Denver Center for International Studies

Montbello

Innovation Plan

Fall 2020

Submitted to: Denver Public Schools

Portfolio Management Team Emily Griffith Campus

1860 Lincoln St. Denver, CO 80203

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Letter from the Principal 4

DCIS Montbello Innovation Plan 5

Executive Summary Narrative 5

School Performance Goals 6

Requested Flexibilities and Rationale 7

Summary of Stakeholder Participation in the Process 7

Section I: Teaching 8

A. Teacher Recruitment, Hiring, and Retention 8

B. Teacher Coaching 9

C. Teacher Evaluation 9

D. Professional Development 9

E. Pedagogy: Student Engagement and Mastery, and Instructional Strategies 10

Section II: Leadership 11

A. Leadership Sustainability 11

B. Organizational Structure 12

C. Leadership Coaching and Evaluation 12

D. Instructional Leadership 12

E. Operational Leadership Skills 14

F. School Culture Leadership Skills 14

Section III: Educational Program 14

A. Educational Program 14

B. Assessment 15

C. Academic Intervention and Acceleration 17

D. English Language Acquisition 17

E. Special Education Instruction 17

F. Culturally Responsive Education 17

G. School Calendar and Schedule 18

Section IV: School Culture 18

A. Parental Involvement 18

B. Discipline 19

C. Classroom and School Management 19

D. Student Investment 20

Section V: Governance and Waivers 21

A. School Advisory Board 21

B. Oversight 21

C. Employment Policies 22

D. Budget Narrative 22

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SECTION VI - Waivers 24

DPS Policy Waviers 24

Collective Bargaining Agreement Articles Waivers 26

State Statute Waivers 30

APPENDIX A - Attestations of Compliance 37

English Language Learner Attestation 37

Special Education Program Services Attestation 37

Discipline Policy Attestation 38

APPENDIX B - Organization Chart 2019-2020 39

APPENDIX C - Sample Unique Job Description 40

APPENDIX D - Draft 3-Year Implementation Matrix 42

APPENDIX E - Sample Schedule & Calendar 45

APPENDIX F - Sample Global Leadership Performance Outcomes 46

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Letter from the Principal

DPS Board of Education,

Please accept our request to renew our Denver Center for International Studies Montbello innovation

plan and continue our efforts to increase opportunities and close achievement gaps for students in Far

Northeast Denver. We are committed to the work of living our mission as an international studies school

with a vision for global and cultural competency that is rooted in equity and social justice. We have

revised our innovation plan with a focus on our mission, serving our community, and improving

outcomes. Towards those goals, in particular, we redesigned our leadership team and governance body

structures in order to ensure we are focused on the right issues and amplifying our students’, teachers’,

and community members’ voices in important school decisions. We have engaged staff members,

students and families and have recommitted to the implementation of our international studies school

design as originally intended and promised to our community.

We believe our innovations will accelerate outcomes for our students by promoting rigor and high

expectations for all students and improving instructional practices by: integrating global and cultural

competencies into core & elective course offerings, using technology to enhance teaching and learning

experiences, and implementing interdisciplinary project based learning. Our international studies design

provides students with opportunities to learn a second or third language, explore their own culture and

the cultures of others, and experience learning through travel, internships, and community service.

Innovation status allows for essential school level decision making on: education program, schedules &

calendar, staffing, and use of funding. Innovation status helps us to reach our vision and mission by

providing the flexibility necessary for us to implement an international studies model that prepares

students to become globally and culturally competent and college and career ready.

Our School Advisory Board teacher representatives met weekly for three months to discuss each aspect

of our innovation plan and gathered input from every staff member through surveys, facilitated all-staff

discussions, one-on-one and team conversations, and reviews of written drafts. Our student councils

and student leadership teams also had opportunities to discuss the plan and provide input. Our School

Advisory Board reviewed the plan, provided input, and shared it with our community at large.

The School Advisory Board and all staff members will receive the final draft of the innovation plan on

December 3rd. The School Advisory Board will provide a unanimous letter of support and our

administrators, teachers, and non-teaching staff members will vote on the approval of the plan.

Thank you for your support of the DCIS Montbello students, families, and community.

Sincerely,

Julio Contreras

Principal

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DCIS Montbello Innovation Plan

Name of Proposed Innovation School Denver Center for International Studies Montbello

Grade Configuration 6th-12th Grades

Model or Focus International Studies / Global & Cultural Competency

Region and Neighborhood Far Northeast Denver / Montbello

Primary Contact Julio Contreras, Principal julio_contreras@dpsk12.org

DCIS Montbello

Total # of Students

FRL % SPED % ELL % Hispanic/Latino %

African American

Students of Color

Middle School (6-8)

372 93.5% 10.2% 73.9% 80.6% 14% 98.9%

High School (9-12) 534 84.3% 9.7% 80.5% 85% 9% 98.7%

Executive Summary Narrative

Vision: The Denver Center for International Studies at Montbello will be nationally recognized for our academic achievement, student empowerment, innovative international studies educational program, vital community partnerships, and students’ global positive impact.

Mission: The Denver Center for International Studies at Montbello’s mission is to create a culturally and linguistically diverse, respectful, and socially responsible community of learners where students and teachers are honored as globally and culturally competent individuals and are actively involved in improving our rapidly changing world.

● We are committed to inspiring and empowering students to make critical decisions about their futures with the knowledge and skills to succeed in college and careers.

● We believe it is the combined responsibility of teachers, parents, students and community members to create a safe and stimulating school environment.

● We strive to serve our diverse student population by creating an inclusive school culture that provides opportunity for all stakeholders to engage in learning opportunities that will impact our community and world.

● We support high achievement, personal growth and taking action on issues relevant to becoming globally competent.

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● We are committed to the work of living our mission as an international studies school with a vision for global and cultural competency that is rooted in equity and social justice.

● We expect the learning culture to have a significant and positive impact on student achievement, attendance, and college and career readiness.

International Studies Schools Network (ISSN) Beliefs (2003, Asia Society)

Note: The DCIS Montbello international studies school design was initially based on the Asia Society ISSN model. In this Innovation Plan renewal, we are recommitting to implementation of the international studies school design as originally intended and promised to the community.

● We believe in excellence and equity for each student.

● We believe that each student should graduate with the knowledge, skills and dispositions to be globally competent.

● We believe that each student should leave their ISSN schooling experience as college and career ready with all options open and available to them.

● We believe that students own their learning and that the adults in the school, home, and community have the responsibility to foster each student’s success.

● We believe that the school is a safe, welcoming, and collaborative place that fosters inquiry, innovation, and reflection both in the school and in the broader world beyond the school walls.

● We believe that the school is a place where learning is an ongoing process and that students have opportunities to make mistakes and grow from them as an essential part of the school experience.

Innovation status helps DCIS Montbello to reach its vision and mission by providing the flexibility for the school to implement an international studies model that prepares students to become globally and culturally competent and college and career ready. Innovation status allows for school level decision making on: education program, schedules & calendar, staffing, and use of funding.

School Performance Goals

● Increase the MGP of HS Students on the ELA P/SAT and SAT to 50 or above ● Maintain the MGP of HS Students on the Math P/SAT and SAT to 50 or above ● Increase the MGP of MS Students on the ELA CMAS to 50 or above ● Increase the MGP of MS Students on the Math CMAS to 50 or above ● Increase the percentage of students scoring proficient or above on the ELA CMAS by 10% each

year. (20% proficient or above in 2019-20) ● Increase the percentage of students scoring proficient or above on the Math CMAS by 10% each

year. (15% proficient or above in 2019-20) ● Increase the percentage of students scoring proficient or above on the Literacy Portion PSAT

and SAT by 10% each year. (36% proficient or above in 2019-20) ● Increase the percentage of students scoring proficient or above on the Literacy Portion PSAT

and SAT by 10% each year. (23% proficient or above in 2019-20)

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Requested Flexibilities and Rationale

Innovative practices will be used to improve student outcomes in academic performance as well as global and cultural competency. In order to be implemented effectively, the school design requires flexibilities in the following areas:

Flexibilities Rationale

Education Program

● Adapt curriculum to international studies & interdisciplinary projects

● Assessments aligned to curriculum and global performance system ● Provide core credits for interdisciplinary courses

● Unique graduation and continuation requirements ● School determined schedules & calendar

● School determined PD, ability to opt out of district PD

Teachers & Staff

● Year round hiring cycle, early hiring timeline

● No district direct placements or limited term assignments ● School determined RIB criteria and process

● Peer observers with unique credentials (ELA-S, foreign language, ISSN) ● Extra compensation for extra time, extra responsibilities, or incentives

● Unique job descriptions for positions not in district system

● Non-licensed instructors for supplemental & enrichment classes

Leadership & Governance

● Streamline SAB and SLT composition, meetings & responsibilities ● SAB/SLT determined changes in leadership team structures

Budget & Finances

● Budget based on Actual v. Average salaries and recoup difference ● Select district services or opt out and purchase services directly

● Ability to establish own bank account or 501c3 and collect $ from

sponsors

Summary of Stakeholder Participation in the Process

DCIS Montbello’s teachers, administrators, and School Advisory Board (SAB) members provided input in the development of the new Innovation Plan through weekly meetings of a planning team of teachers and leaders who met over an eight week period and gathered input from all staff members through a variety of formats including surveys, facilitated all-staff discussions, one on one and team conversations, and written drafts.

The planning team members included: Scott Frank, HS Math Teacher Alicia Deselms, MS Visual Arts Teacher Cory Montreuil, HS Math Teacher & DCTA Building Representative Maryann Roth, MS Science Teacher Wade Cole, MS Language Arts Teacher Samuel Liddell, MS Math Teacher Stephanie Jones, 6-12 Behavior Support Gayle Egloff, Assistant Principal Moira Coogan, Assistant Principal/Instructional Director

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Julio Contreras, Principal

In addition, the following people participated in at least one planning team meeting: Dan Lutz, DCIS Founder & Global School Design Expert Brock Grosso, DCTA Representative for Far Northeast Region Ashleigh Madonna, DPS Tiered Schools Improvement Partner Evidence of Support Appendix A will provide evidence that the majority of 1) administrators, 2) teachers, and 3) School Advisory Board members support the Innovation Plan. All staff will receive a final draft of the plan two weeks prior and consent votes will take place in December.

Section I: Teaching

A. Teacher Recruitment, Hiring, and Retention

DCIS Montbello teachers will be recruited and hired as the need arises, not on the District hiring timeline, allowing for early hiring and potentially a larger pool of qualified candidates. Teachers will be recruited using District channels as well as national and international networks that are aligned to the school’s vision and mission (e.g. ISSN, Peace Corps, Teach for America, local teacher residencies, etc.)

Teacher selection will reflect the school’s commitment to retaining a diverse faculty, staff, and administration with an understanding of the school’s mission, cultural competency, and instructional technologies, as well as strong collaboration skills and a proven track record of success with similar students. Teacher job descriptions will include the characteristics aligned with the ISSN teacher profile, qualifications, and expectations specific to positions at DCIS Montbello. (See Appendix for a Sample Job Description.)

All DCIS Montbello core content teachers will hold a valid teaching license or will qualify as “in field” 1 as defined by CDE. Non-core classes, such as enrichments, do not require a teaching license, which allows for contracting with community providers and/or other professionals with specialized expertise. The school will create unique job descriptions, when necessary, to support the implementation of the school design.

Each year, all teachers will review the Innovation Plan, Job Description, and Evaluation Criteria as part of the hiring process and/or annual renewal process.

The teacher retention rate from 2017 to 2018 was 67%. DCIS Montbello is working to improve its teacher retention rate by providing clear and comprehensible systems of support including ongoing professional development, modeling, and feedback on instruction. As part of the international studies approach, teachers will learn how to facilitate student-directed learning, collaborate with colleagues on interdisciplinary projects, and increase their global and cultural competencies. Teachers will have opportunities for differentiated professional growth and leadership responsibilities. In addition, DCIS

1 Colorado Department of Education states “a teacher must hold at least one of the following in the subject area in

which they have been assigned to teach in order to be considered in-field: Endorsement on a Colorado teaching

license, Degree (B.A. or higher), 36 semester credit hours, or passing score on a State Board of Education approved

content exam (currently the ETS Praxis Series).”

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Montbello teachers will have opportunities to engage in exchanges and travel with students and as part of their own professional development.

B. Teacher Coaching

Innovation status will be used to integrate the international studies school design and professional development objectives into teacher coaching and feedback. Teachers will receive frequent coaching from members of the school’s Instructional Leadership Team (ILT) including school administrators and teacher leaders. Every two weeks, the following coaching cycle is implemented: data driven inquiry, collaborative lesson planning, and observation & feedback.

C. Teacher Evaluation

DCIS Montbello will use LEAP to evaluate its teachers. A crosswalk will be created to translate the LEAP framework into the language of the international studies school design. Peer observers will have experience with international studies (e.g. teachers and leaders from other DCIS schools). Formal classroom observations are announced and unannounced and feedback is provided during follow-up conferences and in writing. Additional data are collected related to school priorities and feedback provided during ongoing informal classroom observations, data team observations, team planning observations, professional development meeting observations, parent conference observations, etc. The teacher evaluation body of evidence also includes student perception data, professionalism standards, and student learning objectives. A final summative evaluation measure is determined by the principal or principal designee (e.g. assistant principal or senior team leads). The evaluation schedule includes, at a minimum, one formal observation with written feedback and one partial observation with feedback.

D. Professional Development

Innovation status allows DCIS Montbello to provide professional development to all teachers and staff that is focused on implementing the school’s international studies design and serving its purpose of supporting students to become globally and culturally competent and college and career ready. The school will participate in District PD when appropriate and will opt out of District PD when it is not essential or aligned to the innovation plan unless required by District, State or Federal policy (i.e.: mandated reporter training, etc.). The school will develop a professional development schedule and calendar each year, that may be different from the District. Teachers and staff will be paid for additional time and responsibilities.

Professional development as a global school will ensure: leaders, teachers, and staff are continuously focused on understanding and implementing global and cultural competence; and collaborative analysis and reflection on existing instructional practices is enabled through the structured sharing of teacher and student work. Teacher leaders will have opportunities to attend professional development outside of the school and share their learning with others through collaborative leadership and professional development structures.

Sample Professional Development Structures and Topics

When? Who? What?

Spring/Summer 2020 International Studies Teacher Leaders

Trained to facilitate all staff orientation, PD and curriculum work

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August 2020 All Staff Orientation International studies design: SAGE & 4 Domains Students’ stories and cultures School culture and expectations Restorative practices Interdisciplinary Projects Obs/Feedback on DCIS model

Teal Days PD 2020-2021 All Staff Differentiated Topics: Global & Cultural Competence Integrating Student Choice Developing Cross-Curricular Projects Analyzing Student Work

Weekly PD 2020-2021 40 minute topics

Content Teams Topics: Taking Action in Content Areas Using Technology to Create Connections Incorporating Student Choice Social Justice & Advocacy Collaborative Analysis of Lessons

Collaborative Coaching Cycles

Each Teacher with STLs and/or Administrator

Observation and Feedback on PD, SAGE, 4 Domains, School Culture, etc.

As a TNLI school, DCIS Montbello teachers will meet the District ELA PD requirements.

Professional development will be evaluated by the Instructional Leadership Team using data from: 1) exit tickets completed at the end of each session to determine whether learning objectives were met, 2) surveys of teacher satisfaction, 3) observations of instructional practices, and 4) student behaviors and achievement gains.

E. Pedagogy: Student Engagement and Mastery, and Instructional Strategies

Innovation status will improve the school’s instructional practices by integrating global and cultural competencies into core & elective course offerings, using technology to enhance teaching and learning experiences, and implementing interdisciplinary project based learning.

Innovations promote rigor and high expectations for all students by ensuring that students learn knowledge, skills, applications, and accompanying attitudes that meet or exceed: Colorado Academic Standards and International Studies Schools’ Performance Outcomes.

DCIS students learn from engaging school-wide instruction grounded in SAGE paradigms:

● Student choice: Learning is personalized by engaging students through maximum choice in projects and solution paths for pursuing and demonstrating proficiencies

● Authentic learning: Learning experiences are based on authentic applications in adult world

● Global applications: Learning has global relevance and applications

● Exposition of learning: Students demonstrate their learning to an audience beyond their teachers

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Students contextualize their learning into four domains across all disciplines: ● Investigate the World ● Recognize and Weigh Perspectives ● Communicate with the World ● Take Action

Students learn from instruction delivered in meaningful, culturally responsive, and differentiated units involving project learning and driven by standards and defined global leadership performance outcomes of the Graduation Performance System. (See Appendix for example.)

Section II: Leadership

A. Leadership Sustainability

The school’s current leadership team has a proven track record of success in leading innovative programs and increasing performance of schools serving similar student populations. Principal Julio Contreras led Terrebonne High School, an urban high school in Louisiana, from a C rating to an A rating on the state accountability system from 2012 to 2017. Assistant Principal and Director of Instruction, Dr. Moira Coogan, was Assistant Principal at MLK, a DPS innovation high school from 2008-2011, when the school achieved 100% graduation rate and increased state assessment scores. The DCIS Montbello leaders are committed to the school’s mission and vision and will work with the District and external experts to design and implement an effective school plan.

DCIS Montbello is one of four DCIS schools and part of the International Studies Schools Network. Through these two networks, the school will collaborate to develop and disseminate best practices in international studies that result in students who are globally and culturally competent as well as college and career ready.

The DCIS schools network will support leadership development through leadership coaching and consulting on implementation of the international schools design, curriculum development and collaborative planning opportunities, development of observation and feedback tools aligned to the international studies school design, formative leadership site-visits and debriefing sessions with other school leaders, and networking conferences.

DCIS Montbello will provide teacher leaders with leadership development and opportunities to take on increased leadership responsibilities including team leadership, school advisory board and school leadership team membership, and coordination of one of the innovative programs within the school design. School leaders will share leadership responsibilities and be encouraged to pursue additional leadership growth and opportunities at DCIS Montbello and elsewhere. This distributive leadership approach will help to ensure consistency and stability in the event of a leadership transition and qualified internal candidates, in addition to qualified candidates from other schools in the network or across the nation in international schools.

Should the current school principal leave, the School Advisory Board, consisting of parents and teachers, will work with the DCIS schools network to develop a leadership job description and selection committee to ensure that the next leader is capable and committed to implementing the school design and innovation plan. The SAB determined selection committee will recommend two qualified candidates to the District superintendent or designee. If the superintendent does not select either of the two candidates, the SAB will recruit and select additional candidates for consideration. The superintendent or designee will not select and place a principal at DCIS Montbello.

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B. Organizational Structure

Innovation status allows DCIS Montbello’s SLT to review and make recommendations on staffing structures annually based on available funding, school priorities, and achievement goals. Responsibilities and job descriptions will reflect each person’s role in the implementation of the school design. For example, the director of instruction will be trained and coached on how to support the implementation of the international studies school design and the director of communications will have unique responsibilities related to outreach and establishing partnerships for internships, cultural experiences, and community projects.

Currently, the principal coaches and evaluates: Assistant Principals, DDean of CCulture, OOffice MManager, and Director of CCommunications. Assistant principals coach and evaluate: Senior Team Leads and other staff members. Senior team leads coach and evaluate teachers. DCIS Montbello has more content area leads than most schools to support the interdisciplinary work. To improve teacher retention, two Senior Team Leads are dedicated to supporting novice teachers. In addition, DCIS Montbello has more ELA-S teachers than the district requirements. There are currently seven ELA-S teachers supporting students through teaching and co-teaching classes.

(See Appendix for organization chart for the 2019-2020 school year.)

C. Leadership Coaching and Evaluation

The DCIS Montbello school leaders will receive coaching and feedback from experts with experience in leading schools focused on international studies, cultural competency, social justice, and language development with English Language Learner students.

The DCIS Montbello principal will be supervised and evaluated by the District assigned supervisor (currently a Regional Superintendent) in a way that supports the DCISM school priorities and innovation plan. Feedback from teachers via the district survey and input from the SAB are used in the coaching and evaluation of the school principal. The process for supervision and evaluation will be adapted as necessary to align with the school’s goals as well as with the District’s school performance framework.

D. Instructional Leadership

School Leadership Team

The DCIS Montbello School Leadership Team (SLT) will use innovation status as a lever to improve student outcomes by designing student and teacher calendars and schedules, instructional plans, and professional development plans that align with the international studies school design elements and support students in becoming globally and culturally competent and college and career ready.

The SLT will consist of the principal, the DCTA representative, a teacher appointed by the principal, and a minimum of 3 teacher representatives who represent a cross section of the faculty including grade levels, specials, department chairs and special service providers and are elected annually by a majority of the faculty voting by secret ballot. In order to ensure teacher members are able to provide more consistency and are not attending multiple meetings each month, the teacher representatives will serve on both SAB and SLT, committing to one meeting per month.

The SLT will be responsible for reviewing and collaborating on: student and teacher schedules; PD plan and schedule; other staff meetings; contingency plan for subs; prioritizing teacher work week; identifying and reducing non-essential work; instructional plans; and learning & observation cycles. To reduce redundancy, the SLT will review and collaborate on the following during SAB meetings: school improvement plans (UIP); strategies for increasing enrollment; and communication and progress reporting to families.

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The principal will review and approve written proposals from a teacher requesting that he/she be permitted to substitute a planned Professional Development session with a proposed alternative because the planned session is not related to the teacher's content area. Approval of proposals will be consistent with the PD plan reviewed and collaborated on by SLT.

Instructional Leadership Team

DCIS Montbello will implement an Instructional Leadership Team (ILT) using resources from the DPS Teacher Leadership Collaboration Implementation Guide. The composition of the ILT will be determined annually to align with budget and staffing decisions based on the recommendations of the SAB and SLT. The ILT is currently made up of 10 Senior Team Leads including: MS LA, MS Math, HS English, HS Math, 6-12 Social Studies, 6-12 Science, and Special Education. Each of the Senior Team Leads coaches 4-7 teachers and/or staff members.

The role of the ILT is to ensure that the vision for the innovation plan is reflected in classrooms, instructional systems, and structures across the school through increased collaboration and distributive leadership. Schools with strong ILTs are more effective at assessing the progress of teachers and students and making adjustments as needed. The ILT provides consistency across instructional leaders and supports teachers to focus on learning and growth. Using school-wide teacher and student data, the principal will draft a year-long scope and sequence for the ILT that focuses on data, observation and feedback, and professional learning and drives towards the school’s UIP goals.

Faculty Members (School Leadership Team) Faculty, Parent & Student Members (SAB)

Composition: - 1 school principal - 1 association representative - 1 teacher appointed by the principal - 4 teachers elected annually by

faculty (2MS/2HS) - 2 support staff members (1MS/1HS)

Composition: (SLT members plus parents & students) - SLT Members - 4 student organization reps (2MS/2HS) - 1 parent rep from parent organization - 7 parents/guardians elected every two years

*number of parent reps is determined by principal but must exceed other groups

Meeting Schedule: Every other month Meeting Schedule: Every other month

Responsibilities: - Student schedule - Teacher schedule - PD plan and schedule - Other staff meetings - Contingency plan for subs - Instructional plans - Prioritizing teacher work week - Identify & reduce non-essential work - Learning & observation cycles

Responsibilities: - School accountability - UIP / school improvement plans - Strategies for increasing enrollment - Strategies for parent engagement - Communication and reporting to families - School calendar & start/end times - Priorities for spending school moneys - Input on principal development plans and

principal evaluation

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E. Operational Leadership Skills

The DCIS Montbello vision for its innovative international studies educational program will be reflected in the operational systems and structures of the school in staffing for the coordination of globally focused experiences and excursions,

Efficiencies gained through Innovation Status include increased discretionary funding from budgeting based on actuals and shared costs for professional development, curricular materials, and staffing across the middle and high school and across schools in the DCIS network.

DCIS Montbello enrollment targets for 2019-2020 were 904 and actual enrollment was 915 in a region experiencing declining enrollment in middle schools. The high school population has been increasing for the past five years. The school serves primarily students from the Montbello community, which include more English Language Learners and Students with Disabilities and more students living in poverty than other areas of Denver. Recruitment of students will continue to include all students in the Far Northeast region of Denver and any other students who might be interested in the DCIS educational model. In addition, DCIS Montbello hosts multiple center programs that serve students from across the district including: a middle school and a high school Newcomer Center and a middle school and a high school Affective Needs Center.

DCIS Montbello will continue to be compliant with all health and safety regulations.

F. School Culture Leadership Skills

The DCIS Montbello culture promotes a sense of belonging for every student and supports students’ personal growth. Student choice, authentic learning, global applications, and demonstrations of learning will be evident inside and outside of the classroom. Cultural expectations include examining your own culture, the cultures of others, the culture of the school, the culture of the community and global cultures. Our inclusive school culture provides opportunities for all stakeholders to engage in learning that will impact our community and world. Our school supports high achievement, personal growth and taking action on issues relevant to becoming globally competent. We prepare students for college, career and life-long learning. We create challenging and supported learning environments for all students. The school culture has been intentionally designed to celebrate the diversity of our students and providing them with tools to take action around social justice issues.

Students and teachers participate in interdisciplinary Global Leadership learning experiences that culminate in Pathways Projects. See educational program section for more information.

Section III: Educational Program

A. Educational Program

The following components are aligned with the international studies school educational program design.

Curriculum: DCIS Montbello will implement a curriculum that meets state standards and integrates international studies content throughout all subject areas and across the disciplines. DCIS Montbello uses district curriculum resources as the foundation of its standards-based instruction. The school will work with the International Studies Schools Network (ISSN) and the DCIS network of schools to further integrate global performance outcomes and inquiry based projects into the curriculum. Innovation status will be used to ensure that the school maintains the ability to make curriculum choices that align

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with the international studies school design and with the academic needs of the students to achieve high academic standards as well as global leadership performance outcomes.

World Languages: DCIS Montbello provides every student with the opportunity to study one or more world languages, developing multilingual, globally and culturally competent citizens. Students progress through the 6-12th grade continuum and may earn a Seal of Biliteracy. Additionally, students may earn college credits through Advanced Placement and Concurrent Enrollment classes and special recognition or certifications (e.g. Certificate for Translation Services.) With our Transitional Native Language Instruction program and English Language Development classes, there are additional opportunities for innovative interdisciplinary class designs that meet core content and language development standards.

Technology: DCIS Montbello uses technology to support instruction, personalize learning opportunities, and make connections to schools around the world and across the city, state, and nation. Every student receives a Chromebook and teachers are provided with professional development and support in using technology to support instruction as well as to monitor student progress and communicate with students. In addition, the technology is used to access online texts in multiple languages, to conduct research investigations, and to develop multimedia presentations of learning.

Travel & Exchanges: DCIS Montbello provides a continuum of opportunities for student travel and exchanges, from global and cultural field trips in Denver to travel across the state, region, nation, and world. Every student will participate in grade level travel and virtual exchanges with other schools. Additional, optional travel and exchange opportunities will be made available with financial support to make these accessible to any student who wants to participate. Travel and exchanges will have clear learning objectives and students will be expected to demonstrate their learning and share their experience with others as part of their Global Leadership studies.

Career Exploration & Internships: DCIS Montbello provides a continuum of career exploration and internship experiences at internationally oriented businesses, cultural institutions, and universities. Students progress through the 6-12th grade continuum, developing a progressive portfolio and an ICAP along the way, and exploring a variety of career interests. Students have opportunities to learn about different fields, to take Career and Technical Education (CTE) electives, to shadow employees, and to participate in career mentoring, internships, and apprenticeships. Students may have opportunities to earn certifications and/or college credit for participation in CTE pathways.

Community Service: DCIS Montbello engages students in social advocacy and community service projects with local and global organizations, cultural institutions, and universities. Students engage in grade level interdisciplinary social justice and community service projects and individual projects as part of their Global Leadership and Passages projects. Seniors work as a class on a legacy project to make a significant contribution to the school or local community.

(See Appendix for Sample 3 Year Implementation Plan)

B. Assessment

Innovation status will be used to provide an international studies school educational program that will support students in becoming globally and culturally competent and will eliminate opportunity and achievement gaps for students who are traditionally underserved by our education systems through rigorous curriculum and real-world applications.

DCIS Montbello will participate in required state and district assessments.

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In addition, DCIS Montbello will administer formative and summative assessments embedded in instructional modules, scored for proficiency according to performance outcome rubrics (both aligned to state standards and informed by the ISSN Graduation Performance System).

Progress Monitoring

DCIS Montbello Instructional Leadership Team will monitor student progress toward meeting goals and will adjust instruction and intervention strategies to increase achievement gains. The School Advisory Board will monitor school progress toward achievement goals and will recommend changes to improvement plans or corrective actions.

Promotion, Retention, and Acceleration

DCIS Montbello students will follow district policies for promotion and retention of students.

Students will be accelerated when they demonstrate mastery of standards. Advanced 8th graders will have the opportunity to enroll in high school courses. In addition, advanced students will have opportunities to take honors, AP, concurrent enrollment and world language courses and earn college credits, certifications, and/or a seal of biliteracy.

Graduation Requirements

DCIS Montbello students will meet District and State graduation requirements and DCIS Montbello passages portfolio. Counselors meet with each student at the beginning and end of each year to complete ICAP, develop and update course plans, and monitor progress toward graduation. The Instructional Leadership Team will identify students at risk of not meeting graduation requirements on-time or at-risk of dropping out of high school and will provide additional support or intervention.

Passages Projects

In addition to meeting district and state requirements, DCIS Montbello students will complete Passages Projects in 8th, 11th and 12th grades. Passages will be a culmination of the Global Leadership learning that takes place every year as part of the international studies school design. The ILT will make decisions about whether to integrate Passages Projects into current classes or to establish a separate class and will determine which standards will be addressed and how many credits will be earned.

8th Grade Passages: It is focused on providing our middle school students an opportunity to gain exposure to the type of work, thinking, and leadership that will be expected of them in high school. This passage empowers students to research and write about significant global issues as well as develop action projects that demonstrate their capacities with the GPS Performance Outcomes of Global Leadership.

11th Grade Passages: It is focused on developing the college-level research, writing, and critical analysis skills of students. Students work to produce an academic research paper or approved alternative that articulates a defensible argument on a topic/issue of global and cultural significance that they choose.

12th Grade Passages: It is called an Experiential Passage because it is intended to allow students to design and develop their own learning experience by working on a project of personal passion/interest that shows how they embody the 4 Domains of Global Competency. Through doing/acting/participating/experiencing students are challenged to learn and grow.

DCIS Montbello is not seeking permission to use passages instead of the DPS literacy and math capstone and will continue to follow DPS graduation requirements and criteria.

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C. Academic Intervention and Acceleration

DCIS Montbello does not plan to implement any waivers related to MultiTiered Systems of Support (MTSS) and Response to Intervention (RtI). The school will continue to use data to determine the need for intervention and acceleration, to monitor student progress and to make adjustments.

The following are examples of tiered interventions to provide additional support to students who struggle with academics and/or behavior:

● Literacy intervention is integrated into English Language Arts and English Language Development courses

● Math intervention class and math fellows provide interventions in middle school

● STEM lab elective in middle school

● Credit recovery options in high school

● Student engagement class with social emotional learning and academic support

● AVID course rolling into all grades 6-12, beginning with 6th and 9th grades

● Latinos in Action class with leadership, self esteem and college and career readiness

● Academic acceleration for advanced students who meet standards to progress to the next level

● Honors math classes in high school

● AP and concurrent enrollment classes

D. English Language Acquisition

DCIS Montbello does not plan to implement any waivers related to English Language Acquisition programs. Based on the numbers of English Language Learner students currently enrolled, DCIS Montbello runs a Transitional Native Language Instruction (TNLI) program consistent with District guidelines. In addition, DCIS Montbello currently runs a middle school and high school newcomer center for the district.

The DCIS Montbello innovation plan will include an attestation to affirm compliance with the Consent Decree and provision of required support to English Language Learners.

E. Special Education Instruction

DCIS Montbello does not plan to implement any innovation waivers related to Special Education programs. DCIS Montbello currently runs a middle school and high school affective needs center for the district.

The DCIS Montbello innovation plan will include an attestation to affirm compliance with all federal regulations related to special education services.

F. Culturally Responsive Education

The DCIS Montbello mission, vision, and educational program are designed to ensure students become culturally competent. Teachers receive professional development on cultural responsiveness and on integrating global and cultural competencies into curriculum and assessments. The school culture engages students in the exploration and recognition of their own cultural backgrounds and the understanding and appreciation of differences and diversity of cultures within the school community and the broader global community. The international studies instructional approach represents a broad spectrum of cultures and uses culturally appropriate situations for learning.

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DCIS Montbello recruits and retains teachers and staff members who demonstrate global and cultural competencies. The school and work environment is open to and accepting of diversity and free from discriminatory behavior and practices.

G. School Calendar and Schedule

DCIS Montbello has the flexibility to make annual school-level decisions about calendar and schedule to ensure that both align with the educational program including globally and culturally focused experiences and support the educational goals of the innovation plan. The calendar and schedule will meet or exceed the minimum state requirements for instructional time and will take into consideration the impact of changes to teachers, students, and families. The school schedule will be intentionally crafted to optimize student learning for all students, including those needing English language development, acceleration or intervention.

For example, in 2019-2020, students are scheduled to attend 174.5 days a year and teachers are scheduled to report 187 days a year. Students attend M, T, TH, F from 7:45am to 3:15pm and W from 7:45am to 1:30pm, resulting in 35.75 hours of instruction per week, an average of 7.15 hours of instruction per day, and 1,245 hours of instruction per year. Teachers work from 7:30am to 3:30pm Monday through Friday.

Examples of changes to the District calendar and schedule include:

● New teacher orientation

● Additional professional learning prior to the start of the year

● Weekly early release for staff development time

● Additional planning time during the week, beyond minimum requirements

● Monthly staff development time

● Monthly global leadership days focused on interdisciplinary cultural and community learning

● Changing the dates of the planning/assessment days to align with school assessments

● Increasing the number of student contact days to increase instructional time

● Extended day and/or extended year programming to increase learning opportunities

● Time for shared professional development and meeting between the DCIS network of schools

● Extended breaks for career exploration, travel and exchanges

(See Appendix for Sample Schedules & Calendar)

Section IV: School Culture

A. Parental Involvement

Innovation status will increase parent engagement and satisfaction by providing parents and students with an international studies school design that prepares students to become globally and culturally competent as well as college and career ready. Parents are an integral part of the school community and participate in school decision making through the School Advisory Board and the Parent Advisory Committee. Parents also have opportunities to support the school through participation in parent, teacher, student conferences, attending school events, sharing their expertise, and volunteering in the school or in community events. Data on parent satisfaction gathered via the District annual survey will

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be disaggregated by student subgroups and analyzed by the School Advisory Board. The SAB will make recommendations for increasing parent satisfaction and engagement, improving educational programming, and addressing parent concerns.

B. Discipline

DCIS Montbello does not plan to implement any waivers related to the District’s Student Discipline policy and Discipline Procedures, (DPS Policies JK and JK-R). See Appendix for Discipline Policy Attestation affirming that DCIS Montbello will remain in compliance with the District’s Discipline Policies JK and JK-R.

DCISM works to eliminate disproportionality in discipline matters by supporting all students through restorative approaches, social justice, and social emotional support. We strive to identify community partnerships and mental health services to support the social emotional needs of students. The focus of discipline is not punitive, but to ensure all students develop the skills they need to be successful in our learning community. The policy equitably serves students of color, students with disabilities, English language learners, students identified as gifted and talented, and other “at risk” students by holding all students to high standards of conduct. We provide differentiated support to make certain that every student meets these standards.

In order to create a culture of responsibility and personal accountability, DCISM uses restorative approaches to address disciplinary issues. Students and staff make mistakes, but learning how to address them and use them as opportunities for learning is what matters most. The common expectation surrounding all disciplinary issues will require that the student or staff member: 1) acknowledge and accept responsibility for his or her mistake, 2) apologize and make restitution to the parties affected by the mistake, and 3) do everything in his or her power to make sure that a similar mistake does not take place again.

As another aspect of our restorative approaches philosophy, when a teacher or staff member has a disciplinary situation with a student, the teacher will work to address the problem with the student by using the least invasive intervention (i.e. warning, teacher/student conference, parent notification, written reflections). Staff who are hired at DCISM will receive support in developing their use of restorative approaches to discipline. Coaching/observation/feedback cycles of classroom teachers will allow for immediate and personalized support to teachers to develop strong and healthy classroom management and environments.

The leadership team meets weekly and reviews discipline referral data to identify and eliminate concerns, including disproportionality among student groups. If disproportionality is observed, adjustments are made to respond to and address the problem. Consequences for negative behaviors are geared to keeping students in school; out of school suspensions are used only when necessary.

C. Classroom and School Management

DCIS Montbello will help students to become globally and culturally competent and college and career ready by: engaging students in explorations of their own culture and perspectives and the cultures and perspectives of others; providing students with authentic learning experiences and choice in their learning; and making explicit and relevant connections between what students are learning and how it applies beyond school.

Examples of school culture routines include:

● Student Led Celebrations - weekly celebrations at student lunch recess times

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● Grade Level Assemblies - grade level teams plan monthly grade level assemblies, school culture,

global & cultural competencies, student portfolios and celebrations, college and career

readiness

● 6th & 9th Grade Academies - first two days of school dedicated to orientation, school culture,

team building, global & cultural competencies, social & emotional learning, school expectations,

student portfolios and passages

● Student Led Clubs & Activities - after school clubs & MS sports, National Honor Society, etc.

● Student of the Month - certificate, social media recognition, selected by teachers

● School Events & Cultural Celebrations - band concert, art show, theatre, talent show, culture

festival

As part of the implementation plan, an SAB/SLT workgroup will design additional school wide and classroom routines and rituals such as morning meetings, global leadership classes, interdisciplinary projects, annual cultural celebrations, guest speakers & assemblies.

D. Student Investment

Student Involvement

DCIS Montbello students will provide input into the innovation plan through discussion with student councils and communication to the entire student body with the opportunity to provide feedback to the student council.

Students are involved in school decisions through student government and leadership classes. Student Council members for the middle school and high school are elected annually by their peers. The student body president and vice president participate on the SAB. Additionally, student leadership classes are offered at both middle and high school levels.

Student Attendance

Innovation status will be used to increase student attendance and investment in academics by engaging students in globally and culturally relevant curriculum and developing a portfolio that helps students to understand how school attendance contributes to their future success in college and career. Attendance at school allows students to benefit from an international outlook on life, contribute to our community and grow as an individual. Strong attendance contributes to: increased academic success, positive relationships with peers and staff, building confidence and remaining on-track to graduate. DCIS Montbello students are expected to maintain a 95% or higher attendance rate.

Student Satisfaction

DCIS Montbello will meet or exceed student satisfaction standards with positive student response rates of 85% or above on the student satisfaction survey. The administration team is responsible for conducting all surveys and assessments. Through Student Councils and Student Leadership Teams, the administrative leadership team will monitor student satisfaction and ensure that programming is aligned to student needs and interests.

Student Health and Wellness

DCIS Montbello promotes improved mental, emotional, and physical health through a variety of strategies including:

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● Health is integrated into the science curriculum, may be offered as a separate class in the future

● School based health center

● 3 days with district health coordinator presentations on substance abuse

● Social worker full time 6-12

● Community mentors and parent volunteer

● Food for Thought food prepared for students and families to take home

● Parent committee working on increasing bullying prevention

● Restorative Practices coordinator full time 6-12

● Trauma informed certified school

● Mental health supports for newcomer students

Section V: Governance and Waivers

A. School Advisory Board

DCIS Montbello has a School Advisory Board (SAB) that acts as the school accountability committee and

is responsible for providing input and recommendations on: priorities for spending school moneys; the

school improvement, priority improvement or turnaround plan; the Unified Improvement Plan major

improvement strategies and goals; strategies for increasing enrollment and level of parent engagement

in the school; methods for communication and reporting progress to families; and principal hiring,

development plans, and evaluations.

The SAB includes: a majority of parent representatives elected by parents; teacher representatives

elected and/or appointed to serve on both the SAB and SLT; a community member selected by the SAB;

representatives of parent organization and student councils; and the principal or designee. Elections will

take place in August for parent and teacher members. The SAB will solicit parent/guardian feedback

through the Parent Advisory Committee and through surveys of parent satisfaction and desired

educational programming.

To the extent practicable, the SAB will represent a cross-section of the school community that it

represents in terms of sex, race, age, occupation, socioeconomic status, geographical location and other

appropriate factors. The SAB will also include diverse representatives whose knowledge and/or life

experiences reflect their interest in global and cultural competence.

B. Oversight

The School Advisory Board (SAB) reviews school performance data and provides input and

recommendations on improvement plan goals and strategies. The SAB reviews progress toward

academic and operational goals and makes recommendations for adjustments or corrective actions

when adequate progress is not being made toward goals. The SAB meeting agendas and minutes are

made public on the school’s website to ensure transparency and public accountability.

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C. Employment Policies

The DCIS Montbello employment policy will be as follows:

● Employment terms - change from annual contracts to non-probationary/probationary status

● Compensation - school determined extra compensation, holiday and leave payouts, and

incentives

● Hiring - post positions when they become vacant throughout the year, early hiring timeline prior

to district

● Reductions in Building - RIB process will be determined by the school, instead of the district

● Direct placements - school will not accept direct placements or limited term assignments from

district

● Unique positions - unique job descriptions and associated compensation for positions not in

district system

● Teaching licenses - core content teachers will hold teaching licenses, supplemental and

enrichment classes may be taught by community providers, experts without a teaching license,

or teachers licensed in a different subject or grade

Employment policies and requested waivers will be communicated to administrators, teachers, and staff

as part of the innovation plan renewal process, annually during professional development prior to the

start of the school year, and as part of new staff onboarding processes. All staff members will receive an

electronic copy of the innovation plan and the employee handbook at the beginning of the year or as

part of a midyear new staff onboarding process.

D. Budget Narrative

Revenues

Cost Savings & Efficiencies

DCIS Montbello converts salaries from averages to actuals and recoups the difference in the school’s

discretionary budget to be used in support of implementing the Innovation Plan.

DCIS Montbello will retain the ability to opt out of a district provided services and purchase services

directly from providers when necessary to support implementing the Innovation Plan.

DCIS Montbello will partner with other DCIS network schools to provide each other with collegial

observations and feedback and to share costs of professional development in international studies

school designs.

Grants & Private Funding

DCIS Montbello will work with the DCIS network and the portfolio management team to identify grants

and private funding sources. The DCIS Foundation currently provides limited travel grants for students

and teachers which may be expanded with a comprehensive grant proposal.

DCIS Montbello currently receives a My Tech Grant that funds the purchasing of 1:1 technology for

students.

Expenses

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DCIS Montbello will implement an International Studies & Cultural Competence model throughout its

school culture and educational program. Additional expenses include: additional staffing, membership in

the ISSN, stipends for teachers for curriculum development, contracting with experts for consultation,

and purchasing of curricular resources.

DCIS Montbello will provide additional professional development to all staff in implementing the DCIS

Montbello International Studies & Cultural Competence Model. Additional expenses include: paying a

trainer, purchasing materials, and stipends for teacher time. All extra duty pay and stipends for the

upcoming year will be documented in a compensation philosophy document, reviewed and updated

annually by the school’s SLT (or SAB) and then shared collaboratively with HR.

DCIS Montbello will provide every student with career exploration opportunities, internships, and

community service experiences. Additional expenses include: staffing outreach and coordination of

these experiences and transportation.

DCIS Montbello will provide every student with diverse cultural and language experiences outside of the

school. Additional expenses include: travel (transportation, lodging, meals, and cultural experiences) and

exchanges (exchange program costs related to experiences).

Budget Oversight

The DCIS Montbello school principal, with assistance from the office manager, will manage school

purchasing, contracting with community based organizations and other providers, and financial

reporting requirements.

The school budget will be reviewed with the District budget partner and recommendations on spending

priorities will be sought from the School Advisory Board. The District budget office will provide oversight

on the school budget.

DCIS Montbello will streamline fundraising process and may choose not to go through DPS Foundation

when seeking grants or sponsorships. The school may seek private financial sponsorships, open a

separate bank account to manage associated funds, and seek 501c3 non-profit status.

Compensation Philosophy

The school will offer stipends for certain roles, responsibilities, and staff qualification guided by their

compensation philosophy. The compensation philosophy can be revised annually with school leadership

developing school compensation replacement policy in collaboration with their HR partner. Upon

revision, the SAB will review and provide feedback on the school compensation replacement policy.

When changes are made, the school will submit its revised compensation replacement policy to the

district (HR) for review and to ensure legal compliance.

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SECTION VI - Waivers

Policy Waived Area of Impact

DPS Policy Waivers

WAIVER REQUESTS - DPS BOARD POLICIES

School Proposal BDF-R4: Collaborative School

Committees

Governance

Policy Details about the membership and duties of the CSC.

Replacement

Policy

The School has been granted waivers from policy BDFH R-4. As described in the Innovation Plan, the School’s Collaborative School Committee will be replaced by a School Advisory Board and a School Leadership Team to support the implementation of the Innovation Plan. Our School Leadership Team (SLT) is comprised of teachers and administrators who meet weekly to make school- based decisions related to curriculum, instruction, and professional development, including the creation and monitoring of the Unified Improvement Plan (UIP). Our School Advisory Board (SAB) is comprised of parents, community members, teachers, administrators, and staff members. This SAB serves as advisors to school administration as it relates to the innovation plan, implementation of our vision and mission, budgeting, staffing, and our UIP. The SAB will not: 1. participate in the day-to-day operations of the school; 2. be involved in issues relating to individuals (staff, students, or parents) within the school; or 3. be involved in personnel issues

School

Proposal

KHBA: Sponsorship Programs Governance / Budget

Policy

The district may maintain a corporate sponsorship program designed to provide a mutually beneficial relationship between the district and the business community. It is the goal of this program to achieve additional revenues to support district programs in a manner that will limit the commercial exposure associated with this program and comply with district policy KHB, Advertising in Schools/Revenue Enhancement. The program may also be used in school cafeterias related to the Food Services program. The Superintendent or his designee shall have the authority enter into sponsorship agreements. Official sponsors will receive certain rights and opportunities that may include the right to be an exclusive provider of services or products for the period of time addressed by the sponsorship agreement. All sponsorship agreements will allow the district to terminate the agreement at least on an annual basis if it is determined that it will have an adverse impact on implementation of curriculum or the educational experience of students. Revenue derived from the sponsorship program will be formally identified as consideration for advertising rights or as sponsorship revenues. Rights and benefits in addition to advertising may be granted to individual sponsors. The rights will become part of the negotiated sponsorship agreement. All sponsorship activities will comply with district policies.

Replacement

Policy

The School has been granted waivers from policy KHBA. The School shall have the ability to request and secure school-based sponsorships independent of the district according to the following policies:

● The sponsorship must not compromise or show inconsistency with the beliefs, values of the district and school.

● The sponsorship will not alter any district owned resources unless permission is granted by the district.

● The sponsorship does not create a real or perceived conflict of interest with school administrators or staff.

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● The sponsorship agreement will be reported to the district budget office at least 30 days before an agreement is to take effect. The budget office will have the ability to refuse the agreement only in situations where said agreement will adversely impact funding arrangements for other schools in the district more than it would benefit DCISM or because it would be in conflict with existing fund regulations (such as federal grants).

School

Proposal

GCF/GDF: Staff Recruitment/ Hiring Teaching: Human Resources Management: Hiring

Policy

Hiring

There shall be no discrimination in the hiring process on the basis of genetic information, race, color,

gender, sexual orientation, gender identity, transgender status, religion, national origin, ancestry, age,

marital status, veteran status or disability.

All candidates shall be considered on the basis of their merits, qualifications and the needs of the school

district. For teaching and paraprofessional positions, the Board directs that recruitment procedures will

give preference to candidates who meet the definition of highly qualified pursuant to the Elementary and

Secondary Education Act.

All interviewing and selection procedures shall ensure that the administrator directly responsible for the

work of a staff member has an opportunity to aid in the selection and that, where applicable, the school

principal has an opportunity to consent to the selection.

The Superintendent shall have the authority to make employment decisions, including hiring, for all

district employees, except for teaching personnel and school leaders.

Nominations of teaching personnel and administrators shall be made at meetings of the Board of

Education. The vote of a majority of the Board shall be necessary to approve the appointment of teachers

and administrators in the school district.

Upon the hiring of any employee, information required by federal and state child support laws will be

timely forwarded by the district to the appropriate state agency.

Background checks

Prior to hiring any person, in accordance with state law the district shall conduct background checks with

the Colorado Department of Education and previous employers regarding the applicant's fitness for

employment. In all cases where credit information or reports are used in the hiring process, the district

shall comply with the Fair Credit Reporting Act and applicable state law.

Replacement

Policy

The Innovation School will have autonomy to recruit staff and make offers to candidates outside of the traditional district hiring calendar.

● The principal or his/her designee will work with the district Human Resources office to post teaching positions through the district website. The school will also engage in independent outreach efforts to recruit candidates outside of the centralized recruitment channels, but will require that any interested candidates apply through the district site. All eligible applications for posted teaching positions will be provided to the school principal for selection using locally- designed processes.

● The principal or his/her designee will consider candidates from the direct placement process; however, the school shall not be required to select or accept teachers through direct placement or to alter the hiring schedule or selection process in a way that gives preference to direct placement teachers.

● The principal will consult with district HR staff and incorporate hiring best practices at the school level where it is found to be appropriate.

● Teaching positions that are responsible for supplemental or enrichment instruction will not require a teacher certificate.

● Background checks will be administered using the existing systems and processes for the district. ● The School shall conduct reference checks.

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Collective Bargaining Agreement Articles Waivers

WAIVER REQUESTS - DCTA COLLECTIVE BARGAINING AGREEMENT

School Proposal Article 1-7: Definition of “School Year”

Calendar & Schedule

Educational Program:

Policy The term "school year" as used in these Articles shall mean the officially adopted school calendar.

Replacement

Policy

The term “school year” as used in these Articles shall mean the school calendar as it is established by the innovation school. This definition will include both an identification of days and a typical daily schedule.

School Proposal Article 2-4-1: Request for Waivers Governance: Management

Policy Unless otherwise provided in this Agreement, requests for waivers from this Agreement shall be made

by the Principal and the Association Representative to the Board of Education and the Association.

Replacement

Policy

The school shall seek waivers from the Agreement through approval through the Innovation Schools

Act.

School Proposal Article 5-5: School Leadership Team Governance: Management

Policy

Each school will have a School Leadership Team (SLT) consisting of the principal, the association

representative, a teacher appointed by the principal, and a minimum of 3 teacher representatives …

elected annually by a majority of the faculty voting by secret ballot.

The SLT will make decisions by consensus. A consensus is either a unanimous decision or a majority

decision that the entire SLT, including the dissenters, will support.

Replacement

Policy

The SLT will consist of the principal, the DCTA representative, a teacher appointed by the principal, and a minimum of 3 teacher representatives who represent a cross section of the faculty including grade levels, specials, department chairs and special service providers and are elected annually by a majority of the faculty voting by secret ballot. In order to ensure teacher members are able to provide more consistency and are not attending multiple meetings each month, the teacher representatives will serve on both SAB and SLT, committing to one meeting per month.

The SLT will be responsible for reviewing and collaborating on: student and teacher schedules; PD plan and schedule; other staff meetings; contingency plan for subs; prioritizing teacher work week; identifying and reducing non-essential work; instructional plans; and learning & observation cycles. To reduce redundancy, the SLT will review and collaborate on the following during SAB meetings: school improvement plans (UIP); strategies for increasing enrollment; and communication and progress reporting to families.

School Proposal

Article 8: Professional Standards

Sets Teacher Calendar, Work Year, Work

Day, Class Size and Teaching Load

Educational Program: Calendar & Schedule

Article Summary

Article 8 - Professional Standards

School Leadership Team. Each school will have a School Leadership Team as described in 5-4. The SLT

will be responsible for making decisions as noted in Article 8. Decisions may be made by the SLT to alter

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the length of the lunch period (Article 8-2) …only after conducting a confidential vote of the majority of

the faculty. Changes will not be made to the length of the lunch period or secondary teaching load

without a positive majority confidential vote of the faculty. Information about such changes will be sent

to the Instructional Issues Council for tracking purposes.

8-1 Contract year. The contract year shall be one hundred eighty-seven (187) days. If a teacher is

required to extend his/her contract year…he or she shall be paid at their regular scheduled rate per

day. Regular scheduled rate per day is the teacher’s salary divided by the number of days in the

contract year.

8-1-1 In addition to the one hundred eighty-four (184) days, newly hired teachers may be required to

attend pre-session orientation meetings and shall be paid in accordance with Article 29-5…

8-1-2 …non student contact days shall include the equivalent of four and one half (4.5) full self-directed

teacher planning days to be distributed in meaningful increments, and three (3) full professional days to

be directed by the principal and one parent conference day. If the District continues the benchmark

assessment program, three (3) or more days shall be set aside to grade and analyze data from

benchmarks and other related assessments…

8-1-2-1 The assessment day will be used to administer, grade and analyze data from benchmarks and

other related assessments.

8-1-2-2 Schools may modify the daily schedule on the parent/teacher conference days.

8-1-3 There is an expectation that teachers will attend beyond the contract year for professional

development determined by the principal if: a. the program needs to be scheduled outside the contract

year, b. no programs will be scheduled for the last two weeks of June and the first two weeks of July, c.

written notice is given ninety (90) days prior to the end of the school year, d. the educational reason is

sound, e. teachers attending are paid in accordance with Article 32, f. adequate alternate opportunities

are provided.

8-1-4 Evening Meetings. Each teacher may be required to attend three (3) evening events approved by

the SLT per school year, as part of the contracted time.

8-1-5 Special Conditions of Employment. Any special conditions regarding the assignment of any

teacher will be an addendum to the initial employment contract.

School’s

Replacement

Policy

The term “school year” as used in these Articles shall mean the school calendar as it is established by

DCISM. This definition will include both an identification of days and a typical daily schedule. No later

than 60 days before the end of the school year, the DCISM Leadership Team, with support from the SAB

as an advisory body will determine the following year's school calendar and school day schedule that

meets or exceeds district and state determinations of the length of time during which schools shall be

in session during the next school year. Input from parents and teachers will be sought prior to

scheduling in-service programs and other non-student contact days. This calendar and schedule shall

serve as the academic calendar and schedule for the school. All calendars shall include planned work

dates for required staff in-service programs. Any change in the calendar except for emergency closings

or other unforeseen circumstances shall be preceded by adequate and timely notice of no less than 30

days. A copy of the upcoming school-year calendar and school day schedule shall be provided to all

parents/guardians of students who are currently enrolled. The approved upcoming school year

calendar and school day hours will be placed on the school’s website prior to May 1 of the prior

academic year and a copy shall be provided to the school’s Instructional Superintendent. In no case

shall the calendar or schedule violate the rights provided to teachers in the replacement policy for

DCTA Article 8.

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School Proposal Article 10: Performance Evaluations Leadership:

Human Resource Management: Teacher Evaluation

Policy Article describing the LEAP performance evaluation process and the process for performance

improvement plans.

School’s

Replacement

Policy

Evaluator refers to supervisor who is responsible for the evaluation of personnel. While the principal

will oversee all evaluations in the building, other administrators and teachers (STL) will have primary

evaluation responsibilities for some personnel.

10-4-1: Evaluators will receive CDE approved teacher evaluation training but will not be required to

hold a state administrator license.

The school will allow LEAP evaluators (peer observers) to conduct staff evaluations on a case-by-case

basis and in coordination with HR, with the support of their STL or administrator.

School Proposal Article 13-7 Hiring timelines Teaching:

Human Resources Management: Hiring & Staff Assignments

Article Summary

13-7 Timelines. The Human Resources Department shall determine the start date of the open market

staffing cycle as early as practicable after schools have submitted their staffing vacancies and needs…

Key dates and activities:

• Teachers verify consideration group…

• Teacher requests for Intent to Vacate, Early Retirement Incentive, move to part time/job share,

Extended Leave of Absence, and Return from Leave notice submitted.

• Recommendation for non-renewal of probationary teachers.

• In-Building Bidding and Reduction in Building Staff interviews conducted by Personnel Committees.

(Articles 13-10,13-15)

• Schools report vacancies. (Article 13-17) Vacancies are posted.

• Teachers apply to transfer for vacancies. (Article 13-18)

• Schools review qualified applicants’ applications and resumes, schedule interviews, extend offers.

Schools notify unsuccessful transfer applicants. (Articles 13-19, 13-20)

• Assignment of unassigned non-probationary teachers. (Article 13-194)

• End of open market staffing cycle.

School’s

Replacement

Policy

DCISM will not adhere to the district staffing cycle; it will post vacancies when they become open. The

school will work with the district HR office to post positions through the district website. In addition to

this posting, the school will engage in independent outreach efforts to recruit candidates outside of the

centralized recruitment channels. The school will consider all eligible applicants, including teachers who

apply to transfer for vacancies. Transfer will not receive priority consideration. DCISM will not accept

direct placements from the district or assignment of unassigned non- probationary teachers.

School Proposal Article 13-8 Personnel Committee Teaching:

Human Resources Management: Hiring & Staff Assignments

Article Summary

13-8 Personnel Committee.

13-8-1 Each school shall establish a Personnel Committee to select candidates for vacancies and

Reduction in Building Staff (RIBS) at the school building.

13-8-2 The Personnel Committee will be composed of the principal and three (3) teachers chosen by a

vote of the faculty, and may have no more than two (2) parent(s) as member(s) appointed by the

Collaborative School Committee.

13-8-3 Teacher members will be chosen by the faculty.

13-8-4 The Personnel Committee will make decisions by consensus…

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13-8-5 The decision or results of the Personnel Committee shall not be grievable. The failure to comply

with the procedure contained in this Article is subject to grievance…

13-8-7 The Personnel Committee shall operate during the school year. Outside of the school year the

principal may fill positions without consultation.

School’s

Replacement

Policy

Hiring committees comprised of teachers and administration will be constructed for each specific

vacancy, with final determination to be made by the school principal. To the extent possible, the hiring

committee shall include representatives from all staffing areas that will be affected by the new hire,

such as the teaching team, an administrator, special education, and support staff. All candidates must

pass a DPS background check, which will be conducted through the district HR process. During school

breaks, the principal can fill positions without attempting to consult the personnel committee or the

school's replacement for the personnel committee.

DCISM will not adhere to the district staffing cycle; it will post vacancies when they become open. The

school will work with the district HR office to post positions through the district website. In addition to

this posting, the school will engage in independent outreach efforts to recruit candidates outside of the

centralized recruitment channels. The school will consider all eligible applicants, including teachers who

apply to transfer for vacancies. Transfer will not receive priority consideration. DCISM will not accept

direct placements from the district or assignment of unassigned non- probationary teachers.

School Proposal Article 28: Extra Duty Compensation Teaching: Human Resources Management: Compensation

Article Summary

See Extra Duty Compensation schedule in Article 28

Various tables that specify compensation levels for activities that include: substitute pay, hourly rates,

activity salaries with steps and schedules.

School’s

Replacement

Policy

DCISM principal in consultation with the SLT will determine extra duty compensation for extended day

and year hours and additional roles and responsibilities consistent with the innovation plan. The DCISM

principal in consultation with the SLT will determine extra duty compensation rates and schedules

during the budgeting process each spring for the following school year, which will be determined by the

end of March.

The School has the authority to determine its own compensation philosophy to provide school

determined extra-duty pay, provided that the School submits a Compensation Philosophy to their CSC

and HR for annual review ensuring sustainability, transparency and equity.

● The School has the authority to establish its own compensation and provide stipends as

necessary for all employees.

● If the school establishes hourly or daily rates, those rates will meet or exceed the rates of pay

set in the DPS/DCTA Collective Bargaining Agreement.

The school leaders, in consultation with the SLT, will determine extra duty compensation for extended

day and year as well as any new or additional roles and responsibilities and merit pay. School leadership

will work with the DPS HR department to ensure that all necessary processes are followed in these

areas and is consistent with the innovation plan.

The Compensation Philosophy can be revised annually with school leadership developing school

compensation replacement policy in collaboration with their HR partner. Upon revision, the SAB will

review and provide feedback on the school compensation replacement policy. When changes are

made, the school will submit its revised compensation replacement policy to the district (HR) for review

and to ensure legal compliance.

30

State Statute Waivers

WAIVER REQUESTS – COLORADO STATE STATUTES

School Proposal Section 22-32-109(1)(f): Local Board Duties

Concerning Selection of Personnel and Pay

Teaching: Human Resource Management:

Staff Hiring, Compensation

Policy

22-32-109. Board of education - specific duties. (1) …each board of education shall have and

perform the following specific duties:

(f) (I) To employ all personnel required to maintain the operations and carry out the educational

program of the district and to fix and order paid their compensation...A board of a district of

innovation…may delegate the duty specified in this paragraph (f) to an innovation school

Replacement Policy

The School requests a waiver from 22-32-109(1) (f). The School has the authority to select staff and

set rates of pay (interacts with 22-63-201 and 22-63-206). The School has the authority to select

teaching staff directly and set rates of pay based on School policies. The School will meet or exceed

the rates of pay set in the DPS/DCTA Collective Bargaining Agreement, including ProComp.

School Proposal Section 22-32-109(1)(g): Handling of Money Governance: Budget

Policy

(g) To require any employee or other person who may receive into his custody moneys which

properly belong to the district to deliver such moneys to the treasurer of the district, or to deposit

such moneys in a depository designated by the board;

Replacement Policy

In accordance with the innovation plan, the school may receive moneys and deposit such moneys

into a school account. The School will establish an account with the district to manage receipt of

locally raised money and will have autonomy in making deposits in and withdrawals from the

account when such actions are taken to further the academic achievement of students at the

school. The school will account for all moneys that it receives directly and will report to the DPS

board.

School Proposal Section 22-32-109(1)(n)(I): Schedule and Calendar Educational Program: Calendar and Schedule

Policy

(n) (I) To determine, prior to the end of a school year, the length of time which the schools of the

district shall be in session during the next following school year, but in no event shall said schools

be scheduled to have fewer than one thousand eighty hours of planned teacher-pupil instruction

and teacher-pupil contact during the school year for secondary school pupils in high school, middle

school, or junior high school or less than nine hundred ninety hours of such instruction and contact

for elementary school pupils or fewer than four hundred fifty hours of such instruction for a half-

day kindergarten program or fewer than nine hundred hours of such instruction for a full-day

kindergarten program. In no case shall a school be in session for fewer than one hundred sixty days

without the specific prior approval of the commissioner of education. In extraordinary

circumstances, if it appears to the satisfaction of the commissioner that compliance with the

provisions of this subparagraph (I) would require the scheduling of hours of instruction and contact

at a time when pupil attendance will be low and the benefits to pupils of holding such hours of

instruction will be minimal in relation to the cost thereof, the commissioner may waive the

provisions of this subparagraph (I) upon application therefore by the board of education of the

district.

31

Replacement Policy

In accordance with the innovation plan, DCISM shall determine, prior to the end of a school year,

the length of time the school will be in session during the next following school year. No later than

60 days before the end of the school year, the DCISM Leadership Team, with advisory support from

the SAB, will determine the following year's school calendar and school day schedule that meets or

exceeds district and state determinations of the length of time during which schools shall be in

session during the next school year. Input from parents and teachers will be sought prior to

scheduling in-service programs and other non-student contact days. This calendar and schedule

shall serve as the academic calendar and schedule for the school. All calendars shall include planned

work dates for required staff in- service programs. Any change in the calendar except for

emergency closings or other unforeseen circumstances shall be preceded by adequate and timely

notice of no less than 30 days.

A copy of the upcoming school-year calendar and school day schedule shall be provided to all

parents/guardians of students who are currently enrolled. The approved upcoming school year

calendar and school day hours will be placed on the school’s website prior to May 1 of the prior

academic year and a copy shall be provided to the school’s Instructional Superintendent. The actual

hours of teacher-pupil instruction and teacher-pupil contact shall meet or exceed the minimum

hours set by the district and state for public instruction.

School Proposal Section 22-32-109 (1)(n)(II)(A): Actual Hours of

Teacher-Pupil Instruction and Contact Educational Program: Calendar and Schedule

Policy

(II) (A) The actual hours of teacher-pupil instruction and teacher-pupil contact specified in

subparagraph (I) of this paragraph (n) may be reduced to no fewer than one thousand fifty-six hours

for secondary school pupils, no fewer than nine hundred sixty eight hours for elementary school

pupils, no fewer than four hundred thirty-five hours for half-day kindergarten pupils, or no fewer

than eight hundred seventy hours for full-day kindergarten pupils, for parent-teacher conferences,

staff in-service programs, and closing deemed by the board to be necessary for the health, safety,

or welfare of students.

Replacement Policy

In accordance with the innovation plan, DCISM shall determine, prior to the end of a school year,

the length of time the school will be in session during the next following school year. No later than

60 days before the end of the school year, the DCISM Leadership Team, with advisory support from

the SAB, will determine the following year's school calendar and school day schedule that meets or

exceeds district and state determinations of the length of time during which schools shall be in

session during the next school year. Input from parents and teachers will be sought prior to

scheduling in-service programs and other non-student contact days. This calendar and schedule

shall serve as the academic calendar and schedule for the school. All calendars shall include planned

work dates for required staff in-service programs. Any change in the calendar except for emergency

closings or other unforeseen circumstances shall be preceded by adequate and timely notice of no

less than 30 days. A copy of the upcoming school-year calendar and school day schedule shall be

provided to all parents/guardians of students who are currently enrolled. The approved upcoming

school year calendar and school day hours will be placed on the school’s website prior to May 1 of

the prior academic year and a copy shall be provided to the school’s Instructional Superintendent.

The actual hours of teacher-pupil instruction and teacher-pupil contact shall meet or exceed the

minimum hours set by the district and state for public instruction. In no event shall the calendar or

schedule violate protections provided to teachers in the replacement policy for Article 8 of the

DCTA agreement.

32

School Proposal Section 22-32-109 (1)(n)(II)(B): School Calendar Educational Program: Calendar and Schedule

Policy

(B) Prior to the beginning of the school year, each district shall provide for the adoption of a district

calendar which is applicable to all schools within the district…A copy of the calendar shall be

provided to the parents or guardians of all children enrolled…Such calendar shall include the dates

for all staff in-service programs…[The] school administration shall allow for public input from

parents and teachers prior to scheduling …staff in-service programs. Any change in the

calendar…shall be preceded by adequate and timely…of not less than thirty days.

Replacement Policy

No later than 60 days before the end of the school year, the DCISM Leadership Team, with advisory

support from the SAB, will determine the following year's school calendar that meets or exceeds

district and state determinations of the length of time during which schools shall be in session

during the next school year. Input from parents and teachers will be sought prior to scheduling in-

service programs and other non-student contact days. This calendar shall serve as the academic

calendar and schedule for the school. All calendars shall include planned work dates for required

staff in-service programs. Any change in the calendar except for emergency closings or other

unforeseen circumstances shall be preceded by adequate and timely notice of no less than 30 days.

A copy of the upcoming school-year calendar and school-day schedule shall be provided to all

parents/guardians of students who are currently enrolled. The approved upcoming school-year

calendar and school-day hours will be placed on its website prior to May 1 of the prior academic

year and a copy shall be provided to the school’s Instructional Superintendent. In no event shall the

calendar or schedule violate protections provided to teachers in the replacement policy for Article 8

of the DCTA agreement.

School Proposal Section 22-32-109(1)(t): Determine Educational

Program and Prescribe Textbooks Education Program

Policy (t) To determine the educational programs to be carried on in the schools of the district and to

prescribe the textbooks for any course of instruction or study in such programs;

Replacement Policy

In accordance with the innovation plan, DCISM will determine its textbooks and curricular

materials, including non-adopted textbooks. The DPS Board authorizes DCISM to develop an

educational program that aligns to the mission and vision of the school and enables the school to

implement the innovation plan. All substantial material changes to the district educational program

must be communicated to the district office of the CAO for review. The school understands that

future requests for changes in curriculum are subject to the District curriculum waiver approval

process.

School Proposal

Section 22-32-109(1)(aa): Adopt Content

Standards and Plan for Implementation of

Content Standards

Education Program

Policy (aa) To adopt content standards and a plan for implementation of such content standards pursuant

to the provisions of section 22-7-407;

Replacement Policy

In accordance with the innovation plan, DCISM will implement the Colorado Academic Standards

and Common Core State Standards. The DPS Board delegates to DCISM the authority to develop a

local plan for implementation of the CCSS and the CAS in a way that aligns to the school’s

innovation plan.

School Proposal Section 22-32-109(1)(jj): Identify Areas in which

the Principal/s Require Training or Development Teaching:

33

Human Resource Management: Professional

Development

Policy

(jj) To identify any areas in which one or more of the principals of the schools of the school district

require further training or development. The board of education shall contract for or otherwise

assist the identified principals in participating in professional development programs to assist the

identified principals in improving their skills in the identified areas.

Replacement Policy

In accordance with the innovation plan, the Instructional Superintendent shall determine the

required training or development of the principal. The principal will not be required to participate in

district training not related to the innovation plan unless those trainings are agreed upon by the

principal and district evaluator as part of the principal’s professional development plan

School Proposal 22-32-110(1)(h): Local Board Powers Concerning

Employment Termination of School Personnel

Teaching: Human Resource Management:

Staff Dismissals

Policy

(1) In addition to any other power granted to a board of education of a school district by law, each

board of education of a school district shall have the following specific powers, to be exercised in its

judgment: (h) To discharge or otherwise terminate the employment of any personnel. A board of a

district of innovation, as defined in section 22-32.5-103 (2), may delegate the power specified in

this paragraph (h) to an innovation school, as defined in section 22-32.5-103 (3), or to a school in an

innovation school zone, as defined in section 22-32.5-103 (4).

Replacement Policy

The DPS board grants autonomy to the principal at DCISM to make staffing decisions consistent

with waivers articulated herein. The school may employ non-licensed personnel to provide

instruction or supervision of children that is supplemental to the core academic program. The

school may employ non-licensed teachers for supplemental and enrichment instruction consistent

with the innovation plan.

Replacement Policy 22-33-102(1) Definition of "Academic Year" Education Program: Calendar

Policy

“Academic year” means that portion of the school year during which the public schools are in

regular session, beginning about the first week in September and ending about the first week in

June of the next year, or that portion of the school year which constitutes the minimum period

during which a pupil must be enrolled.

Replacement Policy

No later than 60 days before the end of the school year, the DCISM Leadership Team, with advisory

support from the SAB, will determine the following year's school calendar that meets or exceeds

district and state determinations of the length of time during which schools shall be in session

during the next school year. Input from parents and teachers will be sought prior to scheduling in-

service programs and other non-student contact days. This calendar shall serve as the academic

calendar and schedule for the school. All calendars shall include planned work dates for required

staff in-service programs. Any change in the calendar except for emergency closings or other

unforeseen circumstances shall be preceded by adequate and timely notice of no less than 30 days.

A copy of the upcoming school-year calendar and school-day schedule shall be provided to all

parents/guardians of students who are currently enrolled. The approved upcoming school-year

calendar and school-day hours will be placed on its website prior to May 1 of the prior academic

year and a copy shall be provided to the school’s Instructional Superintendent. In no event shall the

calendar or schedule violate protections provided to teachers in the replacement policy for Article 8

of the DCTA agreement.

34

School Proposal

Teacher Employment, Compensation and

Dismissal Act of 1990 Section 22-63-

201: Employment - License Required – Exception

Teaching:

Human Resource Management: Hiring and

Teacher Qualifications

Policy

(1) Except as otherwise provided in subsection (2) of this section, the board of a school district shall

not enter into an employment contract with any person as a teacher, except in a junior college

district or in an adult education program, unless such person holds an initial or a professional

teacher's license or authorization issued pursuant to the provisions of article 60.5 of this title.

(2) (a) The general assembly hereby recognizes that many persons with valuable professional

expertise in areas other than teaching provide a great benefit to students through their experience

and functional knowledge when hired by a school district. To facilitate the employment of these

persons and comply with the requirements of federal law, the general assembly has statutory

provisions to create an alternative teacher license and alternative teacher programs to enable

school districts to employ persons with expertise in professions other than teaching. These

provisions enable a school district to employ a person with professional expertise in a particular

subject area, while ensuring that the person receives the necessary training and develops the

necessary skills to be a highly qualified teacher. The general assembly strongly encourages each

school district to hire persons who hold alternative teacher licenses to provide a wide range of

experience in teaching and functional subject matter knowledge for the benefit of the students

enrolled in the school district.

(b) A school district may hire a person who holds an alternative teacher license to teach as an

alternative teacher pursuant to an alternative teacher contract as described in section 22-60.5-207.

(3) The board of a school district may enter into an employment contract with any person to serve

as an administrator based upon qualifications set by the board of the school district. Nothing in this

article shall be construed to require that an administrator, as a condition of employment, possess

any type of license or authorization issued pursuant to article 60.5 of this title.

Replacement Policy

The school will employ licensed teachers for teaching of core content pursuant to state and federal law. Core content areas are considered as Language Arts; Math; Science; Foreign language; Social Studies (Civics, Government, History, Geography, Economics); Arts. The school may employ non-licensed teachers for supplemental and enrichment instruction consistent with the innovation plan and the DPS board may enter into employment contracts with non-licensed teachers and/or administrators at the school as necessary to implement the school’s innovation plan. Core electives (eg: art, music, PE and world languages) are still taught by licensed teachers.

School Proposal

Teacher Employment, Compensation and

Dismissal Act of 1990 Section 22-63-206: Transfer

of Teachers - Compensation

Teaching: Human Resource Management:

Direct Placement of Teachers

Statute Description

(1) A teacher may be transferred upon the recommendation of the chief administrative officer of a

school district from one school, position, or grade level to another within the school district, if such

transfer does not result in the assignment of the teacher to a position of employment for which he

or she is not qualified by virtue of academic preparation and certification and if, during the then

current school year, the amount of salary of such teacher is not reduced except as otherwise

provided in subsections (2) and (3) of this section. There shall be no discrimination shown toward

any teacher in the assignment or transfer of that teacher to a school, position, or grade because of

sex, sexual orientation, marital status, race, creed, color, religion, national origin, ancestry, or

membership or nonmembership in any group or organization.

(2) Notwithstanding the provisions of subsection (1) of this section, a teacher who has been

35

occupying an administrative position may be assigned to another position for which he or she is

qualified if a vacancy exists in such position, and, if so assigned, with a salary corresponding to the

position. If the school district has adopted a general salary schedule or a combination salary

schedule and policy, the board may consider the years of service accumulated while the teacher

was occupying the administrative position when the board determines where to place the teacher

on the schedule for the assigned position.

(3) Notwithstanding the provisions of subsection (1) of this section, the salary of a teacher who has

received additional compensation for the performance of additional duties may be reduced if said

teacher has been relieved of such additional duties.

(4) A teacher may enter into an agreement for an economic work-learn program leave of absence

with a board of education that shall not affect the teacher's employment status, position on the

salary schedule if the school district has adopted a general salary schedule or combination salary

schedule and policy, or insurance and retirement benefits.

(5) Nothing in this section shall be construed as requiring a receiving school to involuntarily accept

the transfer of a teacher. All transfers to positions at other schools of the school district shall

require the consent of the receiving school.

School’s

Replacement Policy

DCISM may refuse direct placements or mandatory transfers of teachers from the district. District

teachers who are qualified for a vacant position at the school will have an opportunity to apply for

the position, and, if hired, will be compensated with a salary corresponding to the position and the

years of service

School Proposal

Teacher Employment, Compensation and

Dismissal Act of 1990 Section 22-63-401:Teachers

Subject to Adopted Salary Schedule

Teaching: Human Resource Management:

Compensation

Policy

(1) The board of a school district shall adopt by resolution a salary schedule that may be by job

description and job definition, a teacher salary policy based on the level of performance

demonstrated by each teacher, or a combination of the salary schedule and salary policy. Such

salary schedule, salary policy, or combination schedule and policy shall be adopted in conjunction

with or prior to the adoption of the budget for the following fiscal year. The schedule, policy, or

combination schedule and policy shall remain in effect until changed or modified by the board. All

teachers employed by the district shall be subject to such salary schedule, policy, or combination

schedule and policy.

Replacement Policy

The School requests a waiver from Section 22-63-401. DCISM will adopt a salary schedule that will

meet or exceed the district’s salary schedule. The principal reserves the right to develop a

supplemental compensation system separate from district policies to reimburse employees for

extra duty pay as it may arise for activities that may include, but are not necessarily limited to

additional time, additional responsibilities, coaching, tutoring, eternal professional development or

for performance incentive pay.

School Proposal 22-63-402. Services - disbursements Teaching: Human Resource Management:

Teacher License

Policy

No order or warrant for the disbursement of school district moneys shall be drawn in favor of any

person for services as a teacher, except for services performed for a junior college district or in an

adult education program, unless the person holds a valid teacher's license or authorization from the

department of education. Such license or authorization shall be duly registered in the

administrative office of the school district wherein the services are to be rendered. A teacher shall

hold a valid license or authorization during all periods of employment by a school district. A person

36

who performs services as a teacher without possessing a valid teacher's license or authorization

shall forfeit all claim to compensation out of school district moneys for the time during which

services are performed without the license or authorization.

Replacement Policy

The School requests a waiver from Section 22-63-402.

The School has the authority to establish a policy that waives the provision that requires teachers to

hold licenses in order to be paid. The School has the authority to determine its own compensation

system for all employees, including instructional staff. The School will meet or exceed the rates of

pay set in the DPS/DCTA Collective Bargaining Agreement, including ProComp. The school may hire

licensed or non-licensed teachers, in accordance with the replacement policy for 22-63-201.

37

APPENDIX A - Attestations of Compliance

English Language Learner Attestation

In order to effectively evaluate this Innovation plan, we are requiring each applicant to affirm their

compliance with the Consent Decree and provide the required supports to English Language Learners.

1. I understand that my school, regardless of program, model, or governance type, is required to

continue to comply with Teacher Designation, Teacher Qualifications, School Designations, EL

Identification and Placement processes, creation of an ELA PAC and ISA Team.

_______JC_______(Initial)

2. I affirm that my school will continue to meet the needs of English Language Learners and will

comply with the Consent Decree.

_______JC________(Initial)

Electronic Signature*: /s/ Julio Contreras

Date: 11/11/19

*By typing his/her name into this document, the individual is certifying that he/she intends to sign the document

and agrees to use electronic records for this transaction.

Special Education Program Services Attestation

In order to effectively evaluate this Innovation plan, we are requiring each applicant to affirm their

compliance with all federal regulations related to special education services.

1. I understand that my school, regardless of program, model, or governance type, is required to

offer special education services aligned with each individual student’s IEP goals, services are age

appropriate and are provided in the least restrictive environment possible, and a special

education program that will continually support a continuum of supports for at least a mild to

moderate student population (academic and social emotional).

_____JC_________(Initial)

2. I affirm that my school will continue to meet the needs of special education students and will

comply with all state and federal requirements (IDEA, FAPE, LRE, etc.)

___________JC____(Initial)

Electronic Signature*: /s/ Julio Contreras

Date: 11/11/19

*By typing his/her name into this document, the individual is certifying that he/she intends to sign the document

and agrees to use electronic records for this transaction.

38

Discipline Policy Attestation

In order to effectively evaluate this Innovation plan, we are requiring each applicant to affirm their

compliance with the District’s Discipline Policies JK and JK-R.

1. I understand that my school, regardless of program or model, is required to remain in

compliance with the District’s Discipline policies.

_______JC_______(Initial)

Electronic Signature*: /s/ Julio Contreras

Date: 11/11/19

*By typing his/her name into this document, the individual is certifying that he/she intends to sign the

document and agrees to use electronic records for this transaction

39

APPENDIX B - Organization Chart 2019-2020

40

APPENDIX C – Sample Unique Job Description

DENVER CENTER FOR INTERNATIONAL

STUDIES AT MONTBELLO

Job Description Form

Job Title:

Teacher, Secondary (High)

To be completed by HR:

FLSA: Exempt Nonexempt Effective Date: ______

Pay Grade: Pay Schedule: Job Code: 7636

Department: Work Year: 184 Bargaining Unit: DCTA

Reports to: Manager Direct reports: 0

PHYSICAL/ENVIRONMENTAL CHARACTERISTICS - Essential functions are routinely performed in:

General Office Setting Mechanical Setting Outdoors Other (Describe)____________________

School Warehouse Travels throughout District

Compliance with DPS security, safety and driving policies, including use of Personal Protective Equipment (PPE) is required.

POSITION OBJECTIVE – Describe general objectives. Include the purpose of the position, expected outcomes and results, and overview of areas of

accountability.

Teach specific grade level subject matter to diverse high school student population, following DPS standards-based curriculum. and help all students develop competence and confidence simultaneously through a balance of acquiring basic skills and developing conceptual understanding within the DCISM International Model.

ESSENTIAL FUNCTIONS – Describe each of the basic functions and responsibilities of the job. Counsel students to encourage and support student achievement.

Monitor, supervise, coordinate and enforce rule of conduct and behavior assigned students; and reinforces positive student behaviors in accordance with school and District policy.

Observe, evaluate, report and record students' performance, behavior, social development, and physical health.

Prepare lesson plans and materials according to DPS approved curriculum guidelines.

Adapt teaching methods and instructional materials to meet students' varying needs and interests.

Instruct students individually and in groups, using various teaching methods (e.g., lectures, technology, discussions).

Establish and communicate clear objectives for lessons, units, and projects to students.

Prepare, administer, assign and grade tests and assignments to evaluate student progress, reporting grades using District software.

Prepare student, attendance and activity reports as required by administrators.

Communicate with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems.

In addition to the teaching responsibilities specified above, DCIS2 faculty members are responsible for the following: o Designing and implementing project-based learning opportunities o Participate in faculty summer workshops and retreats related to Global learning o Develop interdisciplinary learning opportunities in support of the global model o Create and facilitate service learning opportunities for student o Serve as a member of the DCISM Passages committee for wither MS or HS o Participate in travel (international or domestic) with students

Perform other duties as assigned.

41

EDUCATION & EXPERIENCE – Describe the minimum education and experience required for the job. Any equivalent combination of education and work

experience that satisfies the requirements of the job may be considered.

Bachelor’s Degree in Education or related field.

Depending on assignment, may prefer experience in International Baccalaureate (IB) or Advanced Placement (AP)

program.

Experience working in diverse cultural settings preferred

LICENSURE & CERTIFICATION – Include licensure and certification requirements, if applicable.

Current Colorado Department of Education Teachers License with endorsement in assigned subject area, or qualify for Alternative License and have the qualifications needed for the position.

Specialized or in-field experience will be considered for non-core classes

KNOWLEDGE & OTHER QUALIFICATIONS – Describe specific knowledge and qualifications required for the job.

Ability to work effectively as member of multi-disciplinary team.

Ability to work with diverse student population, including those from various nationalities and language backgrounds

Ability to manage classroom, coordinate and instruct student activities.

Ability to communicate clearly in both written and oral formats.

Ability to demonstrate critical thinking and problem solving skills.

Ability to differentiate instruction to address a wide variety of student needs

Ability to integrate a variety of perspectives within lessons

Proficiency with MS Office and other computer software programs.

PHYSICAL & ENVIRONMENTAL CONDITIONS – Provide comments for positions marked other than General Office Setting in the

PHYSICAL/ENVIRONMENTAL CHARACTERISTICS section listed above.

https://financialservices.dpsk12.org/wp-content/uploads/sites/23/Teacher_Para.pdf

The duties, mental functions, physical demands and work environment factors described above are representative of those that must be met by

an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with

disabilities to perform the essential functions of this position.

The above statements are intended to describe the general nature and level of work being performed by individuals assigned to this job. They

are not intended to be an exhaustive list of all responsibilities, duties and skills required of personnel in this classification.

42

APPENDIX D - Sample 3 Year Implementation Plan

College Prep Curriculum & Assessments

Technology Instruction & Connections

World Languages /

Multilingual Cultural & Global Competency

Travel & Exchanges

Career Exploration & Experiences / Internships

Social Justice & Community Service

Professional Development

Global Studies / Cultures Integrated

Common Core Standards & SAT

Interdisciplinary Projects

1:1 Chromebooks

Learning Mgmt

Online resources in multiple languages

Linking to Schools across city/world

Two languages for every student

ELD with optional English Credit

Seal of Biliteracy

College Courses

Students’ Culture

School Culture

Other Cultures

Travel Experiences

Cultural Exchanges across city/world

ICAPs 6-12

6-8 Roads to Success

CTE Electives

Career Shadowing

Career Mentoring

Career Internships

RJ Curriculum

School Service

Local Service

Citywide Service

State/National

International

Cultural Comp

CIA

Technology Use

Calendar of PD

-Teacher-Led PD

-Hands On Learning

Obs/Feedback PD

2019-2020 Year 0

1.Visit other ISSN schools 2. Identify sister schools 3. Implement AVID program 4. Train teacher leaders in International School design

1.Link with DCIS Baker to view tech implementation 2. Conduct audit of current tech usage with MyTech team 3. Identify appropriate translation software/resources

1. Developing cohesive ELA-S progression 2. Piloting ELA-S co-teaching program 3. Start National Hispanic Honor Society for MS and HS students

1. Write a grant / pursue additional funding for coordination of excursions and costs related to travel, internships, & projects 2. Define role of outreach/communications coordinator 3. Recruit / identify partner schools, businesses, and community orgs 4. Develop multi-year travel plan (national and international) 5. Each grade level does 1 community service project 6. Look for programs for students to earn certification in translation and/or interpretation services

1. Work with Dan Lutz & other DCIS schools to add global & cultural competencies to teacher and leader job descriptions & LEAP rubric language.

2020-2021 Year 1

1. Create grade level team crosswalk with 4 domains GPS 2. Identify 1 cross-curricular project for each grade level (8th & 11th grade to serve as Passages) 3. Focus 12th grade English course on

1. Distribute Chromebooks at registration or first day of school 2. Have individual teachers implement one content area project designed using SAGE

1. Enroll all students in a language course (including ESL for mono-lingual ELs) 2. Implement partnerships with local elementaries in which students

1. Start year student culture and school culture projects 2. Create a calendar with Monthly Full Day Culture/SJ/Service

1. Develop a CTE pathway that encompasses our global focus (business, health services, etc.) 2. Implement partnerships with local elementaries in which students serve as translators/aides

1. Hold monthly full day PD focused on Culture/SJ/Service 2. Create continuum of community service 3. Continue service leadership courses (Leadership; Latinos in Action)

1. Provide PD on the SAGE and 4 Domains 2. Create new teacher institute for SAGE and 4 Domains

43

writing college essays, and resumes 4. Offer additional concurrent enrollment and AP courses

3. Begin looking for international schools/classrooms to communicate with using technology

serve as translators/aides 3. Start French Club in MS and HS

3. Create Continuum of travel experiences 4. Have each grade level takes 1 internationally focused field trip within state 5. Provide other optional travel opportunities (national & international) 6. Create a plan for exchange programs (virtual, sister schools, hosting, & traveling abroad)

2021-2022 Year 2

1. Expand cross curricular projects to include elements of all 4 domains 2. Create process for students to present learning within grade level. 3. Pilot Capstone projects for graduation and continuation

1. Each grade level participate in one international partnership via technology 2. Each grade level implement one cross-curricular project utilizing collaborative software

1. Identify additional pathways for World Language opportunities (e.g. Western State, online courses) for additional languages (e.g. Portguese, Japanese) 2. Identify and implement internship opportunities for bilingual students

1. Implement a Global Leadership Course focused on global and cultural competency. 2. Each grade level takes 1 in state and 1 out of state (may be 4 trips with ¼ of grade level in each) 3. Other travel opportunities 4. Optional participation in an exchange program, hosting & traveling summer 2022

1.Exapnd internship opportunities 2. Incorporate specific career connection into interdisciplinary projects

1. Develop individual service project curriculum for 8th and 12th graders as part of continuation/grad requirements

1. Provide differentiated PD on the SAGE and 4 Domains 2. Implement new teacher institute for SAGE and 4 Domains

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2022-2023 Year 3

1. Write and Communicate my Passages Project (8th, 11th, & 12th grades) 2. Implement Graduation (12th grade) and Continuation (8th grade) Capstones, including formal presentations

1. Develop electronic portfolios for Capstone projects 2. Maintain international partnerships at each grade level

1. Identify specific exchange opportunities to increase language learning experiences (e.g. immersion programs in other countries)

1. Implement Experiential Passages Project / Capstone (8th & 11th grades) 2. Each grade level takes 1 in state and 1 out of state (may be 4 trips with ¼ of grade level in each) 3. Ensure international travel opportunities available to all students 4. Provide opportunities for optional participation in exchange program, hosting & traveling summer 2023

1. Incorporate career explorations into student presentations of Capstone projects 2. Expand career explorations into MS curriculum

1. Implement 8th grade and 12th grade requirements for individual service project as part of continuation/grad requirements

1. Provide differentiated PD on the SAGE and 4 Domains 2. Implement new teacher institute for SAGE and 4 Domains 3. Develop model classrooms for SAGE and 4 Domains

45

APPENDIX E - Sample Calendar and Bell Schedule

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APPENDIX F - Sample Global Leadership Performance Outcomes

Global Leadership Performance Outcomes: Graduation Performance System

Investigate the World Recognize Perspectives Communicate Ideas Take Action

What is the evidence

that a student can

initiate investigations of

the world by framing

questions, analyzing and

synthesizing relevant

evidence, and drawing

reasonable conclusions

about global issues?

What is the evidence

that a student can

recognize, articulate,

and apply an

understanding of

different perspectives

(including his/her/their

own)?

What is the evidence that

a student can select and

apply appropriate tools

and strategies to

communicate and

collaborate effectively,

meeting the needs and

expectations of diverse

individuals and groups?

What is the evidence

that a student can

translate his/her/their

ideas, concerns, and

findings into appropriate

and responsible

individual or

collaborative actions to

improve conditions?

8th Grade

Performance

Outcomes

• Poses a researchable

question on a local,

regional, and/or global

issue, and provides a

general reason for its

significance to the global

community,

• Selects and uses a

variety of sources to

identify relevant

evidence that addresses

a global question.

• Analyzes and

integrates evidence from

sources to develop a

response to a global

question.

• Develops a position

based on evidence from

sources that reflects a

particular perspective in

response to a global

question, drawing

conclusions that reflect a

partial understanding of

the issue.

• Expresses a clear

personal perspective

on a situation, event,

issue, or phenomenon.

• Summarizes the

perspectives of other

people, groups, or

scholars, which may be

different from their

own perspective.

• Summarizes how

perspectives affect how

different people react

to a situation, event,

issue, or phenomenon.

• Identifies alternative

perspectives on a

situation, event, issue,

or phenomenon, and

makes connections to a

contextual factor, such

as access to knowledge,

technology, or

resources.

• Predicts how a specific

audience with particular

perspectives will respond

to communicated

information.

• Demonstrates an

understanding of a

specific audience by

communicating and

collaborating using

generally appropriate

verbal and non-verbal

behavior, languages, and

strategies.

• Selects and applies

appropriate resources,

such as technology and

media in various world

languages, to

communicate and

collaborate with

individuals from a

background different

from their own.

• Makes observations

about audience response

and/or feedback, and

proposes appropriate

changes in

communication choices.

• Participates in

collaborative

opportunities for action

to address a situation,

event, issue or

phenomenon.

• Plans actions based on

evidence and the

perceived potential for

impact.

• Acts individually or

collaboratively in

response to a local,

regional, or global

situation, in a way that is

appropriate and

intended to improve the

situation.

• Reflects on the

appropriateness of own

actions and advocacy for

improvement.

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10th Grade

Performance

Outcomes

• Poses a researchable

question on a local,

regional, and/or global,

and explains its

significance to the global

community.

• Selects and uses

multiple international

and domestic sources to

identify relevant

evidence that addresses

a global question.

• Analyzes and

integrates evidence from

sources to develop a

well-supported response

to a global question.

• Develops a position

based on evidence from

sources that considers

multiple perspectives,

and draws reasonable

conclusions in response

to a global question.

• Expresses a clear

personal perspective

on a situation, event,

issue, or phenomenon,

identifying an influence

on that perspective.

• Explains the

perspectives of other

people, groups, or

individuals as distinct

from one’s own

perspective.

• Identifies and

describes how

perspectives affect how

people interpret and

respond to a situation,

event, issue, or

phenomenon.

• Explains various

perspectives or

interpretations of a

situation, event, issue,

or phenomenon, and

reflects an

understanding of

different contexts, such

as access to knowledge,

technology, or

resources.

• Anticipates how a

specific audience with

particular perspectives

will interpret

communicated

information; and adjusts

the communication to

meet the audience’s

specific needs.

• Demonstrates an

understanding of a

specific audience by

communicating and

collaborating using verbal

and non-verbal behavior,

languages, and strategies

that are appropriate to

the specific audience.

• Selects and applies

appropriate resources,

such as technology and

media, to communicate

and collaborate with a

range of diverse

individuals.

• Makes accurate, specific

observations about

audience response

and/or feedback, and

proposes specific,

targeted changes to

communication choices.

• Identifies opportunities

for personal or

collaborative action to

address a situation,

event, issue or

phenomenon in a way

that is likely to improve

conditions.

• Assesses options and

plans actions based on

evidence, and the

perceived potential for

impact.

• Acts individually or

collaboratively to

execute a plan that is

culturally appropriate,

and likely to lead to

improvement of a local,

regional, or global

situation; assesses the

merit of the action.

• Reflects on the

effectiveness and

appropriateness of own

actions and advocacy for

improvement; describes

outcomes of actions and

makes note of

implications for future

action and advocacy.

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12th Grade

Performance

Outcomes

• Poses a specific

researchable question

on a local, regional,

and/or global issue, and

explains its significance

to the global

community.

• Selects and uses a

variety of international

and domestic sources to

identify and weigh the

most important

evidence that addresses

a global question.

• Analyzes, integrates,

and evaluates sources of

evidence to develop a

coherent, well-

supported response to a

global question.

• Develops a clear

position based on

evidence from sources

that considers multiple

perspectives, and draws

defensible conclusions in

response to a global

question.

• Expresses and

explains a clear and

specific personal

perspective on a

situation, event, issue,

or phenomenon, and

describes influences on

that perspective.

• Explains the

perspectives of other

people, groups, or

scholars and

distinguishes it from

one’s own perspective.

• Explains how

perspectives influence

human interactions and

understandings of a

situation, event, issue,

or phenomenon.

• Explains how

different contexts, such

as access to knowledge,

technology, and

resources, influence

perspectives and

interpretations of a

situation, event, issue,

or phenomenon.

• Anticipates how

audiences with diverse

perspectives will interpret

communicated

information; applies that

understanding to meet

the needs of the diverse

audience.

• Demonstrates an

understanding of diverse

audiences by

communicating and

collaborating using verbal

and non-verbal behavior,

language, and strategies

that are appropriate to

specific audiences.

• Selects and applies

appropriate resources,

such as technology and

media, to communicate

and collaborate

effectively with diverse

individuals and groups.

• Makes accurate, specific

observations about

audience response

and/or feedback, and

makes appropriate

changes leading to

improved

communication.

• Identifies and creates

opportunities for

personal or collaborative

actions to address a

situation, event, issue, or

phenomenon in a way

that is likely to improve

conditions.

• Assesses options and

plans actions based on

evidence that indicates

the potential for impact

by evaluating previous

approaches, varied

perspectives, and/or

potential consequences.

• Acts individually or

collaboratively to

execute a plan that is

culturally responsive,

and strongly likely to

improve a local, regional,

and/or global situation,

and assesses the impact

of the action.

• Reflects on the

effectiveness and

cultural appropriateness

of own actions and

advocacy for

improvement; and

honestly describes the

results of actions and

implications for future

actions and advocacy.