1

Innovation Plan Renewal

2018-2019

School Name: Goldrick Elementary

Location: 1050 S. Zuni St. Denver, CO 80223

Plan Contact: Jessica Ridgway, Principal

Email: Jessica_Ridgway@dpsk12.org

Phone: 720-424-6980

2

Table of Contents

Letter from school leader

Executive Summary and Narrative

Turnaround Priorities in this Innovation Plan

1.A Vision and Mission Statements

1.B Targeted Student Population

1.C Parent/Guardian & Community Participation in Application Process

1.D School Culture & Student Leadership

1.E Student Discipline Policy

1.F Student Recruitment and Enrollment

1.G Student Attendance and Satisfaction

1.H Ongoing Parent/Guardian Involvement and Satisfaction

1.I Community Partnerships

2.A Leadership Team Personnel

2.B Leadership Team Coaching and Evaluation

2.C School Personnel Structures

2.D Employment Policies

2.E Operations - Transportation

2.F Operations - Safety and Security

2.G Operations – Food Services

3.A Pedagogy

3.B Curriculum

3.C Scope and Sequence

3.D Class Size

3.E School Schedule & Calendar

3.F Progress Monitoring and Assessment and School Performance Goals

3.G Academic Intervention & Acceleration

3.H Promotion and Retention

3.I English Language Learners

3.J Students with Disabilities

3.K Gifted and Talented Students

3.L Supplemental Programming

4.A Teacher Recruitment, Hiring, and Retention

4.B Teacher Retention

4.C Teacher Coaching

4.D Teacher Evaluation

4.E Professional Development

5.A School Governance

5.B Budget and Policy Narrative

5.C Facility

DPS Policy Waivers

Collective Bargaining Agreement Articles Waivers

State Statute Waivers

3

Letter from Principal Jessica Ridgway

December 2018

Dear Members of the Board of Education,

Our school, Goldrick Elementary, is up for our Innovation Renewal this year and I couldn’t be more

honored to be able to share the successes we’ve achieved, in part, due to our Innovation flexibilities.

Over the course of the last two-and-half-years, we’ve maintained an Effective (Green) SPF rating

which demonstrates not just notable student achievement growth, but also increases in our family and

student satisfaction as well. In the 2018 SPF, Goldrick achieved a 70MGP for literacy growth for our

intermediate students. This is not only evidence of the strong work happening in 4th and 5th grade, but

we see similar growth within our lower grades through Istation and our interim assessments.

The increase in achievement our students have demonstrated can be directly linked to the shifts that

we’ve made in terms of scheduling and professional learning. During our original Innovation

application we outlined an ambitious vision around professional learning and our commitment to

ensuring that adults’ growth is not secondary to students’ growth. In order to achieve that vision, we

adjusted our school year so that we were able to incorporate professional learning time connected to

our student data and instructional units. On a monthly basis, we come together as a team to plan for

our upcoming instruction by reviewing and creating assessments, creating exemplars, and breaking

down standards. In a recent ethnographic interview we conducted with team members, one team

member in her fifth year of teaching said, “I've never had a better understanding of the standards that

I'm teaching and therefore students are getting the bigger picture.” Without Innovation status we

would have been unable to prioritize both our time and our learning in the ways that we have.

In addition to the benefits that we’ve experienced from scheduling and professional learning

flexibilities, our budget flexibilities have allowed us to align more resources to our instructional vision.

Budgeting on actual salaries has permitted us to staff more strategically and funnel more resources to

other school priorities, such as our after school club program.

While we have used our Innovation Plan as our guide over the past two-and-half-years, the renewal

process created an authentic opportunity to return to our initial thinking and to refine and revise. As

the Principal I felt it was important to start the year by visiting our plan and offering opportunities for

staff participation in our renewal process. That has looked like study sessions, open access to our

4

plan and commenting capabilities, opportunities for one-on-one meetings and opportunities to write

pieces of the plan.

Through the renewal process, we are not seeking any major changes to the flexibilities we applied for

previously. We believe we were able to achieve the needed changes to our program to support

student achievement through them and intend to further increase our achievement in our next three

years.

Consider this an open invitation to come visit our community and see the great things happening.

Thank you,

Jessica Ridgway

Jessica Ridgway, Principal

5

Executive Summary Name of School Goldrick Elementary

School Type Innovation

Grade Configuration ECE – 5th Grade

Region/Neighborhood Southwest Denver, Athmar Neighborhood

Primary Contact Jessica Ridgway, Principal

Jessica_Ridgway@dpsk12.org

Student Demographics:

Total

Students

FRL SPED ELL Hispanic White African

American

Asian/

Pacific

Islander

American

Indian

Multiple

Races

381 95.5% 10.8% 55.1% 88% 4.5% 4.5% 3.9% >1% 2.6%

Goldrick Elementary Need for Innovation Status

In order to be implemented effectively, the school design requires flexibilities in the following areas:

Curriculum · To allow the school autonomy over the education program including selecting curriculum and textbooks, unit planning, pacing guides etc.

Professional Development

· To direct more PD time for teachers and administrators to effectively implement the turnaround program at their school, and provide targeted staff development.

· To allow the school to determine the PD of its staff and allow teachers to refuse participation in district required PD that is not aligned with the school’s priorities.

· To allow peer evaluators or other designated evaluators to conduct staff evaluations. To allow for a minimum of one full LEAP observation and one partial.

· To allow the principal flexibility from attending district PD.

Time · To modify the annual calendar for staff to access more intensive PD offerings and extend student learning time, to implement the school’s model.

· To set collaborative planning time; extend school day with pay.

Human Resources · To recruit and select teachers that demonstrates characteristics of the model.

· To recruit and make offers to applicants outside the district hiring timeline & process.

· To make Reduction in Building (RIB) decisions based on performance, professionalism, seniority.

6

· To allow refusal of direct placement of teachers from the district.

· To not require a teaching license for supplemental and enrichment instruction (not core instruction).

· To allow the school to create unique job descriptions based on the needs of the school.

· To allow DPS HR to remedy a grievance with representation instead of an arbitration.

· To provide coaching and evaluation that is aligned to the model and makes use of peer observations and evaluations. To use annual contracts for all teachers, with appropriate supports to address poor performance.

Governance & Finance

· To merge responsibilities & membership of school committees into one group (CSC and SLT into one), provide CSC principal selection authority.

· To implement a leadership model to maximize innovative leadership capacities.

· To allow schools to seek financial sponsorships, create associated accounts, and seek 501C3 non-profit status.

· To determine extra compensation for extended time, additional responsibilities, incentives.

· To direct adequate resources to classroom instruction and budget on actual teacher salaries.

7

Executive Summary Narrative

Context: In the past 3 years of turnaround programming, Goldrick Elementary School has grown from not meeting SPF expectations to meeting expectations. However, we have continued work to do to provide a world class education for our students. Our Innovation Plan renewal is designed around capitalizing on our successes and addressing our continued areas of challenge through strategic allocation of time, people, and money. Goldrick will continue to invest in supporting all students with excellence instruction and individualized supports based on current data. In addition, we will continue to focus on increasing student attendance, student satisfaction, and parent/guardian satisfaction.

Turnaround Priorities in this Innovation Plan

Federal Turnaround Principles

Research and best practice continues to guide our thinking. Goldrick utilizes the Department of Education Turnaround Principles to create

a strong platform on which we will continue to build our school improvement efforts. Each principle is defined below. Strong Leadership: Goldrick is under new leadership and teachers are being hired in alignment with the school’s revised mission and

vision which includes: ● Distributive leadership model

● Focus on instruction, data and culture

Effective teachers: Goldrick is committed to ongoing professional development and personalized coaching of all teachers. ● Weekly observation/feedback

1. Weekly professional learning aligned to school wide goals

Redesigned schedules for additional time: The Goldrick school community creates time in the school day to meet the unique needs of

the students we serve. ● Daily Family Meetings (social-emotional, character & leadership development)

● Additional grade level team time to support classroom teachers

Rigorous and aligned instructional program: Rigorous instruction is at the heart of the Goldrick redesign plan and impacts everything

from staffing to professional development. ● CCSS and CAS aligned

● Reading and writing workshop

● Integrated technology

● Project based and discovery based learning

Safe and healthy students: The Goldrick community values the development of the whole-child and has intentionally planned and hired

to support all Goldrick students. ● Family and community meetings

● School wide expectations and positive behavior supports

● Intentional staffing - Dean of Culture, school psychology, school counselor, nurse, health tech

Family and community engagement: Goldrick values the parent and surrounding community deeply and create numerous opportunities

to connect with community each month. ● Home visit program

● Monthly school community events

● Regular and frequent communication

Goldrick staff believes that all students have the capability and drive to succeed. The current data shows

that our students are not achieving at the levels they are capable. The school leaders, staff and school

community are dedicated to meeting the needs of all Goldrick students and collaborating to ensure we

achieve this improvement. Based on input from stakeholders and the analysis above, Goldrick intends to

focus on the following areas as part of the initial turnaround which embody the core of this Innovation Plan.

8

9

Section I: SCHOOL CULTURE

Panthers are critical thinkers, risk takers and community leaders!

1.A Vision and Mission Statements

Vision: All Goldrick students are prepared to pursue their

dreams and lead for a better tomorrow.

Mission: Through excellent instruction, character and

leadership development and strong relationships,

Goldrick Elementary will support students to grow as

critical thinkers, risk takers and leaders in the

community.

Vision of a Goldrick Graduate: Our students lead

through values, strengthen the community and society

and are 21st century ready.

Values

Goldrick believes that values are an incredibly important component of school culture and create shared

ownership of the school environment. As an entire community we will embrace several character strengths:

grit, self-control, gratitude, growth mindset and zest. As a community of adults supporting our students we

commit to leading student for a better tomorrow. In order to do that, we commit to building trust among

community members by showing integrity and establishing

clear communication with everybody. Above all we value

showing love for all of our community members.

1.B Targeted Student Population

Goldrick Elementary is a neighborhood school in the Athmar

Park neighborhood of southwest Denver. Our goal is to create

an educational community that succeeds in meeting the

Denver Plan 2020 goal of great schools in every neighborhood.

The Goldrick community and leadership strive to create a

beacon of achievement in our Athmar Park neighborhood.

The student demographics at Goldrick are 94% students receiving free or reduced lunch, 55% students learning

English as a second language, 96% students of color and 11% students enrolled in special education. English

and Spanish are the predominant home languages of students, with many bilingual students at all levels. Our

Innovation plan specifically is designed to serve the unique needs of our diverse student populations through a

focus on whole child supports, English language development, and research-based curricula that have

demonstrated success with similar populations, and more, as detailed throughout the application.

10

Student Demographics:

Total

Students

FRL SPED ELL Hispanic White African

American

Asian/

Pacific

Islander

American

Indian

Multiple

Races

381 95.5% 10.8% 55.1% 88% 4.5% 4.5% 3.9% >1% 2.6%

1.C Parent/Guardian & Community Participation in Application Process

Our original Innovation plan was a truly community-developed plan that has provided input into developing a strategic alignment of time, people, and money from the entire school community including teachers, students, community members, parents, and administrators.

The results of our initial vote to become an Innovation school in the Fall of 2015 were: 86% teacher approval, 100% CSC approval and 100% administration approval.

Staff Updates and Staff Engagement Opportunities - Fall 2018

● Friday, August 10, 2018 - Full staff presentation about our Innovation Plan renewal process and the

impacts we’ve seen from Innovation status. Working group invitation to whole staff issued.

● Tuesday, October 23, 2017 - Full staff update on Innovation renewal progress and dates for study

sessions shared.

● November 6, 2017 - School culture study session

● November 12, 2017 - Academic study session

● October 23-November 16, 2017 - Open opportunity to engage with the Innovation plan via Google

docs

● Ongoing opportunity to schedule 1:1 with any member of the leadership team regarding Goldrick’s

Innovation Plan.

1.D School Culture & Student Leadership

Building and Sustaining Community

The culture of a school consists primarily of the underlying

norm values and beliefs that teachers and administrators

hold about teaching and learning," according to Dr. Kent D.

Peterson. That culture is also composed of "traditions and

ceremonies schools hold to build community and reinforce

their values," says Peterson, a professor in the Department

of Educational Administration at the University of

Wisconsin-Madison and co-author of Shaping School Culture: The Heart of Leadership. Every school has

underlying assumptions about what staff members will discuss at meetings, which teaching techniques work

11

well, how amenable the staff is to change, and how critical staff development is, adds Peterson. That core set

of beliefs underlies the school's overall culture. 1

Our time implementing our turnaround plan has solidified our ways of working together as a school

community. We share common values, goals and expectations, and are normed on how actions reflect those

beliefs. As a school community we celebrate success and support the ongoing needs of each individual in our

community. Every community member is an essential to the overall success of Goldrick and the mission and

vision grounds the work of every person.

We strive to create a positive school culture that ensures all Goldrick students will lead for a better tomorrow.

Attributes of Goldrick’s school culture include:

1. Commitment to the whole child

2. Celebration of academic and non-academic achievements

3. Culturally responsive teaching and programming across the school

4. Productive urgency that propels students and staff in meaningful work

5. Effective teams that are normed, consistent and work in support of each other

6. Strong and healthy relationships among all Goldrick community members

Research shows that students learn more within an environment that embraces a culture of achievement.

Students need opportunities to build relationships and celebrate successes. Goldrick Elementary creates a

culture of clear expectations, celebrations, pride and ownership through Family and Community Meetings.

School community members and students engage in the development of academic and social-emotional

competencies as those come together in support of each other.

In order to support our school culture work, we intentionally staffed a strong student support team composed

of restorative practice coordinators, a school social worker, a psychologist, a nurse and a health technician

para. These team members are essential to ensuring the social, emotional, and physical health of our students,

so they are ready to be their best selves in school and outside. This team supports our whole school work of

grounding in the needs of the whole child.

Morning Greetings

The halls at Goldrick Elementary become alive as soon as students arrive each day. Being greeted by school

leaders and teachers, each student is welcomed with a smile and a good morning. This practice creates rituals

and routines for the morning. Greetings convey students are valued and supported members of the school.

This practice sets a positive tone for the day and allows staff to model the behaviors and values that are

central to our school’s collaborative culture. In addition, greetings allow teachers and leaders to connect with

students and identify any immediate needs. The start of the Goldrick day is engaged and purposeful. Every

member is essential, valued and plays a role in the learning for the day.

1 www.educationworld.com/a_admin/admin/admin275.shtml#sthash.3IGfL8OB.dpuf

12

Family Meetings (Classroom Circles)

Each morning students begin their day in a Family Meeting. These community gatherings are held in

classrooms. Family Meeting is a time for students to focus on social development, building community,

connecting with the school values, exploring character traits and developing personal leadership skills.

Students have the opportunity to participate in interactive discussions, games and role-plays. Students will also

set and progress monitor individual and community goals.

Family Meetings are planned by grade level teams and modified on an as needed basis by classroom teachers.

Grade level teams will create a long term plan that is aligned to the school wide data cycle to guide Family

Meetings. The structure will be based on the Morning Meeting structure developed as part of the Responsive

Classroom program. Goldrick will add to the content by infusing opportunities to more deeply examine our

shared core values and Personal Success Factors.

Community Meetings

Community Meeting will take place every Friday to build a sense of culture and community at Goldrick. As all

students strive to become leaders in our school community and the broader community, this meeting serves

as a celebration of the commitment, effort and success of all students and honors those students who are

setting a strong example. Examples of celebrations include: recognizing achieved goals of individual students

or teams, appreciating community role models, and acknowledging personal growth in our community

members. Every student engages in activities that develop a sense of pride, a sense of belonging, and a

connection with the larger goals of the school. We plan our meetings through a lens of cultural responsiveness

and invite all students in this event, including students in special education programs and English Language

Learners, to convey that all students are valued and celebrated equally on our campus. . We include

celebrations of cultures and languages from throughout our community in these meetings. All Goldrick

teammates actively engage and lead different parts of Community Meeting, so that we are able to show our

love and commitment to our community.

In addition to family and community meetings, a sense of school pride is a key component of successful

school’s culture. Several times a year, time will be allocated for students from an entire grade level to engage

in team building and community development activities. Examples of what may occur during this time include:

outdoor education programs, team building games, or community service projects that enhance our

surrounding community.

Panther Huddle

At Goldrick, we believe that the best way to create a positive culture of learning and achievement through risk

taking and productive struggle with students, is to model that through the strength of our adult team. To that

end, we have a weekly community circle called Panther Huddle for our teachers and staff to share shout outs

and appreciation for all of the little things that make our team strong. This system increases a sense of

belonging for our staff and helps continue to build our team throughout the year.

House System

13

Research shows a strong connection between a sense of belonging and the enhancement of school culture and academics overall.2 Goldrick has implemented a house system to increase students’ sense of belonging across lines of difference. Students of different ages, cultures, and different language backgrounds come together for weekly community meetings. House groups eat lunch, attend specials, and celebrate special events together in houses.

Whole Child Supports

All Goldrick staff members are explicitly

trained to support the social emotional and

character development of all students. During

all community meetings, school leaders and

teachers teach and reinforce skills and

behaviors related to the whole child approach

including but not limited to the school’s core

values, character strengths through Personal

Success Factors program, and other topics to support social emotional intelligence. At all times, Goldrick staff

models the way for students.

Goldrick Leaders

Every member of the Goldrick community plays a role in developing and sustaining our school culture and

leading for a better tomorrow in our school community and the broader community using a culturally

responsive lens at all times.

Teacher Leadership Opportunities

All teachers help to lead work linked to Goldrick’s core priorities throughout the year by participating and

helping to lead a committee or team on campus. Committees and teams are created to enhance the Goldrick

community, grow collective capacity and create a culture of continuous improvement. Committees and teams

include:

● Community Engagement Team

● Design Committee

● Biliteracy Team

● School Culture Committee

● Voltron Leadership Team

o Grade level team chairs (team specialists), content team leaders (team specialists), new

teacher support, and teacher coaches (senior team leads).

● Instructional Leadership Team (ILT)

● School Personnel Committee

● Collaborative School Committee

● Attendance Team

2 Educational Leadership Vol 63 number 7 pgs 64-67, April 2006

14

Student Leadership Opportunities

All Goldrick students are leaders and have opportunities to show leadership throughout the day. Language

that our staff uses reinforces that showing leadership in our actions is always a choice. A student may hold a

classroom or a school leadership position, or simply demonstrate personal leadership in helping a friend

resolve a problem. All demonstrations of leadership contribute to our community.

The Goldrick is moving forward as a member of the Personal Success Factor/Character Strength work in DPS.

In our first year of implementation, Goldrick will be introducing five Personal Success Factors: Gratitude, Grit,

Growth Mindset, Self-Control, and Zest. All of these key vocabulary terms translated to Spanish and taught in

a student’s native language to ensure deep comprehension, and referred to in English and Spanish as our ELL

students develop their English language skills.

Holding a student leadership positions at Goldrick provides a valuable opportunity for Goldrick students to

develop skills that will benefit them both personally and academically. Student leaders develop their

interpersonal and task-management abilities as they face new situations and respond to the challenges they

encounter, learning from their own experiences as well as from experiences of their peers. Leadership

opportunities for all students include participating in the student mentorship program, joining student council,

participating in classroom community projects, becoming a peer specialist for conflict resolution and working

toward earning the Leader of the Week Award.

5th grade has partnered with Colorado Uplift as a leadership development opportunity for students. On a

weekly basis, Colorado Uplift high school students visit Goldrick 5th grades to teach lessons and to mentor

students.

Celebrations of student leadership occur during Community Meetings as students are acknowledged with the

Panther Award to the school community for their commitment to Goldrick’s shared core values, to the

community and to their learning and development. Students receive a shirt when they are recognized with the

Panther Award that can be worn in place of the school uniform. This shirt symbolizes a student’s contribution

and commitment to supporting the school’s greater community.

As a part of our after school program, students in grades 3-5 also have an opportunity to develop their

leadership skills in our Leadership club. All students are eligible to join who have an interest in helping others

and are seeking ways to expand their leadership around campus.

Culture of Leadership and Achievement

The culture at Goldrick supports students in their academic pursuits as well as their personal development. A

culture of achievement is built by consistently reinforcing shared core values throughout the school day and

celebrating the academic and personal growth and success of all community members. Aside from community

meetings, other school systems will support developing this culture across the school.

15

Student Data and Goal Setting

Effective leaders use data to inform decisions and focus their attention. Goldrick students are owners of their

data and track goals and growth to best focus their efforts. Opportunities to dive deep into personal data exist

during community building times, such as Family Meeting and during content time when relevant data is

available. Some data is tracked publicly in the classroom and other data is accessible in teacher or student

data folders. We also engage in twice annual family, teacher, student conferences where students have the

opportunity to lead the conference, share successes, and work with their teacher and family to set goals for

the upcoming months of school.

Leader of the Week Walls

A wall of achievement is one of the first things every student and every community member sees as they enter

the school. This area celebrates all of our Leaders of the Week recipients who model our core values and set a

high standard for our community. Students from all demographics will have equitable opportunities to be

featured on this wall.

Displays/Presentations of Learning

Students will engage in displays or presentations of learning throughout the year. These demonstrations

provide a platform where students can share their personal growth and learning. The process of sharing also

supports students in building public speaking, project planning, and reflection skills in support of leading for a

better tomorrow. An example of a presentation of learning is at a community meeting a 5th grade student

reflecting on how Esperanza Rising helped her make deeper connections to her grandparents’ experiences.

Another example is our whole school Art Show, where all scholars are able to present their artwork from

throughout the year.

Inclusive Community

Inclusive community is one of Goldrick’s cornerstones and impacts the program at every level. We believe that

every voice matters, every person is special and collectively we are stronger. English Language Learners are a

large and valued part of our community and thus all oral and written communications with families will be

translated into Spanish. In the classroom, English Language Development and Sheltered English Instructional

strategies will be used to ensure all students are able to access the content and instruction. (See more in

section 3.I)

Students with defined needs and those identified to receive special education services are supported through

accommodations, modifications, and specialized instruction based on their individual needs. Special education

teachers and the classroom teachers meet regularly to highlight the needs of all students and plan strategies

for classroom lessons. Push in services for special education students are used as often as possible to ensure

students have access to grade level content and feel a part of the classroom community. Classroom and

special education teachers collaborate to design appropriate classroom interactions that support and enhance

each students’ experience. Educators engage in continuous goal setting and progress monitoring to ensure

instructional strategies and special education supports are effective.

16

Community Events

Regular community events encourage students, families, community members, and staff to come together at

the school. These events promote and sustain a culture of respect and success. Events include international

dinners, music performances highlighting music from the school communities and cultures. In addition,

Goldrick Elementary hosts academic evenings to showcase student work and engage parents and community

members in collaborative discussions and activities that promote academic understanding. The community

liaison will work in partnership with Goldrick teachers and leaders to plan and lead these events.

School-Wide Systems and Structures

All students can excel and therefore we set a high bar for all students academically and behaviorally. We also

recognize that continuous growth is essential for personal development, and as such, our school discipline

system emphasizes opportunities for students to first learn, then grow and finally lead.

All staff on campus will be trained in Restorative Approaches and No Nonsense Nurturing to support student

success in and out of the classroom. There will also be robust Positive Based Intervention and Supports on

campus. As a school we also support students’ social-emotional development by including a Social-Emotional

Learning block within our school day to proactively teach students how to understand their emotions and self-

regulate using the Zones of Regulation curriculum. All of these systems of support and social-emotional

development programs have demonstrated positive effects on similar student populations.

Positive Culture Systems

PBIS at Goldrick provides systems and structures for all

students. This practice defines a common language

among the staff and students. PBIS systems reinforce

clear expectations and serves as a means of continually

investing students in their learning and achievement. Our

school leadership team, with support from members of

our student services team, builds, maintains and adjusts

PBIS on campus. They will also ensure there are

opportunities for student feedback throughout the year

to best guide our school systems.

The Core Principles of PBIS are as follows:3

● Teach appropriate behavior to all children

● Intervene early

● Use a multi-tiered model of service delivery

● Use research-based, scientifically validated interventions

● Monitor student progress to inform interventions

3 pbis.org

17

● Use data to make decisions

● Use of assessment for different purposes

No-Nonsense Nurturing (NNN)

The No-Nonsense Nurturer Program is a model of classroom management that was built based on the

practices of effective teachers. Goldrick teachers:

● Build the life-altering relationships with students that are needed to motivate them to excel

academically

● Utilize proven strategies that teachers can start using the very next day to begin transforming

their classroom culture

● Overcome cultural roadblocks that may hinder their effectiveness with their students

● Gain the vital support they need from students' family members4

NNN trainings will occur prior to the start of the year, led by the Deans or APs and district personnel and

supported with online trainings. NNN will support school wide and classroom specific systems and structures.

Restorative Approaches (RA) Research shows that “Restorative discipline practices in schools offer great

opportunity to develop responsibility, accountability and self-control in our youth” and that “Discipline

systems grounded in restoration have demonstrated lasting results for children and adolescents”5

Restorative Approaches (RA) are a set of principles and practices employed to build community and respond to

student misconduct, with the goals of repairing harm and restoring relationships between those impacted. The

RA program includes a three-tiered model of prevention/ intervention/ supported reentry in response to

conflict/harm. Goldrick intends to use the RA approaches as needed throughout the building.

RA trainings will occur prior to the start of the year. The school leadership team, Social Worker and

Psychologist will facilitate and support the RA processes on campus. Restorative Approaches will be used to

help students and staff repair mistakes and/or make amends with their peers and learning community.

Behavior Monitoring System and Universal Social-Emotional Supports

At Goldrick, we believe behaviors have a function that typically express an associated feeling or emotion.

Therefore, our school wide behavior monitoring system aims to help students monitor their actions to ensure

their actions are promoting a positive, safe, learning environment. We do this through a color card system,

with colors tied to expression of behaviors related to the Zones of Regulation (see below). This school wide

system creates a common accountability structure for student behavior.

Social/Emotional Screening and Intervention

4 http://transformativeteachertraining.com/nurturer_workshop.php 5 A Restorative Approach to SCHOOL DISCIPLINE. Eyler, Jon. Leadership; May/Jun 2014; 43, 5; ProQuest Education Journals pg. 12

18

The emotional health of our students is critical for their academic success and future as the leaders of

tomorrow. All Goldrick students are screened for social-emotional concerns using the Behavioral and Emotional

Screening System (BESS) through Pearson Review360. Students in grades 3-5 complete self-ratings, and

students in all grades are rated by their teachers. Ratings are completed in both the Fall and Spring of each

year.

The results from Review360 are used by the student support team to identify students in need of Tier 2 (small

group counseling or social skills practice) and/or Tier 3 (individual counseling or behavioral supports) social-

emotional intervention. Interventions are provided by the mental health team, consisting of the school

psychologist, school social worker, and/or a school-based mental health counselor from Jewish Family Service.

Zones of Regulation (Zones)

At Goldrick, we are committed to supporting the whole child. We have implemented a universal social

emotional curriculum called Zones of Regulation, taught twice weekly to all students. Zones of Regulation

teaches self-regulation by labeling all the different ways we feel and states of alertness we experience into

four zones. The Zones curriculum provides strategies to teach students to become more aware of their

emotions, improve controlling their emotions and impulses, managing their sensory needs, and improving

their ability to problem solve conflicts.

Discipline Guidelines and Procedures

Goldrick follows the DPS Discipline Policies and Matrix. Our school focuses on student accountability and the

ability to regulate behavior. Our goal is to support students as they learn to control their behavior while

maintaining an environment that is safe and respectful for all students to learn. We always take a restorative

approach when resolving conflict or approaching a conversation about behavioral choices so that all

participants in the conversation have the opportunity to consider multiple perspectives, take responsibility for

their actions and take steps to repair any damage caused.

A teacher or member of the student support team, all of whom are trained in RA, will facilitate restorative

conversations. The goal of these conversations is to teach students how to regulate behavior and to learn

techniques that can be applied to future situations. All behavioral events will be documented in Infinite

Campus so that teachers and school staff have access to accurate real time behavioral data.

All staff analyze Infinite Campus and Kickboard data for behavioral trends every 6-8 weeks (aligned to larger

academic data analysis cycles) to determine if school policies are effectively supporting all students. During

analysis, if it surfaces that particular sub-groups of students (race, ethnicity, gender, age) or individual students

are being overly impacted by school policies, then the School Leadership Team and the student support team

19

will determine next steps to ensure equitable practices and policies for all students. Our Special Education and

Student support teams also do weekly analyses for both trends and to support with individualized planning.

At any point when changes are made to a policy, regular data will be gathered during implementation of the

new policy to ensure that identified needs are being addressed.

1.F Student Recruitment and Enrollment

Currently 628 students live in the Goldrick neighborhood boundary. Of those 628 students, approximately half

choose to attend Goldrick. During our redesign we have prioritized growing the number of students who

attend from our boundary. Our team focuses on reside students and uses the following strategies to engage

families:

● Door-to-door contact to all Kindergarten reside students and all reside students in under-enrolled

(fewer than 75 students) grade levels: starting after enrollment fair in November

● Kindergarten recruiting at local ECEs and daycares

● Goldrick hosts open houses prior to and during open enrollment

● Community families are invited to Goldrick events and celebrations

Goldrick will participate in the DPS choice process and work closely with the Choice office throughout the year

to ensure choice students can fill any open seats.

Goldrick will also work closely with the DPS department of Planning and Analysis to appropriately plan for the

projected number of incoming students. Five-year projections are included below and show a continued

decline of school age children in the Athmar neighborhood and projected to attend Goldrick. Projections are

mainly influenced by the declining birth rate across the city. Two additional factors include the ongoing

gentrification in the city of Denver, which is resulting in fewer school-aged children and the increase of

elementary school options in southwest Denver.

Goldrick is committed to ensuring that all Goldrick students continue their success into middle and high school.

We commit to supporting families of 5th grade students in the middle school enrollment process by working

with all possible feeder schools in southwest Denver so that teachers and school leaders can effectively

support families in their decision making process.

1.G Student Attendance and Satisfaction

Goldrick consistently falls below 93% attendance. This attendance rate Does Not Meet expectations on the

DPS SPF.

Goldrick Attendance Goals (based on new SPF measure)

2018-2019 2019-2020 2021-2022

51% 53% 55%

20

We intend to increase attendance by setting clear and consistent attendance expectations and demonstrating

follow through. Our attendance policy and expectations are reviewed with parents and students during

orientation sessions. In addition, attendance is reviewed during parent conferences. Student expectations and

school follow through include but are not limited to:

● Phone call home when student is absent

● Expectation that students make up missed work

● Targeted interventions for students with chronic attendance problems

● Home visits by teacher and support staff

● Meeting with a member of student support team after 5 absences in a semester and student support

plan creation

Strategies to increase attendance, engagement and participation will include:

● Classroom attendance recognition

● Close family/school relationship

● Monthly student incentive for perfect attendance

● Joyful school culture

● Student leadership opportunities

● Interventions for students with continued attendance issues

Accurate data is vital to ensuring we meet our intended attendance goals. Our attendance team supports our

efforts to meet our attendance targets. The school secretary is responsible for managing the collection and

recording of attendance data. The health tech makes daily phone calls to absent students. Our Social Worker

is responsible for reviewing weekly attendance data and addressing concerns.

1.H Ongoing Parent/Guardian Involvement and Satisfaction

“When schools, families, and community groups work together to support learning, children tend to do better

in school, stay in school longer, and like school more.” That’s the conclusion of A New Wave of Evidence, a

report from Southwest Educational Development Laboratory (2002). The report, a synthesis of research on

parent involvement over the past decade, also found that, regardless of family income or background,

students with involved parents are more likely to: earn higher grades and test scores, and enroll in higher-level

programs, be promoted, pass their classes, earn credits, attend school regularly, have better social skills, show

improved behavior, and adapt well to school, graduate and go on to postsecondary education.6

Parent Survey Results 2016 2017 2018

Response Rate 78.41% 77.43% 80.42%

Average Positive Response 77.80% 84.12% 84.13%

Our goal is to increase our satisfaction rating to 85% or higher on the DPS parent/guardian satisfaction surveys

(defined as agree or strongly agree). In addition, Goldrick strives to have a completion rate of 85% or more.

Goldrick staff provides multiple opportunities and supports to families to ensure their voice is consistently

6 A New Wave of Evidence, Southwest Educational Development Laboratory, 2002

21

heard. Results of the satisfaction surveys, for both parents and students, will be shared with the GPO, CSC, and

school faculty. Strategies for addressing concerns indicated in the results will be collected and presented to

the CSC for consideration. Major strategies to address concerns will become a part of the Unified Improvement

Plan for the school.

Therefore, parent engagement is a priority for the school. The school developed a parent/ guardian handbook

that outlines the essential components of our school, available in both English and Spanish. This handbook will

be reviewed with students and parents at the start of the school year at a mandatory orientation session.

The importance of ongoing school-to-home and home-to-school communication is a focus of our Innovation

plan. Families are kept up to date on student progress and school events in the following ways.

● Real time access to behavior log through Kickboard

● Monthly school newsletter

● Parent/Teacher conferences two times a year

● Monthly communication from classroom teacher

Goldrick’s Community Liaison leads community engagement work at the school level and is a primary point of

contact for parents for questions and support ranging from how to best supports students at school to how to

access community resources. The Community Liaison is always working with parents and community

members to strengthen Goldrick’s relationship with parents and the broader community. Translating services

will be provided for any parents who do not speak English to ensure they are part of the Goldrick community

as well.

The Community Liaison will lead monthly parent meetings, which are open to all families and community

members. The GPO advises the school leadership team, communicates with parents, organizes parent

volunteer efforts, plans special events, gathers input, and raises money to support the school in meeting

defined goals.

Goldrick recognizes that not all parents and families engage in the school in the same way. We offer multiple

ways for families to be involved so they can select how they feel most comfortable being involved. Some

opportunities include:

● Monthly parent meetings

● Monthly meetings with the principal

● Monthly community events including content nights and student performances

● School and classroom volunteer program

● School committee work, including Collaborative School Committee (CSC)

● Home visits

Goldrick implements a system of recognition for parent and community contributions by celebrating and

appreciating contributions through community shout outs, district awards and newsletter spotlights.

22

Goldrick will collect feedback from parents as frequently as possible. All community events will have a parent

feedback component where parents can give feedback on the event and other issues connected to school.

There will also be consistently available opportunities to contribute feedback by completing a feedback card

available in the front office and on the website.

Parent-Teacher Home Visit Program

Goldrick is a proud member of the home visit program for the past two years. Because Goldrick highly values

strong relationships between the school and community, Goldrick will continue with the program and increase

participation at all grade levels in the school.

Parents leadership on the School Governing Board:

The School Leadership Team and Collaborative School Committee will be replaced with the Collaborative

School Committee. The CSC will comply with State Law on School Accountability Committees. The membership

of the CSC will include at least 7 voting members, with parents constituting the largest group.

Positions assigned by the principal:

● 1 Principal (or designee) ● 1-3 Others optional (Support Staff/ Classified Staff Member(s), parent(s) to ensure equity, parent

association member(s), local community or business person) Positions elected by majority vote (serving 1 year terms):

● 2 Teachers (selected by a vote of teachers) ● 3 Parents (selected by a vote of parents)

The CSC shall have the following responsibilities:

● Meeting at least once a quarter ● Recommending at least 2 final candidates to DPS for the principal position (when a vacancy exists) ● Providing advice and recommendations to the principal regarding all responsibilities of the CSC

detailed in Policy BDF-R4 in addition to the following: ● Advising on the school’s annual budget ● Advising on the school’s master calendar and schedule

● Making recommendations regarding the school’s curriculum and instruction, culture and behavior, services for special populations, and use of school facilities

1.I Community Partnerships

Goldrick values community partnership and continues to explore the most beneficial partnerships for Goldrick

students. As of now, Goldrick has established strong partnerships with Jewish Family Services, Uplift, Cub

Scouts, The Denver Metro Hispanic Chamber, Food for Thought, as well as other organizations that work

directly with teachers. For after school programming, The BridgeProject and the Athmar Library continue to be

great partners.

23

Section II: LEADERSHIP

2.A Leadership Team Personnel

Our school community developed a set of characteristics that we value in all of our team members at Goldrick.

In particular our team values the following mindsets: valuing diversity, having high-expectations for all

students and team members, leading with values, and valuing teamwork and collaboration. As a school

community, we also highly value multi-lingual, multi-cultural team members because we recognize the

immense importance of diverse teams and we seek to ensure our team reflects our community.

Goldrick Principal Profile

Extensive research and observation have shown that a principal’s leadership is second only to classroom

instruction among all school-related factors that contribute to student learning. Individual teachers can often

manage change in their own classrooms, but effective, school-wide reform is impossible without effective

principals. Researchers from the Universities of Minnesota and Toronto conducted a large- scale study of

school leadership in 2004 and found that “there are virtually no documented instances of troubled schools

being turned around without intervention by a powerful leader.”7

The Goldrick school leader will have the following qualifications:

● Educational philosophy and values aligned with the school vision and mission

● Capacity to serve as an instructional leader and coach

● Capable of building a data driven culture that fuels academic achievement

● Ability to engage community stakeholders and incorporate feedback that drive improvement

● Demonstrates excellent communication skills, including valuing her/his role as a listener, evidence

gatherer, coach and supporter of high caliber learning for all students

● Recognizes, values, and respects the broad spectrum of ethnicities and cultures represented in the school community, utilize these assets in further internationalizing the school culture, and assist members of the community in valuing each other.

● Proven track record or potential to effectively lead turnaround

Essential duties and responsibilities of the Goldrick school leader include:

● Design and implement redesign/turnaround plan

● Implement programs that support the vision and mission for the school

● Implement systems/structures that drastically improve school culture and academics

● Define priorities to improve instructional practices

● Create a culture of ongoing improvement

● Distribute leadership and develop teacher leaders

● Utilizes current research and data, both qualitative and quantitative, for effective school-based decision-making

7 http://www.wallacefoundation.org/knowledge-center/school-leadership/principal-training/Documents/Recent-Leader-Standards.pdf

24

● Build community relationships

● Recruit and hire staff who are dedicated to implementing the school’s mission and vision

● Build the team’s capacity through data driven, conversations that elevate next steps

Essential habits and mindsets of the Goldrick school leader include:

● Models a self-reflective, continuous improvement disposition for his/her own growth and value it for

all members of the learning community.

● Acts ethically and responsibly to support the school, its students, DPS, and the community.

● Recognizes her/his responsibility to encourage a continuing diversity in the recruitment and sustainability of a diverse faculty and student body.

Goldrick Founding Principal

After her first conversation with a Goldrick community member, Jessica Ridgway knew Goldrick was the

community she wanted to join. She was selected through the DPS principal selection process as the principal

and leader of the Goldrick redesign and turnaround process in January of 2015. Jessica attended The George

Washington University in Washington D.C. After working in Senator Bayh’s Washington D.C. office, Jessica

became certain she was in the wrong field and applied to Teach For America. Jessica began her educational

career as a third grade teacher in Glendale, Arizona as a Teach for America Corp Member working at Smith

Elementary School. During her time at Smith Elementary Jessica’s third grade students consistently

demonstrated the highest level of achievement among the six third grade classes as measured by AIMS, the

Arizona state test. In her time at Smith she sat on the School Improvement Team and the Superintendent

Advisory Committee, tutored after school, coached soccer, and led the SIT team among other responsibilities.

Through those experiences, Jessica was excited to pursue further leadership opportunities. She was hired by

Breakthrough San Francisco, a nonprofit in San Francisco focused on supporting 5th grade students during the

middle school transition through summer and after-school programming and assumed a role as the Director of

Instruction. While at Breakthrough San Francisco, Jessica supported and managed the entire instructional

program that ranged from curriculum development to teacher hiring, training and coaching. In 2010, Jessica

returned home to Denver as the founding Assistant Principal at STRIVE Preparatory - Sunnyside (then West

Denver Prep - Highland). During her time at STRIVE Sunnyside, her students achieved the highest math median

growth percentile in the State of Colorado and led all DPS middle schools in academic growth at various points.

Wanting to return to an elementary school setting and join DPS, the school district from which she graduated,

she accepted a position in the DPS Learn to Lead Fellowship. Jessica spent her fellowship year at Oakland

Elementary. During that year, Oakland went through the first year of a full school turnaround. Jessica’s skills

and background in school leadership align with the current needs of Goldrick. Committed to continuous

improvement, Jessica participated in the National Principal Academy Fellowship to further develop her

capacity to lead a successful turnaround in 2014. Jessica is committed to building the needed competencies to

support and lead the community effectively.

School Leadership Team

The Goldrick leadership team is constructed to ensure that there is effective support for the staff and the

students at Goldrick. The team consists of the following members who are each responsible for effective

implementation and for aligning their work with the school-wide outcomes and goals.

25

School Leader with a focus on ECE-2nd Grades

The Dean or Assistant Principal will directly support the primary teams and individual teacher needs. Regular

responsibilities will closely align to the identified school year priorities. Responsibilities of this position include

but are not limited to:

● Supporting ECE-2nd teachers with planning and standards implementation

● Coaching a caseload of teachers

● Supporting Teacher Leaders

● Leading/supporting grade level data teams for ECE-2nd

● Leading/supporting curricula implementation in ECE-2nd

● Supporting other teachers and instructional support partners (SPED teachers, interventionists,

paraprofessionals)

● Collaborating with leadership team to plan and deliver professional development

● Leading school culture on campus through community meetings

● Developing school routines and procedures, and training all staff

School Leader with a focus on 3rd-5th Grades

The Dean or Assistant Principal will directly support the intermediate teams and individual teacher needs.

Regular responsibilities will closely align to the identified school year priorities. Responsibilities of this position

include but are not limited to:

● Supporting 3rd-5th teachers with planning and standards implementation

● Coaching a caseload of teachers

● Supporting Teacher Leaders

● Leading/supporting grade level data teams for 3rd-5th

● Leading/supporting curricula implementation in 3rd-5th

● Supporting other teachers and instructional support partners (SPED teachers, interventionists,

paraprofessionals)

● Collaborating with leadership team to plan and deliver professional development

● Leading school culture on campus through community meetings

● Developing school routines and procedures, and training all staff

Leadership Succession Plan

The Goldrick School Governing Board works with district leadership to support the principal selection process

and together with the instructional superintendent they recommend two/ three candidates to the district

superintendent for hiring.

The district will recruit principal candidates from a variety of national and local sources, and Goldrick will be

developing internal leaders. These leaders engage in multiple aspects of the current school leadership in their

roles including teacher supervision and evaluation, community engagement, vision setting and strategic plan

creation. In addition, they have built relationships with staff, students, parents and the community. It is the

hope that when the time comes and the school is in need of new leadership that a member of the current

26

leadership team will possess the talents and skills needed to move the school to the next level. This would

create a consistency in leadership.

The principal assumes the administrative and instructional leadership responsibility of the school under the

supervision of the Instructional Superintendent (IS) and in conjunction with the identified goals of the

turnaround plan.

In the event that the principal position becomes vacant, the instructional superintendent shall hire an interim

principal until such time as the district approves a principal candidate.

The selection process will include:

● A work group that includes the IS, CSC and staff work to identify characteristics and criteria of desired

new leader that are consistent with the Innovation plan.

● Posting of position on DPS’s website and other external outlets as needed.

● Candidates will engage in the DPS hiring pool process and the school team will develop additional

interview questions as needed

● DPS central level staff will conduct application screening and scoring with input from school leadership

team.

● DPS central staff and school leadership will conduct interviews, including performance tasks, and the IS

will run a school based classroom observation and feedback sessions with preferred candidates.

● Reference checks of top candidates.

● Goldrick will host a community forum for the top two or three finalists.

● The IS conducts site visits to finalists’ current schools.

● In collaboration with the school leadership team and school CSC (see CSC replacement policy), the IS

submits recommendations to DPS Superintendent for hiring.

● Announce position acceptance to staff, students, parents, and community.

2.B Leadership Team Coaching and Evaluation

The Goldrick principal engages in monthly coaching and supports from the DPS Turnaround School IS through

weekly coaching, data analysis and strategic planning.

Twice annually, the DPS IS completes a formal evaluation of the principal using the DPS School LEAD

Framework and the Turnaround Plan. Fifty percent of the principal’s evaluation is based on student

achievement data. Goldrick teachers provide the principal and leadership team members with ongoing

feedback. This data is shared with school community to evaluate the effectiveness of the administrators and

set leadership priorities for the upcoming year.

2.C School Personnel Structures

Goldrick Elementary is led by a principal and a team of leaders that possess an array of skills to support the

implementation of the school’s strategic plan. This team works in collaboration with the Goldrick staff and

27

community to ensure systems and structures are developed and fully implemented to support academic

achievement.

Personnel Structure

Non-Traditional School Leadership Design

The Goldrick leadership structure varies from typical structures across the district because of two beliefs we

hold as a campus. First, all campus school leaders must be well-versed in instruction, school culture and

professional learning because of the intertwined nature of all work at a school. Second, our school leadership

structure is created because of our belief in a person and his/her skills, experience, work ethic, and mindsets,

rather than the associated title, certification, license. Goldrick Assistant Principals or Deans perform a

comparable job, however, hiring for a Dean position widens the pool to include those that may not have a

principal’s license.

28

Goldrick Internal Teacher Pipeline

Goldrick sees the value in creating an internal teacher pipeline in order to grow teachers aligned with the

vision, mission and needed skill set of Goldrick team members. As such we’ve worked hard over the past two

years to create an Associate Teacher program. In our second year of the program, Goldrick onboarded four

Associate Educators, one Associate Teacher and two Student Teachers. This internal pipeline has already been

a resource during the current school year and we aim to continue developing future educators. In the 2018-19

school year, Goldrick also became a formal member of the DPS Teaching Academy program that is being

piloted in a handful of classes across the district.

Built into our Associate Program, is regular coaching, professional learning communities, small group teaching,

and observational opportunities.

Teacher Leadership and Collaboration

To maximize the impact of teacher leadership, it is not enough to have a high-quality teaching faculty—

systems have to be able to identify who is effective. Otherwise, a district could select teachers who would not

have credibility as leaders of instruction or culture or who are unprepared for leadership.8

Goldrick has worked hard to build a wide variety of teacher leadership positions. In the 2018-2019 school

year, we have 11 teacher leaders across campus. These positions range from Team Chairs to a New Teacher

Ambassador to Senior Team Leads.

As a school, the school leadership team evaluates the need for specific leadership positions on an annual basis

so that we can be responsive to programmatic changes and identified gaps.

Flexible Grouping

Goldrick’s value of tailoring instruction to each student has led us to increase the number of opportunities that

students have to be in ability groups without tracking students. Our belief is that every student must receive

instruction at his/her grade level. During our grade level block, the focus for the teacher is to provide access

for all students. During small group reading instruction and language development instructional blocks, we

regroup across one or even two grade levels in order to target our instruction as much as possible.

2.D Employment Policies

Goldrick is committed to hiring outstanding individuals who understand and are prepared to meet the

demands of creating a school that produces significant gains in academic achievement for all students.

Goldrick follows the employment terms and policies detailed in the innovation plan as well as those not waived

and required by state statute, collective bargaining agreements, and district policy. In our original Innovation

appliaiton, Goldrick engaged founding staff in identifying any necessary flexibilities required to design and

implement human resource policies and procedures that align with the vision, mission and education plan of

the school. As we apply for renewal we are not changing any of our waiver requests.

8 http://www.leadingeducators.org/resource/1413573107000/pubs_2014_oct/AES_LE_Sharing-the-Load-Denver_101614.pdf

29

In order to actualize the vision outlined in this Innovation plan, Goldrick has the following school autonomies

which are further detailed in the waivers and replacement policies section of this plan. Our employment policy

waivers are specific to the following:

● Recruiting and hiring all staff, including teachers, administrators, and other support personnel, using

practices that will ensure employee fit with the school‘s plan

● Utilizing annual employment contracts

● Posting all vacant positions, recruiting and hiring all staff as the need arises, even if such need falls

outside DPS‘s standard hiring cycle and process

● Not being required to receive direct placements of teachers by DPS

● Creating non-traditional job descriptions, which may include adding roles and responsibilities to any

job

● Establishing the calendar, work year, work week, work day, job assignments, and teaching loads to

align with the plan

● Creating a governance and leadership structure that aligns with the needs of the school community

● Partnering with community organizations, without licensed educators, to provide students more

enrichment opportunities during the day

● Establishing a compensation philosophy that allows for flexibility in additional pay such as rewarding

for performance, project based work, etc.

Salary ranges and employment benefits for all employees, as well as any incentives or reward structures that are part of the compensation philosophy and are aligned and consistent with DPS. There are no other modifications to employment benefits (such as health insurance and pension systems), and there are no modifications related to holidays and leave payouts.

Such flexibilities will be limited only by federal law, the statutes, the Collective Bargaining Agreement

provisions and District Board policies not waived through any future waiver process.

2.E Operations - Transportation

Goldrick uses DPS transportation services to ensure that students living in the Goldrick boundary have

transportation to and from school as needed. If the Goldrick calendar or schedule varies from the DPS calendar

or schedule, Goldrick will work with DPS transportation to make the necessary arrangements to ensure that all

students have equitable access to transportation to and from school. The Operations Coordinator will be

responsible for scheduling additional transportation for field trips and activities and for monitoring the quality

of transportation services provided to Goldrick students.

2.F Operations - Safety and Security

The Goldrick Operations Coordinator, in consultation with the Principal and DPS Office of Safety and Security,

creates and maintains an Emergency Response Crisis Management (ERCM) Plan for the school. Key

components of the ERCM include, but are not limited to:

● Document/update emergency drill logs

30

● Implement staff preparedness training,

● Identify the names and roles of all members of the School Emergency Response Team

● Ensure readiness of all ERCM equipment such as two-way radios and megaphones.

Goldrick holds monthly fire drills and one lockdown and shelter-in-place drill per semester, and provides

documentation of these drills as well as feedback to teachers and students. Additionally, Goldrick ensures

ongoing safety by using electronic controlled intercom door openers and video cameras located on the

exterior and interior of the building, and following a strict policy of visitor identification.

2.G Operations – Food Services

Goldrick participates in the DPS food services program, which complies with state and federal rules and

regulations (including free and reduced lunch procedures). Breakfast is served to all students through the

Breakfast in the Classroom program. Healthy choices are served to all students at lunch.

31

Section III: EDUCATION PROGRAM As an Innovation school, Goldrick has the authority to

develop an educational program that aligns to the mission

and vision of the school and enables the school to

implement the innovation plan.

The school’s curriculum will provide a program of

instruction that enables students to meet or exceed the CCSS and CAS. The school will regularly evaluate its

education program and make changes to curriculum content, instruction, and assessments. Curriculum

development will be carried out by school personnel, consistent with the school’s innovation plan, using all

available resources, including replacement core instructional textbooks where textbook waivers are granted.

The district will evaluate the impact of the school’s education program as part of its three year review of the

school’s innovation plan in addition to the annual UIP review by the CSC/PAC. Substantive interim changes

must be approved by the Principal and District Staff.

3.A Pedagogy

At Goldrick, our education philosophy is rooted in the idea that we learn through experience and practice. We

believe that all of our students come to us with a rich set of experiences and can be successful in elementary

school, middle school, high school, college and career by developing problem solving skills, critical thinking

skills, and a drive for learning. Our staff is committed to the continuum of learners, including students learning

English as a second language and exceptional learners. We know that not all approaches and strategies work

for all students and therefore we provide opportunities to use different learning modalities throughout the

day.

Whole Group Instruction

In direct instruction, teachers are expected to plan, dictate, and guide student learning. Gradually releasing

responsibility to students (e.g. I do, we do, you do) requires students to participate, think and work during a

lesson plan. The typical structure starts with the teacher providing new content to students while modeling

thinking and problem solving strategies in an explicit fashion. There will then be an opportunity for students to

participate with the teacher on a problem similar to the one just presented. Students are encouraged to ask

questions and discuss their thought process during the group dialogue. Finally, students will address a similar

problem independently or as part of a small group and they are encouraged to take time with critical thinking

before asking for help.

32

Small Group Instruction

Small group instruction is one pathway to provide more personalized instruction for students. Students will

engage in daily small group reading instruction, called guided reading, with their classroom teacher. During

guided reading, students will practice reading skills and strategies that coincide to an appropriate leveled book.

Small group instruction will also occur during other content areas.

Flexible Grouping

At Goldrick, students are flexibly grouped throughout the day. Starting in literacy instruction, students are

flexibly grouped among grade level classrooms in an effort to narrow the range of instruction happening at

once. During small group reading instruction, students are regrouped across grade levels. Literacy groupings

are reviewed every 6-8 weeks, aligned with our assessment data cycle.

Students are also flexibly grouped within a grade level for ELD instruction daily. These grouping are based on

ACCESS scores initially and then consistent progress monitoring using the WIDA speaking and reading rubrics,

student work products, and interims assessments. Students who are not English learners receive additional

intervention or acceleration during ELD time.

Flexible grouping is also a strategy that teachers will employ in the classroom to be responsive to student data.

Reteach groups will occur regularly and students will be selected to participate based on their data and

performance.

Culturally Responsive Teaching (CRT)

Goldrick serves an economically, culturally, and linguistically diverse population. Every Goldrick staff member

shall hold the belief that it is his/her responsibility to empower students by holding them to high expectations,

anchoring academics in student heritage, and becoming acquainted with students’ cultures and values. The

notion of culturally responsive education is premised on the idea that culture is central to student learning.

Culturally responsive pedagogy at Goldrick is based on 5 major principles:

● The eradication of deficit-based ideologies of culturally diverse students.

o Goldrick teachers believe in the school’s locus of control over student achievement and never

lower expectations or make excuses for low performance based on socio-economic status,

race and culture, language, or disability. Teachers will consistently express a growth mindset

regarding all students and their families.

● Disrupting the idea that Eurocentric or middle class forms of discourse knowledge, language, culture,

and historical interpretations are normative.

o Goldrick teachers are aware of the dominant culture’s historical influence on curriculum and

instruction and regularly seek to include the language, culture, and historical interpretations of

people of color. The use of cultural referents in teaching bridges and explains the mainstream

culture, while valuing and recognizing the students' own cultures.

● A critical consciousness and sociopolitical awareness that reflects an ongoing commitment to

challenging injustice, and disrupting inequities and oppression of any groups of people.

33

o Goldrick teachers understand that education is one of the most critical civil rights issues of

today, and will incorporate curricular content that champions the plight of social justice,

equity, and inclusion.

● An authentic and culturally informed notion of care for students, wherein their academic, social,

emotional, psychological and cultural well-being are promoted.

o As detailed in the School Culture section (1.C), Goldrick is committed to serving the “whole

child.” Teachers embody a culturally informed notion of care through maintaining a positive,

asset based mindset regarding students’ families, cultures, and neighborhoods; they

understand that the greatest form of care is preparing students with the skills and knowledge

they need to become self-determined learners and citizens.

● Recognition of the complexity of culture, in which educators allow students to use their personal

culture to be used as an enhancement in their quest for educational excellence.

o This link between culture and classroom instruction is derived from evidence that cultural

practices shape thinking processes, which serve as tools for learning within and outside of

school (Hollins, l996). Thus, culturally responsive education recognizes, respects, and uses

students' identities and backgrounds as meaningful sources for creating optimal learning

environments (Nieto, 2000). All students at Goldrick will see themselves reflected in the

curriculum and learning

3.B Curriculum

Goldrick aligns instruction, curriculum, and assessments to the Colorado State and Common Core Standards

and is in the process of considering different curricula that will support staff and students reach our vision and

provide opportunities for our instructional models to come alive. It is our belief that standards guide

instruction and that curriculum resources and materials are the tools teachers use to convey content. As our

scope for curriculum narrows, certain non-negotiable remain, including: curricula selections must promote

student ownership and choice, literacy curricula must align to balanced literacy, and math curricula must align

to Goldrick’s math philosophy.

Selected Curriculum

K 1 2 3 4 5

Literacy Benchmark Advance

Benchmark Advance

Benchmark Advance

Expeditionary Learning

Expeditionary Learning

Expeditionary Learning

Math Bridges Bridges Bridges Bridges Bridges Bridges

Social Studies

TCI TCI TCI TCI TCI TCI

Science* Tracks Tracks Tracks Tracks Tracks Tracks

ELD EL Achieve EL Achieve EL Achieve EL Achieve EL Achieve EL Achieve

*We aim to supplement with additional curricular resources

34

Literacy

Goldrick students will focus on the five big ideas in literacy (as defined by the International Reading

Association): phonemic awareness, phonics, vocabulary, fluency, and comprehension. Our commitment to a

balanced literacy approach will be reflected in the chosen curricular resources.

We have chosen Benchmark K-2 and EL 3-5 as our primary curricular resource for literacy. Based on the district

curriculum adoption, we believe that these resources are best suited for our student population and will meet

the needs of our school plan. According to the district literacy adoption, “Benchmark Advance stands out on

several fronts: Spanish parity, Common Core Standards alignment and a clear response to the CC shifts

evidenced by the level of rigor and the compilation of not only complex anchor texts but text sets in response

to R.10. Benchmark’s enthusiastic collaboration with schools has been appreciated by teachers along with

their willingness to hear and respond to customizations needed to best fit district needs”. For grades 3-5 the

district curriculum adoption committee also determined that the EL curricular materials best meet the needs

of our student population and include the following key features:

● “Research-based and built to meet the needs of the CCSS instructional shifts

● Aligned to 4-8 Expeditionary Learning curriculum currently adopted by DPS

● High quality professional development supports teachers in deepening practice

● Multiple opportunities for formative assessments as well as the lessons themselves build to an

authentic, standards-based performance task

● Multiple opportunities for students to engage in writing to sources

● All materials available electronically.”

Mathematics

We have chosen Bridges in Mathematics as our primary curricular resource for math instruction K-5. Based on

the district curriculum adoption, we believe that this resource is best suited for our student population and will

meet the needs of our school plan. According to the district math adoption, “Bridges in Mathematics stands

out on several fronts: Spanish parity, Common Core Standards alignment and a clear response to the Common

Core instructional shifts in mathematics evidenced by the focus and coherence of the lesson and unit design

(both within grade and across grades) and a rigorous emphasis on conceptual understanding that precedes the

development of procedural understanding and fluency, coupled with application embedded within both the

conceptual and procedural. Further, the design of the lessons supports teachers in creating joyful, rigorous,

and personalized learning opportunities for all students”. The DPS Curriculum adoption committee found that,

Bridges had the, “highest interest and recommendation from the committee based on Bridges’ key features:

● Strong alignment to the CCSS, both content and practice standards in a very coherent and integrated

structure

● An instructional model that blends, direct instruction, structured investigation and open exploration in

a workshop (centers) model in alignment with indicators in our LEAP framework

● The inclusion of rigorous tasks that would be engaging and relevant to students and provide multiple

entry points

● Strong fluency and skill building component through problem solving activities and the Number Corner

35

● Opportunities to re-engage (reteach) students with concepts in new ways

● Embedded resources for teachers that supports their development of deep content knowledge in

mathematics

● Robust online support for teachers, students, and families.”

Science and Social Studies

For science and social studies Goldrick is committed to providing students more hands-on and project-based

learning opportunities aligned to the Next Generation Science Standards and Colorado Academic Standards for

Social Studies.

TRACKS Science Curriculum was chosen based on the following aligned features of the curriculum to our school

model:

● Focuses on principles (big ideas) in earth, life, and physical sciences;

● Incorporates a research-based, constructivist approach to learning;

● Includes embedded formative assessments;

● Teaches science as inquiry;

● Provides literacy strategies;

● Aligns with NGSS; and

● Kits for hands-on learning.

Collaborative Planning

Every day teachers will have their standard self-guided 45-minute planning block. In an effort to create more

grade level team time, teachers will now have an additional 45-minute block that is designated for grade level

planning, data analysis and other meetings. Finally, the school community has recognized the value of regular

PD and has added additional PD days prior to the start of school and during the school year to support ongoing

professional learning.

3.C Scope and Sequence

All Goldrick classes are based on and guided by a specific scope and sequence that is created by grade level

teams and aligned to CCSS, the interim assessment program and the selected curricula. Teachers will use

professional days throughout the year to support long term unit planning and aligned to the scope and

sequence.

3.D Class Size

As a neighborhood boundary school, Goldrick Elementary will not cap class sizes but rather be as strategic as

possible and anticipate having at least 25 students in all classes. In addition, Goldrick will follow the district-

determined elementary school ratio of 19:1 for special education teachers to students which is reflected in our

staff roster and budget.

3.E School Schedule & Calendar

As an Innovation School we have the authority to determine its own annual calendar and daily schedule,

provided it meets or exceeds minimum statutory requirements. In turn, we will determine the number of

36

professional development days, days off, and late starts/early release days. In accordance with this innovation

plan, the school’s principal, in consultation with the CSC shall determine, prior to the end of a school year, the

length of time the school will be in session during the next school year. The school shall submit their calendar

to the district in a timeframe as requested by the district in order to meet requirements for alignment with

hiring/onboarding, transportation, facilities and other service provision. 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 2018-19 Goldrick followed the outline of the district calendar and added additional professional learning

days for teachers, but exceeded the minimum hours set by the district and state for public instruction.

Schedule Changes

Changes to the district school year calendar to include time for increased professional development for

teachers and slightly increased instructional time for students. Any finalized schedule will enable the following:

● Increased PD and team planning time for teachers

o Added non-student contact days

Teachers’ schedules will include a 45-minute self-guided planning period daily and a 45-minute grade level

collaborative meeting daily. All meetings will take place during the eight hour contract day for staff.

2018-2019 Calendar

2018-2019 Calendar

Student School Time 168.5 Days / 1,053 Hours

Teacher School Days 188 Days

Instructional Time 7:45-2:45 (375 minutes/daily)

Professional Development 12 non-student contact days

(including current blue/green days)

3.F Progress Monitoring and Assessment and School Performance Goals

Ongoing diagnostic, formative, summative assessment and data analysis are central to our school’s success. It

is essential that teachers and staff regularly monitor student data and define plans of action for moving

students to the next level. This practice allows our teams to flexibly group students, to define needed supports

and to determine when advanced learning opportunities are appropriate. Our team utilizes assessment as on

ongoing progress monitoring tool to ensure that students are on track to meet grade level standards and

concepts.

Our teachers utilize beginning-of-the-year diagnostic tests to determine where each student is entering the

school year and provide insight to teachers about the initial needs of students. Throughout the year teachers

37

use checks for understanding, quizzes, student products, formative assessments and summative assessments

to monitor student learning and growth.

Throughout the school year, we administer additional assessments to measure growth and progress across

content. Methods of assessment will range from computer-based assessments to one-on-one administration.

The technology resources at Goldrick allow for full grade levels of up to 100 students to take assessments

simultaneously.

Goldrick Assessments

State Assessments

State assessments, including CMAS/PARCC assessments in Literacy, Math, Science, and Social Studies and

WIDA-ACCESS English Language Development assessments, will be administered annually on the state

assessment calendar.

Formative Assessments

Formative assessments, including assessments from adopted resources, curricular materials, and other

reputable sources are administered weekly and at the end of each unit of study to monitor student mastery of

standards, and to guide classroom instruction and interventions.

Literacy and math content areas will also have formative interim assessments. These assessments will be

administered three times throughout the year to assess ongoing student progress and mastery of Common

Core State Standards. Interim assessment data will be used to inform instructional planning, grouping, re-

teaching, and interventions. These are given three times a year, prior to CMAS.

The teams at Goldrick, Johnson, Valverde, and Schmitt have begun a collaborative partnership in which

teachers across campuses are networked and provided with time on Teal Days for analysis. We believe that

this partnership allows our teams to learn from each other, particularly where we’ve seen success and high

achievement. In addition, as school populations shift and decrease in Denver, it provides a critical opportunity

for Grade Level and ELA-E & S teachers to collaborate with like-grade and like-language peers using the same

curriculum.

To make this happen, our ILTs work closely together to align assessment windows, determine effective

protocols, and to build staff capacity before, during and after assessments. Teachers with curricular and

standards expertise are also provided stipends and empowered to create, edit and update interim

assessments. We utilize the Illuminate platform for assessment administration and data reporting. After two

years of partnership, we are excited to continue and deepen this cross-campus work.

Literacy Assessment and Progress Monitoring

At the beginning of the school year Goldrick students take a baseline literacy assessment; this has been

comprised of iStation, to satisfy our READ Act requirements and DRA. Our literacy assessments will be

38

administered a minimum of three times per year to measure student growth and prompt further progress

monitoring as needed.

Data Warehousing

Goldrick teachers and school leaders use several different data warehouses and tracking documents for data

storing and analysis purposes.

● The Illuminate platform will store all data connected to interim testing and also provides some analysis

tools to support teachers’ review of data.

● Infinite Campus will store all student personal information as well as historical student data connected

to state required assessments such as PARCC, CMAS, and ACCESS.

● Google drive documents provide an easy to share platform for teachers to share data across grade

level and schools.

● Principal, Teacher, and Parent Portal to manage student achievement data.

Data Analysis

Goldrick believes that regular and thorough data analysis is one of the most impactful levers to support

student success. As such, Goldrick teachers will participate in weekly data meetings with their grade level and

full Data Days aligned to the interim assessment schedule.

Weekly data teams focus on analyzing student work as a grade level team, identifying appropriate instructional

moves, and planning for implementation. Since teachers have one 45-minute block reserved for team planning

each day, data teams will take place once a week during that time. A School leader, Teacher Leader or Team

Specialist for the grade level facilitates all data meetings.

Data Days occur on non-student contact days and are structured to provide teachers time to analyze data as a

team, determine areas needing reteaching and plan both for reteach lessons and upcoming units of study. The

school leadership team, including Teacher Leaders, facilitate Data Days.

School Performance Goals

DPS defines key measures of the SPF. The new testing requirements will include academic growth, academic

proficiency, college career readiness, student engagement, enrollment and parent satisfaction. The Goldrick

leadership team will examine our current status and set rigorous goals aligned to the SPF framework.

39

Data Analysis and Goals**

**Goals are based on publicly available data as of the 2018 SPF.

Goldrick Student Growth Levels

Historical Data Performance Goals

Rationale for Goals 2016 2017 2018 Year - 1 Year - 2 Year -

3

Year - 4

MGP

Literacy Meets

55 MGP

Meets

58.5 MGP

Exceeds

70MGP

Exceed

s

65

MGP

Exceed

s

65 MGP

Excee

ds

65

MGP

Exceed

s

65

MGP

With key shifts in

instruction and school

culture Goldrick expects

to actualize immediate

improvements in student

growth in all core areas.

Through targeted

supports and gap analysis

we will ensure that our

ELL, FRL, Minority, and

SPED students receive

adequate targeted

supports.

MGP

Math Meets

57 MGP

Meets

63.5 MGP

Meets

54 MGP

Meets

60

MGP

Exceed

s

65 MGP

Excee

ds

65

MGP

Exceed

s

65

MGP

Early Lit

Catch-up 47.5% Exceeds

61.08%

Meets

62.67%

Exceed

s

70%

Exceed

s

70%

Excee

ds

70%

Exceed

s

70%

MGP ELL

Meets Meets

66.7%

Exceeds

83.3%

Exceed

s

80%

Exceed

s

80%

Excee

ds

80%

Exceed

s

80%

ACCESS

MGP Meets

58 MGP

Approaching

36 MGP

Approaching

42.5MGP

Meets

50

MGP

Meets

60 MGP

Excee

ds

65

MGP

Exceed

s

65

MGP

CMAS SPED

Growth

Comparison

Approachin

g

50% N/A

Approaching

50%

Approachi

ng 60%

Approachi

ng 70%

Meets

75%

Meets

75%

40

Goldrick Student Proficiency Levels

Historical Data Performance Goals Rationale for Goals

2016 2017 2018 Year - 1 Year - 2 Year - 3 Year - 4

Literacy

Status

Did Not

Meet

16.2%

Did Not

Meet

19.6%

Did Not

Meet

21.46%

Approachi

ng 31%

Approac

hing 41%

Meets

51%

Meets

61%

As with our goals for

rapid improvements in

student growth we expect

to see rapid increases in

student proficiency levels,

specifically within literacy

within the next year.

Math

Status

Did Not

Meet

12.3%

Did Not

Meet

12.8%

Did Not

Meet

10.87%

Did Not

Meet

21%

Approac

hing 31%

Approachi

ng 41%

Meets

51%

Early (1-3)

Lit Status

Meets

60.2%

Meets

57.5%

Approaching

64.95% Meets*

70%

Meets

*

70%

Meets*

70%

Meets*

70%

Early Lit

SPED Status

Comparison N/A

Approaching

-1.2% Approaching

-8.93%

Approachi

ng

-18%

Meets

*

-20%

Meets*

-20%

Meets*

-20%

Goldrick School Culture Measures

Historical Data Performance Goals Rationale for Goals

2016 2017 2018 Year - 1 Year - 2 Year - 3 Year - 4

Attendance

Rate Approachin

g

46.38%

Approaching

46.38%

Approaching

48.73%

Meets

52%

Meets

55%

Meets

59%

Meets

62%

In order to significantly

improve instruction a

primary focus of our

school will be improving

school culture as a

primary tool for engaging

students and families.

Student

Satisfaction Approachin

g

84.25%

Approaching

84.25%

Approaching

83.41% Meets

85%

Exceed

s

90%

Exceeds

90%

Exceeds

90%

Parent

Satisfaction Did Not

Meet

<78%

Meets

84.12%

Meets

84.31%

Meets

88%

Exceed

s

90%

Exceeds

90%

Exceeds

90%

*Starred Indicators specify that “Meets Expectations” is the highest stoplight measure on this component of the DPS

SPF.

While grade-level proficiency is our number one priority, student growth is our primary driver to achieve

necessary proficiency levels. In practice this means that in order for many of Goldrick students to become fully

proficient in core subjects Goldrick must expedite their academic growth beyond one grade level per year. The

CDE Adequate Growth Measure will be the primary guide in ensuring progress toward the goal. Below are the

41

academic growth targets to ensure that students are on-track to full-proficiency by the time they graduate

from Goldrick prepared for success in middle school, high school and beyond.

Corrective Actions

The Goldrick leadership team will monitor progress on school performance goals and will use data to make

adjustments to instruction and interventions as well as student grouping and teacher placement on an ongoing

basis.

In addition, the CSC will monitor progress on school improvement plan goals and, when goals are not met, will

recommend corrective actions including changes in curriculum, scheduling, staffing, and resource allocation.

The Principal will be responsible for overseeing the implementation of corrective actions.

3.G Academic Intervention & Acceleration

Goldrick Elementary has a Multi-Tiered System of Supports (MTSS) to support all students in improving

outcomes. Multi-Tiered System of Supports (MTSS) is defined as a whole-school, data-driven, prevention-

based framework for improving learning outcomes for EVERY student through a layered continuum of

evidence-based practices and systems.

Goldrick’s MTSS plan aligns with Colorado Department of Education's six essential components of the MTSS

framework and is led by school’s leadership team.

Shared Leadership

Goldrick coordinates training, coaching, resources, and evaluation to support the development and

implementation of MTSS through shared decision-making by the school leadership team, teacher leaders

and individual teachers.

Data-Based Problem Solving and Decision Making

Goldrick’s process used by stakeholder teams from multiple settings to analyze and evaluate information

related to planning and implementing effective instructional strategies matched to student need.

Layered Continuum of Supports

Culturally- and developmentally-relevant practices at Goldrick are layered from universal (every student)

to targeted (some students) to intensive (few students), in order to support the academic and behavioral

needs of every student.

Evidence Based Instruction, Intervention, and Assessment Practices

Goldrick uses teaching and learning approaches proven to be effective through scientifically based

research studies that are used to guide educational decisions to ensure improved outcomes for students.

42

Universal Screening and Progress Monitoring

Universal screening at Goldrick is characterized by the administration (usually three times a year) of quick,

low-cost, repeatable data collection of academic and behavioral skills of all students. It shows how

functional the curriculum and instruction are in the school and detects whether or not students are making

acceptable progress in the curriculum.

● Goldrick will use several data sources to conduct a regular universal screen. Sources include but

are not limited to interim tests, the literacy assessment and regular universal analysis of behavioral

data.

Progress monitoring at Goldrick is a systematic approach to gathering academic and behavioral data using

a variety of data collection methods. Student performance is examined frequently, over time, to evaluate

response to instruction and intervention.

● Progress monitoring systems at Goldrick include but are not limited to the running records,

Istation assessments, regular screeners, individual behavior plan data, Review 360, internal

Kickboard behavior data, etc.

Family, School, and Community Partnering

Goldrick prioritizes the collaboration of families, schools, and communities as active partners in improving

student learning.

Academic MTSS Process at Goldrick

Universal Screening

and Initial Placement

First three weeks of

school

● Goldrick will identify students for interventions and supports via universal screening.

● School leadership team will triangulate data points and identify students for Tier II and Tier III interventions. Interventions may target grade-level instruction and/or “root cause” after a root cause analysis is conducted by a subset of the MTSS team.

MTSS Calibration

Meetings

Occurs every other

month

● Teachers, interventions and associate interventionists will collect and track data connected to instructional level and content connected to interventions.

● School leadership will review data and identify target students who are not making adequate growth or any growth at all.

● Target students will become the topic of MTSS conversations where a whole team serving a particular student will come together and norm on instruction.

● At this time, students may exit interventions, stay in their current intervention, or be progressed to Tier III interventions.

MTSS Review

Meetings

Occurs every other

month

● Teachers, interventions and associate interventionists will collect and track data connected to instructional level and content connected to interventions.

● School leadership will review data and identify target students who are not making adequate growth or any growth at all.

43

● At this time, students may be added to the intervention list, exit interventions, stay in their current intervention, or be progressed to Tier III interventions.

● For students who have not demonstrated growth after 12 weeks of receiving research-based interventions may:

● be the subject of a larger problem solving meeting ● be referred for a Special Education evaluation

End of Year MTSS

Meeting (May)

● Intervention programs will be summarized and codified for use in the upcoming school year.

Service Times

Goldrick is committed to ensuring that student interventions and accelerations occur in general education

classrooms as frequently as possible. Several opportunities exist in the Goldrick schedule to support these

services. First, literacy stations are a platform for both interventions and accelerations guided by the

classroom teacher or support staff. Students receiving outside academic support will have a modified literacy

station schedule that may include additional touch points from teachers, access to specific technology or

designated project time. For example, if a student is receiving a tier three literacy intervention this student

would attend guided reading with his literacy teacher and then instead of attending his independent reading

station, he would have a second touch point with an adult running an intervention. Second, math stations also

provide a flexible space for interventions and accelerations. For specific needs that require out-of-class time

support, the service provider will work with the classroom teacher to align services to the times mentioned

above.

Academic Interventions

Tier Interventions and Supports Identification Points

Tier I

● Standards based curriculum delivered with DDI and differentiation

● Sheltered English teaching strategies ● Small group instruction of grade level

material ● Guided Reading

● Istation intervention

● All students

Tier II In-class interventions and supports delivered

by classroom teacher, paraprofessionals,

associate teachers, and interventionists may

include:

● Really Great Reading, Blast Off Phonics programs

● Guided Reading Plus ● Istation intervention

● Students that are between the 16-40th percentile on benchmark literacy and math CBMs

44

Tier III Interventions provided outside of gen ed class

by interventionist or other trained staff

member may include:

● Really Great Reading, Blast Off Phonics programs

● Guided Reading Plus ● Istation intervention

● Leveled Literacy Intervention (LLI/iLE)

● Students that are 2 or more years below in literacy or math

● Students that are below the 16th percentile on benchmark literacy and math CBMs or Istation

● Students that are not making adequate progress in Tier II interventions

3.H Promotion and Retention

Based on DPS’s policy and READ Act recommendation and guidelines, grade retention or acceleration may

increase the likelihood that students will succeed in meeting challenging academic expectations at the next

grade level. Retention provides a second opportunity to master skills, while acceleration increases the

likelihood that academic expectations will be challenging.

Grade retention or acceleration of students will depend on several factors including all of the following:

1. Academic skills

2. Maturity

3. Satisfactory completion of assigned work

4. Likely success in completing the academic work at the next grade level

Grade retention or acceleration recommendations to parents will be based on the best interests of the student

and his/her educational success and carried out if the school principal and student’s parent agree.

The school will work with the founding team of staff and parents during the spring and summer of 2016 to

review the above process for alignment to Goldrick’s goals and priorities.

READ Act Associated Policies

Beginning in the 2016-2017 school year, if a student is completing third grade and the school personnel or

parent decides he/she will advance even though the student has a significant reading deficiency, the decision

is subject to the approval of the superintendent (or designee). If the superintendent (or designee) does not

approve the advancement decision, the student will not advance. After the decision is made, a subsequent

letter to the parent must state the basis for the decision. Districts must include the statement in the student’s

permanent academic record and remove it when he/she achieves reading competency. Superintendents have

the ability to decide whether or not a student should advance at any grade level regardless of the reason.9

Exemptions related to an advancement decision are allowed under state law. Provisions for an advancement

decision will not apply if the student is completing the second school year at the same grade level or the

9 www.cde.state.co.us

45

student has a disability and is eligible to take the alternative assessment, or the student is identified as having

a disability that substantially impacts the student’s progress in developing reading skills. Students with limited

English proficiency and a significant reading deficiency primarily due to language skills may also receive an

exemption.10

3.I English Language Learners

English Language Development (ELD) Block

Everyday every Goldrick student will attend a 45-minute Language Development (LD) block. Designated

English Language Learner’s LD block will focus exclusively on English Language Development (ELD) at the

student’s level. Prior to the start of class, all students at a given grade level will regroup into their ELD classes

which are based on ACCESS scores initially and then consistent progress monitoring using the WIDA speaking

and reading rubrics, student work products, and interims assessments. All ELD classes will use the EL Achieve

curriculum for their instruction.

All teachers will have an ELA-E endorsement, at minimum.

Language Allocation Guidelines

Goldrick will follow all requirements outlined in the DPS Language Allocation Guidelines.

Visible components in all classrooms include but are not limited to:

• Minimum of 50% student talk

• Explicit teaching and modeling of language

• Interactive guided language practice

• Application of language

Bilingual Parent Advisory Council (BPAC)

Goldrick BPAC meets at least quarterly and is comprised of families of students receiving ELA program services.

BPAC members can make recommendations to Goldrick about ELA programming. BPAC members also have the

opportunity to represent Goldrick and participate in the monthly ELA District Advisory Committee (DAC)

meetings. The community liaison will manage all communication to families and will work to ensure that

attendance at Goldrick meetings and our delegation for district meetings mirrors the home language profile of

the school.

English Language Development Instructional Strategies

Goldrick Elementary School will use a significant number of whole-school strategies that strongly support the

English Language Development of its students, woven into ELD classes as well as the rest of the school day. In

Y1 and Y2 English development strategies will be a consistent focus during professional development to build

capacity in all Goldrick team member to best support language development. Many strategies borrowed from

the SIOP model and are best practices in sheltered English instruction. Some examples are below:

● Flexible student groupings and opportunities to collaborate and cooperate in small groups.

10 www.cde.state.co.us

46

● Spanish native language instruction (L1) for content, skill and concept recognition as the primary

language of instruction for K-3 students.

● Oral fluency, expression and reading comprehension skill development through modeled, shared,

interactive, and guided instruction.

● Extended school day.

● Consistent school culture that maximizes time on task in each class.

● Strong vocabulary instruction across content areas.

● Regular direct instruction in reading and writing content.

● Strong visual culture (word walls, picture and realia rich environment, etc.).

● Goal of every student speaking in every class every day.

● Safe space to learn (no making fun of others or fear of being mocked).

Program Design and Curriculum

Ensuring equitable access for all students is at the heart of Goldrick’s program design process. All curricula and

resource decisions go through a review process to ensure they provide equitable student facing materials in

both Spanish and English dominant instruction.

Pursuant to DPS’s Language Allocation Guidelines, Goldrick is committed to ensuring that ELA students have

access to both English and Spanish language instruction throughout their entire elementary school careers.

Teachers will utilize their collaborative planning time to ensure they are using similar and appropriate

translated vocabulary, to make decisions about bridging between Spanish and English, and to decide when to

teach exclusively in English or Spanish. These decisions will be aligned with the Language Allocation Guidelines

specific to the grade level and tailored to meet the needs of the students based on their academic

achievement data.

Identification Process and Parent Involvement

To ensure that our students are accurately identified as English language learners, parents/guardians will fill

out the DPS Home Language Questionnaire during the registration process. This form identifies students

whose Primary Home Language is Other Than English (PHLOTE). This paperwork will be collected, verified, and

entered into Infinite Campus by the secretary. All Goldrick school leaders and support staff that interact with

parents during the registration process are specifically trained to clearly articulate the purpose of DPS Home

Language Questionnaire, explain Goldrick’s ELA program and provide support to parents while completing the

form.

New students are then placed into a preliminary classroom and all identified students who speak a language

other than English will take the W-APT assessment. As soon as the W-APT is scored, placement is confirmed

and parents are notified.

Parents are notified about placement of their student in the school’s Language Instruction Educational

Program (LIEP) no later than 30 days after the beginning of school. Parent communications will be translated

47

into the parent’s native language and an interpreter will be available to ensure that parents understand and

can make well-informed decisions about participation in the school programs and services.

Exiting Process

When it is determined that a child should be mainstreamed into English only instruction or exited from ELA

services, Goldrick Elementary follows DPS’s guidelines to ensure that our process uses:

● A conjunctive or composite score to measure when a student has achieved proficiency in English on a

valid and reliable ELP test.

● Grade level proficiency in each of the four language domains to permit students to participate

effectively in grade level academic content instruction and assessments in English.

● A valid and reliable measure of the student’s proficiency in English that enables students’ meaningful

and equal participation in the educational program without program services.

48

In order to complete the exit process, Goldrick’s Instructional Service Advisory (ISA) team uses a body of

evidence that may include standardized assessment scores, report cards, current reading assessments, scored

writing samples, and attendance history. The ISA team notifies classroom teachers, the administrative

leadership team, and parents, all of whom collaborate, agree and sign the district ELA Re-designation Review

Form if the student is deemed ready to be exited. Documentation of the exit decision is included in the

student’s cumulative folder as well as sent directly to the DPS ELA Department.

Parents/guardians are fully informed about a student’s exit consideration at all time. All exit decisions include

parent input and feedback. Parents are formally notified in writing of final team decisions

When considering an ELL student with an IEP for exit the ISA team consults with the Special Education/IEP

team.

Re-designation Process

In order to complete the re-designation process, Goldrick’s Instructional Service Advisory (ISA) team uses a

body of evidence that may include standardized assessment scores, report cards, current reading assessments,

scored writing samples, and attendance history. The ISA team notifies classroom teachers, the administrative

leadership team, and parents, all of whom provide input on the ELA Re-designation Review. Documentation of

the re-designation decision is included in the student’s cumulative folder as well as sent directly to the DPS ELA

Department.

Goldrick Elementary School follows district policy and ensures that all ISA team and mainstream classroom

teachers document each student’s academic performance using the ELA Monitoring Form and supporting

documentation. Monitoring forms are used to monitor the degree to which redesignated students are

meaningfully participating and demonstrating academic proficiency in mainstream English instruction.

Students are closely monitored for two years. If, at any time during this two-year monitoring process, the ISA

team or a teacher determines that a student would benefit from further ELA services, a body of evidence is

collected to consider readmitting the student to the ELA program.

Parents/guardians are fully informed about a student’s re-designation consideration at all time. All resignation

decisions include parent input and feedback. Parents are formally notified in writing of final team decisions

When considering an ELL student with an IEP for re-designation the ISA team consults with the Special

Education/IEP team.

49

3.J Students with Disabilities

Goldrick will comply with all requirements of IDEA. The staff of Goldrick Elementary, led by the Special Education teachers and supported by district officials will

participate in identifying and referring students for assessment of special education needs, developing IEPs,

maintaining records and collaborating in the delivery of these services as appropriate.

At current time, Goldrick does not host a center program. The Goldrick community, however, is committed to

serving all students. If a center program would better support our broader community, we would absolutely

work with the district further.

50

Special Education Identification

Staff will use the benchmark and progress monitoring data compiled by the MTSS team, along with diagnostic

assessments such as the BASC, TOWL-4, Key Math, and the GORT-4 and other norm referenced tools to

identify educational disabilities and the need for specially designed instruction. The team will work to ensure

that cultural and linguistic diversity is considered throughout the process. English Language Learners in the RTI

process will have their language acquisition and their area of academic need addressed simultaneously. In

considering progress and response to intervention, ELL students will be compared to other students that have

similar language development, as opposed to typical normative data in an attempt to avoid misidentification.

ELL students that are being considered for Special Education referrals will be referred to the district’s

Multilingual Assessment Team for assessment in their native language. Goldrick Elementary will implement the

MTSS process systemically and purposefully in order to avoid the misidentification of a disability.

Special Education Programming

The Special Education team, including special education teachers, paraprofessionals, and related service

providers, provides a continuum of services to support student success in the general education curriculum.

These services include direct instruction outside of the general education classroom, integrated instruction and

support inside the general education classroom, behavior interventions, and consultation with classroom

teachers. Students with IEPs are included in the general education classroom to the maximum extent possible

to meet their individual learning needs. Special Education providers “push in” to general education classrooms.

These integrated services are tailored to the needs of the students, as identified in the IEP, and therefore they

vary.

Special education teachers may collaborate with the general education teacher to differentiate the lesson, co-

teach, provide instruction to a small group for a mini-lesson, support individual students and groups during

independent practice, integrate interventions or multimodality supports such as classroom visuals and

manipulatives into instruction, provide ELL support, provide accommodations, and support assistive

technology.

Direct services outside of the general education classroom are mostly reserved for targeted instruction of

discrete skills with remediation and research-based programs. Such research-based interventions may include

the Wilson Reading System, Orton Gillingham, Bridges Intervention Curriculum, etc. Students with IEPs that

have stronger skill sets can also access these interventions in the Tier II general education, and therefore are

enabled to be further included in content areas. Direct services can also include intensive support of general

education objectives via pre-teaching, extended independent practice, re-teaching, and conceptual

applications. The overall objective of these direct services is to support student growth and therefore student

ability to access the general education curriculum. Special education providers also facilitate positive

behavioral supports for students with emotional and developmental disabilities.

As previously mentioned, Goldrick Elementary will operate an integrated academic model where students at

all levels will be part of heterogeneous classes, but will receive targeted instruction by using a regrouping

strategies, small group instruction and blended instruction as needed to improve academic achievement and

51

mastery. This model provides multiple opportunities for special education services and specialized instruction

without disruption to a student’s daily schedule.

Students with disabilities will participate in the school wide assessment cycle, which includes state-mandated

assessments, interim assessments as well as weekly curriculum embedded assessments of essential learning

goals. In addition, case managers track student progress in the general education and provide tutoring and

homework support. Case managers use baseline data to set targeted IEP goals in the student’s area of

disability, closely monitor the student’s progress with curriculum-based measures and behavior observation

tools, and communicates the student’s progress to administration, general education teachers, and parents.

The provider uses these data to target the areas in need with specialized instruction and research-based

methods and interventions. The case manager compiles all academic data points (diagnostic, benchmark, and

progress monitoring) in a data file that drives the individualized service delivery for that student.

Special Education Staffing and Recruiting

Goldrick Elementary will engage in thorough recruiting efforts within the Athmar neighborhood and

enrollment zone, recruiting all students regardless of their special needs. Once students are admitted, staff

members will reach out to families in order to welcome them, learn about the individual strengths and needs

of the student, and prepare for excellent service delivery.

Goldrick Elementary currently is staffed with two full-time licensed special education teachers, a

paraprofessional and a .8 FTE Speech Pathologist. As we recruit team members we seek candidates that have

experience working with IEP students from similar cultural and socio-economic backgrounds. Other support

services such as occupational therapy are provided for students with IEP minutes. This distribution complies

with DPS’s recommended pupil to teacher ratio for elementary schools of 19 students per special education

teacher.

Special Education Professional Development

The special education teachers receive training and support from both the Goldrick school site team and the

DPS Student Services Department. Collaborative time between general education and special education

teacher will occur regularly during grade level team meeting time and may also occur during common planning

periods. More formal professional development and support from special education teachers on how to best

support students in achieving their IEP goals will occur on specific days of grade level team meetings and may

also be a focus of school-wide professional development.

Special Education Program Evaluation

The Goldrick leadership team uses interim achievement data, report cards, progress monitoring of IEP goals,

parent and student satisfaction results among other data points for progress monitoring and to evaluate the

impact of the special education program and services. Individual data for students in the special education

program will be evaluated on a six-to-eight week timeline that aligns with the larger campus data cycle.

52

3.K Gifted and Talented Students

GT Identification

Goldrick utilizes the DPS process for identifying gifted/talented (GT) and academically advanced students. This

process allows for referrals from a variety of sources including teacher referrals, parent referrals and analysis

of student achievement data. All students will be screened for gifted services using district assessments.

Universal screenings will take place in kindergarten and 2nd grade using the NNAT. The NNAT a non-verbal test

composed primarily of shapes and patterns. GT Identification is based on a body of evidence that includes

multiple criteria from behavioral, academic and creative domains.

Once a student is identified as Gifted; an advanced learning plan (ALP) is developed by the Goldrick GT

Specialist (who is staffed at .25 FTE), in collaboration with students and parents. The ALP will provide

documentation of gifted education services in the student’s areas of strengths, the student’s yearly growth,

and the manner in which the student’s academic, social and emotional needs will be addressed. This plan is

monitored as part of ongoing progress monitoring process at the school.

GT Programming

The Goldrick educational program and personalized learning approach support GT learners through inquiry-

based learning, critical thinking components and enrichment activities. In addition, Goldrick offers advanced

academic instruction and academic extension activities that provide gifted students with differentiated

instruction, curriculum and advanced learning.

GT students may also have the opportunity to participate in enrichments such as Destination Imagination,

National Geographic Bee, Spelling Bee, Shakespeare Festival, and the Young Authors program.

The GT Specialist will also facilitate groups with students and parents that address the social/emotional needs

of GT students.

GT Staffing

Goldrick staff’s a .25 GT Specialist, this staff member holds a CDE endorsement in gifted and talented

education. The GT specialist is responsible for screening and identification of students, development and

monitoring of ALPs, coordination of services and supports, professional development and collaboration of

classroom teachers, and student data collection and monitoring.

GT Professional Development

The GT Specialist receives training and support from the DPS Gifted and Talented Education Department. The

GT Specialist will provide professional development to classroom teachers through facilitated book studies

focused on educating gifted students in elementary school and collaboration on differentiated lesson planning

and delivery.

GT Program Evaluation

53

The Goldrick leadership team uses interim achievement data, report cards, ALP, parent and student

satisfaction results among other data points for progress monitoring and to evaluate the impact of GT

programs and services. GT data will be evaluated on a six-to-eight week timeline that aligns with the larger

campus data cycle.

3.L Supplemental Programming

Goldrick addresses the needs of the whole child through curriculum, strategic staffing, and supports that foster

the ongoing development of cognitive, social, emotional and physical well-being.

Health Services

Goldrick staffs the following positions to promote improved mental, emotional and physical health of students:

● Social Worker

● School Psychologist

● School Nurse

● Health Tech Paraprofessional

● Physical Education Teacher

PBIS

The school-wide implementation of Positive Behavior Intervention Supports (PBIS) ensures that every Goldrick

student has the differentiated supports needed to thrive in school. Functional behavioral assessments are used

to identify the individual needs of students who struggle with the proactive behavior support that is provided

to all students. Individualized behavior support plans are developed based on functional behavioral

assessments and are monitored by the leadership team and our school psychologist. Adjustments to behavior

support plans are made as needed to improve student outcomes.

Extra-curricular and Enrichment Activities

Goldrick intends to have extra-curricular and enrichment activities that align to the school community’s

interests and needs. The leadership team continues to work with community stakeholders and DPS central

staff to identify opportunities. Goldrick team members will also have opportunities to provide extracurricular

opportunities for students after school as well.

54

Section IV: TEACHING Goldrick Elementary will follow DPS protocols to ensure all teachers are

“Highly Qualified” both in their content as well as in their grade level in

accordance with the Elementary and Secondary Education Schools

Education Act (ESEA).

4.A Teacher Recruitment & Hiring

The Goldrick community believes that staffing the school with the very

best educators is one of the single most impactful actions. At Goldrick

Elementary we know that effective teaching practice results in higher

achievement for students. Research consistently shows effective

teaching is the single most important school-based factor that advances

student learning. Therefore, Goldrick aggressively recruits top teacher

candidates.

Goldrick seeks professionals who have demonstrated results for students and who are aligned to the school’s

vision and mission. Goldrick values diversity of race, class, gender, sexual orientation, language and culture in

all staff members and only seek team members who have the capacity to work effectively across all diverse

populations. Once we hire a teacher, we work hard to retain that teacher. As a result, our recruitment and

hiring processes are intensive and seek to find the very best candidates both within the district and beyond.

This flexibility is particularly important for recruiting strong ELA-E and ELA-S teachers to ensure we have

sufficient, highly qualified staff to serve our large English Language Learner population. Our leadership team

will develop targeted strategies, such as attending conferences and hiring fairs or directly contacting a

candidate with a strong reputation, to ensure recruitment of staff that meet our specific needs whenever a

position becomes available.

Goldrick Elementary core content classroom teachers will be required to hold a Colorado teaching license.

Students will receive core academic instruction by teachers who are licensed and endorsed in the subject area

they are teaching. For teachers who provide supplemental and enrichment instruction, Goldrick may employ

non-licensed teachers 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.

Goldrick will not adhere to the district staffing cycle but rather operate on the replacement policy (13-7) as

outlined below

● Goldrick will post vacancies when they become open. The school will work with the district Human

Resources office to post positions through the district website.

● In addition to this posting, Goldrick will engage in independent outreach efforts to recruit candidates

outside of the centralized recruitment channels.

55

● Goldrick will consider all eligible applicants, including teachers who apply to transfer for vacancies, but

will uphold district policy in requiring agreement from both principals for approving internal transfers

after the district specified date. Transfers will not receive priority consideration.

● Goldrick will not accept direct placements from the district or assignment of unassigned non-

probationary teachers (with the exception of ADA placements).

Vision of a Goldrick Teacher

Researchers found school-aged students who had highly effective teachers were more likely later in life to

attend college, earn higher salaries, and save more for retirement, and less likely to have children as

teenagers.11 (Chetty, Friedman & Rockoff, 2012)

The CDT took time to more clearly define the characteristics of an exceptional teacher at Goldrick. Over 20 characteristics were named, all of which are important for our school community. However, several characteristics surfaced multiple times and became the bedrock of our vision of a Goldrick teacher.

An exceptional Goldrick teacher must: ● Strongly align to Goldrick’s vision, mission and values. ● Value diversity in all respects, ranging from people to ideas. ● Believe in all students and have high-expectations to support that belief. ● Love every single Goldrick student and share collective responsibility for all students. ● Collaborate at high levels with all Goldrick team members. ● Operate in a values-based approach and demonstrate a growth mindset for self, students and team

members. ● Possess tremendous personal responsibility and display initiative.

Recruitment

Goldrick uses a diversified recruitment strategy that relies on multiple outreach methods. This approach

allows our school to identify areas of need within our school and target outreach to support those needs.

Some strategies include:

● DPS HR support

o School applicants

o Top candidates interested in turnaround settings, as identified by HR

o Identify top candidates who applied to DPS and contact them directly

● Marketing on school website and social media

o Recruitment video

o Notice of jobs available

o Use personal networks

● Connecting with partners organizations

o Teach for America alumni coordinator

o Generation Teach, Breakthrough Collaborative

o Local colleges and universities

11 http://schools.nyc.gov/Offices/advance/Background/Research+on+TE/default.htm

56

o Student teacher prep programs

● Targeted recruiting

o Identify local or national regions from which to recruit effective teachers and send

representative

Members from the Personnel Committee convene to consider vacant positions during the school year.

Temporary members may be recruited to support hiring for specific positions, especially in the case of

overlapping responsibilities or filling spaces on a school team. The hiring committee makes recommendations

on candidates with final determination to be made by the school principal. To the extent possible, the

Personnel Committee will include representatives from all staffing areas that will be affected by the new hire,

such as the teaching team, leadership team, special education, and support staff. Applicants with promising

resumes will engage in a six stage hiring process.

Hiring Process

The vision of Goldrick teacher influences the hiring process greatly as candidates undergo a multi-stage

process to thoroughly screen for the characteristics of an ideal Goldrick teacher.

Stage 1: Initial Screen of Resume and Cover Letter

Applicants will be asked to submit a school-specific cover letter and resume, which should include information

on the candidate’s education and experiences as well as certification to ensure they are highly qualified for the

position. (Work with HR to ensure there is complete knowledge around certification + language proficiency.)

Stage Two: Written Responses + Evidence of Effectiveness

Applicants will receive a series of questions to respond to in writing within 48 hours. They will also be asked to

submit evidence of previous instructional planning (i.e. unit plans, daily lesson plans, etc.) as well as

demonstrated results for students (i.e. student data).

Stage Three: Phone Interview

The hiring committee will utilize Behavior Event Interview (BEI) interview techniques, interview questions, and

scoring protocols that are competency based and aligned to the DPS LEAP Framework.

The “Behavior Event Interview” (BEI) technique requires candidates to detail actions and thinking in past work

events. Interviewers using BEI should ask questions that encourage candidates to reflect on concrete, past

actions, rather than hypothetical responses.

Stage Four: In-Person Interview* (will be modified for non-local candidates)

● Teacher Observation – Candidate will walk the school to observe for school culture and observe in a

teacher’s classroom and note what characteristics the teacher and students demonstrate and align

their observations to the identified LEAP frameworks (i.e., High Impact Instructional Moves). Their

notes will be debriefed in the one-on-one interview.

57

● Data Team Scenario – Candidates will analyze a set of student data. They will be asked to identify

areas of strength and need, and what their next instructional step would be and why. Written

materials will be collected and work will be debriefed during one-on-one interview.

● One-on-one Interview – Candidates will meet one-on-one with principal and other school leaders or

hiring committee members to reflect on the day, answer additional questions, and ask relevant

questions.

Stage Five: Teach a Sample Lesson* (situation specifics will dictate appropriate option)

All candidates will be asked to prepare and teach a model lesson to be observed by the school leader and

interview committee (whenever possible). Several options for model lessons exist:

● Model Lesson at Goldrick – Candidates traveling to Denver for an interview will teach a model lesson

at Goldrick. Other local candidates that cannot teach at their home school because of extenuating

circumstances will teach a model lesson at Goldrick. The candidate teaches a lesson with assigned

objective to a class of students at Goldrick. Afterwards the candidate and observers debrief lesson as

part of interview. All model lessons are evaluated using a rubric.

● Classroom observation at teacher’s home school – The school leader and any available PC members

travel to the candidate's home school and observe a lesson.

● Video Submission – Non-local candidates who are not traveling to interview have an option to submit

a recorded lesson.

Stage Six: Reference Check

In alignment with the DPS Human Resource Department guidelines, candidates will be required to provide at

least two references with one reference coming from an immediate supervisor who has evaluated the

candidate in the past.

* Situation specifics such as time, travel and/or availability will dictate the order of stages five and six.

The school leader shall be responsible for hiring all staff and shall implement a hiring process that best meets

the needs of the innovation school. Whenever possible, the school leader shall establish a Personnel

Committee which will be constructed by the principal in consultation with the CSC to provide input into hiring

decisions. To the extent possible, the hiring committee shall include representatives from staffing areas that

will be affected by the new hire. During school breaks, the principal can fill positions without attempting to

consult the personnel committee or the school’s replacement for the personnel committee.

Employment Contracts

The teaching staff will receive annual contracts even if they previously acquired non-probationary status in

Denver Public Schools prior to being hired at the school. The annual contract expires at the end of each

contract year. All contracts will be in writing. Upon onboarding, all candidates are informed of Goldrick using

annual contracts by school personnel and in their contract.

58

If an employee intends to resign from their position after the beginning of the academic year, the employee

shall give written notice of his or her intent at least thirty days prior to the date that he or she intends to stop

performing the services required by the employment contract.

Termination of all staff mid-contract will follow the dismissal procedures outlined in the DPS policy GDQD and

GDQD-R. In all situations related to teacher dismissal, a teacher on an annual contract may only be dismissed

mid-year for cause in accordance with DPS policy GDQD and regulation GDQD-R.

Dismissal at the end of the year will be done through the non-renewal process. In cases where pursuing a non-

renewal process is warranted, the teacher will be made aware of concerns through in-person meetings and a

plan of improvement. DPS Board Policies GDQD and GDQD-R do not apply in this situation.

● Teachers do not acquire or lose non-probationary status while at the school.

● Teachers leaving employment at the school and transferring to a position in another District school

shall be subject to the District's policy regarding transfers from innovation schools in determining their

probationary or non-probationary status.

4.B Teacher Retention

Teacher retention is critical to school success, especially in terms of maintaining relationships with the broader

community and continuously increasing effectiveness. Goldrick takes proactive steps to retain effective

teachers from year to year. Goldrick harnesses the strengths of effective teachers to create skilled teams, this

process allows for a distributed leadership model to take root and results in exponentially greater results than

a single leader could accomplish. Recent research shows that one of the greatest factors that drive teachers to

leave the classroom is the lack of teacher voice in the school operations process. Teachers want to have input

into the key decisions in the building that affect their jobs. The distributive leadership model supports this

need.

1. Goldrick engages in a distributive leadership model in which all teachers have some leadership

responsibilities. All teachers help lead mission-critical work at a campus level by working on at least

one Goldrick Committee (equity team, PBIS, etc.).

2. Goldrick is committed to the ongoing development of teachers and providing in school leadership

opportunities. This model gives teachers an opportunity to continue to develop their leadership skills

and build a career pathway within the school. Strong teachers are able to continue to develop in

desired ways, such as instructional coaching or new teacher support, while remaining in the

classroom.

3. Teacher Leaders support excellent instruction across campus by providing coaching and support to

colleagues. Teacher Leaders receive .5-release time to support the instructional growth of other

teachers on campus. This model supports the continued learning of all staff and develops a school full

of experts. At full build out, Goldrick will have four teacher leaders instructionally supporting 7-10

teachers on campus.

59

4. All teachers receive frequent coaching from an instructional leader on campus, which ensures that all

teachers see rapid professional growth in themselves and their colleagues.

5. The Goldrick community recognizes the power of strong relationships and therefore is implementing a

looping model. Looping is also a retention strategy for teachers because of the strong student and

family relationships that form over time.

Target Retention

Goldrick seeks to retain all high-performing staff members that are committed to improving our school. We

also realize that retention rates in school turnaround settings are often lower as a result of the tremendous

work that teaches endeavor in order to radically transform the opportunities for students. As a result, we’ve

set the following retention goals for retaining high-performing Goldrick teachers.

Teacher Retention Goals

2019 2020 2021

90% 90% 90%

In times were Reductions in Building (RIBs) are necessary, the principal, with consultation from the CSC, will

make decisions related to the criteria the school will use in making Reduction in Building Staff (RIBS). Once the

principal determines that the school will undergo a RIBS, all candidates currently in the position being reduced

will be considered and the principal and the hiring committee will make RIBS decisions based on school

determined criteria including performance and professionalism. (School replacement policy 13-10)

4.C Teacher Coaching The purpose of regular teacher coaching is to support teacher growth and ensure excellent instruction in every

classroom. Goldrick will adopt frequent coaching cycles as outlined in Leverage Leadership and taught at Relay

Graduate School’s National Principal Academy Fellowship. Coaching is focused on improving teacher skill and

elevating student learning through frequent bite size feedback.

Instructional Leadership Team (ILT)

The ILT is composed of the Principal, Deans/Assistant Principals, and Teacher Leaders. This team will meet

weekly to analyze and guide Goldrick’s instructional program, including but not limited to, instruction,

assessment, planning, and data. All ILT members act as coaches to other Goldrick team members and engage

in weekly coaching sessions with them. ILT members, including the principal, also have an opportunity to

experience a weekly coaching session as a participant to further develop as leaders and build their own

capacity. Classroom norming with another ILT member will happen on an eight-week cycle, at minimum, to

support consistent alignment across the team. On a monthly basis, our team specialists will join to ensure that

we have representation from all grade levels.

Coaching at Goldrick (aligned to Leverage Leadership Coaching)

The primary purpose is to coach teachers toward professional growth, much like a basketball coach works with

each player, and at the same time, improve student learning. Teachers are observed and given feedback every

60

week. In these weekly coaching meetings, teachers receive feedback along with opportunities to practice and

improve. Leaders commit to 15-minute observations and 15-minute feedback meetings for every teacher every

week.

There are four key components in conducting the observation and feedback cycle:

Key 1 – Scheduled observations

Lock in frequent and regular observations. If leaders want to provide regular feedback to teachers like

coaches do, they need to be in classrooms regularly. To do this they must keep visits short – around 15

minutes. Furthermore, they must lock these observation times into their schedules and plan other

events around these priorities.

Key 2 – Key action steps

Identify the one or two most important areas for growth. Because an instructional leader is now

observing each teacher weekly, that leader no longer needs to provide a “laundry list” of what went

wrong with the lesson. Instead, the leader can focus on one or two key areas to improve over the next

week. Furthermore, people are able to internalize feedback much more effectively if it is given in small

pieces.

Key 3 – Effective feedback

Schedule time for and give direct face-to-face feedback. While an instructional leader must be clear in

his or her mind what action steps will help the teacher improve instruction, unless the leader can

deliver that message effectively, it will be useless. Below is an overview of how to deliver effective

feedback:

Step 1: Give precise praise connected to the previous feedback

Step 2: Ask a probing question about the core issue

Step 3: Identify the problem and the concrete action step

Step 4: Practice

Step 5: Plan a timeline for implementation

Key 4 – Direct accountability

Create systems to ensure feedback translates to practice. How do you ensure that feedback gets

turned into practice? Observation and feedback are only fully effective when leaders systematically

track which teachers have been observed, what feedback they have received, and whether that

feedback has improved their practice. 12

Coaching Support and Data

All observation and coaching sessions will be entered in DPS’ online tracking system and in order to monitor

growth from week to week. The tracker will be reviewed at least once a month in the ILT meeting. If a teacher

12 (Leverage Leadership, Jossey-Bass) ©

61

is identified as making little to no growth, ILT members will brainstorm next steps and new approaches for the

coach and the principal will prioritize spending time with that coach and teacher pair.

Our coaching and feedback process is intensive and individualized for each teacher. In an effort to further

support new teachers to the profession and new to DPS teachers Goldrick will introduce the New Teacher

Ambassador program and cohort model. In this one-year program, new teachers will have tailored support

ranging from technical support in DPS processes to emotional support for professional related challenges.

4.D Teacher Evaluation

Goldrick leadership and staff support teachers at all stages of their professional learning and growth. Teacher

evaluation is meant to identify the current strengths, support growth areas for teachers, and to monitor

progress toward becoming highly effective teachers.

The evaluation and support of professional growth of our teachers is the responsibility of Goldrick’s

instructional leadership team. Each teacher is assigned an evaluator from the instructional leadership team

(principal, dean, or teacher leader). The assigned evaluator also observes each educator formally at least once

annually, per our waiver for article 10-3, completing a detailed observation protocol for a full-period

observation. Twice a year, teachers formally meet with their assigned evaluator for mid-year and end-of-year

reviews, where performance is discussed with respect to the formal evaluations, including student

performance data and the LEAP teacher effectiveness rubric.

ILT members will input all observations connected to both coaching and evaluation into a excel tracker. The

observation tracker will be used both to monitor development of a teacher over time and to identify school

wide trends that may inform needs PD opportunities. ILT members will also schedule observations and

debriefs a month in advance and share their schedule with team members, including the principal. The

principal will schedule times with each ILT member to join observation and debriefs.

When a teacher or staff member is identified during observations (formal or informal), LEAP evaluations

and/or LEAP professionalism as not meeting expectations in an area(s) or not making adequate growth in a

given time period, additional conferences are held with the assigned evaluator and principal to determine:

1. If a plan of improvement with regular monitoring is needed;

2. What targeted areas within LEAP and/or Professionalism Frameworks need improvement;

If it is determined that a plan of improvement is needed, the staff member is provided 30 days to make

needed improvements. Any teacher recommended for a plan of improvement is provided additional coaching,

feedback, release time for targeted observations, and additional professional development resources. The

principal consults with his/her district supervisor and district HR partner regarding performance management

plans and any possible termination of an employee. In order to fully align with the guidelines of Colorado SB-

191, Goldrick uses DPS’s Framework for Effective Teaching and LEAP Framework to annually evaluate teachers.

If there are specific programmatic pieces that require additional LEAP appendices, Goldrick’s replacement

policy for 10-2 permits development of those appendices. Teachers fully participate in the observation,

62

professionalism, student perception survey, and student data components of the LEAP system. The student

data component of LEAP will constitute 50% of the overall evaluation of teachers.

4.E Professional Development

Goldrick Elementary School is committed to offering comprehensive professional development to staff prior to

and throughout the academic school year. Our time together starts with a school staff retreat in order to build

relationships. To ensure a strong start to each academic year, we host an orientation prior to the start of

school that continues with ongoing professional learning that targets school-wide, content specific and

individual needs on a weekly basis.

Goldrick leadership believes that professional development starts with a clear knowledge of what teachers

need. Instructional leaders regularly observe teachers, analyze data and define school-wide trends. Three

types of data are regularly gathered to determine common or persistent needs across classrooms:

observational data, interim assessment data, and school culture data.

After deciding the professional development area of focus, leaders define a clear, measurable, bite-sized

objective or outcome. Leaders identify concrete goals and communicate exactly what teachers need to know

and be able to do at the end of the PD session. This process models the expectations of teachers in their own

classrooms by incorporating a practice section into every PD session.

Summer Orientation

Goldrick staff will engage in summer orientation on an annual basis. During Orientation we focus on building

our team culture, setting a clear vision for our year-long goals, instructional planning and providing the first

building blocks of our professional learning trajectory for the year.

Ongoing Professional Development

Goldrick staff will engage in regular professional development to continue growing and honing skills

throughout the school year. All PD topics will align with topics introduced during the summer orientation but

will dive deeper into content or practice.

Throughout the school year, professional development will focus on the following areas:

Best Practices to Support EL Learners

A high percentage of Goldrick’s students are language learners and thus will deepen our knowledge and build

our capacity to better support our EL students. There are three specific foci we will spend time on: sheltered

instructional strategies, vocabulary development strategies and English language development best practices.

Academic Rigor

The ability to problem solve and grapple with complex text and abstract concepts is a gate keeper for students

as they progress in their academic career. We will be diving deeply into what rigorous instruction means, looks

like, and feels like so that every Goldrick student grapples with all types of content. As part of our professional

63

development we will cover best practice in instructional strategies, collaborative structures and instructional

approaches.

Building Strong School Culture

● School culture is one of the super-levers outlined in Paul Bambrick-Santoyo’s, Leverage Leadership. At

Goldrick, we agree that strong culture supports a strong academic program. As such, we will spend

time creating, implementing, analyzing and iterating on culture systems at the school level. PD

content could range from how classroom systems support a culture of achievement to how to build

strong relationships with students.

● Culturally responsive teaching is defined as using the cultural characteristics, experiences, and

perspectives of ethnically diverse students as conduits for more effective instruction.13 It is based on

the assumption that when academic knowledge and skills are situated within the lived experiences and

frames of reference of students, they are more personally meaningful, have higher interest appeal,

and are learned more easily and thoroughly (Gay 2000).14 In order to support our community, Goldrick

emphasizes building an inclusive community through weaving CRT into instructional practices.

● Continuing to nurture and grow our team through team building and trust building and monitoring

progress toward this goal through school climate surveys.

Data Practices

“Educators in the most rapidly achieving schools cite data-driven instruction and inquiry as one of the most

important factors in helping all students achieve success.”15 Every grade level team will engage in a weekly

data meeting and each core instruction teacher will have individual data meetings aligned with Goldrick’s

assessment cycle. Through our data meetings we will hone our data practices and data analysis skills by

engaging in a data inquiry cycle.

Development, Execution and Evaluation of PD

School leaders, teacher leaders, district partners and other school staff will develop PD sessions. ILT team

members will have opportunities to lead sessions connected to their areas of expertise, collaborate with

district support partners, and identify outside developers from whom the Goldrick team would benefit.

All PD sessions will be evaluated with a two-pronged approach. Firstly, school staff will be surveyed at the end

of each PD session in order to gather feedback that will help inform upcoming sessions. Surveys will be

consistent throughout the year in order to solicit comparison data for the current and subsequent school

years. Secondly, school and classroom observations will include a lens to support and assess topics covered in

weekly PD.

Daily Grade Level Team Meeting

13 Gay, G. Preparing for Culturally Responsive Teaching. Journal of Teacher Education 2002; 53; 106 14 Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press. 15 https://www.engageny.org/data-driven-instruction

64

All grade level teams will meet for 45-minutes every day during an after school collaborative block. Team

Meetings will provide time for team related practices connected to student achievement and culture. Every

student’s academic and socioemotional development can be discussed during these meetings, enhanced by

designated time for discussion with general education teachers and special education teachers on Fridays.

The Teacher Leader, Team Specialist or School Leader will facilitate these meetings, building capacity in team

members over the course of the year in order to rotate the responsibility of leading meetings. A sample

schedule is below.

Monday School Wide Culture Analysis ● Opportunity to reflect and plan around intentional school and classroom culture

Tuesday Data Team ● Review exit ticket data, plan reteach

Wednesday Data Team ● Co-plan lessons, build exemplars, review upcoming lessons connected to unit plan

Thursday Team planning ● Week long literacy plans connected to unit plan

Friday School business: SLOs, PGPs, etc Scholar talk: MTSS & SIT meetings

65

Section V: GOVERNANCE AND FINANCE

5.A School Governance

Goldrick is an Innovation School, and the Goldrick Principal reports to a District Instructional Superintendent.

Goldrick parents/guardians, teachers and community members will be active participants in the school’s

governance structure through the Collaborative School Committee (CSC) and other school committees. These

committees seek input from school stakeholders on school decisions, empower the school community voice,

identify and address concerns, hold school leaders accountable for progress toward school goals, celebrate

and publicize successes, and raise money and advocate for the school.

Collaborative School Committee (CSC)

The CSC is a school accountability committee that provides strategic direction in support of the school’s

mission, vision, and school improvement plan. The School Leadership Team and School Collaborative

Committee will be replaced with the Goldrick Collaborative School Committee. The CSC will comply with State

Law on School Accountability Committees. The membership of the CSC will include at least 7 voting members,

with parents constituting the largest group.

Positions assigned by the principal:

● 1 Principal (or designee) ● 1-4 Others optional (Support Staff/ Classified Staff Member(s), parent(s) to ensure equity, parent

association member(s), local community or business person) Positions elected by majority vote (serving 1 year terms):

● 2 Teachers (selected by a vote of teachers) ● 3 Parents (selected by a vote of parents)

The CSC shall have the following responsibilities:

● Meeting at least once a month

● Recommending at least 2 final candidates to DPS for the principal position (when a vacancy exists) ● Providing advice and recommendations to the principal regarding all responsibilities of the CSC

detailed in Policy BDF-R4 in addition to the following: ● Advising on the school’s annual budget ● Advising on the school’s master calendar and schedule

● Making recommendations regarding the school’s curriculum and instruction, culture and behavior, services for special populations, and use of school facilities

Other School Committees:

Goldrick will implement other school committees to engage teachers, parents, and community members in

school decision-making, improving student achievement and building a strong school culture. Other school

committees will include:

● School Personnel Committee

● School Culture Committee (PBIS/Discipline)

● Equity Team

● Technology-Integration Committee

66

● Development Team (Grants, financial partnerships, etc)

● Parent/Family/Community Events and Engagement Committee (will work closely with Community

Liaison)

● Goldrick Parent Organization (facilitated by Community Liaison)

● Teacher Appreciation Committee (composed of partners and parents)

The founding Goldrick team of teachers and parents will review the previous policies for alignment to the

Goldrick mission and vision and make any necessary recommendations for changes.

5.B Budget Narrative

Goldrick Principal and the District Budget Partner, to make most strategic use of our SBB allocations provided

by DPS. Budget priorities include: staffing the education program, professional development to support school

staff, aligned, standards-based curricular resources and leadership to drive the key plan elements.

Our projections were developed to account for enrollment changes that the DPS Planning and Analysis

department has identified. We have modeled our next three years of planning around those projections and

are planning to adjustments to the program according to the projections and current student population.

The school also benefits from seeking additional resources such as school improvement grants, philanthropic

gifts and donations, and will continue to take advantage of those opportunities as they are presented. We

have also benefited from the flexibility of being able to use actual teacher salaries, rather than averages in our

school based discretionary funding, so we can support the implementation of the priorities detailed in this

plan.

Revenues

The majority of Goldrick revenue is generated from Student Based Budgeting including supplemental and mill

levy funding for specific programs and services. Goldrick sought and was awards an Early Literacy

Implementation grant by DPS in the amount of $200,000 over 2 years that we have included in our budget.

Expenses

The majority of Goldrick expenses are related to staffing the educational programming.

Handling of Funds

The School has the authority to manage its receipt of money and will meet performance expectations provided

by the District. As of 2019, Goldrick uses DPS systems of managing school accounts and works directly with

our School Budget Analyst and DPS Accounting staff to follow protocol.

However, Goldrick does reserve the right through waiver 22-32-109(1) to deviate from those systems if at any

point it becomes evident that a different system would better benefit the school community.

67

● In accordance with the innovation plan, Goldrick may receive moneys and deposit such moneys into a

school account.

● The School will establish an account 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 by

providing quarterly trial balances to their DPS budget partner.

Stipends

The principal, in consultation with the CSC, will select classroom teachers directly. The school shall utilize the

negotiated salary structures for all positions that are part of a bargaining unit and shall also have the right to

establish stipends and incentives that exceed the negotiated salary scales provided the school submits a

compensation philosophy to their CSC and HR for annual review to ensure sustainability, transparency and

equity. Per Article 32, Goldrick will meet or exceed the rates of pay set in the DPS/DCTA Collective Bargaining

Agreement.

Sponsorships

Goldricks has the authority to collect revenue directly from sponsorships, subject to District oversight through

routine reporting to the Office of Budget.

The School shall have the ability to request and secure school-based sponsorships independent of the district

according to the following policies:

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

and school.

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

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

staff.

4. 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 the School or because it would be in conflict with existing fund

regulations (such as federal grants).

Goldrick may establish a 501c3 to apply for grants and support school-determined priorities.

Financial Management

The Goldrick Operations Coordinator, in consultation with the Principal, will manage school accounting,

purchasing, requests for payments, and financial reporting consistent with sound financial management

practices and district policies. Non-salary related expenses include technology, professional development, and

instructional materials to implement the Goldrick educational program.

68

Goldrick’s Compensation Policy

Stipends will be allocated for staff members who assume certain responsibilities above and beyond what is

outlined in their position. All staff members are eligible to receive a stipend if the additional work they are

completing is tied to compensation.

When a person’s certain expertise is needed, he/she will be asked if he/she would like to complete the work for

this stipend amount (e.g. reviewing 1st grade math interims by a 1st grade teacher). The eligible groups for

additional work will be as broad as possible and connected to a application process so as to ensure internal

equity.

In terms of stipend amounts, current district pay structures will be used to calculate appropriate rates of

compensation (e.g. team specialists are compensated $1,500 for their work) or normed on across school

campuses when there is collaboration that occurs (e.g. 4 campus assessment creation project).

The CSC will review the compensation policy at the start of every school year.

Contingency Plan

If anticipated revenues or student enrollment are lower than expected, we will

● Reduce non-salary expenses proportionate to the 20% reduction in PPR while maintaining core non-

salary expenses

● Reduce number of school leadership positions, as appropriate to serve students

● Reduce teaching staff proportional to the reduction in student enrollment which will allow for the

school to maintain class size targets.

● Reduce all staffing positions (teachers and paras) to reflect school need

5.C Facility

Goldrick Elementary is located in a DPS facility located at 1050 S. Zuni St. Denver, CO 80223. The Goldrick

community intends to continue fully utilizing the school campus.

69

Section 6: WAIVERS

Goldrick Waivers Requests and Replacement Policies

DPS, DCTA, and Colorado State Statutes

DPS Policy Waivers Policy Waived Area of Impact

WAIVER REQUESTS - DPS BOARD POLICIES

School

Proposal

BDF-R4: Collaborative School Committees Governance

Policy

There shall be at each school a Collaborative School Committee (CSC). Membership: Each CSC shall consist of at least: three parents or legal guardians of students enrolled in the school one teacher who provides instruction at the school the principal or the principal's designee one person from the community one adult member of an organization of parents, teachers and students recognized by the school The number of members of each CSC shall be determined by the principal. If the CSC has more than the above-described members, the CSC shall ensure that the number of parents elected to the committee exceeds the number of representatives from the group with the next highest representation. A person may not serve more than one of the required membership roles on the CSC. If, after making good-faith efforts, a principal or an organization of parents, teachers and students is unable to find a sufficient number of persons who are willing to serve on the CSC, the principal, with advice from the organization of parents, teachers and students, may establish an alternate membership plan for the CSC. Such alternate plan shall reflect the required representation stated above as much as practicable. To the extent practicable, each CSC shall 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. Election of Members: Each school shall hold elections in the month of May for the following school year or within the first two weeks of school in order to appoint the parent/guardian and teacher members to the CSC. The community member shall be appointed by the other members of the CSC. If a vacancy arises on the CSC, the remaining members of the CSC shall fill the vacancy by majority vote. Duties: In accordance with state statute, the CSC shall: 1. Act as the school accountability committee for the school. 2. Recommend to the principal priorities for spending school moneys. The principal shall consider the CSC’s recommendations regarding spending state, federal, local, or private grants and any other discretionary moneys and take them into account in formulating budget requests for presentation to the Board of Education, if the school is a District-run school, other than a charter school, or in creating the school budget if the school is a charter school. The CSC for a District-run school shall send a copy of its recommended spending priorities to the District Accountability Committee and the Board of Education. 3. Advise the principal, and if the school is a District run school, the Instructional Superintendent, concerning the preparation of a school improvement plan, and submit recommendations to the principal and the Instructional Superintendent, if applicable, concerning the contents of the school improvement plan. 4. Advise the Board of Education concerning the preparation of a school priority improvement or turnaround plan, if either is required, and submit recommendations to the Board of Education concerning the contents of the school priority improvement or turnaround plan, if either is required. 5. Provide input and recommendations on an advisory basis to the District Accountability Committee and the Instructional Superintendent concerning principal development plans for the principal and principal evaluations. 6. Increase the level of parent engagement in the school, especially the engagement of parents of students in the populations described in C.R.S. 22-11-401(1)(d). The committee's activities to increase parent engagement must include, but need not be limited to:

70

Publicizing opportunities to serve and soliciting parents to serve on the CSC. In soliciting parents to serve on the CSC, the CSC shall direct the outreach efforts to help ensure that the parents who serve on the CSC reflect the student populations that are significantly represented within the school; Assisting the District in implementing at the school the parent engagement policy adopted by the Board of Education; and Assisting school personnel to increase parents' engagement with teachers, including but not limited to parents' engagement in creating students' READ plans, in creating individual career and academic plans, and in creating plans to address habitual truancy. The CSC 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 (the School Personnel Committee will stand alone according to the current DPS/DCTA contract). Meetings The CSC shall publicize and hold a public CSC meetings at least every quarter to discuss whether school leadership, personnel and infrastructure are advancing or impeding implementation of the school’s performance, improvement, priority improvement, or turnaround plan, whichever is applicable. If applicable, the CSC will publicize a public hearing to discuss strategies to include in a public school priority improvement or turnaround plan and to review a written public school priority improvement or turnaround plan. A member of the CSC is encouraged to attend the public hearing regarding the written priority improvement or turnaround plan.

Replacement

Policy

The School Leadership Team and Collaborative School Committee will be replaced with the

Collaborative School Committee. The CSC will comply with State Law on School

Accountability Committees. The membership of the CSC will include at least 7 voting

members, with parents constituting the largest group.

Positions assigned by the principal:

● 1 Principal (or designee) ● 1-3 Others optional (Support Staff/ Classified Staff Member(s), parent(s) to ensure

equity, parent association member(s), local community or business person) Positions elected by majority vote (serving 1 year terms):

● 3 Teachers (selected by a vote of teachers) ● 4 Parents (selected by a vote of parents)

The CSC shall have the following responsibilities:

● Meeting at least once a month

● Recommending at least 2 final candidates to DPS for the principal position (when a vacancy exists)

● Providing advice and recommendations to the principal regarding all responsibilities of the CSC detailed in Policy BDF-R4 in addition to the following:

● Advising on the school’s annual budget ● Advising on the school’s master calendar and schedule

● Making recommendations regarding the school’s curriculum and instruction, culture and behavior, services for special populations, and use of school facilities

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

71

sponsors. The rights will become part of the negotiated sponsorship agreement. All sponsorship activities will comply with district policies.

Replacem

ent Policy

The school has the authority to collect revenue directly from sponsorships, subject to District

oversight through routine reporting to the Office of Budget.

The School shall have the ability to request and secure school-based sponsorships

independent of the district according to the following policies:

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

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

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

8. 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 the

School or because it would be in conflict with existing fund regulations (such as

federal grants).

9. The Innovation School may establish a 501c3 to apply for grants and support school-

determined priorities.

School

Proposal

IKE / IKE-R: Promotion, Retention, and

Acceleration of Students

Education Program

Policy

The Board of Education recognizes that high expectations and standards for student achievement are necessary to ensure that students are well prepared for the next level of their education. The Board believes that early identification of students who are not making adequate progress toward achieving standards and effective intervention are crucial. Definitions “Promotion” means the process of advancing a student to the next grade at the end of the current school year. “Retention” means the process of having a student repeat a grade. “Acceleration” means the process of moving a student ahead one or more grades. Individual Learning Plans Teachers shall assess the teaching and learning process on a continual basis and identify students early in the school year who are not making adequate progress toward achieving the District's academic standards. Teachers may choose to implement an individual learning plan for each student who is not making adequate progress toward achieving the District’s academic standards. Promotion/Retention/Acceleration Before considering whether to retain or accelerate a student, District staff shall consider and document each of the following factors: Academic skills; Maturity; Evidence of academic growth; Chronological age; Language proficiency; Special education status; attendance record/truancy; Transiency; Previous grade retention or acceleration; and Likely success in completing the academic work at the next grade level. After considering and documenting the above factors, the principal shall make a recommendation whether to retain or accelerate the student, however, a student shall not be retained or accelerated unless the principal has made such a recommendation and the student’s parents/guardians agree with the recommendation. Retention and acceleration shall be used sparingly when special circumstances warrant, and retention due to social, emotional or physical immaturity shall be used on a very limited basis. A student’s parents may appeal a principal’s decision to retain or accelerate a student in accordance with regulations adopted by the Superintendent. The procedure to retain a student in kindergarten, first, second, or third grade due to the student’s significant reading deficiency shall be in accordance with Board Policy ILBC, Superintendent Regulation ILBC-R, and applicable law.

Replacemen

t Policy

Retention and promotion decisions for students performing below or above grade-level in

core content areas will be made based on reading and math achievement levels as

determined by performance on standardized assessments, and school determined metrics.

72

The principal, administrators, teacher, and parents will confer at least three months prior to

the end of the school year about the student’s progress, with additional meetings at least

every 6 weeks thereafter. Based on the student’s progress, an academic plan will be

prepared and grade retention or promotion may be recommended to school leadership by

any member of the school community.

● If school leadership approves the grade retention or promotion of a student, the

student will be retained or promoted. Parents will not have the ability to override

the decision of school leadership. Parents will be made aware of this policy at

orientation, or at the time of registration for all mid-year enrollees.

● All retention and promotion decisions will be finalized by May 1st. The school will

regularly communicate student performance to parents/guardians.

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.

Replacem

ent Policy

The Innovation School will follow District Policy GDF/GCF; however, 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

73

placement or to alter the hiring schedule or selection process in a way that gives preference

to direct placement teachers (with the exception of ADA placements)

Teaching positions that are responsible for non-core subject supplemental or enrichment

instruction will not require a teacher certificate. All core content teachers shall meet the

federal Highly Qualified (HQ) requirements. Core content teachers shall meet State and

Feceral licensing requirements. Students will receive core academic instruction by teachers

who are licensed and endorsed in the subject they are teaching. Core content areas under

ESEA include: English, reading or language arts; mathematics; science; foreign languages;

social studies (civics, government, history, geography, economics); and the arts (visual arts,

music).

The principal will consult with district HR staff and incorporate hiring best practices at the

school level where it is found to be appropriate. Background checks will be administered

using the existing systems and processes for the district. The School shall conduct reference

checks.

Collective Bargaining Agreement Articles Waivers WAIVER REQUESTS - DCTA COLLECTIVE BARGAINING AGREEMENT

School

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

Educational Program:

Calendar & Schedule

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

Replacemen

t Policy

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

established by the innovation school with input from the CSC. 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.

Replacemen

t Policy

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

Innovation Schools Act.

School

Proposal Article 5-4: 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.

74

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.

Replacemen

t Policy

The School Leadership Team and Collaborative School Committee will be replaced with the

Collaborative School Committee. The CSC will comply with State Law on School

Accountability Committees. The membership of the CSC will include at least 7 voting

members, with parents constituting the largest group.

Positions assigned by the principal:

● 1 Principal (or designee) ● 1-3 Others optional (Support Staff/ Classified Staff Member(s), parent(s) to ensure

equity, parent association member(s), local community or business person) Positions elected by majority vote (serving 1 year terms):

● 3 Teachers (selected by a vote of teachers) ● 4 Parents (selected by a vote of parents)

The CSC shall have the following responsibilities:

● Meeting at least once a month

● Recommending at least 2 final candidates to DPS for the principal position (when a vacancy exists)

● Providing advice and recommendations to the principal regarding all responsibilities of the CSC detailed in Policy BDF-R4 in addition to the following:

● Advising on the school’s annual budget ● Advising on the school’s master calendar and schedule

● Making recommendations regarding the school’s curriculum and instruction, culture and behavior, services for special populations, and use of school facilities

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 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-seven (187) 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,

75

d. the educational reason is sound, e. teachers attending are paid in accordance with Article 28, f. adequate alternate

opportunities are provided.

8-1-3-1 Teachers who cannot attend will need to discuss reasons with their school leader.

8-1-3-2 Schools may seek a waiver from this Agreement, as in Article 2-4-1, if the training cannot be scheduled during the week

prior to or after the school year. In such cases attendance would be voluntary.

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 reduced to

writing and become an addendum to the individual’s initial employment contract with the District. 8-2 Forty (40) Hour Work

Week. The work week shall be forty (40) hours and shall include: 8-2-1. Lunch Periods…a minimum standard 45 minute daily

lunch…duty free. 8-2-2 The principal shall have authority to permit teachers to diverge from the regular school day. 8-2-3 The District’s scheduled student school contact day will not be extended without applying the due process of collective

bargaining. 8-3 Self-Directed Planning Time. Each elementary/ECE/K-8 school teacher shall receive a minimum of three hundred (300) minutes of self-directed instructional

planning time per week. Within the three-hundred-minutes per week, each teacher shall receive a minimum of forty (40)

minutes of uninterrupted, self-directed instructional planning time per day scheduled during the student school contact day. If

that is not possible, some of the uninterrupted block of forty (40) minutes may be scheduled outside the student contact day. Classroom transitions shall not be considered part of the 300 minutes per week. The ten minutes before and after the bell will

not be counted toward this time unless the teacher does not have students for the first or last period. 8-7 Non-Teaching Duties. 8-7-1 Assignment of teachers to non-teaching duties not done by aides will be rotated so that no teachers will have the same

assignment for more than four (4) consecutive semesters, unless the teacher agrees to such assignment. Reassignment to such

non-teaching duty can only be after an interim of at least two (2) consecutive semesters.

School’s

Replacemen

t Policy

Provisions specified in Article 8 will not apply to the School. The school leader in consultation

with the CSC will make decisions as described in the innovation plan.

● The School has the authority to establish its own calendar and daily schedule,

provided it meets or exceeds minimum statutory standards.

● The School has the authority to establish class sizes and teaching loads that support

the Innovation Plan.

● The School has the authority to establish or replace any necessary committees that

support the Innovation Plan.

8-1-Contract Year: The contract year for teachers may be extended to include additional

mandatory professional development days prior to the start of the school year. In addition,

the contract year for some teachers may be extended to provide a summer school for

students. Teachers will be compensated for additional days via a stipend that is determined

annually in the compensation philosophy by the principal in consultation with the CSC

annually. Non student contact days, planning days, assessment days, and professional

development days will be determined by the principal in consultation with the CSC annually,

as part of the adoption of the school calendar. Student school contact days may be extended

to increase instructional time and the teacher work week may be extended beyond 40

hours, with input from the CSC, to include extended student time as well as additional

collaborative planning and professional development time.

8-2: The principal shall have authority to permit teachers to diverge from the regular school

day. Evening meetings can be scheduled, as necessary, to implement the innovation plan.

76

8-3: Teachers will be given a minimum of 200 minutes of undirected teacher planning time

per week, and an additional directed common planning time.

8-7: Teachers will be assigned non-teaching duties, as necessary with the intent being to

maximize the time that the most effective teachers spend teaching students.

School

Proposal

Article 10/ PAR MOU: Performance

Evaluation:

Leadership:

Human Resource Management: Teacher

Evaluation

Policy

10-1-6 “Evaluator” means school principal or administrative supervisor who is responsible for the evaluation. Principals are

responsible for all evaluations in their building, but may designate other qualified administrators to assume evaluation

responsibilities. Student Services Managers are responsible for evaluations of their personnel as determined by the District. 10-2 Types of Evaluations. The school district has 3 (three) types of evaluation: 10-2-1 Probationary Evaluation. Probationary evaluations are conducted on an annual basis during the teacher’s probationary

employment. Probationary teachers are those contract teachers who hold a valid Colorado teacher license and are in the first

three years of teaching or service with the district. Teachers with authorizations or emergency licenses shall follow the

probationary evaluation process and shall not be considered probationary until such time as they hold a Colorado professional

teaching license. Probationary teachers receive a minimum of two documented observations. At least one of the observations is

formal. 10-2-2 Non-Probationary Evaluation. Non-probationary evaluations are conducted once every three years for teachers who

have successfully completed their probationary period. Non-probationary teachers receive a minimum of one documented

observation. At least one of the observations is formal. 10-2-3 Special Evaluation. Special evaluations are conducted when a supervisor determines that a teacher requires assistance in

a non-evaluation year. Managers can recommend to an evaluator that a Student Services Professional be put on special

evaluation. 10-3 Timeline for conducting professional evaluation. Probationary teachers are evaluated yearly while designated as

probationary and in the first year of non-probationary status. Thereafter, evaluations are to be conducted every three years. The exception to this is special evaluation, see article 10-8. 10-3-1 Compensation as it relates to evaluation, Article 31-11 and ProComp Agreement, Articles 7.4.3 and 7.4.4 10-4 Evaluators. The school principal is responsible for all evaluations in the school building and to use of the appropriate

standards/criteria/rubric and form. When a teacher is assigned to more than one building, the home school principal must

coordinate the evaluation with the appropriate principals or qualified managers. As necessary, the principal will identify a

designated evaluator for each teacher, as well as other administrators who may be asked to conduct classroom observations.

Designated evaluators work at the direction of the principal and they are responsible to the principal. Student Services

Personnel are responsible for evaluations of their personnel as determined by the district, using the appropriate evaluation

tool. 10-4-1 To the extent required by state law, evaluators must hold a state principal/administrator license, be trained in evaluation

skills that will enable him or her to make a fair, professional, and credible evaluation of the personnel whom he or she is

responsible for evaluating.

School’s

Replacemen

t Policy

10-1: Evaluator refers to a supervisor who is responsible for the evaluation of personnel.

While the principal will oversee all evaluations in the building, other evaluators as

determined by the principal will have primary evaluation responsibilities for some

personnel. The principal has the authority to identify, prepare, and designate school-based

evaluators to conduct staff evaluations.

10-2: The school has only one type of evaluation which applies to all teachers. The School

may modify aspects of the LEAP framework appendices to align with the Educational

Program.

10-3: Timeline: All teachers will be evaluated at least once annually.

10-3-1: The School will participate in District Pro-Comp systems.

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

77

to hold a state administrator license.

Plan for Improvement

When the school leader determines that a teacher is not meeting performance expectations,

the Principal may choose to place the teacher on a Plan of Improvement. The duration of

the plan of improvement will typically be thirty (30) days, but may be extended beyond the

(30) days as determined by the Principal and/or Assistant Principal. The teacher will be

required to show improvement under the Principal and/or Assistant Principal’s supervision

within the designated period of time. The plan of improvement will list the areas for

improvement that the teacher will be required to improve on to the satisfaction of the

Principal and/or Assistant Principal. Resources and supports will be made available to the

teacher in an effort to assist the teacher in correcting the performance concerns by the

Principal and/or Assistant principal. If, at the end of the plan, the principal deems, in his/her

sole discretion, that the teacher has failed to make sufficient improvement, then the teacher

may be dismissed from employment. An improvement plan is not an entitlement or

employment right.

10-5-3: Formal full observations are recommended to last one class period (typically 45-60

minutes) and do not require advance notice or a pre-observation conference. Additionally,

all teachers may be videotaped within the classroom and the video will be used solely for

professional development and coaching purposes.

School

Proposal

Article 11: Complaints Against

Teachers/Administrative Leave/Corrective

Action

Leadership:

Human Resources Management

Policy

11-2 Administrative Leave. If a principal decides to place a teacher on administrative leave for…the principal or designee shall

meet with the teacher to give specific allegation(s) and the basic reason why the administrative leave for investigation is

necessary, when possible. 11-2-1 The meeting shall take place at the end of the school day or whenever it is appropriate.11-2-2 The principal shall provide

the teacher a copy of the administrative leave checklist and review it with the teacher. The teacher shall sign the form only as

acknowledgement of receipt..11-2-3 At the teacher’s request a meeting will be held within three (3) school days...to give the

teacher an opportunity to respond. The teacher may have Association representation at the meeting. 11-2-4…If an investigation

must extend beyond seven (7) calendar days…the teacher and the Association will be notified by phone calls…[with]…the

reasons for the extension and the expected date of completion…11-2-5 During the investigation, the teacher…will… receive full pay. 11-2-6 Following completion…the principal or designee shall…share

the results…and give the teacher an opportunity to respond…11-2-7 Administrative leave should be considered as an option to

be used only when necessary to protect the students or staff or to conduct an appropriate investigation…There will be no

record of the leave in a teacher's personnel file…11-2-8 The Agreement Review Committee (ARC) will review on an annual basis

administrative leaves for the prior year to ensure that the above procedures have been implemented appropriately. 11-3 Corrective Action. Before taking a corrective action against a teacher, the principal shall investigate the situation, meet

with the teacher and give the teacher an opportunity to respond.

Replacemen

t Policy

The school will follow the district’s basic fairness and due process guidelines in handling

complaints against teachers, administrative leave, and in issuing corrective action to

employees at the Innovation school.

School

Proposal Article 13-7 Hiring timelines

Teaching:

Human Resources Management: Hiring &

Staff Assignments

78

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

Replacemen

t Policy

13-7. The innovation school will not adhere to the district staffing cycle.

● It will post vacancies when they become open. The school will work with the district

Human Resources 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, but will uphold district policy in requiring agreement from

both principals for approving internal transfers after the district specified date.

Transfers will not receive priority consideration. The innovation school will not

accept direct placements from the district or assignment of unassigned non-

probationary teachers (with the exception of ADA placements).

Teachers who leave the innovation school in order to return to a district school will be

subject to the District policies for implementation of SB 191 with regards to determining

probationary or non-probationary status.

School

Proposal

Article 13-8 Personnel Committee

& 13-10 Reduction in Building Staff (RIBS)

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… 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.

13-10-1 The Collaborative School Committee will charge the Personnel Committee with the task of

conducting a Reduction in Building Staff upon receipt of information that reduced the number of teaching

79

assignments at a school, or when a Collaborative School Committee decides fewer teaching assignments are

needed in a department, grade level or ELA/specialty area. 13-10-2 Following a determination of staffing needs including all attrition (resignations, retirements, teacher

declaration of vacancies, and employees returning from leave) and declaration of consideration group, the

Personnel Committee shall establish the group of teachers to be considered for reduction. The

determination of staffing needs should include identification of all teachers who would volunteer to vacate

a position. 13-10-3 The consideration group may be a grade level, department or specialty area. The consideration

group shall be defined as narrowly as possible based on program needs. The Personnel Committee shall

notify the affected consideration group as soon as possible. Teachers will not be required to reinterview for

their positions if they are not in an affected consideration group. 13-10-3-1 For the purpose of establishing consideration groups, teachers serving in more than one

department, grade level or ELA/specialty area shall annually declare the department, grade level or

ELA/specialty area in which they choose to be considered no later than the completion of the third week of

school. 13-10-3-2 Each teacher may reside in only one consideration group. 13-10-3-3 Excluding job share teachers, contract teachers who are assigned to a school less than full-time,

shall be accorded the same transfer rights as other teachers in the consideration group. 13-10-4 Teachers on approved leaves where their positions are being held in accordance with Appendix B

shall be considered equally for the purpose of reduction. 13-10-5 The Personnel Committee shall establish and make available to all faculty members a written

procedure that will be followed when determining the teacher(s) to be reduced from a building. In

developing the procedures for 44 of 99 Reduction in Building Staff, the Personnel Committee shall include

the following: · Teachers in the consideration group may choose to vacate an assignment. · Teachers in the

consideration group should be allowed to interview for any vacancy in the school that is posted through the

in-building bidding process. · All members of the consideration group must be interviewed by the Personnel

Committee. 13-10-6 The Personnel Committee shall attempt to reach consensus on the candidate most suitable to be

reduced. If the Personnel Committee is unable to reach consensus, the principal will decide which candidate

will be reduced. 13-10-7 Any teacher transferred during the school year by the District may be provided with up to two (2)

days of non-pupil contact planning time in order to permit the transferred teacher to make an orderly

transition between the two (2) assignments. 13-10-8 Teachers who are involuntarily transferred are expected to actively participate in the teacher

staffing process. The District may pursue consequences for teachers who are directly placed for three (3)

consecutive years who have not actively participated in the teaching staffing process. 13-10-9 Leaves/Job Share/Retirement. See related Articles 22, 25 and 31-16.

School’s

Replacemen

t Policy

13-8. The school leader shall be responsible for hiring all staff and shall implement a hiring

process that best meets the needs of the innovation school. Whenever possible, the school

leader shall establish a hiring committee which will be constructed by the principal in

consultation with the CSC to provide input into hiring decisions. To the extent possible, the

hiring committee shall include representatives from staffing areas that will be affected by

the new hire.

13-10. The principal, with consultation from the CSC, will make decisions related to the

criteria the school will use in making Reduction in Building Staff (RIBS). Once the principal

80

determines that the school will undergo a RIBS, all candidates currently in the position being

reduced will be considered and the principal and the hiring committee will make RIBS

decisions based on school determined criteria including performance and professionalism.

During school breaks, the principal can fill positions without attempting to consult the

personnel committee or the school’s replacement for the personnel committee.

School

Proposal

Article 14-1: Summer School and Evening

School

Teaching:

Human Resource Management: Hiring &

Staff Assignments

Policy

14-1 Summer School and Evening School. Summer and evening school programs shall be provided flexibility of

design and implementation following the guidelines set forth below. 14-1-1 Staffing. The purpose of all staffing procedures is to find the most suitable candidates for the teaching

positions needed to run the summer school. 14-1-1-1 Summer school teaching positions shall be posted. 14-1-1-2 Postings shall include the following basic components: descriptions of any teaching position that may be

included in the summer school, and an explanation of the selection process. 14-1-1-3 All teaching positions in summer school programs will be filled first by teachers currently in the District. 14-1-2 Compensation. Teachers will be paid for summer and evening work as provided in Article 32.

Replacemen

t Policy

The Innovation School will fill summer school positions with its own teachers to the extent

possible. Should additional teachers be necessary, the school will fill those positions with the

best possible candidates, not necessarily teachers currently in the District. Teachers will be

compensated for summer school time as determined by CSC during the budgeting process

and in alignment with the compensation philosophy.

School

Proposal Article 28: Extra Duty Compensation

Teaching:

Human Resources Management:

Compensation

Article

Summary

See Extra Duty Compensation schedule in Article 32 Various tables that specify compensation levels for activities that include: substitute pay, hourly rates, activity

salaries with steps and schedules.

School’s

Replacemen

t Policy

The School has the authority to determine its own compensation structure for additional

work provided the school submits an annual 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 system to provide

stipends as necessary for all employees. The School will meet or exceed the rates of

pay set in the DPS/DCTA Collective Bargaining Agreement.

● The principal, in consultation with the CSC, will determine extra duty compensation

rates for extended day and year as well as any new or additional roles and

responsibilities and merit pay in the annual compensation philosophy held at the

school level and revised annually. 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. In no event shall this determination be made

later than the date of the final budget submission for the following school year, on

or around April 1st. This is submitted to DPS HR.

81

School

Proposal

Article 7: Grievance Policy Teaching:

Human Resources Management

Article

Summary

6 pages. Sections include: 1. Definitions, Purpose, Procedure (Level 1, Level 2, Level 3 Mediation/arbitration),

Rights of teachers to representation, miscellaneous

School’s

Replacemen

t Policy

The school shall maintain the following Grievance Policy: 7-1 Definitions. 7-1-1 A "grievance" shall mean a written complaint by a school staff member that there has been a violation, a misinterpretation, or inequitable application of any of the provisions of the School’s Employment Contract or the School’s Employee Handbook. 7-1-2 Unless provided otherwise in this Agreement, all administrative procedures, practices and written personnel policies that affect staff are grievable. 7-1-3 The term "grievance" shall not apply to any matter as to which (1) the method of review is prescribed by law, (2) the Board is without authority to act, or (3) a grievance is specifically prohibited or limited by the terms of the Employment Contract or School Handbook. 7-1-4 An "aggrieved person" is a school staff member asserting a grievance. 7-2 Purpose. The purpose of this grievance procedure is to secure equitable solutions at the lowest possible administrative level to problems that may arise. To this end, grievance proceedings will be kept informal and confidential and both parties will work toward a resolution to avoid litigation. 7-3 Procedure. Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level is a maximum, and every effort should be made to expedite the process. The time limits specified may, however, be extended by mutual agreement. Information. The School agrees to make available to the aggrieved person and the aggrieved person’s representative, all pertinent information not privileged under law, in its possession or control, and which is relevant to the issues raised by the grievance. The grievant agrees to make available to the School and its representatives, all pertinent information not privileged under law in its possession or control, and which is relevant to the issue raised by the grievant. Timing. No grievance shall be recognized by the District or the School unless it is presented at the appropriate level within fifteen (15) school days after the aggrieved person knew, or should have known, of the act or condition on which the grievance is based. No grievance shall be recognized at Level Two unless it is filed with the Department of Human Resources within at least twenty (20) school days after the act or condition upon which it is based occurred. Grievances not timely presented will be considered as waived. 7-3-1 Level One. A grievance first will be discussed with the aggrieved person's principal to attempt to resolve the matter informally, at which time the aggrieved person (1) may discuss the grievance personally, (2) may be accompanied by a District Human Resource Representative, or (3) may request that the District Human Resource Representative act on behalf of the aggrieved person. No written documentation of the grievance or administrative response will be required if the grievance is settled at Level One. 7-3-2 If the aggrieved person is not satisfied with the results of the informal conference, the aggrieved person may then file a grievance in writing on the proper form with the principal or supervisor within seven (7) school days. The grievance must refer to the specific Articles of the Employment Contract and/or School Handbook and explain how they were violated and indicate the reason why the Level One decision is unsatisfactory. The principal shall also have

82

the opportunity to provide comment related to the Level One in writing. The grievant shall send a copy of the written grievance and the principal response to the Department of Human Resources. All known documentation related to the grievance must be provided prior to the Level Two meeting. 7-3-3 Level Two. The Human Resources Director or Instructional Superintendent will go to the school and meet with the teacher and principal to facilitate a resolution. Such meeting will take place within seven (7) school days after receipt of the written grievance by the Department of Human Resources. Any resolution determined by the Human Resources Director or Instructional Superintendent will be considered final. 7-4 Rights of Teachers to Representation. All teachers who file a grievance shall do so with full knowledge and assurance that they are entitled to be represented by the Association and/or the Association's designee(s) if they so choose. Level One representation will normally be provided by the

Association's building-level Association Representative. 7-5 Miscellaneous. If the time limits for processing a grievance are not met by the administrator responding to the grievance, the grievance may be moved to the next level at the request of the aggrieved. The Department of Human Resources may take appropriate action on whether to grant the grievant’s requested remedy based on its review of the situation.

State Statute Waivers WAIVER REQUESTS – COLORADO STATE STATUTES

School

Proposal

Colorado State Statutes:

Section 22-9-106: Local Board

Duties Concerning Performance

Evaluation for Licensed Personnel

Leadership:

Human Resource Management: Teacher

Evaluations

Policy

(1.5) (a) A local board or board of cooperative services may adopt the state model performance

evaluation system established by the rules promulgated by the state board pursuant to section 22-9-

105.5 or may develop its own local licensed personnel evaluation system that complies with the

requirements established pursuant to this section and the rules promulgated by the state board. If a

school district or board of cooperative services develops its own local licensed personnel evaluation

system, the local board or board of cooperative services or any interested party may submit to the

department, or the department may solicit and collect, data related to said personnel evaluation

system for review by the department.

(4) (a) Except as provided in paragraph (b) of this subsection (4), no person shall be responsible for

the evaluation of licensed personnel unless the person has a principal or administrator license issued

pursuant to article 60.5 of this title or is a designee of a person with a principal or administrator

license and has received education and training in evaluation skills approved by the department of

education that will enable him or her to make fair, professional, and credible evaluations of the

personnel whom he or she is responsible for evaluating. No person shall be issued a principal or

administrator license or have a principal or administrator license renewed unless the state board

determines that such person has received education and training approved by the department of

education.

83

Replacement

Policy

The School will implement the district licensed personnel evaluation system (LEAP)

and may make modifications that comply with the requirements established in

State law.

● The School in consultation with the District LEAP team and HR partner shall

have the ability to develop and implement a modified LEAP Framework as

the tool for teacher evaluation and growth.

● The principal has the authority to identify, prepare, and designate school-

based evaluators to conduct staff evaluations. Principal designated

evaluators of professional staff members may or may not possess an

administrative certificate issued by CDE. All evaluators will receive

approved training in evaluation skills by the district personnel or school’s

principal. The school’s evaluation system will meet the standards of

Colorado Senate Bill 10-191.

● Evaluation instruments for all non-licensed evaluators who evaluate school

staff including professional educators shall indicate on the evaluation

whether or not the evaluator possesses an administrative certificate. The

Superintendent or his/her designee shall review all evaluations conducted

by non-licensed administrators when necessary and shall discuss with them

procedure and form.

● All teachers will receive at least one formal evaluation each year and will

receive the minimum number of observations necessary to generate an

end-of-year LEAP score.

● The school’s principal shall receive an annual evaluation by the

Superintendent or his/her designee.

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

Pursuant to state law, the DPS board will delegate the duty specified in this

paragraph to the innovation school.

● The principal, in consultation with the CSC, will select classroom teachers

directly. The school shall utilize the negotiated salary structures for all

positions that are part of a bargaining unit and shall also have the right to

establish stipends and incentives that exceed the negotiated salary scales

provided the school submits a compensation philosophy to their CSC and

HR for annual review to ensure sustainability, transparency and equity.

84

For all unique job descriptions, the Principal in consultation with the CSC and HR

shall determine the rate of pay during the budget cycle each Spring for the

following year.

● The school will use support staff positions that have been established by

the Board, when applicable. When unique support staff roles are needed

to effectively implement the innovation plan, the School will establish new

positions and create job descriptions for these roles. The school principal

or his designee will consult with the district Human Resources department

on the language of the job description. The job description will set forth

the qualifications for the job, a detailed list of performance responsibilities

and any required physical capabilities. The school shall also set the salary

or hourly wage for the unique position in consultation from the district

Human Resources department. The school may create, revise, or remove

any unique job descriptions necessary to implement the school’s

innovation plan.

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

The School has the authority to manage its receipt of money and will meet

performance expectations provided by the District.

● 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 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 by providing quarterly trial balances to their DPS

budget partner.

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,

85

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.

Replacement

Policy

The School has the authority to determine its own annual calendar and daily

schedule, provided it meets or exceeds minimum statutory requirements.

● School has the authority to determine the number of professional

development days, days off, and late starts/early release days.

● In accordance with the innovation plan, the school’s principal, in

consultation with the CSC shall determine, prior to the end of a school

year, the length of time the school will be in session during the next school

year. The school shall submit their calendar to the district in a timeframe

as requested by the district in order to meet requirements for alignment

with hiring/onboarding, transportation, facilities and other service

provision.

● 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

The School has the authority to determine teacher pupil contact, which will meet

or exceed the minimum standards of the District and state.

● In accordance with the innovation plan, the principal, in

consultation with the CSC shall determine, prior to the end of a

school year, the length of time the school will be in session

during the next school year. The school shall submit their

calendar to the district in a timeframe as requested by the

district in order to meet requirements for alignment with

hiring/onboarding, transportation, facilities and other service

provision.

● 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.

86

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

The school has the authority to develop its own annual calendar that aligns with

the Innovation Plan and that meets or exceeds the minimum standards of the

District and state.

● No later than 60 calendar days before the end of the school year, the

principal in consultation with the CSC 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 changes to the schedule or calendar violate teacher rights

provided in the replacement policy for Article 8 of the DCTA contract.

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

The DPS Board authorizes the school to develop an educational program that

aligns to the mission and vision of the school and enables the school to implement

the innovation plan.

The school’s curriculum will provide a program of instruction that enables students

to meet or exceed the CCSS and CAS. The school will regularly evaluate its

87

education program and make changes to curriculum content, instruction, and

assessments.

● Curriculum development will be carried out by school personnel,

consistent with the school’s innovation plan, using all available resources,

including replacement core instructional textbooks where textbook

waivers are granted.

● The school curriculum will provide a program of instruction that enables

students to meet or exceed the CCSS and CAS. The school will regularly

evaluate its education program and make changes to curriculum content,

instruction, and assessments.

● The district will evaluate the impact of the school’s education program as

part of its 3 year review of the school’s innovation plan in addition to the

annual UIP review by the CSC.

● Substantive interim changes must be approved by the Principal and District

Staff.

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

The DPS Board authorizes the school to develop an educational program that

aligns to the mission and vision of the school and enables the school to implement

the innovation plan.

The school’s curriculum will provide a program of instruction that enables students

to meet or exceed the CCSS and CAS. The school will regularly evaluate its

education program and make changes to curriculum content, instruction, and

assessments.

● Curriculum development will be carried out by school personnel,

consistent with the school’s innovation plan, using all available resources,

including replacement core instructional textbooks where textbook

waivers are granted.

● The school curriculum will provide a program of instruction that enables

students to meet or exceed the CCSS and CAS. The school will regularly

evaluate its education program and make changes to curriculum content,

instruction, and assessments.

● The district will evaluate the impact of the school’s education program as

part of its 3 year review of the school’s innovation plan in addition to the

annual UIP review by the CSC.

88

● Substantive interim changes must be approved by the Principal and District

Staff.

School

Proposal

Section 22-32-109(1)(jj): Identify

Areas in which the Principal/s

Require Training or Development

Teaching:

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 Principal will participate in district-

provided coaching and professional development except when such coaching

or professional development contradicts the successful implementation of

the innovation plan and/or the mission /vision of the school.

In determining the Principal’s PD and coaching schedule, the Instructional

Superintendent will collaborate with the Principal to ensure that district PD and

coaching supports the school leader and/or leadership team in implementing

the goals of the innovation plan.

The standard district offered professional development for members of the

Professional Development team will be attended in the instances in which it

supports the implementation of the innovation plan and/or the mission and

vision of the school. District professional development for teachers, teacher

leaders, and other instructional or operational leaders will be attended when

the school’s principal determines that such professional development is in the

best interest of the school to successfully implement the innovation plan.

School

Proposal

22-32-110(1)(ee) Local Board

Powers-Employ teachers' aides

and other noncertificated

personnel

Teaching:

Human Resource Management: Hiring

Teacher Aides

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: (ee) To employ on a voluntary or paid basis teachers' aides and other auxiliary, nonlicensed personnel

to assist licensed personnel in the provision of services related to instruction or supervision of

children and to provide compensation for such services rendered from any funds available for such

purpose, notwithstanding the provisions of sections

Replacement

Policy

The DPS board grants autonomy to the principal, in consultation with the CSC, to

make staffing decisions consistent with waivers for district policies GCF and GDF.

The school may employ non-licensed personnel to provide instruction or

supervision of children that is supplemental to the core academic program and in

compliance with State and Federal guidelines.

89

● All core content teachers shall meet the federal Highly Qualified (HQ)

requirements. Core content teachers shall possess a valid Colorado license

and subject matter competency for their assignment (ESEA). Core content

areas under ESEA include: English, reading or language arts; mathematics;

science; foreign languages; social studies (civics, government, history,

geography, economics); and the arts (visual arts, music).

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

In accordance with the innovation plan, the DPS board delegates the power

specified in statute to the school leader.

● All dismissals that occur during the school year must follow procedures

established in District policy GDQD and regulation GDQD-R. Teachers may

be non-renewed at the end of the school year for a lawful reason.

School

Proposal

22-32-126: Employment and

authority of principals

Leadership:

Management

Policy

(1) The board of education may employ through written contract public school principals who shall

hold valid principal licenses or authorizations and who shall supervise the operation and management

of the school and such property as the board shall determine necessary.

(2) The principal shall assume the administrative responsibility and instructional leadership, under the

supervision of the superintendent and in accordance with the rules and regulations of the board of

education, for the planning, management, operation, and evaluation of the educational program of

the schools to which he is assigned.

(3) The principal shall submit recommendations to the superintendent regarding the appointment,

assignment, promotion, transfer, and dismissal of all personnel assigned to the school under his

supervision.

(4) The principal shall perform such other duties as may be assigned by the superintendent pursuant

to the rules and regulations of the board of education.

(5) (a) The principal or the principal's designee shall communicate discipline information concerning

any student enrolled in the school to any teacher who has direct contact with the student in the

classroom and to any counselor who has direct contact with the student. Any teacher or counselor

who receives information under this subsection (5) shall maintain the confidentiality of the

information and does not have authority to communicate the information to any other person.

(b) Each school district shall include in its discipline code adopted in accordance with section 22-32-

110 (2)procedures to inform the student and the student's parent or guardian when disciplinary

information is communicated and to provide a copy of the disciplinary information to the student and

the student's parent or guardian. The discipline code shall also establish procedures to allow the

90

student and the student's parent or guardian to challenge the accuracy of the disciplinary

information.

School’s

Replacement

Policy

In the event of a change in leadership, the priority is maintaining building

leadership that supports the mission and vision of the school and ensures that

student achievement is supported. Members of the school community,

including staff, parents and community members will be involved in the

principal hiring process.

● Principal candidates are provided to the CSC and superintendent or

his/her designee from the district’s principal hiring pool using the LEAD

in Denver evaluation process.

● The district superintendent or his/her designee will manage the

principal selection process in collaboration with the CSC and shall

recommend at least two final candidates to the superintendent for

hiring.

● The superintendent (or his/her representative) may redirect the CSC

and his/her designee to continue the search for better qualified

candidates should none of the proposed candidates meets his/her

approval.

● In the event that the principal position is vacant, the superintendent (or

his/her representative) may appoint an interim principal until such a

time that the above described hiring process results in a principal

candidate that is agreeable to the CSC and the Superintendent or

his/her designee.

● Interviews and selection follow the DPS Human Resource hiring

procedures.

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

91

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

All teachers will be qualified and licensed according to State and Federal law. Core

content teachers that are the primary provider of instruction will be highly

qualified in their particular content area(s), Language Arts; Math; Science; Foreign

language; Social Studies (Civics, Government, History, Geography, Economics); Arts

(Visual Arts, Music). The school will otherwise meet all Title III licensing

expectations.

● 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.

School

Proposal

Teacher Employment,

Compensation and Dismissal Act

of 1990 Section 22-63-

202: Contracts in Writing Duration

Damage Provision

Teaching:

Human Resource Management: Hiring,

Contracts and Employment Offer Letters

Policy

(1) Except for a part-time or substitute teacher, every employment contract entered into by any teacher or chief

administrative officer for the performance of services for a school district shall be in writing.

(2) (a) A teacher or chief administrative officer and the board may mutually agree to terminate the teacher's or

chief administrative officer's employment contract at any time.

(b) Each employment contract executed pursuant to this section shall contain a provision stating that a teacher or

chief administrative officer shall not terminate his or her employment contract with the board without the

agreement of the board unless:

(I) If the teacher or chief administrative officer intends to terminate his or her employment contract for the

succeeding academic year, the teacher or chief administrative officer gives written notice to the board of his or

her intent no later than thirty days prior to the commencement of the succeeding academic year or, if a school

district operates an alternative year program, not less than thirty days before the commencement of services

under the employment contract; or

(II) If the teacher or chief administrative officer intends to terminate his or her employment contract for the

current academic year after the beginning of the academic year, the teacher or chief administrative officer shall

give written notice to the board of his or her intent at least thirty days prior to the date that the teacher or chief

administrative officer intends to stop performing the services required by the employment contract.

(b.5) Each employment contract executed pursuant to this section shall contain a provision stating that a teacher

or chief administrative officer shall accept the terms of the employment contract for the succeeding academic

year within thirty days of receipt of the contract, unless the teacher or chief administrative officer and the district

have reached an alternative agreement. If a teacher or chief administrative officer does not accept the terms of

the employment contract within thirty days of receipt, the district shall be authorized to open the position to

additional candidates.

92

(c) Each employment contract executed pursuant to this section shall contain a damages provision whereby a

teacher or chief administrative officer who violates the provision required by paragraph (b) of this subsection (2)

without good cause shall agree to pay damages to the school district, and the board thereof shall be authorized to

collect or withhold damages from compensation due or payable to the teacher or chief administrative officer, in

an amount equal to the lessor of:

(I) The ordinary and necessary expenses of a board to secure the services of a suitable replacement teacher or

chief administrative officer; or

(II) One-twelfth of the annual salary specified in the employment contract.

(c.5) (I) The general assembly finds that, for the fair evaluation of a principal based on the demonstrated

effectiveness of his or her teachers, the principal needs the ability to select teachers who have demonstrated

effectiveness and have demonstrated qualifications and teaching experience that support the instructional

practices of his or her school. Therefore, each employment contract executed pursuant to this section shall

contain a provision stating that a teacher may be assigned to a particular school only with the consent of the hiring

principal and with input from at least two teachers employed at the school and chosen by the faculty of teachers

at the school to represent them in the hiring process, and after a review of the teacher's demonstrated

effectiveness and qualifications, which review demonstrates that the teacher's qualifications and teaching

experience support the instructional practices of his or her school.

(II) Repealed.

(III) (A) Any active nonprobationary teacher who was deemed effective during the prior school year and has not

secured a mutual consent placement shall be a member of a priority hiring pool, which priority hiring pool shall

ensure the nonprobationary teacher a first opportunity to interview for a reasonable number of available positions

for which he or she is qualified in the school district.

(B) When a determination is made that a nonprobationary teacher's services are no longer required for the

reasons set forth in subparagraph (VII) of this paragraph (c.5), the nonprobationary teacher shall be notified of his

or her removal from the school. In making decisions pursuant to this paragraph (c.5), a school district shall work

with its local teachers association to develop policies for the local school board to adopt. If no teacher association

exists in the school district, the school district shall create an eight-person committee consisting of four school

district members and four teachers, which committee shall develop such policies. Upon notice to the

nonprobationary teacher, the school district shall immediately provide the nonprobationary teacher with a list of

all vacant positions for which he or she is qualified, as well as a list of vacancies in any area identified by the school

district to be an area of critical need. An application for a vacancy shall be made to the principal of a listed school,

with a copy of the application provided by the nonprobationary teacher to the school district. When a principal

recommends appointment of a nonprobationary teacher applicant to a vacant position, the nonprobationary

teacher shall be transferred to that position.

(C) This subparagraph (III) shall take effect at such time as the performance evaluation system based on quality

standards established pursuant to this section and the rules promulgated by the state board pursuant to section

22-9-105.5 has completed the initial phase of implementation and has been implemented statewide. The

commissioner shall provide notice of such implementation to the revisor of statutes on or before July 1, 2014, and

each July 1 thereafter until statewide implementation occurs.

(IV) If a nonprobationary teacher is unable to secure a mutual consent assignment at a school of the school district

after twelve months or two hiring cycles, whichever period is longer, the school district shall place the teacher on

unpaid leave until such time as the teacher is able to secure an assignment. If the teacher secures an assignment

at a school of the school district while placed on unpaid leave, the school district shall reinstate the teacher's

salary and benefits at the level they would have been if the teacher had not been placed on unpaid leave.

(V) Nothing in this section shall limit the ability of a school district to place a teacher in a twelve-month assignment

or other limited-term assignments, including, but not limited to, a teaching assignment, substitute assignment, or

instructional support role during the period in which the teacher is attempting to secure an assignment through

school-based hiring. Such an assignment shall not constitute an assignment through school-based hiring and shall

not be deemed to interrupt the period in which the teacher is required to secure an assignment through school-

based hiring before the district shall place the teacher on unpaid leave.

(VI) The provisions of this paragraph (c.5) may be waived in whole or in part for a renewable four-year period by

the state board of education pursuant to section 22-2-117, provided that the local school board applying for the

waiver, in conjunction with the superintendent and teachers association in a district that has an operating master

employment contract, if applicable, demonstrates that the waiver is in the best interest of students enrolled in the

school district, supports the equitable distribution of effective teachers, and will not result in placement other

than by mutual consent of the teacher in a school district or public school that is required to implement a priority

93

improvement plan or turnaround plan pursuant to article 11 of this title. Notwithstanding the provisions of this

paragraph (c.5), a waiver shall not be granted for a request that extends the time for securing an assignment

through school-based hiring for more than two years.

(VII) This paragraph (c.5) shall apply to any teacher who is displaced as a result of drop in enrollment; turnaround;

phase-out; reduction in program; or reduction in building, including closure, consolidation, or reconstitution.

(d) The department of education may suspend the license, endorsement, or authorization of a teacher or chief

administrative officer who fails to provide the notice required by paragraph (b) of this subsection (2) and who

abandons, fails, or refuses to perform required services pursuant to an employment contract, without good cause.

(3) A teacher may be suspended temporarily during the contractual period until the date of dismissal as ordered

by the board pursuant to section 22-63-302 or may have his or her employment contract cancelled during the

contractual period when there is a justifiable decrease in the number of teaching positions. The manner in which

employment contracts will be cancelled when there is a justifiable decrease in the number of teaching positions

shall be included in any contract between the board of education of the school district and school district

employees or in an established policy of the board, which contract or policy shall include the criteria described

in section 22-9-106 as significant factors in determining which employment contracts to cancel as a result of the

decrease in teaching positions. Effective February 15, 2012, the contract or policy shall include consideration of

probationary and nonprobationary status and the number of years a teacher has been teaching in the school

district; except that these criteria may be considered only after the consideration of the criteria described

in section 22-9-106 and only if the contract or policy is in the best interest of the students enrolled in the school

district.

(4) (a) Notwithstanding the provisions of section 24-72-204 (3) (a), C.R.S., upon a request from a school district or

a school concerning a person applying for a position as a teacher, a school district may disclose to the requesting

school district or school the reason or reasons why a teacher left employment with the original school district.

Upon the specific request of a school district at which a teacher has applied for employment, a school district may

disclose any pertinent performance record or disciplinary record of a teacher that specifically relates to any

negligent action of the teacher that was found to have endangered the safety and security of a student or any

disciplinary record that relates to behavior by the teacher that was found to have contributed to a student's

violation of the school district's conduct and discipline code. The information disclosed pursuant to this paragraph

(a) shall only be disclosed to personnel authorized to review the personnel file in the school district or school and

to the person applying for a position as a teacher.

(b) No employment contract executed pursuant to this section shall contain a provision that restricts or prohibits a

school district from disclosing to another school district or school the reason or reasons why a teacher left

employment with the original school district or from disclosing to another school district any of the teacher's

disciplinary or performance records pursuant to paragraph (a) of this subsection (4).

Replacement

Policy

Teaching staff will receive annual contracts even if they previously acquired non-

probationary status in the District prior to being hired at the school. The annual

contract expires at the end of each contract year. All contracts will be in writing.

If an employee intends to resign from their position after the beginning of the

academic year, the employee shall give written notice of his or her intent at least

thirty days prior to the date that he or she intends to stop performing the services

required by the employment contract.

Termination of all staff mid-contract will follow the dismissal procedures outlined in the DPS policy GDQD and GDQD-R. In all situations related to teacher dismissal, a teacher on an annual contract may only be dismissed mid-year for cause in accordance with DPS policy GDQD and regulation GDQD-R.

Dismissal at the end of the year will be done through the non-renewal process. DPS Board Policies GDQD and GDQD-R do not apply in this situation.

94

● Teachers do not acquire or lose non-probationary status while at the school.

● Teachers leaving employment at the school and transferring to a position in another District school shall be subject to the District's policy regarding transfers from innovation schools in determining their probationary or non-probationary status.

The school principal has the authority to make employment offers to qualified

candidates. The school will not provide first opportunity to interview rights to

priority hiring pool candidates, but will consider them for employment. The school

will not contribute teachers to the district hiring pool. The school has the right to

refuse direct assignments or mandatory transfers of teachers from the district

(with the exception of ADA placements).

School

Proposal

Teacher Employment, Compensation

and Dismissal Act of 1990 Section 22-

63-203: Renewal and Nonrenewal of

Employment Contract

Teaching:

Human Resources Management:

Dismissals

Statute

Description

(1) (a) Except as provided for in paragraph (b) of this subsection (1), the provisions of this section shall

apply only to probationary teachers and shall no longer apply when the teacher has been reemployed

for the fourth year, except as provided for in paragraph (a.5) of subsection (4) of this section. This

paragraph (a) is repealed, effective July 1, 2014.

(b) For any school district that has implemented the performance evaluation system based on quality

standards pursuant to section 22-9-106 and the rules adopted by the state board pursuant to section

22-9-105.5, the provisions of this section shall apply only to probationary teachers and shall no longer

apply when the teacher has been granted nonprobationary status as a result of three consecutive

years of demonstrated effectiveness, as determined through his or her performance evaluations and

continuous employment.

(2) (a) During the first three school years that a teacher is employed on a full-time continuous basis by

a school district, such teacher shall be considered to be a probationary teacher whose employment

contract may be subject to nonrenewal in accordance with subsection (4) of this section. A school

district may also consider a teacher employed on a part-time continuous basis by such district and by

a board of cooperative services to be a probationary teacher whose contract may be subject to

nonrenewal in accordance with subsection (4) of this section. An employment contract with a

probationary teacher shall not exceed one school year.

School’s

Replacement

Policy

Teachers are hired on an annual contract even if they acquired non-probationary

status in the District prior to being hired at the school. The district HR office will

work with the school to ensure teacher contracts are consistent with the approved

innovation plan.

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

95

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 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

The school may refuse direct placements or mandatory transfers of teachers from

the district. District teachers who are qualified for a vacant position at the school

may apply for the position, and, if hired, will be compensated with a salary

corresponding to the position and the years of service using the district salary

schedule as a base.

The school will accept transfers that are being placed under District

compliance with the Americans with Disability Act (ADA).

School

Proposal

Teacher Employment, Compensation

and Dismissal Act of 1990 Section 22-

63-301: Grounds for Dismissal

Teaching:

Human Resource Management:

Dismissals

Policy

A teacher may be dismissed for physical or mental disability, incompetency, neglect of duty,

immorality, unsatisfactory performance, insubordination, the conviction of a felony or the acceptance

of a guilty plea, a plea of nolo contendere, or a deferred sentence for a felony, or other good and just

cause. No teacher shall be dismissed for temporary illness, leave of absence previously approved by

the board, or military leave of absence pursuant to article 3 of title 28, C.R.S.

Replacement

Policy

All teachers are employed on annual contracts, even if they acquired non-

probationary status in the District prior to being hired at the school or the school

converting to Innovation status

● Annual contracts can be non-renewed at the end of the contract term for a

lawful reason.

● In all situations related to teacher dismissal, a teacher on an annual

contract may only be dismissed mid-year for cause in accordance with DPS

policy GDQD and regulation GDQD-R.

School

Proposal

Teacher Employment, Compensation

and Dismissal Act of 1990 Section 22-

63-302: Procedure for dismissal -

Teaching:

Human Resource Management:

Dismissals

96

judicial review

Statute

Description

(1) Except as otherwise provided in subsection (11) of this section, a teacher shall be dismissed in the

manner prescribed by subsections (2) to (10) of this section.

(2) The chief administrative officer of the employing school district may recommend that the board

dismiss a teacher based upon one or more of the grounds stated in section 22-63-301. If such a

recommendation is made to the board, the chief administrative officer, within three days after the

board meeting at which the recommendation is made, shall mail a written notice of intent to dismiss

to the teacher. The notice of intent to dismiss shall include a copy of the reasons for dismissal, a copy

of this article, and all exhibits which the chief administrative officer intends to submit in support of his

or her prima facie case against the teacher including a list of witnesses to be called by the chief

administrative officer, addresses and telephone numbers of the witnesses, and all pertinent

documentation in the possession of the chief administrative officer relative to the circumstances

surrounding the charges. Additional witnesses and exhibits in support of the chief administrative

officer's prima facie case may be added as provided in subsection (6) of this section. The notice and

copy of the charges shall be sent by certified mail to said teacher at his or her address last known to

the secretary of the board. The notice shall advise the teacher of his or her rights and the procedures

under this section.

(3) If a teacher objects to the grounds given for the dismissal, the teacher may file with the chief

administrative officer a written notice of objection and a request for a hearing. Such written notice

shall be filed within five working days after receipt by the teacher of the notice of dismissal. If the

teacher fails to file the written notice within said time, such failure shall be deemed to be a waiver of

the right to a hearing and the dismissal shall be final; except that the board of education may grant a

hearing upon a determination that the failure to file written notice for a hearing was due to good

cause. If the teacher files a written notice of objection, the teacher shall continue to receive regular

compensation from the time the board received the dismissal recommendation from the chief

administrative officer pursuant to subsection (2) of this section until the board acts on the hearing

officer's recommendation pursuant to subsection (9) of this section, but in no event beyond one

hundred days; except that the teacher shall not receive regular compensation upon being charged

criminally with an offense for which a license, certificate, endorsement, or authorization is required

to be denied, annulled, suspended, or revoked due to a conviction, pursuant to section 22-60.5-107

(2.5) or (2.6). If the final disposition of the case does not result in a conviction and the teacher has not

been dismissed pursuant to the provisions of this section, the board shall reinstate the teacher,

effective as of the date of the final disposition of the case. Within ten days after the reinstatement,

the board shall provide the teacher with back pay and lost benefits and shall restore lost service

credit.

(4) (a) If the teacher requests a hearing, it shall be conducted before an impartial hearing officer

selected jointly by the teacher and the chief administrative officer. The hearing officer shall be

selected no later than five working days following the receipt by the chief administrative officer of the

teacher's written notice of objection. If the teacher and the chief administrative officer fail to agree

on the selection of a hearing officer, they shall request assignment of an administrative law judge by

the department of personnel to act as the hearing officer.

(b) Hearing officers shall be impartial individuals with experience in the conducting of hearings and

with experience in labor or employment matters.

(c) Expenses of the hearing officer shall be paid from funds of the school district.

(5) (a) Within three working days after selection, the hearing officer shall set the date of the

prehearing conference and the date of the hearing, which shall commence within the following thirty

days. The hearing officer shall give the teacher and the chief administrative officer written notice of

the dates for the prehearing conference and for the hearing including the time and the place

97

therefor.

(b) One of the purposes of the prehearing conference shall be to limit, to the extent possible, the

amount of evidence to be presented at the hearing.

(c) The parties and their counsel shall be required to attend the prehearing conference with the

hearing officer.

(6) (a) Within ten days after selection of the hearing officer, the teacher shall provide to the chief

administrative officer a copy of all exhibits to be presented at the hearing and a list of all witnesses to

be called, including the addresses and telephone numbers of the witnesses. Within seven days after

the teacher submits his or her exhibits and witness list, the chief administrative officer and the

teacher may supplement their exhibits and witness lists. After completion of the seven-day period,

additional witnesses and exhibits may not be added except upon a showing of good cause.

(b) Neither party shall be allowed to take depositions of the other party's witnesses or to submit

interrogatories to the other party. The affidavit of a witness may be introduced into evidence if such

witness is unavailable at the time of the hearing.

(7) (a) Hearings held pursuant to this section shall be open to the public unless either the teacher or

the chief administrative officer requests a private hearing before the hearing officer, but no findings

of fact or recommendations shall be adopted by the hearing officer in any private hearing. The

procedures for the conduct of the hearing shall be informal, and rules of evidence shall not be strictly

applied except as necessitated in the opinion of the hearing officer; except that the hearing officer

shall comply with the Colorado rules of evidence in excluding hearsay testimony.

(b) The hearing officer may receive or reject evidence and testimony, administer oaths, and, if

necessary, subpoena witnesses.

(c) At any hearing, the teacher has the right to appear in person with or without counsel, to be heard

and to present testimony of witnesses and all evidence bearing upon his proposed dismissal, and to

cross-examine witnesses. By entering an appearance on behalf of the teacher or the chief

administrative officer, counsel agrees to be prepared to commence the hearing within the time

limitations of this section and to proceed expeditiously once the hearing has begun. All school district

records pertaining to the teacher shall be made available for the use of the hearing officer or the

teacher.

(d) An audiotaped record shall be made of the hearing, and, if the teacher files an action for review

pursuant to the provisions of subsection (10) of this section, the teacher and the school district shall

share equally in the cost of transcribing the record; except that, if a party is awarded attorney fees

and costs pursuant to paragraph (e) of subsection (10) of this section, that party shall be reimbursed

for that party's share of the transcript costs by the party against whom attorney fees and costs were

awarded.

(e) Any hearing held pursuant to the provisions of this section shall be completed within six working

days after commencement, unless extended by the hearing officer on a showing of good cause, and

neither party shall have more than three days to present its case in chief. Neither party may present

more than ten witnesses at the hearing, except upon a showing of good cause.

(8) The chief administrative officer shall have the burden of proving that the recommendation for the

dismissal of the teacher was for the reasons given in the notice of dismissal and that the dismissal was

made in accordance with the provisions of this article. Where unsatisfactory performance is a ground

for dismissal, the chief administrative officer shall establish that the teacher had been evaluated

pursuant to the written system to evaluate licensed personnel adopted by the school district

pursuant to section 22-9-106. The hearing officer shall review the evidence and testimony and make

written findings of fact thereon. The hearing officer shall make only one of the two following

recommendations: The teacher be dismissed or the teacher be retained. A recommendation to retain

a teacher shall not include any conditions on retention. The findings of fact and the recommendation

shall be issued by the hearing officer not later than twenty days after the conclusion of the hearing

and shall be forwarded to said teacher and to the board.

98

(9) The board shall review the hearing officer's findings of fact and recommendation, and it shall enter

its written order within twenty days after the date of the hearing officer's findings and

recommendation. The board shall take one of the three following actions: The teacher be dismissed;

the teacher be retained; or the teacher be placed on a one-year probation; but, if the board dismisses

the teacher over the hearing officer's recommendation of retention, the board shall make a

conclusion, giving its reasons therefor, which must be supported by the hearing officer's findings of

fact, and such conclusion and reasons shall be included in its written order. The secretary of the

board shall cause a copy of said order to be given immediately to the teacher and a copy to be

entered into the teacher's local file.

(10) (a) If the board dismisses the teacher pursuant to the provisions of subsection (9) of this section,

the teacher may file an action for review in the court of appeals in accordance with the provisions of

this subsection (10), in which action the board shall be made the party defendant. Such action for

review shall be heard in an expedited manner and shall be given precedence over all other civil cases,

except cases arising under the "Workers' Compensation Act of Colorado", articles 40 to 47 of title 8,

C.R.S., and cases arising under the "Colorado Employment Security Act", articles 70 to 82 of title 8,

C.R.S.

(b) An action for review shall be commenced by the service of a copy of the petition upon the board

of the school district and filing the same with the court of appeals within twenty-one days after the

written order of dismissal made by the board. The petition shall state the grounds upon which the

review is sought. After the filing of the action for review in the court of appeals, such action shall be

conducted in the manner prescribed by rule 3.1 of the Colorado appellate rules.

(c) The action for review shall be based upon the record before the hearing officer. The court of

appeals shall review such record to determine whether the action of the board was arbitrary or

capricious or was legally impermissible.

(d) In the action for review, if the court of appeals finds a substantial irregularity or error made during

the hearing before the hearing officer, the court may remand the case for further hearing.

(e) Upon request of the teacher, if the teacher is ordered reinstated by the court of appeals, or upon

request of the board, if the board's decision to dismiss the teacher is affirmed by the court of appeals,

the court of appeals shall determine whether the nonprevailing party's appeal or defense on appeal

lacked substantial justification. If the court of appeals determines that the nonprevailing party's

appeal or defense on appeal lacked substantial justification, the court of appeals shall determine the

amount of and enter a judgment against the nonprevailing party for reasonable attorney fees and

costs incurred on appeal to the court of appeals. Any judgment entered pursuant to this paragraph

(e) may be subject to stay as provided in rule 41.1 of the Colorado appellate rules.

(f) Further appeal to the supreme court from a determination of the court of appeals may be made

only upon a writ of certiorari issued in the discretion of the supreme court. Upon request of the

teacher, if the teacher is ordered reinstated by the supreme court, or upon motion of the board, if the

board's decision to dismiss is affirmed by the supreme court, the supreme court shall determine

whether the nonprevailing party's appeal or defense on appeal to the supreme court lacked

substantial justification. If the supreme court determines that the nonprevailing party's appeal or

defense on appeal to the supreme court lacked substantial justification, the court shall determine the

amount of and enter a judgment against the nonprevailing party for reasonable attorney fees and

costs incurred on appeal to the supreme court. Any judgment entered pursuant to this paragraph (f)

may be subject to stay as provided in rule 41.1 of the Colorado appellate rules.

(11) (a) The board of a school district may take immediate action to dismiss a teacher, without a

hearing, notwithstanding subsections (2) to (10) of this section, pending the final outcome of judicial

review or when the time for seeking review has elapsed, when the teacher is convicted, pleads nolo

contendere, or receives a deferred sentence for:

(I) A violation of any law of this state or any counterpart municipal law of this state involving unlawful

behavior pursuant to any of the following statutory provisions: Sections 18-3-305, 18-6-302, and 18-6-

99

701, C.R.S., orsection 18-6-301, C.R.S., or part 4 of article 3, part 4 of article 6, and part 4 of article 7

of title 18, C.R.S.; or

(II) A violation of any law of this state, any municipality of this state, or the United States involving the

illegal sale of controlled substances, as defined in section 18-18-102 (5), C.R.S.

(b) A certified copy of the judgment of a court of competent jurisdiction of a conviction, the

acceptance of a guilty plea, a plea of nolo contendere, or a deferred sentence shall be conclusive

evidence for the purposes of this subsection (11).

Replacement

Policy

The School will follow District Policy GDQD and regulation GDQD-R if it is necessary

to terminate a teacher’s employment during the school year. In all situations

related to teacher dismissal, a teacher on an annual contract may only be

dismissed mid-year for cause in accordance with DPS policy GDQD and regulation

GDQD-R.

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 will meet or exceed the DPS salary schedule set in the Collective

Bargaining Agreement. The School’s Principal, in consultation with the CSC, has the

authority to develop a supplemental compensation system separate from district

policies to reimburse employees for extra duty pay, and compensating employees

based on school priorities including activities such as, but are not necessarily

limited to additional time, additional responsibilities, coaching, tutoring,

professional development or for performance incentive pay. This flexibility will be

granted provided the school leader submits a replacement compensation

philosophy annually to CSC and HR for review to ensure sustainability,

transparency and equity.

● Non-teaching staff will be compensated for any additional hours in

accordance with Fair Labor Laws.

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

100

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 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 may employ either licensed or non-licensed teachers for non-core

subject areas. All core subject area teachers will be licensed and endorsed in the

subject matter they teach. School district moneys will be used to pay both licensed

and non-licensed teachers hired to perform services consistent with the innovation

plan.

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

background checks.

School

Proposal

22-7-1207:Advancement – decision –

parental involvement

Educational Program:

Promotion, Retention and Acceleration

of Students

Policy

(1) Within 45 days before the end of the school year prior to the student’s fourth grade

year, a teacher finds that a student has a significant reading deficiency, personnel of the

local education provider shall provide to the student’s parent the written notice…

(a) except for students with disabilities substantially impacting their progress developing

reading skills;

(b) the student is a student with limited English proficiency … and the deficiency is due

primarily to the student’s language skills;

(c) the student is completing a second school year at the same grade level.

(2) Written notice to parents shall include:

(a) notification of serious implications to a student entering fourth grade with a significant

reading deficiency and a meeting request…

(b)…work with the parents to schedule a meeting…

(c) if the parent does not attend the meeting, the teacher and personnel of the local

education provider will decide whether the student will advance to the next grade level in

the next school year.

(4) specific information that should be discussed with parents: serious implications of

attending fourth grade without reading proficiency, importance of achieving reading

proficiency by end of third grade, the student’s body of evidence and the likelihood that the

student, despite having a significant reading deficiency, will be able to maintain adequate

academic progress at eh next grade level, the increased level of intervention instruction the

student will receive in the next school year regardless of whether the student advances to

the next grade level, the potential effects on the student if he or she does not advance to

the next grade level,

(b) …the parent, teacher, and other personnel shall decide whether the student will

advance to the next grade level int eh next school year. If the parent, teacher and other

personnel are not in agreement, the parent shall decide whether the student will advance

to the next grade level unless otherwise specified in the policy adopted by the local

education provider.

101

(5) parents will be given written notification of the decision to retain or not retain the

student…

(6) …beginning in 2016-17…if the superintendent, or his or her designee, or the principal…

does not approve the decision to advance the student, the student shall not advance to

fourth grade in the next school year. …

(7) Each local education provider shall … oral and written communications to a parent… in a

language that the parent understands.

Replacement

Policy

The school will follow the school’s replacement policy IKE/IKE-R regarding

retention and promotion of students. Retention and promotion decisions for

students performing below or above grade-level in core content areas will be made

based on reading and math achievement levels as determined by performance on

standardized assessments, and school determined metrics. The principal, deans,

teacher, and parents will confer at least three months prior to the end of the

school year about the student’s progress, with additional meetings at least every 6

weeks thereafter. If students are making insufficient progress, an academic plan

will be prepared and grade retention or promotion may be recommended to

school leadership by the any member of the school community.

● If school leadership approves the grade retention or promotion of a

student, the student will be retained or promoted. Parents will not have

the ability to override the decision of school leadership. Parents will be

made aware of this policy at orientation, or at the time of registration for

all mid-year enrollees.

● All retention and promotion decisions will be finalized by May 1st. The

school will regularly communicate student performance to

parents/guardians.

School Proposal

22-63-403, C.R.S. Teacher

employment, compensation and

dismissal act of 1990; payment of

salaries

Teaching: Payment of Salaries

Policy Districts are required to pay teachers according to a schedule or according to a performance policy.

Salaries are not to be changed until the end of the year. Individual teachers cannot have their salaries

cut unless all teachers have salaries cut.

Replacement

Policy

The school will use the district salary schedule for determining pay for teachers and

staff; however, they will have discretion on how the budget is impacted for paying

staff (actuals vs. averages). The school principal reserves the right to develop a

supplemental compensation system to reimburse employees for extra duty pay as

it may arise for mandated extended school year, mandated PD outside of school

year, mandated additional time, or stipends for school identified priorities. This

may also include activities such as coaching, tutoring, external professional

development or for performance incentive pay. This flexibility will be granted

provided the school leader submits a replacement policy that aligns with the

102

compensation philosophy on an annual basis to the CSC and HR to ensure

sustainability, transparency and equity.

School Proposal 22-33-102(1) Definition of "Academic

Year"

Education Program: Calendar

Policy

As used in this article, unless the context otherwise requires: (1) "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

“Academic year” refers to the year as it is established by the innovation school’s

developed academic calendar for the School. The calendar will be posted publicly

by May 1st for the following school year. The school’s CSC will provide input into

the calendar.