DPS Staff Recommendations€¦ · DPS Staff Recommendations June 2, 2014 New School Application...

DPS Staff Recommendations

June 2, 2014

New School Application Decisions (Approvals and Denials),

FNE High School and Hampden Heights Facility Placements,

NNE High School Boundary

6/2/2014 Denver Public Schools 1

Contents of Presentation 1. The Strategic and Policy Context for June Recommendations

2. Fulfillment of New Schools Policy and Purpose

3. Overview of Recommendation Development: Call for New Quality Schools

4. Overview of Recommendation Development: Facility Placement & Boundary/Enrollment Practices

5. Community Engagement to Inform Call for New Quality Schools and Placements

6. Staff Recommendations for Approval/Denial, Placement and Boundary/Enrollment o Far Northeast o Near Northeast o Southeast o Southwest o Northwest

Appendices

- A: Standard Conditions, and District Expectations for Charter and District-Run Schools - B: “Fit Analysis” for SE Applicants Against the Hampden Heights Site-Specific Criteria - C: Student Board of Education Feedback

- D. Schools Previously Authorized to Open in 2014 and beyond - E. Summary of New School Applications Received by Region


THE STRATEGIC & POLICY CONTEXT FOR JUNE RECOMMENDATIONS


The Strategic & Policy Context for June Recommendations


Alignment to DPS Board Policy & Priorities

Alignment to State Statute

Alignment to Need

Alignment to Board Policy and Priorities

By 2020, 80% of students from every region within DPS will attend a high performing school, as measured by the district’s school performance framework.

Children attending a high performing school

NOW by 2020 61% 80%


2014 DRAFT Denver Plan Goal

Flexibility: Expand high quality school choices in all communities, through differentiated supports and improvements for schools, new school strategies,

turnaround efforts and strong accountability systems.

2014 DRAFT Denver Plan Strategic Priority Area #3

DPS Vision: Every Child Succeeds


We seek to ensure that 100% of our students are college and career ready by promoting high achievement and closing our achievement gaps.


2010 Denver Plan Priorities

We will provide

equitable and

differentiated

supports and

interventions by

sharing

best practices,

piloting new

ways to improve

We will use

frameworks,

coaching,

feedback and

professional

development to

support educator

growth.

Help our Educators Grow

Shift our Teaching

Practices with Students

Improve the Outcomes of Linguistically

Diverse Students

Differentiate Support to

Schools

We will implement

new standards

using rigorous

and culturally

relevant

curriculum,

instruction and

assessments.

We will

strengthen our

systems and

practices for ELLs

and other diverse

learners.


DPS implements a comprehensive application process that includes clear application questions and guidance; follows fair, transparent procedures and rigorous criteria; and, engages parents/guardians and external experts in the review of applications. DPS is committed to using existing and emerging facilities to meet student and community needs, and to do so in an equitable manner.


Board Policy A: Policy Framework for Accelerating Gains in Academic Achievement for All Students

“We believe that developing new, innovative approaches to teaching and learning in current and future schools will lead to a rich and compelling array of educational options, promote the acceleration of student achievement gains, and give Denver

children and families high quality choices.”

Board Policy AF: Charter Quality Authorizing & Board Policy FA: Facility Development

Alignment to State Statute

Exceeding State Statute Expectations

In order to model its commitment to equity between and among all schools, regardless of governance model, DPS holds all

schools to the same expectations as assessed through the same transparent and public process


State Statute 22-30-107: Charter Schools Act

Performance Gaps Performance Demand

When existing schools within a region are not meeting expectations as outlined in the School Performance Framework (SPF), DPS identifies a need for improved quality of seats.

Enrollment Demand

When DPS anticipates the need for additional seats in a region based on increasing capture rates and/or growing school-age population, DPS identifies a need for additional seats.

9

In order to realize Denver’s vision that “Every Child Succeeds”, Denver Public Schools analyzes its need to improve school quality and open additional high-performing schools each year through its Strategic Regional Analysis (SRA).

6/2/2014 Denver Public Schools

Alignment to Need

FULFILLMENT OF NEW SCHOOLS POLICY AND PURPOSE


In 2013, recently opened schools made up the majority of the top 10 schools for proficiency and student growth.

TOP 10 SCHOOLS ON PROFICIENCY, 2013

Opened School Name Combined MGP

2012 STRIVE Prep - Montbello 250

2010 DSST GVR HS 239

2012 DSST College View MS 232

2012 STRIVE - GVR 229.5

2009 KIPP Den.Collegiate HS 225

2011 KIPP Montbello 219.5

Prior to 2008 Polaris 216

Prior to 2008 DSST Stapleton HS 214

2008 DSST Stapleton MS 214

2010 GALS 213

Opened School Name Overall Proficiency

2011 (innovation) McAuliffe 90%

2011 (innovation) Swigert 88%

2008 DSST Stapleton MS 82%

Prior to 2008 DSST Stapleton HS 81%

Prior to 2008 Highline Academy 77%

Prior to 2008 Odyssey 73%

2010 Denver Language 71%

2010 GALS 69%

2012 DSST College View MS 67%

2010 DSST GVR MS 67%

11 6/2/2014 Denver Public Schools

TOP 10 SCHOOLS FOR GROWTH, 2013

Accelerating Gains for Students


Differentiated Supports for Current Schools

1. The Tiered Support Framework differentiates supports and resources to drive achievement gains in all DPS schools, with emphasis on those that are yellow, orange or red on the SPF.

2. Innovation status affords schools autonomies to better meet student needs and drive achievement.

3. Cohort-based pilots run by OSRI’s innovation lab and other departments increase access to emerging best practices and bolster achievement.

Opening Quality New Schools

Working to improve existing schools represents the

majority our of work, but it is not enough to meet our goals

or address unmet needs.

To accelerate progress, DPS welcomes and evaluates

proposals for new, innovative schools.

Accelerating Gains for Students

…(by) developing new, innovative approaches to teaching and learning in current and future schools

Aligning with Board Policy Board Policy AF (Charter Quality Authorizing)

Evidence of Alignment

Includes clear application questions and guidance

As part of its standard process, DPS provides application guides for new charters, replicating charters and new district-run applicants. These materials were released in January 2014. Additional guidance was substantive and included: • In December 2013, DPS released the “Call for New Quality Schools,”

which described needs identified by DPS and provided a toolkit of information to support applicants.

• DPS hosted a series of free, face-to-face workshops on budget and finance, ELA and SPED.

• DPS staff corresponded directly with interested applicants over several months leading up to the application deadline.

Follows fair, transparent procedures and rigorous criteria

As part of its standard process, DPS makes the rubrics it uses to evaluate proposals public. In 2014, these documents were released in January. Procedures were further articulated through: • A timeline documenting each key step of the process; and • An online tutorial that walked interested parties through the

application process.

Engages parents/guardians and external experts in the review of applications

As mentioned, the standard process in DPS includes the convening of Application Review Teams, which include parents/guardians and external experts.


Aligning with State Statute & Rules

14

State Statute (22-30.5-107, Charter Schools Act) or Related State Rule

Evidence of Alignment

Districts must accept applications annually and may not impose an application fee.

DPS releases a Call for New Quality Schools annually, through which it establishes a process and timeline for accepting applications for new schools. In 2014, DPS accepted 19 applications on March 14, and 1 application on April 11. No fees were charged.

Districts must provide applicants who submit incomplete materials the opportunity to provide them.

As a standard part of its process, DPS reviews each proposal as it is delivered, confirms completeness or provides a sufficient window in which missing material may be submitted.

Districts must convene committees to review applications. In the context of charter schools, committees must include a parent/guardian and a person with charter expertise.

As a standard part of its process, DPS organizes Application Review Teams of 10-12 people to evaluate each application. Teams consist of parents/guardians, external experts and internal experts and include individuals with experience in community engagement, school leadership, curriculum, instruction, assessment, ELA, SPED, HR, Finance and Governance. In the case of charter applications, the team includes a charter expert.

The school Board must host community meetings to secure community feedback on applications.

As a standard part of its process, DPS, on behalf of the Board, hosts community meetings in each region during the Call season. In April 2014, DPS held regional community meetings, during which community members provided feedback on proposed program.

Rule 3.03 (D) (2) Application review should include a substantive in-person interview with the applicant group

As a standard part of its process, DPS conducts in-person interviews. Between April 21 and May 9, DPS conducted interviews with each applicant group, using substantive lines of questioning developed in collaboration with Application Review Teams.

Rule 3.03 (A) (1-5) Districts should release an information packet or RFP

DPS releases a Call for New Quality Schools annually. The 2014 Call was released in December 2013. 6/2/2014 Denver Public Schools

Performance Gaps 1. Significant gaps were noted in

every region of the district except the Southeast.

2. Specific needs at Kepner Middle School were identified in a February supplement to the Call.

3. Specific needs at Manual High School also were identified in the February supplement, although that process has been extended until Spring 2015.

Enrollment Demand

1. The need for a new Far Northeast high school was identified.

2. The need for a new Southeast elementary school at the Hampden Heights facility was identified.

15

Based on the Fall 2013 Strategic Regional Analysis, the Call for New Quality Schools clearly articulates district needs for new quality schools, based on:

The Spring 2014 Strategic Regional Analysis subsequently identified the need for additional seats at both the

elementary and high school levels in the next 2-3 years in the Far Northeast.


Aligning to Stated Needs

OVERVIEW OF RECOMMENDATION DEVELOPMENT: CALL FOR NEW QUALITY SCHOOLS


Alignment of DPS Authorizing to National Guidance and Standards

National Exemplar: “The Call for New Quality Schools provides excellent structure for a transparent and rigorous application process.” – National Association of Charter School Authorizers, in its 2012 evaluation of DPS’s charter authorizing work

Key Improvements in 2014


• Earlier release of the Call for New Quality Schools, application guides and rubrics, affording school developers more time

• Applicants gained access to school development workshops beginning in August

• Published on-line tutorial

• Increased proportion of standardized interview questions

• Up-front framing with applicants around our role as both a support body and an authorizer and delineation of how and when communication happens in response to that delineation

Key Improvements Planned for 2015

• Exploring applicant support systems beyond our current seven-month process

• Continued work with Collaborative Council on facility allocation policy

• Tighter Integration with innovative learning models pilots

• Integration with DPS principal hiring processes

• Others, to be determined by post-process reflection, survey results from applicants and ART team members, and feedback from staff and Board

Call for New Quality Schools Process Overview

18

Strategic Regional Analysis

Call for New

Quality Schools

Workshops Begin

Application Deadline

Oct 2013 Dec 2013

June 2

March 14 School Applicant Actions

Community Engagement & Parent/Guardian Involvement

Final Review by

Team

Initial Review by

Team

Applicants Present to

Board of Ed

Public Comment

Session

Applicant Interview by Team

April 7-18 April 21-25 June 12

June 5

April 28-May 9 June 5

Staff Recommendation

to Board of Ed

Board of Ed VOTE

DPS Staff Actions Letter of

Intent Deadline

February 14

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

Shape and develop the plan in collaboration with school founders

Write letters of support and complete intent to enroll forms

Serve on application review teams

Attend applicant forums and ask questions directly to each applicant

Speak at DPS Board public comment

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


Aug 2013

School Quality Framework

19

Conditions for School Success

Systems & Structure

Outcomes

Education Program

Governance

Teaching Leadership

Culture

Outcomes

Organizational Sustainability

Student Performance

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


English Language Acquisition • Christina Bernal • Rebecca Castellanos • Bridget Galati • Elza Guajardo • Lorenza Lara • Lupe Leece • Martha Loera • Lisa Masias-Hensley • Christine Muldoon • Jorge Robles • Estella Almanza de Schonewise • Elena Sodano • Tami Taylor

Parents/Guardians • Bekah Allen-Dhillon, NNE • Ronda Belen, FNE • Susan Burkholder, NW • Ismael Garcia, SW • Jim Grazier, SE • MiDian Holmes, FNE • Jayne’ Johnson, FNE • Monica Johnson, NNE • Ed Krug, NW • Teri Pinney, NNE • Sarah Wolfgram, SE • Kat Rains, NNE • Paola Ramirez, NNE • Emily Rivera, SE

Instructional Superintendents, PSR, and Elementary Ed • Cristina Bansch-Schott • Tanya Carter • Dori Claunch • Lee Cooper • Timothy (Chip) Dale • Pattie Davis • Antonio Esquibel • Stephanie Hoy • Randy Johnson • Aviva Katz

• Greta Martinez • Fred McDowell • Erin McMahon • Keith Mills • Mike Musick • Quinn O’Keefe • Patti Paredes • Laura Pretty • Brette Scott • James Scott • Diane Smith • Jermall Wright

SLT Members • Tom Boasberg, Superintendent • Susana Cordova, CAO • Ivan Duran, Assistant

Superintendent • Veronica Figoli, Chief of FACE • Alex J. Martinez, General

Counsel • Greta Martinez, Interim

Assistant Superintendent • David Suppes, COO • Alyssa Whitehead-Bust, Chief

of Innovation and Reform • Antwan Wilson, Assistant

Superintendent PSR

Special Education • Valerie Calvert • Brittney Cardwell • Will Crookston • Rachel Gurian • Sherryll Kraizer • Veronica Lindau-Winkler • Kristi Mccollum • Patrick Mcginty • Joshua Nichols • Hetty Pazos • Audrey Ross-Mccall • Marianne Sammons

Curriculum and Instruction • Grace Aguirre • Elaine Boyer • Helen Butts • Michelle Delgado • Carla Frenzel • Sonia Geerdes • Jean Harvey • Cathy Martin • Jeff Miller • Linda Morris • Becky Sauer • Jen Yacoubian

Community Engagement • Elizabeth Battle • Amber Callender • Maria Irivarren • Michelle Mares • Yvonne Miranda • Adriana Pena • David Portee • Lilibeth Sanchez • Angie Swim • Heather Tinley • Edgar Torres • Marianela Turner

Finance • Chuck Carpenter • Katie Collier • LeVar Cypres • Sam Gallagher • Katie Hechaverria • Moses Regidor • Brian Sammons • Britanny Shores • Nichelle Tarver

OSRI • Marie Bencomo • Kris Berard • Makisha Boothe • Kaceya Campbell • Kevin Croghan • Christine Deleon • Chris DeWItt • Megan Hennessey • Natalie Hudson • Laura Kanter • Nivan Khosravi • Jennifer Klein • Maya Lagana • Vickie Mestas • Kenny Smith

Student Board of Education Executive Team • Catherine Brown • Cipriana Fernandez • Britani Rudolph • Angel Sanchez • Geoffrey Wilson

Legal Services • Molly Ferrer

Operations • Liz Mendez

Human Resources (for district-run applications) • Kathleen Shiverdecker

External Education Consultants • Liz Aybar • Isabelle Cordova • Ami Desai • Lauren Masters • Jennifer Ream • Tom Siegel

Application Reviewers

The application review process engaged 117 district and community representatives who embody a variety of perspectives and expertise.


Board Decisions on New School Applicants

21

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

Approval with standard conditions

All new school approvals include standard conditions, which require applicants to enroll sufficient numbers of students, secure an adequate facility, identify a school leader in a timely manner, provide quarterly financial reports during Year 0, and, for charter schools, abide by charter-contract terms and participate in required ELA training programs. Full text for standard conditions is provided in Appendix A.

Approval with standard and specific conditions

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


OVERVIEW OF RECOMMENDATION DEVELOPMENT: FACILITY PLACEMENT & BOUNDARY/ENROLLMENT PRACTICES


Developing Facility Placement Recommendations

Facility Placement Recommendation

Alignment to Need

Community Support

Program Quality &

Track Record

Assessed against School Quality Framework, track record for replication Evidence collected in application (intent to enrolls, letters of support, and existing waitlists) as well as in community meetings hosted by DPS

Must be a need for a program & the program must meet specific needs of students and/or site-based requirements

23 Denver Public Schools 6/2/2014

As articulated in Board policies FA (Facility Development/Goals Objectives) and AF (Charter Quality Authorizing), DPS is committed to using existing and emerging

facilities to meet student and community needs, and to do so in an equitable manner. Three criteria are used to guide facility placement recommendations:

Facility Placement & Equity of Access

For new schools in district facilities (including charters), a key objective is to incorporate the schools into common enrollment practices. New schools placed in a district facility, for example:

1. Accept mid-year entrants, in or outside the context of overflow;

2. Serve neighborhood students through boundaries, enrollment zones or other enhanced enrollment practices; and

3. Participate in SchoolChoice.


District Policy AF, Charter Quality Authorizing: “Three equities [] apply to all our schools: equity of opportunity; equity of responsibility and access; and equity of

accountability. … Equity of responsibility and access means that the schools must offer equitable and open access to all our students.”

Boundary/Enrollment Decision-Making Process

Recommendation presented to Board of Education

Board of Education vote on boundary, June 12, 2014

Engage in exploration, dialogue and problem solving with BAG and larger

community

Convene boundary advisory group (BAG) and establish guiding principles


Today

• In November 2012, voters approved construction of a new high school in the Near Northeast to meet growing demand.

• In June 2013, the Board approved a district-run high school, to open in 2015.

Boundary/Enrollment Engagement Process

Convene boundary advisory group (BAG) and establish guiding principles

Objective: For new schools in district facilities, DPS seeks to have these new schools have similar enrollment practices as existing schools. For some schools this includes creating a boundary set of enrollment priorities / allocations. In addition, all new schools will participate in the enrollment system in terms of mid-year entries, admin transfers, etc. Process: Fourteen community members from the Far Northeast, George Washington HS, Park Hill, and Stapleton communities volunteered to serve on a Boundary Advisory Group (BAG) to deepen conversations about boundary considerations for the new Near Northeast High School. The following guiding principles informed all conversations: Fulfill promises made: • Do not remove families from the East HS Boundary • Guaranteed access to Stapleton Elementary Boundary families • Meet diversity goals outlined in the Stapleton Green Book and that reflect the diversity

of northeast Denver


Boundary/Enrollment Engagement Process


Engage in exploration, dialogue and problem solving with BAG and larger

community

COMMUNITY ENGAGEMENT TO INFORM THE CALL FOR NEW QUALITY SCHOOLS AND PLACEMENT RECOMMENDATIONS


Far Northeast Community Engagement

Surfacing the Strategic Regional Analysis Over the course of five meetings, engaged more than 130 FNE families in conversations about school performance, new seat needs and bond funding issues. Began introducing the Call for New Quality Schools process.

December 7, 2013: NULITES Ambassadors January 14, 2014: NULITES Ambassadors February 4, 2014: Northern Corridor Coalition February 5, 2014: FNE Community Meeting February 6, 2014: Montbello 20/20

The FNE High School Survey Secured input from 599 constituents in the Far Northeast regarding program elements they would like to see in the new High School near Evie Dennis opening in 2015.

February 2014

Regional Community Meeting with Applicants Welcomed 115 community members into a forum to provide feedback on new school proposals for the region and applicants seeking placement at the new high school at East Evie.

April 16, 2014


Near Northeast Community Engagement

Surfacing the Strategic Regional Analysis Engaged NNE families in a conversation about school performance and enrollment forecasts. Began introducing the Call for New Quality Schools process.

December 7, 2014

Regional Community Meetings with Applicants Across two meetings, welcomed 105 community members into forums to provide feedback on new school proposals for the region.

April 15 and April 17, 2014


Southeast Community Engagement

Surfacing the Strategic Regional Analysis Turnout for this meeting was not as hoped, and, with the leadership of Anne Rowe, the small group that was present helped convene a subsequent conversation among Southeast principals to discuss the future of the region.

December 7, 2014

Visioning Meeting Thirty members of the Southeast community participated in a visioning exercise about their hopes and dreams for the new elementary school at Hampden Heights. Applicants observed this gathering.

February 26, 2014

Regional Community Meeting with Applicants

Welcomed 156 community members into a forum to

provide feedback on new school proposals for the

region and those seeking placement at Hampden

Heights.

April 9, 2014


Southwest Community Engagement

Kepner Thought Partner Group (TPG) Twenty-seven individuals participated in this TPG, which was charged with developing a set of desired characteristics for new programs on the campus and to provide specific feedback on each applicant who came forward as part of the CNQS. After intensive work, including 9 meetings, school tours and other activities, the TPG presented its findings to the Board on May 12, 2014. An additional meeting with the TPG is scheduled June 3rd to preview staff recommendations and foster additional dialogue with the group. Kepner placement recommendations will not be made today, and the input of the TPG is considered here as staff makes recommendations for new schools in the region (not

necessarily those that might be placed Kepner.)

Regional Community Meeting with Applicants

Welcomed 54 community members into a

forum to provide feedback on new school

proposals for the region.

April 14, 2014


Northwest Community Engagement

Regional Community Meetings with Applicants Welcomed 70 community members into a forum to provide feedback on new school proposals for the region.

April 8, 2014


STAFF RECOMMENDATIONS

By Region


Today’s Staff Recommendations


New Schools

• Approval and denial recommendations for 16 new school applications.

Facility Placements

• Placement recommendations for the new Far Northeast High School at East Evie and the new SE elementary school at Hampden Heights.

Boundary/Enrollment

• Boundary/enrollment recommendation for the new Near Northeast high school

Community input and feedback has directly informed each of these recommendations.

Summary of New School Application Recommendations by Region

SW Southwest Denver Community School Approval, no DPS

facility

STRIVE Prep - Southwest Middle School 7 Approval, TBD

placement

SE Hampden Heights Expeditionary School Approval, Hampden

Heights Placement

Rocky Mountain Prep Approval, no DPS facility

NW

Westside Academy Denial

YouthBuild Charter School of Denver

Approval, no DPS facility

NNE

Seed HS Denial

Denver Dual Language Expeditionary School

Denial

Near Northeast Community Empowerment

School


REACH Charter School Approval, no DPS facility

Banneker Jemison STEM Academy Approval, no DPS Facility

Roots Elementary Approval, no DPS facility

FNE

STRIVE Prep - Far Northeast Elementary Approval, no DPS facility

KIPP Colorado Elementary School Approval, no DPS

facility

STRIVE Prep - Far Northeast High School Approval, East Evie

Placement

KIPP Montbello Collegiate High School Approval, East Evie

Placement


FAR NORTHEAST


Staff Recommendation(s)

Quality Finding • Preponderance of

evidence demonstrates applicant has met expectations on the School Quality Framework rubric regarding culture, teaching, leadership, education program and governance.

Far Northeast STRIVE Prep FNE Elementary School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

K-5 504 252 College Prep Charter

Conditions Standard conditions apply. School-Specific Conditions • The school shall submit a revised school

schedule to properly account for length of ELD block, as was verified during the interview;

• Intent to enroll forms collected for 80% of each intended opening grade for Year 1 enrollment by Nov. 1st; and

• STRIVE’s existing elementary school shall meet or exceed expectations on the SPF or early SPF, if available, prior to opening the school.

Facility

• Private facility, noting that, per DPS Spring 2014 Strategic Regional Analysis, additional elementary capacity will be needed in the region by 2017.

• The district further notes this applicant’s specific interest in serving as a turnaround provider.


Approve with standard and specific conditions

Mission / Vision

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

• The applicant would consider serving as a turnaround option to improve school performance.

School Culture & Targeted Student Population

• The applicant projects a student population of 80% FRL, 10% SPED, and 43% ELL, which is consistent with FNE demographics and existing STRIVE Prep middle schools located in this region.

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

• The applicant supplies a number of specific strategies to recruit the school’s targeted student population, including informational meetings in English and Spanish, home visits, and community events.

Community Support & Engagement

• The applicant collected 53 intent to enroll forms (23% of Year 1 enrollment) and 6 letters of support. • The applicant has identified partnerships with the Denver Public Library, Boys & Girls Club, and the Denver Broncos Club. • The applicant promotes ongoing parent/guardian engagement through the Parent Council, home visits, summer orientations, bi-

weekly student advisor communication, weekly behavior reports, progress reports every 3 weeks, and regular school events.

School Leader – Tomi Amos; Executive Director – Chris Gibbons

Leadership and Staff Structure

• The applicant has centralized instructional and administrative experience as key attributes for the school leader, as evidenced by Tomi’s service to the STRIVE Prep network for the past three years as a 6th grade teacher, Dean of Students, and Assistant Principal, by service as the Director of Education Policy for Colorado Senator Michael Johnston during the 2011 legislative session, and by the completion of a STRIVE Principal Residency in 2014-15.

• The leadership team consists of the Principal, AP, Office Manager, and Director of Operations. Additional support is provided by STRIVE’s central office, including the Chief Curriculum Officer, Chief Financial Officer, Chief Operating Officer, Director of Development and Communications, and Director of Human Capital.

Leadership Coaching and Evaluation

• The Principal receives weekly coaching and feedback from the STRIVE Chief Executive Officer, Chris Gibbons, or Chief Schools Officer, Josh Smith.

• The CEO/CSO evaluate the Principal twice annually using a standards-based rubric (50% of which includes student growth).

STRIVE Prep – Far Northeast Elementary School

Leadership

CHARTER FNE

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

504 Students at Capacity

Culture

APPROVE


STRIVE Prep – Far Northeast Elementary School - Charter ̀

Curriculum

• The educational philosophy focuses on providing a rigorous standards-based curriculum that is teacher-created and adaptable to student needs and interests.

• Curricular units are developed using the Understanding By Design (UBD) framework, paired with research-based curricular materials, including Reading Mastery, Guided Reading, Writer’s Workshop, Singapore Math, EnVision Math, Delta Science, and Social Studies Alive!

• The school day on Mon-Thu is 8 hours long and on Fri is 5 hours 55 minutes long; the school year provides 180 instructional days. • The additional instructional times allows for assessments, as well as targeted interventions or acceleration for all students.

Progress Monitoring and Assessment

• Student progress is measured by weekly performance tests in literacy and math, STEP literacy 3 times per year, and an annual TerraNova norm-referenced benchmark assessment.

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

ELL Instruction • The applicant’s ELL plan and interview meet DPS criteria, including the process for identifying, involving parents/guardians, progress monitoring and exiting/re-designation, providing teacher and administrator PD, and using research-based curriculum (Pearson's Language Central Literacy) for its ELL students. In the interview, the applicant clarified its plan to provide at least a 45-minute English Language Development block (only 35 minutes in the application).

SPED Instruction and RtI

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

ALEKS, and Why Try.

Teacher Coaching and Evaluation

• Teachers receive informal observations every two weeks and formal observations three times per year by the Principal. • The STRIVE network Director of PD and Coaching supports the Principal in coaching teachers. • Teachers are evaluated on STRIVE’s teacher evaluation rubric, 50% of which is based on student growth.

Professional Development

• A year-round professional development plan is provided and includes three weeks of summer training on school culture, curriculum and UBD, 90 minutes of PD every Friday, and targeted PD on cultural competency every six weeks. Additional ongoing PD is provided by STRIVE’s central office.

• PD is evaluated and revised every 6 weeks by the school leadership team.

Board Capacity and Oversight

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

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

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

Education Program

Teaching

Governance


Approve with standard conditions


Far Northeast KIPP Colorado Elementary School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

K-4* 564 198 College Prep/Blended Learning

Charter



Conditions • Standard conditions apply.

Facility

• Private facility, noting that, per DPS Spring 2014 Strategic Regional Analysis, additional elementary capacity will be needed in the region by 2017.

* KIPP middle schools start in grade 5


Mission / Vision

• The applicant’s mission is to provide a challenging standard-based, culturally responsive curriculum that equally values academic achievement and personal, character, and cultural growth to excel to and through college. Students will leave KIPP Colorado Elementary with the passion, skills, and desire to change the world and be leaders in their community.


• The applicant projects a student population of 92% FRL, 10% SPED, and 40% ELL, which is generally consistent with FNE demographics.

• The applicant fosters school culture through KIPP’s school values of love, community, excellence, equity, and grit; celebrates student success through daily student shout outs, weekly Family Meetings; and monthly incentives.

• The applicant supplies a number of specific strategies to recruit the targeted student population, including community meetings and open houses, canvassing throughout the neighborhood, reaching out to KIPP families, recruiting at preschools and daycare centers, participating in DPS transition nights, sending direct mailers, and advertising with local news media, including Spanish radio.

• The school’s grade configuration serves as a feeder to KIPP’s middle school, but does not align to traditional DPS transition years.


• The applicant collected intent to enroll forms for 121 students (61% of Year 1 enrollment), 165 petition signatures from parents/community members, and 16 letters of support from community leaders in the region and district.

• The applicant has identified partnerships with Denver Health, NULITES, Mental Health Center of Denver, Stand for Children, RISE, Together Colorado, Reading Partners, the Boys and Girls Club, and Colorado Succeeds.

• The applicant promotes ongoing parent/guardian engagement through parent-teacher conferences, parent training sessions, an open-door policy, and membership on the SAC.

School Leader – Lindsey Morgan; Executive Director- Kimberlee Sia


• The applicant has centralized instructional and educational leadership experience, as evidenced by Lindsey’s teaching experience at McGlone Elementary School and SPARK Academy in NJ, two years as the Director of Teacher Leadership Development, Diversity and Inclusiveness with TFA, and through her participation in KIPP’s principal development program, the Fisher Fellowship.

• The leadership team includes the Principal, AP, Director of Operations, ECE Chair, SPED Chair, Grade Level Chairs, and Specials Chair. Additional support is provided by KIPP’s central office staff, including the Chief Academic Officer (CAO), Director of Accounting, Director of Operations, Director of Talent Development, Director of KIPP Through College, Director of Development, and Director of External Relations.


• The Principal receives weekly coaching from the CAO. • The Principal is formally evaluated by the CAO and ED twice a year with an evaluation tool (50% of which is based on student

growth). In addition the Principal is evaluated annually using the KIPP Leadership Framework Competency Model, as a basis to determine areas of strength and growth of leadership skills.

KIPP Colorado Elementary School

Leadership

CHARTER FNE

ECE – 4th College Prep focus with an emphasis on blended learning, character and cultural growth.


Culture

APPROVE


KIPP Colorado Elementary School - Charter ̀

Curriculum • The educational philosophy focuses on providing a standards-based curriculum that is data-driven, uses blended learning, differentiation, and culturally responsive teaching practices.

• The school day is 8 hours long M, T, TH, and Fri and 6 hours on Wed; the school year provides 180 instructional days.


• The school uses a data-driven instructional framework consisting of teacher-led progress monitoring and Friday Skills Assessments (FSA) to plan for flexible groupings and differentiation for the following week.

• The school administers interim assessments, STEP, and Fountas and Pinnell every 6 weeks, and MAP testing twice annually. Following each 6-week instructional cycle, teachers engage in Data Days to prepare for a week of re-teaching and extending instruction, using flexible groups.

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


• The applicant identifies a continuum of services based on the needs of each student’s IEP. • The staffing plan provides one SPED teacher for every 19 students with disabilities. • The applicant describes detailed strategies to support students in Tiers I,II and III, including tiered interventions such as Wilson Reading

System, and Do the Math assessments. • The applicant’s discipline plan includes systems to guard against disproportionality, but it is unclear how discipline will be differentiated

for students with social/emotional disabilities.


• Teachers receive informal observations every week from their instructional manager and formal observations three times per year by the Principal.

• Teachers receive formal observations three times per year by the Principal and are evaluated on KIPP’s Teacher Competency Model (TCM), 50% of which is based on student academic growth.


• The applicant’s PD plan includes weekly sessions aligned with school-wide priorities, grade-level meetings, learning walks, peer observations, and school visits.

• Teachers receive 2.5 hours of PD every week during an early dismissal on Wednesday, and 2-3 weeks of summer PD. • PD is evaluated on a quarterly basis by the senior administration.


• The central office of KIPP provides numerous instructional, operational and financial supports to the network of KIPP schools. • KIPP Board members have multiple years experience overseeing high-performing charter schools in Denver. • The Board monitors academic, student, and financial data bi-monthly through a comprehensive data dashboard.


Education Program

Teaching

Governance


High School Needs in Far Northeast

In the 2014 Call for New Quality Schools, DPS called specifically for “a new program to serve 500, 9-12th grade students at a new high school facility to open in 2015-2016.”

The Spring 2014 Strategic Regional Analysis located an additional need for high-school seats beyond 2015: “Additional capacity will need to be seeded in 2016, with a new school opened in 2017 to keep pace with development.”

Far Northeast





Far Northeast STRIVE Prep FNE High School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

9-12 500 140 College Prep Charter

Conditions Standard conditions apply. School-Specific Conditions • The school shall submit a plan to align

literature courses to PARCC sequence and social studies with current CAS; and

• STRIVE’s existing high schools shall meet or exceed expectations on the SPF, prior to opening the school.

Facility

• Seed at East Evie, reflecting the need for a new program in 2015 and continued need by 2017

• Will service enrollment zone


Approve with standard and specific conditions Seed at East Evie

Mission / Vision

• The applicant’s mission focuses on providing a relevant liberal arts education of high standards, structure, and accountability, that prepares scholars for purposeful social agency to and through graduation from four-year colleges and universities. STRIVE Prep seeks to provide all students the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our diverse society.


• The applicant projects a student population of 80% FRL, 10% SPED, and 43% ELL, which is consistent with FNE demographics. • The applicant fosters school culture through their STRIVE Core Values: Scholarship, Teamwork, Respect, Intelligence, Virtue, and

Effort; and through rituals, such as advisory, seminar, daily morning meetings, and weekly community meetings. • The applicant supplies a number of specific strategies to recruit their targeted student population, including informational meetings

in the community, door-to-door recruiting, and home visits.


• The applicant collected 124 intent to enroll forms (89% of Year 1 enrollment), and 6 letters of support. • The applicant promotes ongoing parent/guardian engagement through summer orientation sessions, home visits, a school-family

contract, bi-weekly communications from a school advisor, weekly behavior reports (SRS), progress reports every three weeks, and regular school activities and celebrations.

• The applicant provided few opportunities for parents and community member to engage in the application’s development. However, the applicant articulated plans to engage families through current parent council groups in its secondary schools, as well as open forums for community members not yet engaged in its network.

School Leader – Elisha Roberts; Executive Director – Chris Gibbons


• The applicant has centralized instructional and administrative experience, as evidenced by Elisha’s teaching experience at MLK High School, participation in the STRIVE Principal Residency and as the AP at STRIVE Prep Excel (high school).

• The leadership team consists of the Principal, Dean of Instruction, Office Manager, and Director of Operations. Additional support is provided by STRIVE’s central office, including the Chief Curriculum Officer, Chief Financial Officer, Chief Operating Officer, Director of Development and Communications, and Director of Human Capital.


• The Principal receives weekly coaching and feedback from the STRIVE Chief Executive Officer, Chris Gibbons, or the Chief Schools Officer, Josh Smith. In addition, the principal receives PD from the STRIVE network every six weeks, as part of the network principal meetings.

• The CEO evaluates the Principal twice annually, using a standards-based rubric (50% of which is based on student growth).

STRIVE Prep – Far Northeast High School

Leadership

CHARTER FNE

9 – 12th College preparatory with liberal arts education and Advanced Placement Course sequence


Culture

APPROVE


STRIVE Prep – Far Northeast High School - Charter ̀

Curriculum

• The educational philosophy focuses on providing a 21st century liberal arts and college preparatory framework that intentionally focuses on unifying its content areas through thematic-based planning and instruction.

• The application’s literature courses are not aligned with the grades in which PARCC is administered. • The social studies curriculum is aligned to 1995 CAS standards. • The school day is 8hours long (M-Th) and 5.5 hours long on Friday; the school year provides 180 instructional days.


• The applicant uses a data cycle process to set “Explore/Plan/ACT” goals, as well as quarterly network-normed interim assessments. • There are systems to analyze and respond to student data through weekly internal assessments, as well as systems for targeted re-

teaching or interventions, if students do not master course material.

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


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

System, Math Elevations, Spellography, ALEKS and Why Try.


• Teachers receive coaching grounded in student performance, using Teach Like a Champion techniques and curriculum-specific support. • Teachers receive informal observations every two weeks and formal observations three times per year by the Principal and Assistant

Principal, using STRIVE’s teacher evaluation rubric, 50% of which is based on student growth.


• The PD plan focuses on cultural competency, school culture, curriculum, and instructional planning. • Teachers receive ongoing PD through three weeks of summer training, weekly school-based PD and department meetings, and 6-week

data cycles. Additional, ongoing PD is provided by STRIVE’s central office. • PD is evaluated on a quarterly basis by the senior administration. • The Principal and Director of Data & Assessment lead professional development, based on student interim performance data.


• The central office of STRIVE provides numerous instructional, operational and financial supports to the network of STRIVE schools. • STRIVE Board members have multiple years experience overseeing high-performing charter schools in Denver. • The Board monitors academic, student, and financial data monthly through a comprehensive data dashboard.


Education Program

Teaching

Governance



Far Northeast KIPP Montbello Collegiate High School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

9-12 520 140 College Prep/Blended learning

Charter

Quality Finding Preponderance of evidence demonstrates applicant has met expectations on the School Quality Framework rubric regarding culture, teaching, leadership, education program and governance.

Conditions Standard conditions apply. School-Specific Condition • KIPP’s existing high school shall meet or

exceed expectations on the SPF, prior to opening the school.

Facility

• Seed at East Evie, reflecting the need for a new program in 2015 and continued need by 2017

• Will service enrollment zone


Approve with standard and specific conditions Seed at new East Evie

Replication

Mission / Vision

• The applicant’s mission is to help students master core academic disciplines, develop critical thinking, self- discipline, self-advocacy, communication, and leadership skills and to develop a strong moral character through civic engagement.


• The applicant projects a student population of 85% FRL, 10% SPED, and 40% ELL, which is consistent with FNE demographics. • The applicant fosters school culture through KIPP’s 5 Pillars: High Expectations, Choice and Commitment, More Time, Power to Lead,

and Focus on Results, as well as Advisories, Built for Others program, weekly town hall grade-level meetings, monthly school-wide town hall meetings, college pennants, clean and organized classrooms, a 9th grade Academy, and End-of-Year trips.

• The applicant supplies a number of specific strategies to recruit their targeted student population, including outreach to local 8th graders, neighborhood canvassing, working with current KIPP Montbello families, attending DPS Expos, and advertising in local news media.


• The applicant collected 180 intent to enroll forms (129% of Year 1 enrollment), 165 petition signatures from parents/community members, and 10 letters of support from community leaders in the region and district.

• The applicant has identified partnerships with Denver Health, NULITES, Mental Health Center of Denver, Stand for Children, RISE, Together Colorado, Reading Partners, the Boys & Girls Club, and Colorado Succeeds.

• The applicant promotes ongoing parent/guardian engagement through parent-teacher conferences, parent training sessions, an open-door policy, and membership on the SAC.

School Leader – TBD; Executive Director- Kimberlee Sia


• The credentials and criteria for the Principal include a track-record of student academic achievement with students of color, evidence of ability to build relationships, and an orientation toward achievement, including evidence of continuous learning, critical thinking and problem solving, and planning and execution.

• The leadership team consists of the Principal, AP, and Director of Operations, with support from KIPP’s central office staff, including the Chief Academic Officer (CAO), Director of Accounting, Director of Operations, Director of Talent Development, Director of KIPP Through College, Director of Development, and Director of External Relations.


• The Principal receives weekly coaching from the CAO. • The Principal is evaluated by the CAO and ED twice a year with an evaluation tool (50% of which is based on student growth), and is

evaluated annually using the KIPP Leadership Framework Competency Model to determine areas of strength and growth of leadership skills.

KIPP Montbello Collegiate High School

Leadership

CHARTER REPLICATION

FNE

9 – 12th College Prep, replication of KIPP Denver Collegiate High School.


Culture

APPROVE


KIPP Montbello Collegiate High School-Charter ̀

Curriculum

• The educational philosophy focuses on providing a rigorous, college-preparatory academic course load, while also participating in electives and extracurricular activities that include art, dance, and competitive sports.

• This applicant’s core curriculum is a replication of KIPP Denver Collegiate High School and is used at other KIPP schools nationwide. KIPP Collegiate was rated as “Exceeds” in Growth and “Meets Expectations” in status on the 2013 SPF.

• The school day is 8 hours and 15 minutes long M, T, TH, and Fri and 6 hours and 45 minutes long on Wed. The school year aligns with the DSSN extended-year calendar of 182 student instructional days. The annual calendar provides 23 days of teacher planning and professional development.


• Student progress is measured through six-week interim assessments and evaluated network-wide during KIPP Data Days. • There are systems to analyze and respond to student data through daily exit tickets, weekly quizzes, unit and semester exams, and to

provide targeted re-teaching as necessary.

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


• The applicant identifies a continuum of services based on the needs of each student’s IEP, including push-in and pull-out models. • The staffing plan provides one SPED teacher for every 20 students with disabilities. • The applicant outlines strategies to support students in Tiers I, II, and II I, which are aligned with applicant's existing high school.


• Teachers receive regular coaching, using the KIPP coaching framework, which focuses on Lesson Planning, Execution, Classroom Management /Culture, School Values, and Student Achievement.

• Teachers receive formal observations three times per year by the Principal and are evaluated on KIPP’s Teacher Competency Model (TCM), 50% of which is based on student growth.


• The Applicant’s PD plan is aligned with the existing high school and includes weekly PLCs and summer training provided by the Principal, KIPP Foundation, and the network’s Learning Support Manager.

• PD is evaluated based on teacher feedback, implementation, and student academic impact.


• The central office of KIPP provides numerous instructional, operational, and financial supports to the network of KIPP schools. • KIPP Board members have multiple years experience overseeing high-performing charter schools in Denver. • The Board monitors the school’s academic, student, and financial data bi-monthly through a comprehensive data dashboard.


Education Program

Teaching

Governance


Placement Criteria #1: Quality Program

Far Northeast


STRIVE Prep Far Northeast High School


Track Record for Replication

STRIVE Prep SMART Academy*

2013 SPF KIPP Denver Collegiate HS**

2013 SPF

n/a 2012 SPF

STRIVE Prep Excel

New in 2013-2014

Affirmative Quality Review Finding for Application

Yes Yes

* STRIVE Prep applied using the new charter school application. ** KIPP Montbello Collegiate High School applied using the charter school replication application. Applicants may use the replication application, which allows use of evidence related to prior performance, only when the existing campus(es) have been green on the SPF for two consecutive years.

Placement Criteria #2: Community Support

Far Northeast




Demonstrations in Application

Yes - 124 intent to enroll forms (89% of Year 1 enrollment)

Yes - 180 intent to enroll forms (129% of Year 1 enrollment)

Regional Community Meeting Feedback

Strong testimonials for the STRIVE program and interest in the high school.

Strong testimonials for the KIPP program and interest in the high school.

FNE Survey: Desired Elements More than 500 people responded to the survey. The survey was not scientifically constructed, however, and its findings thus reflect the desires of the respondents only, not all constituents of FNE Denver.

STRIVE offers 8 of the top 10 desired elements (top 5 academic qualities and top 5 student opportunities): individualized attention, sports, academic supports, extracurricular activities, wrap-around supports, college preparedness, an arts program, and instructional use of technology. It does not offer a STEM or project-based learning focus.

KIPP offers 8 of the top 10 desired elements (top 5 academic qualities and top 5 student opportunities): individualized attention, sports, academic supports, extracurricular activities, wrap-around supports, college preparedness, an arts program, and instructional use of technology. It does not offer a STEM or project-based learning focus.

Placement Criteria #3: Alignment to Need

Far Northeast




Alignment to Needs Identified in the Call for New Quality Schools and/or Strategic Regional Analysis

Meets need for new FNE high school in 2015, with another high school needing to be seeded in 2016 and to open in 2017.

Meets need for new FNE high school in 2015, with another high school needing to be seeded in 2016 and to open in 2017.

NEAR NORTHEAST


Deny


SEED High School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

9-12 447 125 College Prep/Career Focus

Charter

Quality Finding Preponderance of evidence demonstrates applicant has not met expectations on the School Quality Framework rubric regarding culture, teaching, leadership, education program and governance.

Conditions n/a

Facility

n/a

Near Northeast


SEED High School

Mission / Vision

• The applicant’s mission focuses on making school relevant to the lives of an economically integrated student body by combining a college prep education and career experiences.

School Culture and Student Population

• The applicant projects a student population of 50% FRL, 10%-12% SPED, and 25% ELL which is generally consistent with NNE demographics.

• The applicant fosters school culture by employing a weekly school Community Meeting, Morning Student Advisories, Inter-disciplinary teacher planning and conferencing, after-school Academic Support by teachers, guest speakers, internships and workplace-based projects, and college visits for juniors and seniors.

• The applicant’s enrollment policy does not indicate the school is open to all students, suggesting a school-specific application process based on prior student academic performance, attendance, and letters of recommendation, which is inconsistent with the DPS equity of enrollment policy.


• The applicant collected 28 intent to enroll forms (22.4% of Year 1 enrollment) and 24 letters of support. • The applicant has not established partnerships with supporting organizations critical to implementing the school’s SEED model. • The applicant promotes ongoing parent/guardian engagement through quarterly SAC meetings, quarterly student progress reports,

twice annual student-led teacher/parent conferences, and a bi-weekly email message to parents from the Principal.

School Leader – TBD; Interim- Brian Weber


• The applicant has identified Brian Weber as the founding leader, yet the applicant plans to hire a principal by late January or early February 2014, to be on-site by March 2015. However, a plan for transitioning leadership during the school’s development in Year 0 is not specified.

• Experience with the school’s SEED model is not a qualification in the job descriptions for either the Principal or DCI. The identified DCI, Laura Laffoon, does not have experience with the model.

• The applicant does not include a leadership succession plan and states that leadership changes are made mutually between the principal and the Board, resulting in a conflict of interest, should the Board wish to terminate employment of the principal.


• Coaching for the Principal is contingent on a yet-to-be established, pro-bono partnership, and is limited to three days annually. • The application narrative states that the Principal evaluation will include 50% student growth. However, the provided Principal

evaluation tool does not include student growth as 50% of the leader’s evaluation. • The applicant does not provide a coaching plan or sample evaluation tool for the DCI.

Leadership

CHARTER

NNE

9-12 College prep with a career focus of engineering, energy, and design


Culture

DENY


SEED High School– Charter

Curriculum

• The applicant’s educational philosophy focuses on integrating core academics with Sustainability, Energy, Engineering and Design. • The applicant has not developed the curriculum, and the process to do so relies on unidentified consultants, as well as a DCI who does not

have experience with this particular focus area and model. • The applicant states that the curriculum will align with CCSS and CAS, incorporate engineering, design, 21st century skills, problem solving,

technical writing. However, a process for designing units, choosing curricular materials, and aligning to standards is not included. • The applicant will use Project Lead the Way for its Engineering pathway. However, the plan for implementing the school’s Energy and

Design pathways is not included in the application. • The school calendars and schedules do not align throughout the application. The provided schedule is for a different school, GALS.


• Student progress is measured through school-based interims, MAP, Explore, Plan, classroom assessments, career portfolios, and ICAPs. • Data teams monitor student performance bi-monthly to create lesson plans, but the specific process for data analysis is not identified.

ELL Instruction • The applicant’s ELL plan and interview meet certain DPS criteria, including the process for identifying, progress monitoring, and using a research-based curriculum (Edge) for its ELL students. However, the applicant’s ELL plan does not meet other DPS criteria, including proper staffing (the staff roster does not include ELL teachers), involving parents/guardians, exiting/re-designation, providing teacher and administrator PD, and supplying at least a 45-minute English Language Development block.


• The SPED plan is solely an inclusion model, which does not provide a full continuum of services to students with disabilities. • The staffing plan provides one SPED teacher for every 27 students with disabilities at full build-out. • The RtI plan does not provide research-based interventions to identify and support students in tiers I, II and III. • The applicant does not provide systems and structures to support students who are at-risk of dropping out or off-track for graduation.


• The applicant does not include a plan to recruit SEED industry staff to teach the 9th grade survey courses and 10th grade career clusters. • Teachers receive informal observations monthly from the Principal or DCI for 10-20 minutes, focusing on the SEED Workshop Model. • The school uses a peer observation model. However, an observation process is not described, nor is time allocated in the schedule. • Teacher evaluations take place 3 times per year by either the Principal or DCI and are planned to include 50% weighting for student growth.

However, the application does not include a plan to develop the teacher evaluation tool.


• The applicant’s PD plan includes weekly PD, 10 days of summer PD focused on planning and data analysis, and 6 planning days during the school year. New staff have a 3 days of orientation.

• The DCI and Principal design the school’s data-driven instruction PD, the process and goals for which are not identified in the application. • The applicant does not include a plan to regularly evaluate PD and does not identify PD on ELL or SPED in the PD plan. • Teachers are trained on the SEED curriculum and assessments by the DCI, who does not have experience in the SEED Model.

Board Capacity & Oversight

• The Board members have not met as a group, and the only Board member who attended the interview was unable to articulate the role of the Board in overseeing the school.

• The application indicates that the Board regularly monitors key financial, student achievement, and school culture data.

Budget • The budget is dependent on private funding that is yet to be secured ($650,000 in foundation grants and $400,000 in private donations). The applicant’s admissions process will prohibit the school from receiving $400,000 in CDE start-up funds upon which the school is reliant.

Education Program

Teaching

Governance


Deny



Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

K-12 1107 205 Dual language, expeditionary

District-Run

Quality Finding Preponderance of evidence demonstrates applicant has not met expectations on the School Quality Framework rubric regarding culture, teaching, leadership, education program and governance.

Conditions n/a

Facility

n/a

Near Northeast



59

Mission / Vision • The applicant’s mission is to partner with the community to foster an environment that actively engages creativity, intellectual talents, and entrepreneurism with situational adeptness so that students can compete globally.

School Culture & Student Population

• The applicant projects a student population of 60-80% FRL (a range that is quite larger and could impact program design and budget), 10% SPED, and 50% ELL, which is consistent with NNE demographics.

• The applicant provides only minimal plans to foster school culture and primarily focuses on intrinsic motivation, uniforms and EL Crews, for which underlying strategies and practices are not clearly delineated.

• The school uses a modified versions of PBIS, Conscious Discipline, Restorative Justice, and the DPS discipline ladder. However, a plan to integrate these systems is not provided, and there is no indication of how these would be implemented differently in the elementary versus secondary grades.


• The applicant collected 0 intent to enroll forms (0% of Year 1 enrollment) and 9 letters of support. • The applicant has established partnerships with Expeditionary Learning and has reached out to several community organizations,

but has yet to confirm partnerships with community organizations. • The applicant promotes ongoing parent/guardian engagement through student presentations of learning, community events,

volunteer opportunities, and membership on the CSC.

School Leader – Sean Woytek


• The leader job description does not include expertise in key aspects of the school design, and the identified leader does not have experience with dual language, K-5, Expeditionary Learning, multi-age classes, or competency-based instruction.

• The school leadership team consists of the principal, teacher leaders, and an EL School Designer. • The school is a teacher-led model. However, teacher leaders are full-time teachers without release time until year 3.


• The application does not provide a plan for coaching the principal, noting only that he will have a growth plan and a mentor. Any assumed district supports (IS coaching/mentoring) are not articulated.

• The applicant provides multiple evaluation systems, without a plan for providing a coherent evaluation using reflections, LEAP, 360 evaluations, peer observations, 6-week coaching cycles, and 50% student growth.

• The Leadership Advisory Committee (LAC) evaluates the principal rather than the IS, the standard protocol in district-run schools.

Leadership

DENY

District-run NNE

K-12 Dual-Language/ Expeditionary Learning/ Teacher led/ Multi-age Classrooms/ Competency Based/ K-12 Model


Culture


Denver Dual Language Expeditionary School- District-run

Curriculum • The applicant’s curriculum focuses on combining Expeditionary Learning and Dual Language. The applicant uses a UBD framework to develop Expeditionary Learning curriculum. It is unclear how UBD might be leveraged holistically to produce a unified curricular approach across aspects of the model. For example, the curriculum provided does not include any Spanish versions, which would be necessary in a dual language program.

• The applicant plans to use the DPS calendar with adjustments, but these revisions are not included in the application.


• The applicant uses teacher daily notes, individual student education maps, and portfolios to monitor student academic performance. However, a specific plan for data analysis relies on student self-monitoring, and a data analysis team that only reviews school-wide data.

• The applicant describes Student Individual Education Maps, without a clear plan for using these to drive student learning. • The application lacks comprehensive assessments at the secondary level available in both English and Spanish. A specific plan for

progress monitoring with benchmarking in English and Spanish is not included in the application.

ELL Instruction • The applicant’s ELL plan and interview meet DPS criteria regarding the process for identifying, involving parents/guardians, progress monitoring , providing teacher PD, and supplying at least a 45-minute English Language Development block. The applicant’s ELL plan does not meet DPS criteria regarding providing administrator PD and the process for exiting/re-designation, and does not identify a research-based ELD curriculum for the ELD Block.


• The applicant identifies a continuum of services based on the needs of each student’s IEP. • The staffing plan provides one SPED teacher for every 23 students with disabilities (increasing to 1: 27 in year 5). • The applicant’s RtI plan does not provide tier III supports and does not indicate how tier I and II supports will be implemented. • The applicant plans to have 1 of their 4 special educators bi-lingual, which is concerning in a dual language school.


• Teachers receive informal observations from the Principal, Teacher Leaders, Lead Teachers, EL School Designer, TEC and Peer Observers, and 2 formal observations annually, but a specific coaching protocol is not included in the application.

• Teachers are evaluated using the LEAP Framework, which includes 50% student growth.


• The PD plan includes weekly school-wide PD, Expeditionary Learning conferences, dual language support provided by the BUENO Center and UCD. However, a specific PD calendar has not yet been developed.

Budget • The budget is reliant on unrealistic enrollment estimates, without evidence of demand for this particular program. • The EL expenses are not included in the budget.

Education Program

Teaching

Finance



NNE Community Empowerment School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

6-8 270 90 Personalized Learning Charter


Conditions Standard conditions apply. School-Specific Conditions The school shall submit: • MOUs for key components of the school

plan that are provided by UCD; • Evidence that the school has resolved a

documented conflict of interest between the Board Chair and the proposed Principal; and

• A scoped timeline for curriculum development.

Facility

• Private facility: none secured, evaluating 4701 Marion St. Denver, CO 80216

Near Northeast



Mission / Vision • The applicant’s mission is to develop active, civically engaged citizens in an intimate school setting. Civic responsibility is integrated into the school curriculum. Students engage in learning experiences that bring together community resources and organizations, educators, families, and youth to develop student leadership and student voices to be champions for change within their school, immediate, and broader communities.


• The applicant projects a student population of 97% FRL, 12% SPED, and 63% ELL, which is consistent with demographics in targeted neighborhood of Elyria-Swansea/Globeville.

• The applicant fosters school culture through morning and afternoon advisory, classroom deliberation, community meetings, and opportunities for student leadership and voice through student government and organizations.

• The applicant supplies some strategies to recruit the school’s targeted student population, including family meetings and family participation in the school’s design and opening.

• The applicant does not indicate whether they will enroll students through a lottery or the DPS SchoolChoice process.


• The applicant collected 110 intent to enroll forms (122% of Year 1 enrollment) and 9 letters of support. • The applicant has established partnerships with Vickers Boys & Girls Cub, hosted several meetings, and plans to continue

community engagement over the next year. • The applicant has partnerships with UCD, which provides 4 teacher interns, 4 paraprofessionals, and 2-3 school counseling

practicum students. However, MOUs are not included. • The applicant promotes ongoing parent/guardian engagement by providing families access to school services (mental health,

wellness, translation and academic support), providing bi-monthly community dinners, and membership on the CSC.

School Leaders – 1-Dominique Jefferson, 2-Dane Stickney, 3-TBD


• The applicant employs a three-person distributed leadership model. Leadership roles among school leaders are divided between School Culture, Curriculum and Instruction, and Vision and Strategy.

• Dominique Jefferson has eight years teaching experience, two years as a Dean at SOAR Oakland, and is currently a principal resident at Westerly Creek Elementary. Dominique was a 2011 DU Ritchie fellow and holds a CO principal license.

• Dane Stickney has four years of teaching experience at STRIVE Prep Highland, where he also is a STRIVE network ELL Specialist and 6th grade English Language Arts Curriculum Design team member.


• The school leaders receive monthly coaching from Board members and targeted support during a week-long summer retreat. • School leaders are evaluated by the Board annually using the Vanderbilt 360 Assessment of Leadership in Education (VAL-Ed) and

will include 50% student growth. However, the applicant does not indicate how student growth will factor into the evaluation.

Near Northeast Community Empowerment School

Leadership

CHARTER

NNE

6 – 8th Personalized Learning with intensive supports focusing on 21st century skills and civic engagement.


Culture

APPROVE


Near Northeast Community Empowerment School- Charter ̀

Curriculum • The educational philosophy focuses on inquiry-based learning, personalized academic coaching, and civic engagement. • The applicant utilizes a Critical Civic Inquiry instructional model focusing on student designed units and teacher small group instruction

using the CREDE Multi-tasking Instructional Frame and an Universal Design for Learning (UDL) approach. However, a standards-based curriculum and scope and sequences have not been developed.

• The school day is 7 hours and 40 minutes long; the school year provides 180 instructional days. • The school calendar operates a quasi-year-round, 9-week quarter system with 3-6 week breaks between quarters.


• Teachers monitor student progress using teacher-created formative assessments, student self-assessments, student peer-assessments, and projects using standards-based grading that leverages student Individual Learning Plans (ILPs).

• Course mastery is evaluated through quarterly student-led “Presentations of Learning.“ • The applicant does not include a specific process, tool, or timeframe for data analysis to inform instruction.

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


• The applicant identifies a continuum of services based on the needs of each student’s IEP, including push-in and pull-out models. • The applicant describes strategies to support students with interventions in Tiers I,II and III.


• The application indicates that teachers are employed by UCD, but the interview clarified that teachers are employed by the charter school. • New teachers receive one week of CCI Teacher Training and are assigned a teacher mentor. • The C&I administrator provides coaching through a teacher-led inquiry based approach. The C&I administrator provides bi-weekly informal

observations and quarterly formal observations, linked to the Quality Responsive Classrooms Observation Protocol (QRC) and LEAP and that will include 50% student growth. However, multiple tools are described, without a clear plan for determining a teacher’s overall evaluation.


• PD is individualized with supports from UCD faculty in the Continuing & Professional Education and on-line learning modules. • The school calendar includes 17 PD days clustered at the end of each 9-week quarter and two hours of collaborative planning weekly. • The daily student and teacher school schedules are not clearly articulated, providing daily planning time to some teachers for 3 hours 50

min and 2 hours for others.


• The Board consists of six members with educational, nonprofit board, grant-writing and finance experience. The Board plans to add 8 additional members. Several members of the Board hold leadership positions at UCD, a key partner.

• The Board regularly monitors key school culture data, student academic performance, and financial metrics. • A conflict of interest exists in having the Board Chair related to one of the school leaders.

Budget • The budget contains several inaccurate assumptions. However, when accounted for, the budget balances in years 1-5. • The Year-0 Budget does not balance, and key start-up functions, including school leader salaries, are not funded. • Key elements of the school are contingent upon in-kind services from UCD.

Education Program

Teaching

Governance



REACH Charter School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

ECE-5 328 128 Full Inclusion with wrap-around services

Charter


Conditions Standard conditions apply. School-Specific Conditions The school shall submit: • With DPS Student Services, confirmation

of parameters for DPS financial support for its inclusive approach to center-based programming; and

• A revised budget, using the DPS sliding scale for ECE and K tuition.

Facility

• Private facility: 940 Fillmore St. Denver, CO 80206

Near Northeast



Mission / Vision • The applicant’s mission focuses on serving every child in an inclusive learning community that supports growth and positive educational and social outcomes in a school where educators and families Reimagine Excellence for All in a Community with Heart (REACH).


• The applicant projects a student population of 57% FRL, 30% SPED, and 27% ELL which aligns with existing Sewall ECE centers. However, the NNE region has 82% FRL, 10% SPED, and 40% ELL.

• The applicant fosters school culture through an inclusive school model that utilizes a Responsive Classroom approach to teach pro-social behavior through morning meetings, appreciation circles, peer mediation, and PBIS.

• The applicant supplies a number of specific strategies to recruit their targeted student population, including monthly open houses, potluck dinners with childcare, tables at local preschools, fliers, direct mailings, social media, and a family volunteer program.


• The applicant collected 90 intent to enroll forms (70% of Year 1 enrollment) and 41 letters of support. • The applicant has established partnerships with Sewall Child Learning Center, PEAK Parent Center, University of CO-Denver, and

Advocacy Denver. • The applicant promotes ongoing parent/guardian engagement through twice annually co-developing student personalized

learning plans, providing learning demonstrations, volunteer opportunities, community events, and membership on the SAC.

School Leader – Christine Ferris


• The Board has centralized prior instructional and charter leadership experience, as evidenced by Christine’s 10 years elementary teaching experience and her service as principal of Our Community School in Chatsworth, CA for 8 years. The school was named California’s Charter School of the Year in 2009. She also holds a principal’s license.

• The school leadership team consists of the Principal, AP, and Special Education/Mental Health Coordinator.


• The Principal receives coaching and mentorship from the REACH Board and the DPS Inclusive Schools Group. • The Board evaluates the principal using the CDE Guide for Educator Effectiveness, staff surveys, an Inclusive School Evaluation,

National School Climate Survey, family survey, and a peer 360 process. However, a process for using multiple evaluation tools is not included in the application, and it is unclear how student growth will factor into at least 50% of the evaluation.

REACH Charter School

Leadership

CHARTER

NNE

ECE – 5th The model focuses on providing a fully inclusive program to address the needs of the whole child.


Culture

APPROVE


REACH Charter School ̀

Curriculum

• The educational philosophy focuses on Universal Design for Learning, using direct instruction, collaborative grouping, constructivism and use of dynamic and flexible small groups for re-teaching targeted interventions.

• The school day is 7 hours 45 min long (M-TH) and 5 hours 30 minutes (F); the school year provides 180 instructional days.


• The applicant uses the Aimsweb assessment suite for screening, benchmarking, and progress monitoring. • The principal leads a trans-disciplinary team to review student data every 4-6 weeks to develop intervention plans, READ Plans, and

behavior support plans, although a specific data analysis tool or protocol is not included in the application.

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


• The applicant’s inclusive SPED model ensures students are served in the LRE, while providing a continuum of services based upon the needs identified in students’ IEPs.

• The school provides one Special Education teacher for every 13 students with disabilities, as well as 14 classroom aids, 11 interns, .5 Physical Therapist, one Psychologist, and two Speech Language Pathologists.

• The applicant implements tiered RtI /MTSS interventions that are scaffolded based on the needs of each student and are re-evaluated every week through the school’s trans-disciplinary team, which consists of myriad support interventionists.


• Teachers receive informal observations twice a month by the principal or AP, and four full lesson observations each year. • Teachers receive formal evaluations using the CDE teacher effectiveness rubric, which includes at 50% student growth. • The application does not indicate the frequency of teacher evaluations.


• Teachers receive PD from the School Leaders for 90 minutes every Friday, focusing on School Culture, Curriculum, Inclusion, ELL, Assessment/Data Analysis, and Operations.


• Board members possess a diverse background of professional expertise, including ECE, inclusion, finance, special education, mental health, educational programming, and fundraising.

• The Board regularly monitors goals in academics, operations, and school finances.

Budget • The budget balances with reasonable start-up costs should the school reach its enrollment goals, but it is reliant on significant center-based funding from DPS Student Services. Financial risk exists, if the school does not meet enrollment targets for students with more severe needs.

• The school budget does not use the sliding scale for ECE and Kindergarten and assumes all families will pay tuition.

Education Program

Teaching

Governance



Conditions Standard conditions apply. School-Specific Conditions The school shall submit: • Intent to enroll forms collected for 80% of

each intended opening grade for Year 1 enrollment by Nov. 1st;

• A revised budget reflecting reasonable revenue and cost assumptions for before and after care, and a copy of its lease agreement;

• A tool for evaluating the Executive Director, with at least 50% based on student growth; and

• Evidence that the school has resolved a documented conflict of interest between a Board member and the proposed Principal.


Banneker Jemison STEM Academy Near Northeast



Facility

• Private facility: 2980 Curtis St. Denver, CO 80205.

Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

K-5 300 150 STEM Charter

Mission / Vision • The applicant’s mission is to prepare traditionally underserved students to be successful in competitive middle school academic programs with the goal of high school graduation and college matriculation by providing a quality elementary education in a culturally competent framework with a focus on Science, Technology, Engineering and Mathematics.


• The applicant projects a student population of 67% FRL, 10% SPED, and 27% ELL, which is generally consistent with NNE demographics.

• The applicant fosters a school culture of leadership, accountability and academic excellence through strategies including Harambee Pamoja, Umoja Circle, classroom shout/call and response, Parent Pamoja, and school uniforms.

• The applicant utilizes specific strategies to recruit their targeted student population, including flyers, open houses, advertising in local media outlets, hosting recruitment events such as a 5K walk/run and booths at local festivals.

• The applicant uses the DPS SchoolChoice. However, they offer an enrollment preference to Tubman Hilliard Global Academy students and indicate enrollment is based on a first-come first-served basis, which only aligns with second-round SchoolChoice.


• The applicant collected 22 intent to enroll forms (15% of Year 1 enrollment) and 8 letters of support. • The applicant has established partnerships with the African American Leadership Institute, National Society of Black Engineers,

Volunteers of America, the Five Points Business Association, Glenarm Recreation Center, Blair Caldwell African-American Research Library, Hope Communities, Cleo Parker Robinsons, Denver Sheriff's Department, the Urban Land Conservancy, and the Inward Journey African American Council.

• The applicant promotes ongoing parent/guardian engagement though the Parent Pamoja, parent orientation, parent contract, monthly meetings, website, social media, co-curricular programs, and membership on the PTA and SAC.

School Leader – Dr. Simone Thomas; Executive Director- Tunda Asega


• The Board has centralized prior instructional experience and curricular experience, especially as it relates to Core Knowledge (CK) and STEM, as evidenced by Dr. Thomas’s seven years teaching experience and prior work as a curriculum designer and education consultant, with a focus on CK, STEM and educator development. The Executive Director role centralizes school culture, community relations and operations, as evidenced by Mr. Asega’s background in non-traditional education settings, nonprofit leadership (particularly those serving communities of color), and community organizing.

• The leadership team consists of an Executive Director, Principal, and Business Office Manager.


• The Principal is evaluated by the ED annually, using an evaluation tool (50% of which includes student growth). However, the ED does not have instructional leadership experience in a traditional K-12 setting.

• The applicant does not include a system for coaching or evaluating the ED, nor regular coaching for the Principal.

Banneker Jemison STEM Academy

Leadership

CHARTER K – 5th A STEM Model enhanced with a focus on critical literacy and Core Knowledge


Culture

APPROVE


Banneker Jemison STEM Academy - Charter ̀

Curriculum • The educational philosophy focuses on STEM, 21st Century Skills, Core Knowledge, and project-based learning in a highly collaborative environment.

• The applicant utilizes Open Court, Saxon Math, Core Knowledge History & Geography, Science Fusion and FOSS. • The applicant’s social studies and science curriculum will be developed to align to CAS, and the curriculum is developed by teachers

during Summer PD, without a specific protocol to ensure alignment to CAS. • The school day is 7.5 hours every day, and a half day on Wednesday, except for ELLs and students in need of intervention or

acceleration. The applicant’s calendar will align with the DPS calendar, which provides 172.5 student contact days.


• The applicant uses Acuity Common Core, TeraNova, and weekly, bi-weekly and quarterly school-created formative assessments to monitor student progress.

• Teachers and the Principal monitor student academic performance. However, a specific protocol for data analysis is not identified.

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


• The applicant identifies a continuum of services based on the needs identified in each student’s IEP. • The application includes an RtI plan that provides specific interventions for Tier I, II and III.


• Teachers receive weekly observation and coaching by the Principal, using Boston Collegiate Charter School's Observation protocol. • Teachers are evaluated quarterly by the Principal using the Colorado State Model Educator Effectiveness System, which consists of 50%

student growth.


• The PD plan focuses on data analysis, SIOP, classroom management, culturally relevant teaching, special education, Madeline Hunter’s lesson planning model, STEM, and Core Knowledge.

• PD takes place once monthly on a Wednesday afternoon, focusing on student interim assessments, and during a four week Summer Institute.


• The Board has expertise in business, education, law, nutrition, health care, finance, architecture, mental health, marketing, public policy, community engagement, and non-profit management.

• A conflict of interest exists in having a Board member related to the Executive Director.

Budget • The budget balances. However, the budget does not include costs for before/after care and attributes revenue from this program to the school’s budget.

• The school’s operating margins are higher than District expectations, due to the school securing a one-dollar facility lease agreement.

Education Program

Teaching

Governance



ROOTS Elementary Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

K-5 600 100 Personalized learning Charter


Conditions Standard conditions apply.

Facility

• Private facility: none secured, considering new build adjacent to the Boys & Girls Club in Holly Square.

Near Northeast


Approve with standard conditions

Mission / Vision • The applicant’s mission includes to inspire all scholars to set audacious goals and deliver rigorous, highly personalized education to achieve them.


• The applicant projects a student population of 80% FRL, 15% SPED, and 40% ELL, which is consistent with demographics in the targeted neighborhood of North Park Hill.

• The applicant fosters school culture through GROW values, meetings with every enrolled family, “Smart Start,” community meetings, “Culture Audits,” and inclusiveness.

• The applicant supplies a number of specific strategies to recruit their targeted student population, including monthly informational meetings in the Park Hill neighborhood, attending community events such as the Juneteenth Festival and Black Arts Festival, door-to-door and community center canvassing, indirect outreach through community partners and Founding Families. and direct mail, social media and earned media campaigns.


• The applicant collected 200 intent to enroll forms (200% of Year 1 enrollment), 138 petition signatures from community members, and 17 letters of support.

• The applicant has established partnerships with the Boys & Girls Club of Metro Denver; Crafty; RAFT Colorado; Mental Health Center of Denver; Partners in Literacy; Spark Truck, and Lego Mindstorm.

• The applicant promotes ongoing parent/guardian engagement through a school-family compact, meeting with each family prior to the start of school, daily community meetings, Family Learning Nights, and parent /guardian representation on the SAC.

School Leader – Jon Hanover


• The applicant did not provide a job description for its school leader. The selected leader has two years experience teaching kindergarten and is on the Leadership Team at Rocky Mountain Prep. Prior to joining RMP, Jon worked at the Charter Growth Fund and at Bain Investments.

• The school leadership team consists of the Executive Director (ED), Director of Teaching and Learning (DTL) and Director of Operations and Finance. The DTL will be hired in August 2014, a full year prior to the school’s opening.


• The ED receives regular coaching from two executive coaches; a specific coaching plan is not included in the application. • The ED is evaluated annually based on a standards-based rubric (50% of which includes student growth), as well as financial

performance data, community outreach, operational performance and student and parent satisfaction surveys. • The leadership team is evaluated annually by the ED using an evaluation process that includes 50% student growth data. However,

the ED does not have instructional leadership experience.

Roots Elementary

Leadership

APPROVE

CHARTER

NNE

K – 5th A personalized learning model with multi-age groupings


Culture


Roots Elementary - Charter ̀

Curriculum

• The educational philosophy focuses on rigorous literacy and language development, personalized instruction, and teacher leadership. • The school day is 8 hours long; the school year provides 196 instructional days. • The applicant does not indicate vertical alignment of curriculum within multi-aged groups.


• The applicant uses STEP, MAP, and student portfolios to monitor student performance and plan targeted instruction. • Ambitious performance targets exceed SPF standards: 80% on NWEA in reading and math, 80% on STEP, and 80% reading portfolio

goals. • The applicant does not clarify the process by which students will progress through multi-aged groups based on content mastery.

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


• The SPED plan provides flexible multi-age groupings, which allows for targeted supports for students with disabilities and provides a continuum of services.

• The staffing plan provides one SPED teacher for every 10 students with disabilities. • The applicant describes detailed strategies to support students in Tiers I, II, and III, including specific interventions identified through

the National Center on Response to Intervention.


• Teachers receive informal observations weekly during coaching sessions by the DTL. • Teachers receive formal evaluations twice per year by the DTL using the CDE teacher effectiveness rubric, which includes at least 50%

student growth.


• The PD plan provides two hours during each early-release Wednesday and a 3-week program prior to the school opening. • Professional development focuses on vision setting, team building, vertical and horizontal alignment, video analysis and developing

lesson plans and assessments. The PD plan does not include specific PD on serving students with disabilities.


• The Board includes members of the Park Hill community, and members possess a diverse background of professional expertise, including charter school finance, charter school development, charter school governance, and technology and strategy.

• There is a clear process to oversee school operations and budget and ensure adherence to the mission. • The ED’s evaluation takes place twice a year using a standards-based rubric that includes academic, operational and financial goals, as

well as 50% student growth.


Education Program

Teaching

Governance


Near Northeast High School Boundary/Enrollment

Recommendation


• In November 2012, voters approved construction of a new high school in the Near Northeast to meet growing demand.

• In June 2013, the Board approved a district-run high school, to open in 2015.

Today, with input from the Boundary Advisory Group and the broader community, staff is presenting a recommendation for

the boundary/enrollment practices of the school.

The Boundary Advisory Group considered options based on three needed components:

Boundaries:

• Different configurations were discussed to determine which students would be guaranteed a seat at the school

Allocations:

• Setting aside a % of seats for students living in a certain geographic area or for students who qualify for FRL were discussed to ensure a level of diversity at the school.

Geographic Priorities:

• Priorities just for residents of FNE, Park Hill and FNE, Denver as a whole, or no geographic area were discussed.


Recommendation Component 1: Boundary

• Students living in the following geographic area will be guaranteed a seat at the high school

• East to West: Havana St. to Monaco Parkway

• South to North: Montview to the city limit. In addition, the area north of Colfax between Monaco and Quebec.


Recommendation Component 1: Boundary

• Students living in the area outlined will receive prioritized enrollment into George Washington (the current boundary school for this area)

• South to North: Montview to the city limit.

• East to West: Quebec to Monaco.


Recommendation Component 2: Allocation

• At least 35% of seats will be set aside for students living outside of the boundary

• They will be prioritized according to the geographic areas listed on the following slide


Recommendation Component 3: Priorities

For all seats remaining after boundary students are enrolled, students will be prioritized in the Choice System in the following order:

1. Siblings of currently attending students

2. Far Northeast students

3. Park Hill students qualifying for FRL

4. Denver students qualifying for FRL

5. Park Hill students

6. Denver students


Southeast


Southeast Need for New Elementary School at Hampden Heights

From the 2014 Call for New Quality Schools:

Given the high elementary school utilization rate in the far Southeast, the District is building a new facility, Hampden Heights, which will accommodate up to 550 ECE-5 students. The District is calling for a new program in the Hampden Heights facility, to open in 2015-2016. The Hampden Heights facility … will be located next to a large open space and riparian habitat. Interested applicants are strongly encouraged to work with community members to integrate the site’s unique attributes into proposed programs.

Southeast



Hampden Heights Expeditionary School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

ECE-5 552 182 Expeditionary, environmental

District Run


Conditions Standard conditions apply. School-Specific Expectations The school shall submit: • Staffing allocation that meets district

criteria for special education services; • A revised staffing plan and budget to open

ECE-3 (to which the applicant agreed in the interview); and

• A revised budget and ELA plan, reflecting a TNLI program should enrollment of Spanish-speaking students reach the threshold, in satisfaction of its responsibilities as a district-run school, per the Consent Decree.

Facility

• Place at Hampden Heights facility

• Will service a boundary, to be determined in Fall 2014

Southeast


Approve with standard and specific expectations and commitments Place at Hampden Heights facility

Hampden Heights Expeditionary School District-run SE

ECE-5 Expeditionary Learning/Environmental Science

Integration 550 Students at Capacity

Mission / Vision • The applicant’s mission is to ensure that all children achieve academic and personal excellence, experience joy in learning, and use their individual and collective talents and passions to become citizen scholars who value themselves, others and the environment.

School Culture & Student Population

• The applicant projects a student population of 49% FRL, 10% SPED, and 23% ELL, which is consistent with SE demographics. • The applicant builds school culture through its core values of Risk-taking: success and failure; Curiosity: imagination and inquiry;

Courage and discipline: an ethic of excellence; and Leadership, in addition to specific structures, such as Crew, community meetings, exhibitions of student work, and service learning.

• The applicant supplies a number of specific strategies to recruit the targeted student population, including flyers in Spanish and English, community meetings, neighborhood canvassing, and recruiting at local preschools.


• The applicant collected 189 intent to enroll forms (103% of Year 1 enrollment) and 16 letters of support. • The applicant has established partnerships with the Stanley Teacher Preparation Program, Get Smart Schools, Expeditionary Learning,

the Greenway Foundation, South Platte River Environmental Education, EarthForce and Denver Public Works. • The applicant promotes ongoing parent/guardian engagement through membership on the CSC, as well as regular principal-parent

coffee meetings and events to develop relationships.

School Leader – Laurie Godwin


• The school founder, Laurie Godwin, has experience as a principal at Tollgate Elementary, an expeditionary school in Aurora, CO, which is rated as “Performance” on the State SPF.

• The credentials and criteria for the Principal include a minimum 5 years of leadership and 5 years of classroom experience, background in EL, support for the apprenticeship model with Stanley and GSS, a desire to lead (relationship driven, strive for continuous improvement, celebrate strengths and diverse student talents, commit to serving a diverse student population), and the ability to articulate and model a clear vision for the school, promote parent /community involvement, and further demonstrate an entrepreneurial spirit.

• The leadership team consists of the Principal, Assistant Principal, and an Instructional Coach, with additional supports provided by Expeditionary Learning Colorado.


• The principal is provided with coaching and PD from a GSS Executive Coach and will participate in the GSS Fellowship Program. • The Instructional Superintendent evaluates the Principal using the Leadership Framework for School Leaders (which includes 50%

student growth).

Culture

Leadership

APPROVE


Hampden Heights Expeditionary School – District-run

Curriculum • The applicant designs CAS/CCSS-aligned Expeditionary Learning curriculum, using the DPS Standards Toolkit. • The applicant, in partnership with Colorado DNR and Colorado Department of Education, to implement the Colorado Environmental

Education Plan, which is a environmental awareness program aligned with CAS. • The application does not provide a timeline for developing the school’s EL curricular units. • The applicant uses the DPS school day and year schedule.


• The applicant uses the Driven by Data methods including quarterly interims, data days, explicit planning and opportunities for re-teaching, use of RtI, and flexible groupings.

• The ILT facilitates data meetings and reviews information from student portfolios 3 times annually and DRA-2 2 times annually. • Teachers use daily formative assessments to analyze student progress and identify student needs, and follows DPS policies for

promotion and retention.

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


• The applicant identifies a continuum of services based on the identified needs of students with disabilities as indicated in their IEP. • The staffing model does not meet DPS guidelines for mild/moderates teachers for students with disabilities as the school builds out,

compounding to a ratio of 1:55 at full-build. • The applicant outlines strategies to support students in Tiers I, II, and III, including tiered interventions based on the needs of each

student, and utilizes InterventionCentral to determine highly effective and research-based interventions.


• Teachers and Mentors receive PD and on-going coaching cycles from the principal, EL school designer, and Instructional coach and will visit 15 schools in the HHES partnership and EL network.

• The applicant hires Stanley Teacher Mentors and provides opportunities for Stanley Teacher Residents to train at the school. • The Teachers receive two formal observation annually from the principal using the LEAP framework (which includes 50% student

growth).


• Stanley Teacher Preparation Program provides ongoing PD, including feedback from a mentor and mentor facilitation. • The PD plan also includes PLCs that unpack standards, curriculum and instruction, as well as DPS PD as it applies to the school’s model. It

will follow the DPS calendar for PD.

Budget • The budget balances and revenue and expense assumptions are aligned with current district estimates.

Education Program

Teaching

Finance



Rocky Mountain Prep Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

ECE-5 552 262 College Prep Charter


Conditions Standard conditions apply. School-Specific Conditions The school shall submit: • A revised school schedule to properly

account for length of ELD block, as was verified during the interview;

• A budget that includes adequate funding for operating in a private facility and includes specific costs for the MSO operations; and

Rocky Mountain Prep’s existing elementary school shall meet or exceed expectations on the SPF, or Early SPF, if available, prior to opening the school.

Facility

• Private facility: None secured, considering Denver Christian School (Colorado & I-25, amongst others)

Southeast



Mission / Vision • The applicant’s mission is to provide their elementary scholars with the rigorous academic preparation, character development and personalized support necessary to prepare them to graduate from a four-year college and lead a fulfilling life.


• The applicant projects a student population of 75% FRL, 10% SPED, and 50% ELL, which is consistent with the demographics of the targeted neighborhood of Hampden Heights.

• The applicant fosters school culture through PEAK values (Perseverance, Excellence, Adventure, and Kindness), daily classroom circles, morning meetings, restorative conversations, summer orientation, and using “Transformative Teaching” practices.

• The applicant supplies a number of specific strategies to recruit their targeted student population, including word of mouth, formal marketing, canvassing, use of social media, direct mailers, and Spanish radio advertisements.


• Although the applicant provided 0 intent to enroll forms, at the end of the first round of SchoolChoice, the current Southeast campus has a waitlist of 188 ECE-1st grade students (87% of Year 1 enrollment). However, 125 of waitlisted students are for ECE.

• The applicant provided 21 letters of support. • The applicant has established partnerships with the African Community Center, YMCA, Denver Parks and Recreation, Reading

Partners Colorado, Denver Public Libraries, and Local Preschool and Childcare providers. • The applicant promotes ongoing parent/guardian engagement through membership on the Family Leadership Council, volunteer

opportunities, conferences, family meetings using a PEAK Contract, daily communication logs, and monthly teacher phone calls.

School Leader – TBD; CEO – James Cryan


• The credentials and criteria for selecting the the Principal include a preference for experience with the RMP model, demonstrated success raising student achievement, demonstrated leadership experience, and willingness to be held accountable for every aspect of the school’s success.

• The leadership team consists of the Principal, DCI, Dean, and Director of Operations. Additional support is provided by RMP’s central office, including CEO, Director of Strategy and Operations, Academic Designer, Director of Finance, and Manager of Human Capital.


• The Principal is evaluated by the CEO quarterly based on specific student performance goals, receives coaching from an executive coach, Mariah Dickson, and PD through an external partner.

• RMP has developed an internal leadership develop program consisting of an Emerging Leader Program and a Leadership Residency. • The applicant does not include a plan for coaching and evaluating the CEO.

Rocky Mountain Prep

Leadership

CHARTER

SE

ECE – 5th A college prep, personalized learning model 552 Students at Capacity

Culture

APPROVE


Rocky Mountain Prep ̀

Curriculum

• The educational philosophy focuses on personalized learning , small-group instruction, differentiation, and data analysis. • RMP’s first campus has shown promising results, including increasing student performance from 80% of incoming students below

grade-level to 84% above grade level, as measured on the STEP Literacy Assessment. • The school day is 8 hours long (M-TH) and 5 hours 35 minutes (F); the school year provides 187 instructional days.


• The applicant uses school-created interim assessments every six-to-eight weeks followed by a “data day” for staff to analyze student data and develop strategies for each student.

• The applicant utilizes STEP Literacy Assessments and the NWEA MAP Assessment to gauge performance and uses the “Driven By Data” protocol to guide teacher collection and use of data.

ELL Instruction • The applicant’s ELL plan and interview meet DPS criteria, including the process for identifying, involving parents/guardians, progress-monitoring and exiting/re-designation, providing teacher and administrator PD, and using research-based curriculum (Let’s Talk About It) for its ELL students. In the interview, the applicant clarified its plan to provide at least a 45-minute English Language Development block (only 25 minutes in the application).


• The applicant provides a continuum of services based on the needs of each student’s IEP, including in-class supports, push-in, and pull-out supports.

• The staffing model demonstrates a mild/moderate teacher ratio of 1:22 in Year 1. The ratio grows to 1:30 in Year 2. • The applicant describes detailed strategies to support students in Tiers I,II and III, including tiered interventions based on the needs of

each student.


• Teachers receive weekly coaching from the Principal and DCI based on goals in their evaluations, using an Action Research Cycle. • Teachers receive three formal evaluations from the principal annually, using the school’s teacher evaluation rubric, which includes 50%

student growth.


• The PD plan focuses on serving culturally and linguistically diverse students, core instructional practices, school culture, curriculum planning, ELD/Sheltered Instruction, and Transformational Teaching.

• Teachers receive ongoing PD from the DCI and Director of Academics during a 3 week summer institute and for 90 minutes every Friday


• Board members possess a diverse background of professional expertise, including charter school development and oversight, financial management, marketing, and legal expertise.

• There is a clear process to oversee school operations and budget and ensure adherence to the mission. • The application has a detailed MSO plan, including teacher recruitment and central office responsibilities.

Budget • The budget revenue and expense assumptions are generally aligned with district estimates. However, the cost assumptions for operating a private facility are generally too low, and costs for the central operations are not included.

• The five-year budget relies on approximately $500,000 in private funding.

Education Program

Teaching

Governance


Placement Criteria #1: Quality Program


Hampden Heights Expeditionary School

Rocky Mountain Prep

Affirmative Quality Review Finding for Application

Yes Yes

Track Record of Prior Success

Yes – The proposed Principal for Hampden Heights Expeditionary School currently runs Tollgate Elementary, an expeditionary school in Aurora Public Schools. Tollgate Elementary is green on the State’s School Performance Framework (SPF) and performs similarly to, or outperforms, DPS schools serving students of similar demographics. Tollgate serves 79% FRL, 50% ELL and 8% SPED.

Strong emerging evidence – The existing Rocky Mountain Prep (RMP) campus is too new to receive an SPF from the State or DPS. Early indicators suggest the school is performing well. For example, the school ranks 5th in math and 6th in reading on MAP, across the 64 elementary schools in the Charter School Growth Fund portfolio that tested on MAP. RMP serves 85% FRL, 34% ELL and 9% SPED.

Southeast

*Another application for a district-run school, Quantum Elementary, also was submitted during the Call for New Quality Schools process. Senior Leadership’s determination was that the proposal was not as strong as the other applicants and was not considered for placement.

Placement Criteria #2: Community Support



Rocky Mountain Prep

Demonstrations in Application

Yes - 189 intent to enroll forms (103% of year-one enrollment)

Yes – At the end of the first round of SchoolChoice, the current Southeast campus has a waitlist of 188 ECE-1st grade students (87% of Year 1 enrollment). 125 of waitlisted students are for ECE.

Regional Community Meeting Feedback

Strengths and deltas raised Strengths and deltas raised

Strengths • Hands-on, project-based learning and environment-based focus

• Helps address district-wide demand for EL programs

• Proven national model

• Academic rigor • School culture • Strong testimonials from existing RMP

families and those on waitlist

Deltas • Model already exists in SE (RMSEL) • Model is very specific (expeditionary

learning - EL) • Would have liked more information

about how EL works with language learners and students with special needs

• Model already exists in SE (Rocky Mountain Prep)

• Model is very specific (college prep) • Have they been open long enough to

demonstrate success? • Would have liked more information about

how the school serves language learners

Southeast

Placement Criteria #3: Alignment to Need



Rocky Mountain Prep

Alignment to Needs Identified in the Call for New Quality Schools and/or Strategic Regional Analysis

If placed at Hampden Heights, meets need for new SE elementary school in 2015. The Spring 2014 Strategic Regional Analysis does not forecast additional need in subsequent years.

Integration of “Site’s Unique Natural Attributes into Proposed Program”

The site’s unique natural attributes are fully integrated into the proposed program’s design.

The site’s unique natural attributes are partially integrated into the proposed program’s design. Attributes are present for school culture, education program and teaching, but absent in vision/mission, leadership and governance.

A detailed analysis of Alignment to Site Attributes is included in Appendix B.

Southeast

SOUTHWEST



Southwest Denver Community School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

6-12 784 112 21st century competencies

Charter


Conditions Standard conditions apply. School-Specific Conditions The school shall submit: • With DPS input, a final ESP agreement with City Year; and • In 2017, a detailed program plan for its proposed high school, for review and potential approval by DPS.

Facility

• Private facility: none secured, evaluating 2155 S. Sheridan Blvd

SOUTHWEST



Mission / Vision

• The applicant’s mission is to enable its students to realize their unique talents while mastering core academics skills and developing the social-emotional strengths and learners and leader competencies required for adult success in the 21st century. SDCS will use a team of diverse City Year national services members, combined with advances in the learning science, to create a personalized learning environment in which all members of the school community passionately pursue deeper learning.


• The applicant projects a student population of 86% FRL, 12% SPED, and 45% ELL, which is consistent with SW regional demographics. • The applicant fosters school culture through its core values of learning for all, students first, collaboration always, follow the

evidence, act with courage, boldness, and deep humility, in pursuit of excellence, belief in the power of young people, and Ubantu- which means my humanity is tied to yours. The applicant’s plan to foster school culture at the high school level is not yet developed.

• The applicant supplies a number of specific strategies to recruit their targeted student population, including providing a family engagement coordinator, monthly open houses, door-to-door canvassing, and advertisements in English and Spanish.


• The applicant collected 180 intent to enroll forms (160% of Year 1 enrollment) and 70 letters of support. • The applicant has established partnerships with City Year (CY) and the Center for Social Organization of Schools (CSOS) at Johns

Hopkins. • The applicant promotes ongoing parent/guardian engagement through parental empowerment workshops, volunteer opportunities,

weekly bulletins, monthly newsletters, twice monthly progress reports, pre-opening home visits, and membership on the SAC and PTO.

School Leader – Fabricio Velez


• Fabricio Velez has more than 5 years of experience in urban schools with a track record of student success with English language learners in Colorado. He has experience in curriculum development, school management and finance and has a principal’s license.

• The leadership team consists of the Principal, Director of Operations, master teacher, and 2 assistant principals (at full build). Additionally, the school will receive support from CY program managers, instructional coaches, and subject-matter team leaders.


• The Principal receives executive coaching from CY and CSOS on a monthly basis. • The Principal is evaluated by the Board twice annually using the DPS School Leadership Framework (50% of which is based on

student academic growth), as well as an individual Learner and Leader Plan.

Southwest Denver Community School

Leadership

CHARTER SW

6-12 Deeper learning and the development of 21stcentury competencies


Culture

APPROVE


Southwest Denver Community School- Charter

Curriculum

• The educational philosophy focuses on developing 21st century skills that reflect cognitive, interpersonal, and intrapersonal competencies (both academic and socio-emotional).

• The school day is 8 hours 15 minutes long with an additional hour of extended day available to students; the school year provides 184 instructional days. The Wednesday schedule provides 4 hours of teacher PD, while students participate in service learning.

• The applicant describes a curriculum development process. However, specific milestones/resources are not included in the application. • The applicant’s plan for developing high school curriculum is not yet developed.


• The applicant uses STAR and DIBELS in reading and math as diagnostic assessments, 6-week benchmark assessments, and authentic performance assessments using standards-based rubrics.

• The applicant includes a protocol for student data analysis using CySchoolhouse and Ed-Fi system. • The school’s systems for monitoring student progress in the high school grades is not yet developed.

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


• The applicant identifies a continuum of services based on the needs identified described in a student’s IEP. • The school’s core content teachers are all dual-certified in Special Education, and the school employs one special programs coordinator. • The special education coordinator has a caseload of 26 students with disabilities beginning in Year 2. • The applicant outlines strategies to support students in Tiers I, II, and III, including the JHU Math and Reading Lab Program.


• Teachers receive informal observations every two weeks and formal observations twice annually by the Principal. • The New School Division at CY provides 2 instructional coaches to give non-evaluative peer-based feedback to teachers. • Teachers are evaluated using the LEAP Framework for Effective Teaching, 50% of which is based on student academic growth.


• Teachers receive PD for three hours during each early-release Wednesday and during an institute 2 weeks prior to the school opening. PD includes a focus on MTSS, Culture, Climate, ELL, Special Education, and curriculum/instruction.


• Board members possess a diverse background of professional expertise, including educational programming, instruction, finance, law, strategic planning, fundraising, and human resource development.

• There is a clear process to oversee school operations, academics, and budget. • The Principal’s evaluation takes place twice a year and includes 50% student growth. • The Board currently does not have any membership from the SW community.

Budget • The budget balances and aligns with the staffing and programmatic needs of the school. However, the budget is reliant on significant philanthropic funding and support from City Year and Johns Hopkins.

• The applicant uses Financial Accounting Standards Board practices; charter schools must use Governmental Accounting Standards.

Education Program

Teaching

Governance



STRIVE Southwest Middle School Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

6-8 360 120 College Prep Charter


Conditions Standard conditions apply. School specific condition: • STRIVE’s existing middle schools shall

meet or exceed expectations on the SPF, prior to opening the school.

Facility

• TBD

SOUTHWEST



Qualified as replication, and chose to apply as

new school

Mission / Vision

• The applicant’s mission is to provide scholars grade six through eight with a robust and achievement oriented education that prepares them for success in high school, college and the world beyond. STRIVE Prep seeks to provide all student the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our diverse society.


• The applicant projects a student population of 90% FRL, 10% SPED, and 47% ELL, which is consistent with SW demographics and existing STRIVE Prep middle schools located in the region.

• The applicant fosters school culture through STRIVE Prep Core Values: Scholarship, Teamwork, Respect, Intelligence, Virtue, and Effort, as well as daily Advisories, bi-weekly morning meetings, and weekly community meetings.

• The applicant supplies a number of specific strategies to recruit their targeted student population, including hosting informational meetings in the fall, and will continue the practice of weekend home visits.


• Although the applicant provides 0 intent to enroll forms (0% of Year 1 enrollment) and 0 letters of support, the applicant operates three schools in the proposed region and has a current waiting list of 170 6th grade students in SW Denver (142% of Year 1 enrollment).

• The applicant has participated in the Kepner Campus Advisory Group meetings as an option for the students in this community. • The applicant promotes ongoing parent/guardian engagement through home visits with every family, two summer orientation

sessions, bi-weekly communications from an advisor, an academic progress report every six weeks, invitations to school events throughout the school-year, participation on the school’s Parent Council, and regional parent membership on the Board.

School Leader – Katie Ryan


• The applicant centralized instructional and leadership experience, as evidenced by Katie’s five years middle and secondary teaching experience, two years as the TNTP Teaching Fellows Site Manager in San Antonio, and two years as the assistant principal at STRIVE Prep-Federal, where she completed the STRIVE Principal Residency.

• The leadership team consists of the Principal, Assistant Principal, Office Manager, and Director of Operations. Additional support is provided by STRIVE’s central office, including the Chief Curriculum Officer, Chief Financial Officer, Chief Operating Officer, Director of Development and Communications, and Director of Human Capital.


• The Principal receives weekly coaching and feedback from the STRIVE CEO, Chris Gibbons, or the Chief Schools Officer, Josh Smith. In addition, the principal receives PD from the STRIVE network every six weeks, as part of the network principal meetings.

• The CEO evaluates the Principal twice annually, using a standards-based evaluation tool that includes 50% student growth.

STRIVE Prep – Southwest Middle School

Leadership

CHARTER SW

6 – 8th A rigorous middle school program to prepare students for success in HS and college.


Culture

APPROVE


STRIVE Prep- Southwest Middle School ̀

Curriculum • The educational philosophy focuses on providing a challenging liberal arts education of high standards, structure and accountability that will prepare students for college.

• The school day is 8 hours 15 minutes long Monday-Thursday and 6 hours 15 minutes long on Friday, in either a morning or afternoon session; the school year provides 180 instructional days.

• The additional instructional time allows for additional instruction in literacy and math.


• The applicant uses NWEA-MAP three times annually and internal RAP assessments every six weeks to measure student performance in all subjects.

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

ELL Instruction • The applicant’s ELL plan including the supplemental materials provided as required for potentially serving students at Kepner meet DPS criteria, for its ELL students.


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

Reading, ALEKS, and Why Try.


• Teachers receive informal observations every two weeks and formal observations three times per year by the Principal and Assistant Principal, as well as coaching that centers on student academic performance and utilizes Teach Like a Champion.

• Teachers are evaluated on STRIVE’s teacher evaluation rubric, 50% of which is based on student growth.


• The applicant’s PD plan focuses on cultural competency, school culture, curriculum, and instructional planning, during three weeks of summer PD, weekly PD, weekly department meetings, and six-week data analysis cycles.

• PD is evaluated on a quarterly basis by the senior administration.


• The central office of STRIVE provides numerous instructional, operational and financial supports to the network of STRIVE schools.

• STRIVE Board members have multiple years experience overseeing high-performing charter schools in Denver. • The Board monitors academic, student, and financial data monthly through a comprehensive data dashboard.


Education Program

Teaching

Governance


NORTHWEST


Deny


Westside Academy Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

K-5 160 160 College Prep Charter

Quality Finding Preponderance of evidence demonstrates that applicant has not met expectations on the School Quality Framework rubric regarding culture, teaching, leadership, education program and governance.

Conditions n/a

Facility

n/a

NORTHWEST


Mission / Vision • The applicant’s mission is to prepare students for college and beyond, through rigorous academic and athletic programs. Students will master the core subjects in high-intensive learning environment where tutoring is available to those who need and extra boost, and where English language learner get the support they need. The school will adhere to a belief that all students, regardless of their economic status, home language, or ethnic background, can learn with the right structures and support in place.


• The applicant projects a student population of 90% FRL, 10% SPED, and 40% ELL, which is generally consistent with NW demographics.

• The applicant does not provide detailed systems to build school culture other than general descriptions of rewards, classroom decorations, and a focus on student accountability. It provides a discipline plan focused on compliance and consequences, without clear systems to ensure equitable practices for student discipline.

• The applicant supplies a number of specific strategies to recruit the targeted student population, including community presentations, mass mailings, a website, DPS enrollment fairs, door knocking, and advertisements.

• The applicant uses the DPS SchoolChoice process or a lottery. However, the applicant also plans to enroll on a first-come, first-served basis, which is allowable only in 2nd round Choice.


• The applicant provides 0 intent to enroll forms (0% of Year 1 enrollment) and 11 letters of support. • The applicant has established partnerships with Save our Youth, First Bank, DHA, Denver Parks and Rec, Extreme Community

Makeover, Victory Inc., US and CO Tennis Associations, Chess Mates, and PODER Academy of Wyoming. • The applicant promotes ongoing parent/guardian engagement through volunteer duties, school walk-throughs, 2 family events per

quarter, participation on the Parent Advisory Committee, a family contract, and a parenting job description.

School Leader – Mark Lopez


• A bio was provided for the school leader, but a resume was not. Mark Lopez has 8 years experience as the director of Westside Academy Learning Center, a Hope Online affiliate, but does not have teaching or school administration experience in a traditional K-12 educational setting.

• The School Director is the pastor of the church that is leasing the facility to the school, resulting in a potential conflict of interest.


• The School Director receives coaching from members of PODER Academy of Wyoming, which was previously denied an application to open a charter school in Adams County School District 50 (a decision supported by the Colorado Board of Education).

• The School Director’s evaluation by the Board is based on an Accountability Plan the Director designs and completes. Additional evaluations are conducted by the staff and the Parent Advisory Committee. The evaluation does not include at least 50% student growth and does not indicate how multiple review processes are aligned to inform an overall rating.

Westside Academy

Leadership

CHARTER NW

K – 5th College Prep focusing on core subjects and as well as tennis and chess


Culture

DENY


Westside Academy- Charter ̀

Curriculum

• The educational philosophy focuses on remediation. • The school day is 8 hours 50 minutes long; the school year provides 181 instructional days. The schedule provides only 45 minutes of

math instruction daily.


• Student assessments are analyzed weekly, but specific metrics, process, and dedicated time are not provided. • Promotion to next grade is based on receiving at least 80% in each core class, but the process for making such decisions is ambiguous,

simply noting that parents and students should not assume passage to the next grade. Special services are provided for students that are held-back, but none are described in the application.

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


• The school provides one Special Education teacher for every 16 students with disabilities. • The application lacks detailed information on its special education program, staff PD, or how it will regularly evaluate the effectiveness

of the special education program. • The applicant does not include a tiered RtI plan with systems to identify students in need of academic intervention or acceleration.


• Teachers receive coaching from an Assistant Director on Teach Like a Champion techniques, quizzes, handouts, tests, review activities, how to use creativity, and use of assessments from textbook publishers. However, a process and time for coaching is not included.

• Teachers are evaluated twice annually based on behavior management, professionalism, and classroom management, using an undefined system. The applicant does not indicate that student academic growth will be factored into a teacher’s evaluation.

• Student achievement may factor into the teacher’s performance pay, but a process and metrics are undefined. • Teacher salaries are determined by the Director and are significantly lower than district averages.


• Teachers receive a 2 week summer PD training focused on school culture, classroom management, and expectations for behavior, lesson planning, discipline, and curricular training provided by the Director, who does not have an instructional background, and the PODER Consultants. During monthly staff meetings, the Director, who does not have an instructional background, will provide PD on curriculum, instruction, and assessment.

• PD plan does not include PD regarding serving ELLs, GT, or SPED unless a teacher “makes their professional needs known to the school.”


• The Director vets all Board members, resulting in a conflict of interest as the Board oversees the Director. • The Board does not include a description of key oversight duties, including academic or financial oversight, does not describe what

would trigger Board action, and does not provide an evaluation protocol for the school Director. During the interview, the Board members could not identify any specific indicators that they would monitor. By-laws allow for as few as 2 Board members.

Budget • The budget is extremely conservative with operating margins of 15% - 28%. As a result, $200,000 to $400,000 annually is not directed to educational services. The budget does not include staffing for ELL teachers. Salaries for all positions are significantly below DPS averages.

Education Program

Teaching

Governance



YouthBuild Charter School of Denver Grade Levels At Full Enrollment Year 1 Enrollment Model Governance Type

9-12 150 150 Intensive Pathway Charter

Quality Finding Preponderance of evidence demonstrates that applicant has met expectations on the School Quality Framework rubric regarding culture, teaching, leadership, education program and governance.

Conditions Standard conditions apply. School-Specific Conditions The school shall submit: • A scoped timeline for curriculum

development; and • A MOU for key components of the school

plan that are provided by Mile High Youth Corps.

Facility

• Private facility: 1801 Federal Blvd., Denver CO 80204

NORTHWEST



Mission / Vision

• The applicant’s mission is to engage young people who have previously dropped out of school or are at risk of dropping out, in supportive learning environment that holds each student to high school expectations, cultivates social justice, and inspires every student to achieve a high school diploma and become prepared for college and careers after graduation.


• The applicant projects a student population of 95% FRL, 17% SPED, and 14% ELL, which is consistent with demographics at the MHYC, but is significantly lower than the ELL average of 40% in NW Denver.

• The applicant fosters school culture through the school’s Student Asset Development Goals (Agents of Change, Active and Responsive Learners, Resilient, Post Secondary Ready, Work Sector Leaders), restorative justice model, a flexible school day schedule that enables students to maintain jobs, student Youth Policy Council, case management, mentoring groups, attendance incentives, volunteer opportunities, and community events.

• The applicant supplies a number of specific strategies to recruit their targeted student population, including monthly entry points for enrollment, outreach by Zero Dropouts (ZD), the MHYC Street Team Outreach Group, and outreach activities with numerous community groups that work with at-risk students.


• The applicant collected 74 intent to enroll forms (50% of Year 1 enrollment) and 27 letters of support. • The applicant has established partnerships with YouthBuild Charter School of California, Zero Dropouts, Mile High Youth Corps, and

Colorado Youth for a Change, which have a track record of serving at-risk students. • The applicant promotes ongoing parent/guardian engagement through quarterly family nights, membership on the SAC, and

coordinating needed resources for families through MHYC.

School Leader – Lucas Ketzer


• The applicant centralized educational attainment and professional certifications, educational experience and leadership qualities for its leader, as evidenced by Lucas’s possession of a principal’s license, his nine years of middle and secondary teaching experience, and his two years of service as the math and science facilitator and Director of Curriculum and Instruction at Manual High School.

• The leadership team consists of the Principal and academic counselor and is supported by staff at the MHYC and YouthBuild California.


• The Principal will receive monthly coaching and feedback from the YouthBuild Charter School of California ED, Phil Matero. • The Principal is evaluated by the Board annually using a 360-degree survey (Val-Ed). The applicant indicates that at least 50%

student growth will be part of the overall evaluation.

Youthbuild Charter School of Denver

Leadership

CHARTER NW

9 – 12th A small intensive pathway high school program that provides dropout recovery


Culture

APPROVE


Youthbuild Charter School

Curriculum

• The educational philosophy focuses on serving the “Old and Near” IP Segment and support from MHYC to provide GED programming for students that are “Old and Far,” with a project-based learning approach using the school’s ACE Manual for curriculum development.

• The school utilizes a four-week “Mester” system to allow students multiple entry points (9) and rapid credit recovery. • The school day is broken into two separate sessions (morning and afternoon- each 6.5 hours long) to allow non-traditional students

access to work and school. The school year provides 184 instructional days. • The school’s curriculum has yet to be developed and currently is listed as a series of required standards per course. • Teachers participate in summer professional development and ongoing PD to develop specific course curriculum and project-based-

learning activates using the ACE Manual.


• The school monitors student progress using NWEA-MAP, Alpine Achievement, and Authentic Performance Tasks (APTs), using a standards-based rubric, but the timeline, frequency, and process for data analysis is not included in the application.

• The applicant has yet to develop a data inquiry cycle to ensure ongoing revisions to instruction based on student data.

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

• The school will hire a LDE-qualified ELA teacher to support the Principal in implementing the ELA program.


• The applicant identifies a continuum of services based on the needs identified in a student’s IEP. • The school provides one Special Education teacher for every 26 students with disabilities; with two school-day blocks, the ratio is 1:13. • The applicant outlines strategies to support students in Tiers I, II, and III, including EDUSS, intervention software, and targeted

individualized interventions provided by the school’s interventionists.


• Teachers receive informal observations and coaching by the principal and peers using a Critical Friends Protocol (CFP) six times per year. • Teachers receive one formal evaluation from the principal annually, using the DPS LEAP protocol (50% of which is based on student

growth). The school will also utilize the YouthBuild teacher evaluation tool to provide feedback on school-specific goals.


• The PD plan focuses on ELL, SPED, RtI, GT, literacy, numeracy, PBEC “Thinking Strategies,” curriculum development, engagement strategies, health and safety, and data analysis, but the specific PD calendar has yet to be developed.

• YouthBuild’s ACE Committee provides teacher PD over the summer on the ACE curriculum manual and curriculum development. • Teachers receive 2 hours of PD weekly during Friday staff meetings and once monthly during in-service days between mesters.


• Board members possess a diverse background of professional expertise, including educational programming, instruction, finance, law, community development, and experience with the targeted student population.

• The Board regularly monitors the school’s goals in academics, operations, and school finances.

Budget • The budget balances and revenue and expense assumptions are conservative and in line with other DPS Alt-Ed charter schools. • The school budget is reliant of several in-kind services from Mile High Youth Corps.

Education Program

Teaching

Governance


APPENDICES


Appendix A.1: Text of Standard Conditions for Charters

105 Dates above are illustrative for schools planning to open in 2015.


Enrollment: By the end of the first round of unified SchoolChoice on or about February 28, 2015 the School shall have and maintain enrollment at the greater of the following two levels: 60% of its projected enrollment or 75 funded students; and

By May 15, 2015, the School shall have and maintain enrollment at the greater of the following two levels: 80% of its projected enrollment or 100 funded students.

Facility: The School shall be located in the XX region as identified by the School in the application;

While the District shall offer support to the School in identifying a District facility if such a facility is available and should the School meet standard criteria for facility allocation (e.g., previous academic performance, strong enrollment demand and alignment with the SRA), the School shall also engage in a search for a private facility if needed;

Shared campus condition – If located in District facilities, the School shall be subject to the District’s standard Shared Campuses Policy FN;

Non shared campus conditions – If the District is unable to offer a District facility for the School, then the School has the responsibility of and must secure its own facility. If not located in District facilities, the School shall be subject to the following conditions:

By October 30, 2014, or a date otherwise agreed to by the District, the School shall provide a short-list of probable, financially viable facility location(s) for the School that are acceptable to the District; and

By January 31, 2015, or a date otherwise agreed to by the District in writing, the School shall provide evidence in writing that it has secured a financially viable location for the School that is acceptable to the District. In the event that the secured facility costs more than what was originally estimated in the application, the School shall also submit a revised budget acceptable to the District by January 31, 2015.

Governance: In the year prior to opening, the School shall meet all required budget and governance submission deadlines which shall be provided to the School in the form of a draft contract document.

Leadership: In order to open in the fall of 2015, the School agrees to have and maintain a full-time founding school leader/principal during the nine months preceding the School’s opening. Ensuring a school leader in place during the School’s pre-opening year is critical to the successful start-up of the School.

Budget: On October 20th, 2014, January 20th, 2015, April 20th, 2015, and July 31st, 2015, the School shall provide to the District quarterly budgets that include budget to actuals and the CDE chart of account level detail (program, object, job classification, project) for all funds, that are satisfactory to the District.

ELL: The School shall participate in the DPS Charter ELA Teacher Training Channel and shall ensure that all teachers are ELA Qualified or on-track to becoming ELA Qualified within two years of hire.

Appendix A.2: Text of Standard Expectations for District-Run Schools & Standard District Commitments

School Expectations

Enrollment:

By the end of the first round of unified SchoolChoice on or about February 28, 2015 the School shall have and maintain enrollment at the greater of the following two levels: 60% of its projected enrollment or 75 funded students; and

By May 15, 2015, the School shall have and maintain enrollment at the greater of the following two levels: 80% of its projected enrollment or 100 funded students.

Facility:

The School shall be located in the XX region as identified by the School in the application; and

The School shall locate in District facilities and, if applicable, shall be subject to the District’s standard Shared Campuses Policy FN.

District Commitments

Leadership:

The District commits to hiring a founding school leader/principal, ideally nine months preceding the School’s opening. Ensuring a school leader in place during the School’s pre-opening year is critical to the successful start-up of the School.


Dates above are illustrative for schools planning to open in 2015.

Appendix B: “Fit Analysis” for SE Applicants Against the Hampden Heights Site-Specific Criteria

Hampden Heights Expeditionary School Rocky Mountain Prep

Vision/Mission

• Mission ensures that all children…. value themselves, others and the environment

• The plan focuses on using the natural open space as a learning landscape

• No reference

School Culture

• The school culture plan includes a focus on environmental responsibility

• Several letters of support are included from environmental organizations

• The design team includes the Greenway Foundation, South Platte River Environmental Education, Earth Force, Denver Public Works, and Master Environmental Educators

• Serves as an environmental education demonstration site • Provides a community urban garden

• Exploring partnerships including The Greenway Foundation and SPREE, but none established

• Offers fix-up bike station • Provides a community urban garden • Provides a community kitchen

Education Plan

• Expeditions embed environmental stewardship, natural resources, urban-suburban-rural interfaces, open spaces and natural environments

• Adopts the Colorado Environmental Education Plan • Environmental literacy is integrated into science

curriculum • Expeditions provided with SPREE and Keep It Clean –

Neighborhood Environmental Trios

• Secondary focus on environmental science • Reading block held outdoors • Writing projects focus on environmental sustainability • Specialized environmental science instruction at least four

times (over 135 minutes) per week • Regular expeditions to Cherry Creek Reservoir • Texts focus on environmental sustainability • Environmental Advocacy club before/after-school

Teaching

• Teachers are trained in the Guidelines for Excellence in Environmental Education

• 5 faculty members are Certified Environmental Educators

• The school’s 2 science teachers will focus on environmental science.

• Recruitment plan includes desire for science teachers with an endorsement in environmental education by the Colorado Alliance for Environmental Education

Leadership • The principal job description includes knowledge of

environmental science • No reference

Governance • School Advisory Committee members including CSC

members will be trained in the Guidelines for Excellence in Environmental Education

• No reference


108

Executive Members / Application Reviewers

Catherine Brown George Washington High School

Cipriana Fernandez Abraham Lincoln High School

Britani Rudolph Denver Center for International Studies (DCIS)

Angel Sanchez Abraham Lincoln High School

Geoffrey Wilson South High School

Appendix C: Student Board of Education Feedback

Student Board Considerations For New Schools

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

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

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

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

DPS engaged the Student Board of Education to provide feedback on the new school applications. The Board developed specific considerations and then shared strengths and weaknesses of the applications with DPS staff members.


NEW SCHOOL APPLICANT STUDENT BOARD INPUT

Banneker Jemison STEM Academy

• We like that there is a strong school culture, including parent involvement. • We like that the applicant has great community partners that reflect the projected student population. • The district already has several science and technology schools and needs a strong recruitment plan.


• We really like the idea of a bilingual and bi-literate school and the adult advocates, and crew. • We think this is putting a lot of work on teachers and is not clear all that they are doing. • We don’t think K-12 is the best approach for a new school. • We don’t like the discipline plan, it seems ambiguous and lacks enforcement.


• We like the Expeditionary Learning approach and environmental focus with high expectations for students while keeping them active.

• We like the plans to build school culture using crews. • We like that they are conducting outreach in English and Spanish.

KIPP Colorado Elementary School

• We like that the school is holding all students to high expectations. • We like that the school has a strong recruiting strategy and connections throughout the community. • We like that the school leader has experience working in the community.


• We like the focus on college readiness and holding students to high expectations. • We like that they have a strong recruitment strategy. • We like that the school personalizes learning for each student based on their individual goals. • We think the school day and year may be too long for some students.

Near Northeast Community Empowerment School

• We like the specific outreach to a community that seems to desire this program in the Swansea/ Globeville area. • We love that the applicant emphasizes student voice and creativity to make the school culture. • We like the shared leadership model and including students on the leadership committees. • The think the school may be too small to be very effective in providing lots of opportunities to students.

REACH Charter School

• We like what REACH stands for, providing an Inclusive model that meets the needs of all students. • We like that the school is trying to include students with disabilities into the school and has a good plan to attract

them and all students to the school. • We like that the Board has strong ties to the community and has a variety of expertise.


NEW SCHOOL APPLICANT STUDENT BOARD INPUT

Rocky Mountain Prep

• We like the school’s vision and SMART goals. • We like the school’s recruitment plan to attract a diverse student population. • We like that the school builds culture with their PEAK program. • We think there are a lot of leaders with overlapping duties.

Roots Elementary

• We like the focus on real personalized learning and the school’s GROW values. • We like that each student has a coach. • We like that the school has done a lot of outstanding community outreach and has partnerships. • We think there is a lot on teachers plates and we don’t understand the multiple ages in one classroom.

SEED High School

• We like the college prep focus as well as the SEED careers for some students. • We are unsure what the school is offering that is better than surrounding high schools that offer college prep or

career education. • We don’t think it is clear how the school plans to implement its program and provide for individualized supports.

Southwest Denver Community School

• We Like the vision of the school focusing on developing students into civic leaders. • We like that the school leader is bilingual. • We like the school culture and all the supports that City Year and parents provide. • We don’t think the school has done enough to develop a curriculum, especially in high school.

STRIVE Prep – Far Northeast Elementary

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

STRIVE Prep – Far Northeast High School

• We like that STRIVE is thinking of ways to involve students into more leadership positions in their high school. • We like that STRIVE is providing a HS for students in the FNE as well as those in their MS to continue to be in STRIVE. • We would also like to see the school do more to allow additional freedom to HS students.

STRIVE Prep – Southwest Middle School

• We like that the school wants to provide a better option for students at Kepner. • We like that the school has a track record of serving all students well in their middle schools. • We like that the school has a lot of support from the community.

Westside Academy • We think that some students will like to play chess and tennis, but it is not clear that all students will get to play. • We don’t like that the curriculum is very teacher-centered. • We think the discipline policy is very punitive and does not provide many outlets for student expression.


• We like the mission of serving students who need the most support through experiential learning. • We like that YouthBuild has established partnerships with organizations which have served at-risk students. • We like that the school uses a “Mester” system to allow students to enter the school throughout the year.


2014-2015 Approved to Open

Denver Discovery Middle School

District-run

6-8 NE Offers a project-based learning environment with a rigorous 21st century curriculum

DSST Cole High School

Charter 9-12 NE Emphasizes science and technology and replicates Denver’s highest performing high school

GALS HS Charter 9-12 NNE All-girls expeditionary learning school

Highline Academy Northeast

Charter K-8 FNE A charter replication school of the successful Highline Academy in SE Denver offering students a rigorous curriculum that incorporates Core Knowledge and character development

High Tech Elementary School

District-run

ECE-5 NNE Offers a project-based learning environment with a rigorous 21st century curriculum and high standards

Oakland Elementary

District-run

ECE-5 FNE DSSN/program TBD

STRIVE Prep Elementary School

Charter K-5 SW Offers high academic expectations, instructional rigor, character development and cultural enrichment in elementary environment in STRIVE Prep network

Appendix D: Schools Previously Authorized to Open in 2014 and Beyond


2015-2016 Approved to Open DSST Middle School #7

Charter 6-8 TBD Emphasizes science and technology and replicates Denver’s highest performing high school

High Tech Early College Middle School

District-run

6-8 FNE/NNE

Offers a project-based learning environment with a rigorous 21st century curriculum and high standards

Legacy Options High School

District-run

9-12 FNE Multiple Pathways Center targeted for students who are at-risk, over-aged, under-credited, and/or who have dropped out of school

Uhuru School for Authentic Learning

Charter ECE-5

FNE Offers a rigorous, authentic education that cultivates independence, critical thinking, and an enduring love for learning

2016-2017 Approved to Open DSST Byers HS Charter 9-12 SE Emphasizes science and technology and

replicates Denver’s highest performing high school

2017-2018 Approved to Open DSST VI HS Charter 9-12 NNE Emphasizes science and technology and

replicates Denver’s highest performing high school

DSST VII HS Charter 9-12 TBD Emphasizes science and technology and replicates Denver’s highest performing high school


Appendix D: Schools Previously Authorized to Open in 2014 and Beyond

Appendix E: Summary of New School Applications Received by Region

SW Southwest Denver Community School Approval, no DPS

facility

STRIVE Prep - Southwest Middle School 7 Approval, TBD

placement

Kepner International Dual Language

Academy

Withdrew

SE* Hampden Heights Expeditionary School Approval, Hampden

Heights Placement

Rocky Mountain Prep Approval, no DPS facility

NW

Westside Academy Denial



NNE

Seed HS Denial


Denial

Near Northeast Community Empowerment

School


REACH Charter School Approval, no DPS facility

Banneker Jemison STEM Academy Approval, no DPS Facility

Roots Elementary Approval, no DPS facility

Near Northeast High School Postponed program review until Fall 2014 (school approved to open in 2015)

FNE

STRIVE Prep - Far Northeast Elementary Approval, no DPS facility

KIPP Colorado Elementary School Approval, no DPS

facility

STRIVE Prep - Far Northeast High School Approval, East Evie

Placement

KIPP Montbello Collegiate High School Approval, East Evie

Placement

High Tech Early College: GLA Withdrew


*Another application for a district-run school, Quantum Elementary, also was submitted during the Call for New Quality Schools process. Senior Leadership’s determination was that the proposal was not as strong as the other applicants and was not considered for placement.

DPS Staff Recommendations€¦ · DPS Staff Recommendations June 2, 2014 New School Application...

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