainings. All information
on required trainings will be sent to schools. It is the school’s responsibility to disseminate this
information to their 504 designee.
Nursing Services/School Health
The Charter School Institute provides a comprehensive School Health Resource manual that can be found on
the CSI website that relates to the CDE Essential School Health services Guidelines, the Colorado Nurse
Practice Act (refer to Chapter XIII Rules and Regulations Regarding The Delegation of Nursing Tasks), and the
Colorado Department of Human Services-Child Care Licensing requirement (refer to 7.702.55 C. Health
Consultant). Schools are required to have a school nurse to provide school nursing services, such as routine care
and emergency response. A school nurse must be a Registered Nurse and be highly qualified under NCLB,
which means they need a CDE school nurse license. A school nurse may delegate specific nursing tasks to
unlicensed school site staff, provided the appropriate delegation protocol is followed. Refer to Chapter XIII of
the Colorado Nurse Practice ActRules and Regulations.
Charter School Responsibilities
Admit and serve school health-related needs of students
Follow all Health Policies and Procedures required by state/federal law including CSI Comprehensive
Manual
Purchase (i.e. contract) and use highly qualified and licensed nurses and delegates
Conduct vision/hearing screening assessments
CSI Guidebook 2014-2015 53
Manage health section indicated on students’ Plans, i.e. IEP, 504
o Complete all paperwork, submissions, student plans and other relevant forms according to CSI
established timelines
Maintain training and professional development for all school staff and nurse delegates
CSI Responsibilities
Serve as the AU responsible for ensuring charter school compliance with applicable health laws
including the oversight of school health services
Provide nurses with software access, i.e. Alpine Achievement Check compliance with health
programming
Collaborate with school to check for nurse qualifications.
Procedures
Each CSI charter school is responsible for employing a school nurse to meet the needs of their students. A CSI
school nurse is highly qualified and has received appropriate education and training to implement all school
health and nursing services at the school. CSI charter schools are required to follow CSI nursing guidelines and
procedures. The most commonly used CSI school health forms may be accessed in the CSI School Health
Manual and the school is allowed to develop additional forms to meet compliance.
Examples of forms:
Health summary form: Required as part of registration. Please see CSI Resource manual for sample
forms for guidance. All CSI schools must include health summary information.
Medication release form: All medications administered during the school day must have the required
medication release form completed and signed by the parent/guardian and primary health care provider
before the medication can be administered. All school personnel administering medication must follow
the CSI medication administration policy.
Immunization letters: The requirements for immunizations, as well as all forms and parent letters must
be developed and distributed by CSI schools. If a child’s immunization record is incomplete, then a
“Notice of Exclusion” form must be signed by parents so that the child can enroll in school. CSI
participates in the statewide immunization program where schools can access the state immunization
data bank.
Vision & Hearing Screening: All Colorado public schools are mandated by the Colorado Department of
Education (CDE) to provide hearing and vision screening on an annual basis. The School Nurse and/or
designee, along with a Vision and Hearing Screening Team, will be responsible for scheduling this
service. C.R.S. 22-1-116 mandates that vision screening is to be done each year for:
All students in ECE, Kindergarten, 1st, 2nd, 3rd, 5th, 7th, and 9th or comparable grade
levels.
All children new to the school system.
All children referred by school personnel or parents.
All students in special education programs at the age at which they would be in grades
ECE, Kindergarten, 1st, 2nd, 3rd, 5th, 7th, and 9th and at initial and triennial.
Purchasing nursing services: Nursing services is purchased independently by each CSI school.
CSI Guidebook 2014-2015 54
Gifted/Talented
The CSI Exceptional Students Department provides a Comprehensive Plan for the Gifted/Talented program and
manages compliance as well as provides oversight for Gifted Education in CSI Charter Schools.
Gifted Education is addressed in the Exceptional Children's Education Act (ECEA) section 12 in the Colorado
Revised Statutes. The Colorado State Board of Education promulgates the rules for the implementation of
statutes. The rules provide the administrative framework for schools and CSI for the provision of services to
gifted students. Schools need to be familiar with all state rules and guidelines and need to refer to the CDE
resources.
Mission & Vision (Shared with CDE)
Gifted student education is a shared responsibility among educators, parents and community members for the
learning and growth of gifted students. Gifted students’ learning and growth ensured by needed provisions and
advocacy.
Principles
Relevant, appropriate instruction and outcomes for gifted learners
Shared responsibility and involvement of educators, parents, and community for the academic and
affective outcomes and growth of gifted learners
A climate of excellence and rigorous curricula for every child
Differentiation in curricula, instruction, and assessment supporting tiered programming and a continuum
of services for every gifted learner
High quality standards for educators and counselors who work with gifted learners
Identification and gifted programming in all populations of race, culture, gender, and income level
Charter School Responsibilities
Screen, identify and serve the related needs of Gifted students
Follow all Gifted Policies and Procedures required by State/Federal law including CSI GT
Comprehensive Manual
Purchase (i.e. contract) and use highly qualified GT personnel
Manage ALP Plans on Alpine Achievement and maintain data
Complete all relevant forms and paperwork in a timely manner
Assigns a GT Coordinator
Maintain GT training and professional development for school staff
CSI Responsibilities
Serve as the AU responsible for ensuring charter school compliance with applicable Gifted/Talented
laws including oversight of schools.
Provide schools software access i.e. Alpine Achievement for
Check compliance with ALP’s and GT programming
Collaborate with Schools on GT trends and Issues
CSI Guidebook 2014-2015 55
Procedures
CSI is responsible for completion of all State and Federal reports related to gifted/talented including grant
applications, budgeting and dispersing gifted funds. CSI Charter schools are responsible for providing HQ staff
to serve the needs of their gifted population including screening, identification, and developing ALP plans in
Alpine Achievement. CSI schools will maintain all related data in Alpine Achievement and provide data to CSI
to complete all required state reports.
Funding
CSI is responsible for managing the ECEA grant application and dispersing of gifted funds and CSI schools
must follow all reporting, local budgeting and maintenance of funds allocated which must be shared with CSI to
complete any and all required state reports.
Highly Qualified for Special Education
All CSI schools are required to submit to CSI- Sharon Kaiser a completed HR form for all special education
teachers, related service providers, and school nurses. This form is to be completed and submitted upon hire of
any new staff and/or updated on any changes to existing staff.
Special Education Teachers and Special Service Providers
Must hold a current License and/or Endorsement in their area (IDEA & ECEA)
Special Education Teachers: Special Education Generalist:
http://www.cde.state.co.us/cdeprof/download/pdf/addendwksheets/generalistreqmts.pdf
For added endorsement (Content) competency must be demonstrated by:
Documented evidence of 24 semester hours of college level coursework from a regionally accredited
college or university in each of the areas listed below (with 2.6 overall degree GPA)-which may include
a maximum of 6 semester hours of documented professional development or work experience
OR
A passing score on the Special Education Generalist PLACE exam #20
Requirements for a Colorado Initial Special Services License & Specialists i.e. EC, Visual, Deaf/HH,
Audiologist, Counselor, Psychologist, Social Work, etc.
1. A bachelor’s or higher degree* from a regionally accredited college/university institution,
2. Successful completion of a state approved special services preparation program at a regionally
accredited institution of higher education, and
3. Additional requirements as follows (next page)
*Special Service Provider Requirements: http://www.cde.state.co.us/cdeprof/Licensure_ssp.asp
Requirements for Special Education Related Service providers
School Occupational Therapist
Bachelor's Degree, AOTA accredited occupational therapy program, internship or supervised field experience,
and National exam through NCBOT
CSI Guidebook 2014-2015 56
School Orientation & Mobility Specialist
Bachelor's Degree, Approved preparation program for school orientation and mobility specialists, Practicum,
ACVREP exam, and ACVREP orientation and mobility certificate
School Physical Therapist
Bachelor's Degree, APTA accredited physical therapy program, Practicum Valid Colorado Physical Therapist
License issued by the Colorado Department of Regulatory Agencies
Early Childhood Special Education Specialist, Ages Birth to 8
PLACE Early Childhood Special Education assessment
Completion of an approved undergraduate program in early childhood education, or in early childhood special
education, and completion of an approved post-baccalaureate, early childhood special education specialist
program
Special Education Specialist: Visually Impaired, Ages Birth to 21
Master’s degree or higher in an approved program for the preparation of special education specialists: visually
impaired from a regionally accredited institution of higher education
Special Education Specialist: Deaf/Hard of Hearing, Ages Birth to 21
Master’s degree or higher or its equivalent in an approved program for the preparation of special education
specialists: deaf/hard of hearing, from regionally accredited institution of higher education
School Audiologist
AuD or PhD in School Audiology, and Praxis II Audiology exam #10340
School Counselor
Master's Degree in School Counseling; State approved school counseling program, Practicum, and
PLACE School Counselor exam
School Nurse (option 1)
Bachelors of Science in Nursing, and valid Colorado Registered Nurse License
School Nurse (option 2)
Bachelor’s degree, Current national certification in school nursing, and three years of experience in school
nursing
School Psychologist
State approved sixth-year specialist program (60-graduate semester hours) or doctoral program for school
psychologist, serving children birth 0-21, Internship, Praxis II School Psychologist Exam #10401 or NCSP
certification (*Prior to 9/13/08 test code #10400)
CSI Guidebook 2014-2015 57
School Social Worker
MSW, including coursework in school and special education law; Practicum including one placement w/ school
aged children; and, ASWB Clinical, PLACE School Social Worker exam, or Colorado LCSW issued by the
Colorado Department of Regulatory Agencies
School Speech-Language Pathologist
Master's Degree in Communication Disorders or Speech-Language Pathology; Speech-language pathology
program accredited by the Council on Academic Accreditation (CAA) in audiology and speech-language
pathology of the American Speech-Language-Hearing Association (ASHA); Practicum; and ASHA certification
or Praxis II Speech-Language Pathology Exam #20330
Special Education staff student RATIO recommendations
Please note that these guidelines are based on typical caseload representation by CSI Charter Schools and include
extraneous time spent conducting IEP meetings, writing Plans, participating in RtI, progress monitoring, etc. Thus, it is
important to not only align the FTE of staff with what is noted for hours on an IEP, but also note that in cases of smaller
schools that do not reach the minimum caseload size as presented in the table below, you will need to allot time for the
special education provider to participate in these extraneous duties.
Special Education staff to student RATIO recommendations
Position Staff : Student Ratio Description
Mild-Moderate Needs
Teacher
20:1 Sped Ratio
(Secondary)*
200:1 Gen Ed. Ratio
1:15 (Elementary)*
*Compare ratio of moderate needs teachers to moderate needs students and
also compare ratio of gen. ed students sped teachers due to RTI for example,
students requiring <7.5 hours per week or spending >80% of their day in
general education.
*Look at amount of Hours on IEP to align with recommended Ratios. Allow
time for paperwork, meetings, assessments, etc.
* Consideration of Multiple roles and alignment with SPED funds i.e. 504,
GT, RtI, etc.
Speech Language
Pathologist
1:40-50 ASHA recommends 1:40, numbers can be adjusted upward to some degree if
an SLP-A is also employed (do not double caseload)
Compare to size of school and identified hours on IEP
School
Psychologist/Counselor
1.0 FTE 1 mental health FTE per elementary school, 1.2 at MS, 1.8 at HS
Consider- 1. size of schools 2. Type of behavioral health model, family
engagement/support (i.e. SW), identified needs on IEP
CDE Licensed School
Nurse
Contract As needed Contract as needed per school with judgment based on size/need and
delegation to Health Tech.
Health Tech .5-1.0 FTE Based on Size/need of school and delegation by Nurse with a recommended
minimum .5 FTE per School
OT/PT 1:40 If have COTA or PTA these numbers can be adjusted upward to some degree
Early Childhood Special
Ed. Teacher
1:30 1 licensed ECSE teacher for 1AM and 1PM sections of preschool
CSI Guidebook 2014-2015 58
Information Technology CSI Contact: Michael Gelinas, IT Coordinator
http://www.csi.state.co.us/school_resources/information_technology
CSI’s Role
The role of CSI’s IT Coordinator is to provide technical support (including school-level account setup and
training resources) for CSI-wide systems such as PowerSchool and FTP. CSI’s IT Coordinator also serves as
the District Technology Coordinator for the online PARCC and CMAS assessments, directing designated
School Technology Coordinators (STC) to appropriate resources and information to prepare themselves for
administering online assessments. CSI does not provide any day-to-day general technology support to schools,
e.g. CSI is not responsible for individual desktop support, school specific software, printing issues, websites and
internet, email or any other software/hardware purchased and maintained by the school.
School’s Role
CSI schools are responsible for managing their network infrastructure independent of CSI, whether that be
fulfilled in house or contracted out. Additionally, schools must designate a Tech Readiness contact for the
online assessments and a PowerSchool point of contact (for schools hosted on CSI’s PowerSchool server) to
provide the first line of support for school staff.
CSI Systems CSI provides technical support for the following CSI-wide systems:
FileZilla
FileZilla is an open source FTP client that CSI uses for securely sending and receiving information with
its schools. CSI asks that all sensitive information (including files with student level information) be
shared with CSI staff through FileZilla. CSI staff designates the school contacts needing access to one or
more secure folders within FileZilla. School staff must download the free FileZilla software and then
use their account information to log on to send and receive information securely.
PowerSchool
PowerSchool is the student information system used by a majority of CSI schools and is included in
each school’s administrative fee to CSI. PowerSchool offers a range of features that support
administrators, teachers, parents, and students.
Each school must designate a PowerSchool point of contact. This contact will be the first line of support
for school staff in using PowerSchool and will be the liaison between school staff and CSI’s IT
Coordinator. The PowerSchool point of contact will have a PowerSource account to access a variety of
training and support resources created by PowerSchool.
CSI Guidebook 2014-2015 59
Optional Services
PowerSchool
PowerSchool is the fastest-growing, most widely used web-based student information system. CSI hosts its
own server and provides each of its schools a PowerSchool account. CSI schools are not charged PowerSchool
user fees as they are built in to the annual CSI administration fee. Here is a comparison between CSI-hosted
and standalone versions of PowerSchool.
PowerSchool Support for Schools Using CSI-hosted PowerSchool
Each school must designate a PowerSchool Point of Contact, who will serve as the first line of support for
schools as well as the liaison to CSI’s IT Coordinator. The PowerSchool Point of Contact is commonly either a
school IT staff member of registrar. Once the PowerSchool Point of Contact has been selected at the school,
they school contact CSI’s IT Coordinator to schedule PowerSchool training.
Next Steps for New Schools
Provide CSI’s IT Department with the PowerSchool Preliminary Setup information
Identify a PowerSchool point of contact
Schedule the first of the 5 day training with CSI’s IT Department (ideally, in May/June)
Next Steps for Schools Transferring to CSI-Hosted PowerSchool
Provide CSI’s IT Department with the PowerSchool Preliminary Setup information
Schedule the SIS Migration meeting with CSI’s IT Department (ASAP)
CSI hosted PowerSchool School hosted PowerSchool
Cost Included in fee to CSI $4000 OR $18/student (for 222+ students)
annually; not included in CSI fee
Training PowerSource, Distance Learning, Mastery in
Minutes, Remote Trainings
$2000 for comparable PowerSource training;
not included in CSI fee
Support CSI staff member available during regular
school hours & training manuals
Phone support and manuals included in cost
Uptime 95% + 99% +
CSI Guidebook 2014-2015 60
CSI School Food Authority Nutrition Services CSI Contact: Lindsay Hull, Submissions, Nutrition, and Programs Director
http://www.csi.state.co.us/school_resources/nutrition_program
Schools that choose to run any of the qualifying meal programs have the opportunity to use CSI’s Nutrition
Services. CSI serves as a School Food Authority (SFA), a governing body with the legal authority to operate a
nonprofit food service program in schools. CSI applies to receive federal nutrition funding and administers
those funds to participating schools in accordance with federal and state guidelines.
CSI Nutrition Services is able to provide options to each schools food service setup, giving schools the choice
to work with a vendor, local school district, or operate their own meal service where meals are prepared on
site. Schools pay a per meal administrative fee to participate in CSI’s nutrition program. This fee covers
training, technical support including the processing of meal benefit applications, and the administration of all
School Food Authority responsibilities.
New schools interested in one of the options below should inform CSI’s Nutrition Director by March 14 for
implementation in the coming school year.
Food Service Options
Option 1: A school can choose not to participate in any federal Child Nutrition Programs under a SFA.
Under this option the school has two choices:
Choose not to operate a school lunch program.
Choose to operate their own meal service(s) that are unsubsidized by federal funds.
Option 2: A school may choose to participate in federal Child Nutrition Programs and receive federal
reimbursement funds. Under this option there are two scenarios:
Operate federal Child Nutrition Program (s) under the CSI SFA (see CSI SFA below). There are 4
scenarios in which a school can operate a program under the CSI SFA:
1. Operate a self-operational kitchen. In this scenario a school would prepare and serve its own
meals. This option requires a kitchen with adequate space, equipment, plumbing, lighting,
electrical, and ventilation. Additionally, the school will be responsible for planning menus,
acquiring the proper equipment, hiring adequate staff, and procurement of food and non-food
items.
2. Contract with a Food Service Management Company (FSMC) for vended meal service.
This option requires issuing a CSI request for proposals (RFP) for vended meal service. Either
the school or the vendor can provide staff to serve meals and cleanup. The school is responsible
for providing staff to order meals and operate the Point of Sale (POS) system.
3. Contract with a FSMC for full meal service, including operation of the POS system by
FSMC staff. This option requires issuing a CSI long form RFP for meal service.
4. Contract with a school district for meal service. This option requires collaborating with a
school district for catered meal service; however a RFP is not required. Either the school or the
district can provide staff to order and serve meals and cleanup. The school is responsible for
providing staff to operate the Point of Sale (POS) system.
CSI Guidebook 2014-2015 61
Obtain state designation as a School Food Authority or contract with a School Food Authority
other than CSI to provide federal Child Nutrition Program(s). To obtain information on applying
for School Food Authority status or contracting with a SFA other than CSI, consult CDE’s Nutrition
Unit.
Nutrition Program Offerings
Schools interested in Child Nutrition Programs will at minimum operate the National School Lunch Program:
National School Lunch Program: The NSLP is a federally assisted meal program that provides
balanced, low-cost or free lunches to thousands of children in Colorado each day. For schools already
participating in the National School Lunch Program and looking to expand their offerings to students,
the following programs are available:
Schools operating the National School Lunch Program may select to participate in one or more of the following
additional nutrition programs through CSI:
School Breakfast Program: The SBP is an initiative that meets a vital need of feeding thousands of
children in Colorado, who otherwise may not eat a nutritious breakfast.
Afterschool Care Snack Program: The intent of the Afterschool Care Snack Program is to assist
schools that operate organized programs of care, which include education and enrichment activities
known to help reduce or prevent children’s involvement in juvenile crime or other high risk behavior, by
providing snacks. Eligible programs serving snacks to children that meet USDA requirements may be
claimed for reimbursement.
Fresh Fruit and Vegetable Program: The Fresh Fruit and Vegetable Program (FFVP) provides all
children in participating schools with a variety of free fresh fruits and vegetables throughout the school
day. It is an effective and creative way of introducing fresh fruits and vegetables as healthy snack
options. The FFVP also encourages schools to develop partnerships at the State and local level for
supporting implementing and operating the program.
At-Risk Supper Program: At-risk afterschool care centers provide a much needed service to their
communities. They give children a safe place to go after school and nutritious food that gives them the
energy they need to concentrate on homework and join their friends in physical, educational, and social
activities. The At-Risk Supper Program provides supper meals to any students or community children,
18 and under, at no charge operating under the Child and Adult Care Food Program.
Summer Food Service Program: The Summer Food Service Program (SFSP) provides nutritious
meals to children 18 years and younger during the summer. Free meals are provided to all children at
approved sites in areas with significant concentrations of low-income children.
Nutrition Software
CSI schools use the MCS Point of Sale software for claiming meals. This system has an intuitive interface (see
image below) which assists school lunch staff in keeping the lunch line moving on the frontend and has a
financial management system for tracking purchases and payments on the backend. MCS software costs are
paid by the school, including a one-time licensing fee.
CSI Guidebook 2014-2015 62
Reporting of Free or Reduced Price Meal Eligibility CSI Contact: Lindsay Hull, Submissions, Nutrition, and Programs Director
http://www.csi.state.co.us/school_resources/economic_data_surveys
Meal Benefit Applications
Meal Benefit Applications [Free and Reduced Lunch (FRL) Applications]: For schools participating in federal
Child Nutrition (CN) Program(s), FRL applications determine if a student is eligible for free or reduced price
school meals. Students who qualify will receive subsidized meals through the CN Program in the form of federal
and state reimbursements to the school. In addition to subsidized meals for students, CSI schools may also
receive additional funding based on the number of students in the school qualifying for free or reduced price
meals (at-risk adjustment).
Procedures for Schools under the CSI School Food Authority (SFA)
1. CSI distributes FRL applications to schools and schools distribute applications to households with
information regarding applying online.
2. Applications are submitted to CSI Nutrition Services for processing.
3. FRL data will be provided to schools upon request (and according to the FRL data attainment process)
from the Nutrition Services department in the proper format, depending on the school’s Student
Information System (SIS).
4. These data will be imported into the appropriate data collections (e.g. October Count, EOY, SBD).
Procedures for Schools under a School Food Authority (SFA) other than CSI
1. Schools will work with their SFA to determine the process.
2. FRL data will need to be requested for all applicable submissions.
3. These data will be imported into the appropriate data collections by the school, (e.g. October Count).
Economic Data Surveys
Economic Data Survey (EDS) Forms: An alternative form used by schools not participating in federal CN
Program(s) made available through CSI to collect socioeconomic data on their students’ households for reporting
purposes. The forms are distributed to schools, coupled with training, sometime in July of each year. These
forms cannot be mandatory.
Procedures for Schools without a federal Child Nutrition Program
1. Schools obtain EDS forms and packet information from CSI in July of every year.
2. School completes online training for processing EDS forms.
3. School processes EDS forms and track eligibility.
4. School imports EDS form eligibility determination information into appropriate data collections,
including October count.
5. School continues to update FRL information throughout the year and maintain documentation for 4
years plus current year.
