Innovation School Application 201718 - Board Docs

1

Innovation School Application 2017­18 Inspire Elementary Design Team: Amber Bailey Stockhausen, Emma Cardillo, Sarah Cohen, Brie Glahe, Pam Jubis, Jennifer Knowles, Andy Leighton, Ahila Livingston, Garrett Mason, Melanie Moreno, Javier Munoz, Khara Munoz, Chinyere Onyewuenyi, Camille Osbourne­Roberts, Maggie Tisdale, Margaret Torres, MichELe Sanders, Chantel Vogel, Joe Amundsen, Jack Becker, Monica Dilts­Nurrenbern, Sherry Martin, Troy Garner, Robin Greene, Katherine Goebel Inspire Elementary Founding Staff: Marisol Enriquez Ph.D., Sarah Fuller, Jenna Sherman, Sarah McCarty, Ansley Young, Megan Gaudette, Ashley Stidham, Lisa Ordway, Talia Parsell, Haley Figueroa, Claudia Roberts

2

TABLE OF CONTENTS Cover Page – for Colorado Department of Educa񐟀on (CDE)

EXECUTIVE SUMMARY Enrollment Projec񐟀ons: Student Demographics: Inspire Elementary School need for Innova񐟀on Status OVERVIEW OF SCHOOL PLAN

A. CULTURE: Vision: Inspire Elementary prepares children to posi񐟀vely impact their future. Mission: Inspire Elementary leverages children’s passions, talents, and learning styles to create an educa񐟀on that cul񐟀vates the whole child. Values: Inspire, Innovate, Impact

B. LEADERSHIP C. EDUCATION PLAN Inspira񐟀on

The Stanford School Stanley Bri񐟀sh Primary Expedi񐟀onary Learning (Tollgate Elementary School) High Tech High (HTH) K‐12 Schools Inspire Elementary’s Strategies 1) Inquiry 2) Personaliza񐟀on 3) Use of Space 4) Community 5) Use of Time 6) Unique Curriculum and Prac񐟀ces

Curriculum Assessmen t

7) Educators and Students as Designers: D. TEACHING E. GOVERNANCE F. BUDGET

3

G. EXPECTED OUTCOMES

SECTION I: CULTURE A: VISION AND MISSION STATEMENTS Vision: Inspire Elementary inspires children to posi񐟀vely impact the future. Mission: Inspire Elementary leverages children’s passions, talents, and learning styles to create an educa񐟀on that cul񐟀vates the whole child. Values: Inspire, Innovate, Impact B: TARGETED STUDENT POPULATION C: SCHOOL CULTURE & STUDENT LEADERSHIP D: STUDENT DISCIPLINE POLICY E. STUDENT RECRUITMENT AND ENROLLMENT F. STUDENT ATTENDANCE G. STAKEHOLDER PARTICIPATION IN THE PLANNING PROCESS H. ONGOING PARENT/GUARDIAN AND STUDENT INVOLVEMENT & SATISFACTION

SECTION II: LEADERSHIP A: LEADERSHIP TEAM (LT) PERSONNEL TEAM SPECIALIST LEADERSHIP SUCCESSION PLAN B: LEADERSHIP TEAM COACHING AND EVALUATION LEADERSHIP TEAM PRINCIPAL TEACHERS C: SCHOOL PERSONNEL STRUCTURE INDICATORS THIRD PARTY CONSULTANTS: STAFF 2017‐18: D. EMPLOYMENT POLICIES E. OPERATIONS‐ Transporta񐟀on F. Opera񐟀ons ‐ Safety and Security G. Opera񐟀ons – Food Services

SECTION III: EDUCATION PROGRAM PEDAGOGY

1) INQUIRY 2) PERSONAL STUDENT‐CENTERED LEARNING 3) USE OF SPACE 4) COMMUNITY 5) USE OF TIME

4

6) CURRICULUM 7) TEACHERS AS DESIGNERS

B. CURRICULUM SUPPLEMENTAL INSTRUCTIONAL MATERIALS

C. SCOPE AND SEQUENCE D. CLASS SIZE E. SCHOOL SCHEDULE AND CALENDAR F. PROGRESS MONITORING AND ASSESSMENT G. PERFORMANCE GOALS H. ACADEMIC INTERVENTION AND ACCELERATION I. PROMOTION AND RETENTION POLICIES J. ENGLISH LEARNER (EL) STUDENTS

Iden񐟀fica񐟀on K. STUDENTS WITH DISABILITIES L. GIFTED AND TALENTED STUDENTS

SECTION IV: TEACHING A. TEACHER RECRUITMENT, HIRING, & RETENTION B. TEACHER RETENTION C. TEACHER COACHING D. TEACHER EVALUATION E. PROFESSIONAL DEVELOPMENT F. BUILDING A TEACHER PIPELINE

SECTION V: SCHOOL GOVERNANCE & FINANCE A: SCHOOL GOVERNANCE

COLLABORATIVE SCHOOL COMMITTEE B. BUDGET & POLICY NARRATIVE C. FACILITY

Sec񐟀on VI. WAIVERS

DPS Policy Waivers

Collec񐟀ve Bargaining Agreement Ar񐟀cles Waivers

State Statute Waivers

5

Cover Page – for Colorado Department of Education (CDE)

Innova񐟀on School Name: Inspire Elementary

Loca񐟀on (address): 5500 Central Park Blvd., Denver, CO 80238

Plan Contact (name and posi񐟀on): Marisol Enriquez Ph.D., Principal

Email: [email protected]

Phone: 720.424.4850

Please answer the following ques񐟀ons to help us review the innova񐟀on plan as efficiently as possible.

Is this plan for a new school or an exis񐟀ng school (circle one) ? New School

If this plan is a new school, is the new school (check one) : New School

Has the school submied a request for to CDE for a new school code, grade change, name change, etc.?

Yes

If so, when was the request made and what was it for? April 2017

Has the school been granted status as an Alternate Educa񐟀on Campus (AEC)? No

If the school does not have AEC status, does the school plan on subming an applica񐟀on for AEC

status before opening? (Please note that the deadline is July 1 st . ) No

Is the school in Priority Improvement or Turnaround? No

Is the school a recipient of the federal School Improvement Grant (10039g))? No

Will the school be seeking a waiver for gradua񐟀on guidelines? No

Please indicate in the plan if the school will follow district requirements and include the district

gradua񐟀on policy as an appendix. The school will follow district graduation requirements.

6

7

May 22, 2017 Dear Denver Public Schools Board of Educa񐟀on and Colorado State Board of Educa񐟀on, A community of educators, parents and community members designed Inspire Elementary School. by coming together to learn, dream, collaborate and create. We challenged ourselves to examine the nuances that made our personal learning experience meaningful. We believe students need to posi񐟀vely impact the world we live in and the world we have yet to know. We tested our ideas against the ques񐟀on: Is this what I would want for my own child? In fact, many of us designed Inspire Elementary as a place for our own children. I am honored to have worked with such an inspira񐟀onal group of diverse community members. It is because of the collec񐟀ve work of Joe Amundsen, Amber Bailey Stockhausen, Emma Cardillo, Sarah Cohen, Monica Dilts‐Nurrenbern, Brie Glahe, Pam Jubis, Jennifer Knowles, Andy Leighton, Ahila Livingston, Sherry Mar񐟀n, Garre Mason, Melanie Moreno, Javier Muniz, Khara Muniz, Chinyere Onyewuenyi, Camille Osbourne‐Roberts, Maggie Tisdale, Meg Torres, Michelle Sanders, Katherine Goebel and Chantel Vogel that we were able to put forth our best thinking. We now have the gi of refining this plan with the Inspire Elementary Founding Staff: Marisol Enriquez Ph.D., Sarah Fuller, Jenna Sherman, Sarah McCarty, Ansley Young, Megan Gaudette, Ashley Stidham, Lisa Ordway, Talia Parsell, Haley Figueroa, Claudia Roberts. “Imagine schools as incubators for a new genera񐟀on of designers that will remake the human presence on Earth in ways that re‐generate ecologies and create the founda񐟀on for a fair, decent, and prosperous post‐carbon economy. Imagine schools that foster the kind of thinking that bridge the chasms of ethnicity, na񐟀onality, religion, species, and 񐟀me. Imagine a world made sustainable because we first taught every child to overcome hatred and fear and educated them to be ecologically competent. Imagine schools that draw forth the very best from each child.” This school is designed for our “own” children using inspira񐟀on from research in 1

educa񐟀onal prac񐟀ces and borrowing from models we admire including: High‐Tech‐High schools in San Diego, CA, Stanley Bri񐟀sh Primary in Denver, CO, The Stanford Design School in Palo Alto, CA, and Tollgate School of Expedi񐟀onary Learning in Aurora, CO. A special thanks to the Denver Public Schools team members who supported the development of Inspire Elementary: Jack Becker, Ashleigh Madonna, Tory Garner, Robin Greene, Marie Palomo, Amber Callender, Ivan Duran, Evan Mellman, Brian Eschbaucher, Briany Burton, Judy Casco, Tom Boasberg, Sonny Zinn, Liz Tencate, Jill Corcoran, and Amy Gile Ph.D. I look forward to realizing our dream together. Regards, Marisol Enriquez, Ph.D., Principal of Inspire Elementary

1 Inc. OWP/P Cannon Design (2010‐03‐01). The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning (Kindle Loca񐟀ons 90‐96). Abrams. Kindle Edi񐟀on.

8

EXECUTIVE SUMMARY

Name of School Inspire Elementary Grade Configura񐟀on (Year‐1) Kindergarten­2nd grade Grade Configura񐟀on (Full Build) ECE­­5th grade Model or Focus Expeditionary Learning: Inquiry, Individual,

Community, Global Region and Neighborhood Near Northeast

Primary Contact Marisol Enriquez Ph.D., [email protected] 303­483­5408

Enrollment Projections: GRADE 2017­18 2018­19 2019­20 2020­21 2021­22

K 50 75 100 100 100 1 25 50 75 100 100 2 15 25 50 75 100 3 0 15 25 50 75 4 0 0 15 25 50 5 0 0 0 15 25

Total # students 90 165 265 365 450

*We are working with Denver Public Schools to add ECE in the Fall of 2018.

Student Demographics: Diversity and equity are fundamental goals of educa񐟀on, valuable to all students and vital to democracy, the global posi񐟀on, and the well being of the United States. Inspire Elementary is commied to inclusive excellence, bringing the benefits of a quality educa񐟀on to all students, and working toward a more diverse, informed, and ac񐟀ve civic society. We are in full alignment with Goal 5 of Denver Public School’s Denver Plan: “All of our students deserve access to educa񐟀onal opportuni񐟀es that allow them to achieve at the highest levels. This means raising the bar for all students while acknowledging a persistent gap between the performance of our white students and our African American and La񐟀no students. We believe it is cri񐟀cal to shine a light on the issue of race and the achievement gap that persists for our students of color. It is cri񐟀cal to put in place a goal that focuses on the opportunity gap.” In response, Inspire Elementary grants priority enrollment considera񐟀on to students who are typically underrepresented in academic equity and excellence including racially diverse students, English Learners (ELs), Special Educa񐟀on students, Gied and Talented students, and students receiving Free and Reduced Lunch (FRL). The demographics in the following table model current paerns at High Tech Elementary the closest neighborhood school. These demographics will become increasingly diverse through our commitment to inclusive excellence for ALL students. FRL

% SPED %

EL % Hispanic/ Latino %

African American %

White %

Other %

*Student Demographics

11% 7% 1.5% 14% 9.3% 63% 13%

9

Inspire Elementary School need for Innovation Status In order to be implemented effec񐟀vely, the school design requires flexibili񐟀es in the following areas:

Curriculum ∙ To implement a Personalized Learning model.

∙ To allow the school autonomy over the educa񐟀on program including selec񐟀ng curriculum and textbooks, unit planning, pacing guides etc.

Professional Development

∙ To direct more PD 񐟀me for teachers and administrators to effec񐟀vely implement the personalized learning program at their school, and provide targeted staff development.

∙ To allow the school to determine the PD of its staff and allow teachers to refuse par񐟀cipa񐟀on in district required PD that is not aligned with the school’s priori񐟀es.

∙ To allow peer evaluators or other designated evaluators to conduct staff evalua񐟀ons. To allow for a minimum of one full LEAP observa񐟀on and one par񐟀al.

∙ To allow the principal flexibility from aending district PD.

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

∙ To set collabora񐟀ve planning 񐟀me; extend school day with pay.

Human Resources

∙ To recruit and select teachers that demonstrates characteris񐟀cs of the model.

∙ To recruit and make offers to applicants outside the district hiring 񐟀meline & process.

∙ To make Reduc񐟀on in Building (RIB) decisions based on performance, professionalism, seniority.

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

∙ To not require a teaching license for supplemental and enrichment instruc񐟀on (not core instruc񐟀on).

∙ To allow the school to create unique job descrip񐟀ons based on the needs of the school.

∙ To allow DPS HR to remedy a grievance with representa񐟀on instead of an arbitra񐟀on.

∙ To provide coaching and evalua񐟀on that is aligned to the model and makes use of peer observa񐟀ons and evalua񐟀ons.

∙ To use annual contracts for all teachers, with appropriate supports to address poor performance.

Governance & Finance

∙ To merge responsibili񐟀es & membership of school commiees into one group (CSC and SLT into one), provide CSC principal selec񐟀on authority.

∙ To implement a leadership model to maximize innova񐟀ve leadership capaci񐟀es.

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

∙ To determine extra compensa񐟀on for extended 񐟀me, addi񐟀onal responsibili񐟀es, incen񐟀ves.

10

∙ To direct adequate resources to classroom instruc񐟀on and budget on actual teacher salaries. The school will realize an addi񐟀onal $50,000‐$150,000 at full build based on budge񐟀ng on actual salaries.

OVERVIEW OF SCHOOL PLAN

A. CULTURE:

Imagine a genera񐟀on of students inspired for learning and adventure. Imagine a genera񐟀on of students who learn with empathy and op񐟀mism. Imagine students who seek solu񐟀ons and possibili񐟀es in a constantly changing world that is complex, unpredictable, and unknown. Our school mirrors the real‐world. Our approach engages students in meaningful work in which they are challenged to try things, take risks, and make connec񐟀ons.

11

Vision: Inspire Elementary prepares children to positively impact their future.

Mission: Inspire Elementary leverages children’s passions, talents, and learning styles to create an education that cultivates the whole child.

Values: Inspire, Innovate, Impact

Inspire: Children think critically, engage in collaborative projects, and become creators, not just consumers, of their world; children learn responsibility, resilience, and grit while developing growth mindsets; children think, create, innovate, and become engaged as learners; children set individual goals, make decisions about how to spend time, and access resources in order to personally challenge themselves and achieve standard­based competencies.

Innovate: Educators draw upon educational best practices and the latest tools, focus on conceptual understanding, and empower students to learn by doing; inquiry is leveraged to empower students to understand people and communities at a very human level; children learn to develop emotionally meaningful as well as functional solutions to positively impact; design thinking provides an integrated approach to solutions—balancing empathy , intuition, and inspiration with rational and analytical thinking; classroom space and time is used flexibly to engage children in a joyful, authentic, and play­based learning environment.

Impact: Learning opportunities are vehicles used to create solutions that make a difference; educators realize the future depends on our ability to improve educational opportunities for ALL students in an

increasingly diverse community; children engage in learning through a human­centered design­based approach which helps them explore and develop personal interest areas while creating solutions for local, community, and global situations.

B. LEADERSHIP At full build, the leadership team will be comprised of the Principal, Senior Team Lead, and Team Leads. However, during the Year‐1, the leadership team will include the Principal and all teachers as there won’t be an Assistant Principal or Senior Team Leads. Inspire Elementary will implement the DPS Teacher Leadership Collabora񐟀on Model empowering the Senior Team Lead and Team Leads to contribute their leadership and exper񐟀se by making key decisions while con񐟀nuously improving their cra in the classroom once the staff grows. Inspire Elementary’s school leaders must demonstrate an entrepreneurial spirit; possess a drive and focus to excel; ar񐟀culate and model a clear vision of the school; promote parent and community involvement; commit to serve a diverse student popula񐟀on; celebrate strengths and diverse student talents; strive for con񐟀nuous improvement, cri񐟀cally consume a variety of assessment data and use it to elevate student achievement; be rela񐟀onship driven; have a desire to lead in the educa񐟀onal landscape and make posi񐟀ve contribu񐟀ons to the field; value the establishment of a professional capital pipeline through the cul񐟀va񐟀on of partnerships; have experience teaching or leading or an interest in a school of Innova񐟀on; and have a minimum of five years of leadership experience and five years of classroom experience. [Although five years of leadership experience is best prac񐟀ce for the founding principal(s), this will not apply to team leads and may not apply in future succession planning.] Inspire Elementary proposes a distributed leadership model comprised of the Principal and Assistant Principal focused on school design and community outreach. The Senior Team Lead spends half of the day teaching and the other half collabora񐟀ng with the team to conduct observa񐟀on/feedback, data mee񐟀ngs, Professional Learning Communi񐟀es (PLCs), professional

12

development etc. as part of the Leadership Team (LT). Team Leader(s) not only facilitate learning for students but also lead and co‐design professional development and learning experiences for colleagues. Inspire Elementary will recruit aspiring teachers by crea񐟀ng a pipeline of pre‐service teachers in in the Boecher Teacher Program, these interns learn the prac񐟀cal lessons of teaching while they earn a master’s degree and teacher licenses from a university. Inspire Elementary will post jobs as they become available, and use unique job descrip񐟀ons to target the best fit candidates. This ability is cri񐟀cal to the recruitment strategy as it enable the school to stay staffed with a highly func񐟀oning team aligned to the school’s mission and vision year‐round. Residency programs, which usually run two years, offer a stark contrast to the tradi񐟀onal four‐year program teacher college model, which usually only requires a semester of student teaching. We will also hire 4 hour paraprofessionals that are in the University of Northern Colorado Center for Urban Educa񐟀on program which empowers paras to gain experience in the classroom while obtaining their bachelor's degree and teaching creden񐟀al. Aspiring teachers are a vital piece of Inspire Elementary’s school puzzle. These partnerships lower adult to student ra񐟀os and enable us to implement a more personalized learning environment for students while fostering a model of con񐟀nuous improvement, learning, collabora񐟀on. Teachers in these programs will be given priority considera񐟀on and the opportunity to interview for open posi񐟀ons. Marisol Enriquez Ph.D. is the Inspire Elementary planning year and founding Principal. This posi񐟀on holds primary responsibility and accountability for the implementa񐟀on of the plan resul񐟀ng in student growth and student achievement. Dr. Marisol Enriquez brings more than 18 years of extensive educa񐟀onal experience to public educa񐟀on as a teacher of literacy, math, and science in Spanish and English. Prior to returning to Denver Public Schools, Dr. Enriquez spent five years opening two buildings—a preschool‐8th grade and a high school called Vista PEAK Campus in Aurora Public Schools as principal. While at Vista PEAK Campus in Aurora Public Schools, Dr. Enriquez worked 񐟀relessly to improve student academic achievement and ac񐟀vely involve the en񐟀re community in the learning process. Under her leadership in collabora񐟀on with a team of educators, the schools experienced notable, student academic growth and performance. Dr. Enriquez implemented a strategic plan that empowered, staff, community members and students to contribute to the success of the campus. Vista PEAK Preparatory School was rated a performance school. Addi񐟀onally, she ensured that all students grew academically, developed healthy habits, were supported, engaged, challenged, safe and socially/emo񐟀onally intelligent. Dr. Enriquez’s philosophy for school success is dependent on ensuring that students’ needs come first. By mo񐟀va񐟀ng all school community stakeholders to become involved partners, Dr. Enriquez enables the best opportuni񐟀es for student growth and development, both academically and personally. With formal educa񐟀on spanning exper񐟀se in bilingual educa񐟀on, assessment and educa񐟀onal leadership, Dr. Enriquez brings a pragma񐟀c and thoughul leadership approach, one that insists upon collabora񐟀on between students, staff, families and the community. Dr. Enriquez celebrates inclusive excellence for all students, staff and the school community. She has spent a significant part of her professional career serving students whose first language is not English, and has built incredible rapport with students and families from diverse cultural backgrounds. Dr. Enriquez received her Doctor of Educa񐟀on degree from the University of Denver. Once the school leadership team determines the need for an Assistant Principal, the Assistant Principal will meet the requirements outlined for school leaders with a minimum of five years of teaching experience and demonstrated ability to take on leadership roles. They will work with the

13

principal to build the capacity of team leads and teachers to ensure all students engage in joyful, rigorous, and personalized learning and demonstrate high academic achievement. They will help select, retain and grow a highly effec񐟀ve team of teachers and/or leaders, developing a team culture of con񐟀nuous learning that maximizes staff and student morale and performance. Teachers at Inspire Elementary play an ac񐟀ve role in making decisions about curriculum, schedule, budget alloca񐟀ons, and key aspects of actualizing the vision and mission of Inspire Elementary. Teachers should u񐟀lize design thinking. They will contribute to and develop a posi񐟀ve, inclusive school community that supports the development of the Whole Child and meaningfully engage students, families and community members. Addi񐟀onally, during the first year, all teachers will be members of the Instruc񐟀onal Leadership Team. The Senior Team Leads represent the interests of students and staff and ensure involvement and input into important decisions rela񐟀ve to instruc񐟀on, assessment, student learning outcomes and success, as well as monitoring the strategic/Unified Improvement Plan (UIP). They develop a team of teachers’ ability to deliver joyful, rigorous and personalized instruc񐟀on that leads their students to high academic achievement. They will invest others in the school’s vision through strategic planning, change leadership and innova񐟀ve prac񐟀ces. They will support efforts to grow key talent and develop a culture of con񐟀nuous learning that maximizes staff and student morale and performance. The Collabora񐟀ve School Commiee (CSC) meets all criteria outlined in Board policy as well as applicable state accountability laws. CSC is the representa񐟀ve group that provides guidance and input on key decisions of the school. The CSC seeks broader parent and community input to ensure decisions relate to the school’s goals and are reflec񐟀ve of the priori񐟀es and needs of the larger community. The CSC monitors the school’s Unified Improvement Plan (UIP) and supports organiza񐟀onal and opera񐟀onal goals. The CSC monitors and supports the implementa񐟀on of a sustainable, viable and adap񐟀ve financial plan. The CSC merges the du񐟀es of the STL into the CSC for streamlined decision making and process to ensure all stakeholders are coordinated in one governance structure. A DPS Instruc񐟀onal Superintendent evaluates the principal in alignment with District policies and processes. Since the principal’s primary role is to support student achievement, evalua񐟀on is focused on student achievement and growth. The principal may also implement an annual 360 degree evalua񐟀on process to inform ongoing input from staff and parents. Succession Plan – Successful implementa񐟀on and sustainability of the Inspire Elementary vision and mission cannot hinge on a single leader. The intent and expecta񐟀on is to develop leadership skills and capacity for all staff. Partnerships with a variety of individual and community partners supports the ongoing development of the school. Distributed and shared leadership is a cornerstone of Inspire Elementary. Staff is involved in leadership roles by represen񐟀ng colleagues on the Leadership Team (ILT), leading and par񐟀cipa񐟀ng as members of Professional Learning Communi񐟀es (PLCs), serving on or leading school commiees, and facilita񐟀ng professional development. Inspire Elementary staff is commied to con񐟀nuous growth as professionals while crea񐟀ng innova񐟀ve approaches to educa񐟀on, facilita񐟀ng professional development, engaging in data analysis, increasing instruc񐟀onal understandings and pedagogical prac񐟀ces, honing decision making skills, and par񐟀cipa񐟀ng in, collabora񐟀ve, and reflec񐟀ve dialogue. Staff engages in con񐟀nual growth and takes responsibility for

14

the success of students and the school. Staff ownership and growth leads to teacher reten񐟀on and expanded leadership capacity beyond the Principal. In the event a new Principal is needed, the list of leadership requirements described within this applica񐟀on will serve as a star񐟀ng point. Inspire Elementary staff, along with student and parent groups, will review and revise these leadership requirements, which include desired leader knowledge, skills, character strengths, and atudes in rela񐟀on to the school vision, mission and values. The flexibility to empower the CSC during the principal hiring process is cri񐟀cal to the sustainability of the Inspire Elementary vision and educa񐟀onal model. An interview team will be selected with input from the Leadership Team (LT), the Parent Teacher Associa񐟀on (PTA) and the CSC. This interview team will include parents, teachers, students, current school administra񐟀on and district leadership and will collabora񐟀vely develop interview ques񐟀ons and “look fors”, which align with the revised list of leadership requirements. Finalists will be iden񐟀fied through a rigorous and thorough interview process. Internal school candidates who are part of the established staff team will be granted priority hiring considera񐟀on. Parents, staff, and community members will be able to meet and ask ques񐟀ons of the finalists at a public community event and provide input at the conclusion of the event. Final recommenda񐟀on for hire will be the responsibility of the Superintendent and Board of Educa񐟀on.

C. EDUCATION PLAN

The profile of today’s learner has changed. According to McWilliam , there are pockets of innova񐟀on 2

sprou񐟀ng up throughout the country in an aempt to address the top down authority in the classroom. We are innova񐟀ve educators that challenge ourselves to prepare students to posi񐟀vely impact the future. The current demands of the workplace require we develop learners that can seek informa񐟀on and tackle novel challenges with increasing sophis񐟀ca񐟀on. We place ourselves in student's shoes and know that engagement is essen񐟀al to student learning and we recognize that we must design the learning experience differently.

Inspiration

The design team engaged in a research and shared learning on best prac񐟀ces, innova񐟀on and educa񐟀on. Some group members also had an opportunity to conduct school visits to see best prac񐟀ces in ac񐟀on. As a result of our learning together, various reading, ar񐟀cles and ins񐟀tu񐟀ons (described below) influenced the design of Inspire Elementary.

2 McWilliam, E. (2009). Teaching for Crea񐟀vity: From Sage to Guide to Meddler. Asia Pacific Journal of Educa񐟀on, 29:(3), 281 – 293.

15

The Stanford School 3

Founded in 2005 at Stanford University in Palo Alto, CA, teaches students to use design methodology to tackle problems in their own fields. The school works with approximately 350 students from law, business, educa񐟀on, medicine, and engineering. The program was founded to prepare a genera񐟀on of innovators to tackle complex challenges and develop innova񐟀ve, human‐centered solu񐟀ons to real‐world challenges. School draws on methods from engineering and design, and combines them with ideas from the arts, tools from the social sciences, and insights from the business world. The process brings teammates together around a common goal: making the lives of the people they’re designing for beer. Design Thinking is a mindset—the confidence that everyone can be part of crea񐟀ng a more desirable future, a process to take ac񐟀on when faced with a difficult challenge. That kind of op񐟀mism is much needed in educa񐟀on. Classrooms and schools across the world are facing design challenges every single day, from teacher feedback systems to daily schedules. The challenges with which educators are confronted are real, complex, and varied. As such, they require new perspec񐟀ves, new tools, and new approaches. Design Thinking is one of them.

Stanley British Primary

An independent school located in Denver, Colorado, Stanley Bri񐟀sh Primary learning goals state: 4

“What we teach is as dis񐟀nct as how we teach. Our teachers and our instruc񐟀on approach give children the opportunity to reach their full poten񐟀al academically, socially, emo񐟀onally, crea񐟀vely, and physically. We achieve this by delivering a highly effec񐟀ve and meaningful curriculum”. The following aspects of the school resonated with the design team: highly differen񐟀ated curricular instruc񐟀on, learning developmentally aligned to a child’s appropriate stage; integrated curricular units across subject areas; crea񐟀ve, flexible and evolving inquiry based focus designed to tap into a child’s natural curiosity; and a social and emo񐟀onal emphasis. In addi񐟀on, Stanley Bri񐟀sh Primary applies principles that incorporate our proposal for use of 񐟀me, use of space, teacher residents, mul񐟀‐age classrooms and play based learning.

Expeditionary Learning (Tollgate Elementary School) 5

Tollgate Elementary School is an Expedi񐟀onary Learning School in Aurora Colorado. Expedi񐟀onary Learning Schools (ELS) is a na񐟀onal, non‐profit organiza񐟀on that partners with schools to improve student achievement, build student character, enhance instruc񐟀onal prac񐟀ces, and foster a posi񐟀ve school culture. The aspects of Tollgate Elementary that resonated with the design team include: rigorous and engaging curriculum based on state and na񐟀onal standards; ac񐟀ve, inquiry based learning strategies; a school culture that demands and teaches compassion and good ci񐟀zenship; engaging topics and rich learning experiences that result in high quality products and presenta񐟀ons of learning; real world learning and field experiences; students taking a more ac񐟀ve role in seng learning and achievement goals; students showcasing their work through public presenta񐟀ons and performances.

3 hp://dschool.stanford.edu/ 4 hp://www.stanleybps.org/pages/Stanley_Bri񐟀sh_Primary_School 5 hp://tollgate.aurorak12.org/

16

High Tech High (HTH) K­12 Schools 6

This network of schools exemplifies many aributes of student‐centered learning, in which educa񐟀on extends beyond the tradi񐟀onal school calendar and classroom walls. Students are required to take shared responsibility for learning in a variety of sengs and real‐world situa񐟀ons while teachers act as coaches and guides. The adult world connec񐟀on is reflected in school projects and culminates with 11th and 12th grade internships with the network of business partners. Internships are tailored to student’s individual interests but are focused on real‐world problems and developing solu񐟀ons that contribute to the mission of the company. To develop a shared intellectual mission, HTH's curriculum features project‐based learning and student presenta񐟀ons and relies heavily on teamwork—among students and faculty. The school does have leer grades and standardized tes񐟀ng, but also u񐟀lizes performance‐based assessments of group projects and presenta񐟀ons.

Inspire Elementary’s Strategies

Inspire Elementary’s school design u񐟀lizes seven strategies to realize of our vision to prepare students to posi񐟀vely impact the future.

1) Inquiry: Through robust integrated student projects, students engage in deeper learning and authen񐟀c experiences that maer or make an impact both locally and globally. Children learn how to think cri񐟀cally, analyze, synthesize, evaluate, solve problems, create products, and interpret findings. Interdisciplinary learning that integrates language arts, math, science, history, and humani񐟀es supports children in making natural connec񐟀ons. Projects become increasingly student driven and personalized as students master the process of organizing and execu񐟀ng projects. Mul񐟀ple entry points benefit students on the spectrum of learners. Students have opportuni񐟀es to discuss and self‐assess their work on a regular basis and engage in Presenta񐟀ons of Learning (POLs) to share learning with authen񐟀c audiences. Real‐world learning happens across disciplines and areas of study. Cross‐curricular projects allow students to delve deeply into their interests and passions while developing personal connec񐟀ons to their work within the classroom and beyond. We educate students through relevant, inspiring, imagina񐟀ve, and challenging experiences. Students are encouraged and supported to try new things, take risks, make connec񐟀ons, and care about others. Our model includes best prac񐟀ces of inquiry drawn from Design Thinking, Project‐Based Learning (PBL), Expedi񐟀onary Learning (EL), and service learning. We are focused on making school more inspiring, geng kids ready to do what's real, and suppor񐟀ng each other along the way. “Design Thinking”is a human centered problem‐solving inquiry process for educators and students to employ with real problems, situa񐟀ons, and opportuni񐟀es. These problem are based on student interests and a posi񐟀vely impact our community and the larger world. Design Thinking operates with the axiom that everyone can be part of crea񐟀ng a more desirable future and delineates a process of ac񐟀on when faced with difficult challenges.

6 hp://www.hightechhigh.org/?show=schools

17

2) Personalization: Inspire Elementary recognizes that a one‐size‐fits‐all educa񐟀on does not serve our vision. Inspire’s model is student‐centered with an expecta񐟀on that students are invested par񐟀cipants in their educa񐟀on. Each student is ac񐟀vely involved in co‐crea񐟀ng a Learning Plan (LP) using a Learning Management System (LMS) focused on student collabora񐟀on, lesson planning, resource sharing and parental engagement. Learning Plans (LPs) include input and ongoing communica񐟀on from all stakeholders, including students, parents, and educators. Students self‐monitor their progress toward mastery of learning (competency based instead of seat‐񐟀me) through self‐assessment and reflec񐟀on. In addi񐟀on, educators and students use common rubrics, assessments, performance based criteria, observa񐟀on, and Presenta񐟀ons of Learning (POLs) to help inform them on student mastery of academic and whole child competencies. Student porolios provide students with a forum for edi񐟀ng, reflec񐟀ng on, and celebra񐟀ng their work and growth. Students are flexibly and fluidly grouped and regrouped based on mastery of concepts and individual needs. Teachers facilitate learning experiences to help students reach their goals in poten񐟀ally mul񐟀‐age, heterogenous, flexible and fluid small groups within classrooms. Although students are assigned a home room, there is an understanding among teachers that every student belongs to every teacher, and a collabora񐟀ve, interac񐟀ve, and flexible structure allows for mul񐟀ple teachers to affect students’ experience. In addi񐟀on to opening students to diverse rela񐟀onal opportuni񐟀es with the adults who support them, this shared ownership of students allows teachers to contribute dynamically in their par񐟀cular areas of exper񐟀se while s񐟀ll learning and growing from colleagues who can support them in areas of less comfort. With the goal of suppor񐟀ng the “whole child”, students have opportuni񐟀es for experiences in world‐language, arts, health and wellness, open choice, and social‐emo񐟀onal development.

3) Use of Space: The Inspire Elementary facility is a model for 21st century teaching and learning, reflects a non‐tradi񐟀onal, vibrant space designed to nurture students, and invites curiosity and explora񐟀on by u񐟀lizing:

mul񐟀‐purpose classrooms that encourage ac񐟀ve learning community gathering spaces with a central commons which facilitate both formal and

informal, large and small group mee񐟀ngs clustered classrooms that create an interac񐟀ve community environment adaptable for

individual or group study a Maker’s Space supplied with tools to explore, discover, and innovate that encourages all

students to create products and prototypes large window openings with views in and out of learning and gathering spaces that capitalize

on Colorado’s pervasive natural light and outdoors flexible furniture and adaptable fixtures which allow for flexible use of space ubiquitous technology that prepares students to navigate a new age outdoor courtyards that extend learning beyond the classroom

18

display of student work, presenta񐟀ons of learning and exhibi񐟀ons that rotates and/or becomes a permanent part of the facility

4) Community: Inspire Elementary is a resource for the local community and partners to provide experiences for students. We share responsibility for learning in a variety of sengs including real world situa񐟀ons and extended learning beyond the tradi񐟀onal school calendar and walls. We encourage learning that contributes to deeper understanding and quality work. These learning experiences are varied and take place in and out of the classroom and through discussions, par񐟀cipa񐟀on, interdisciplinary ac񐟀vi񐟀es, small group lessons, fieldwork, learning expedi񐟀ons, case studies, projects, and service learning. We inspire students to emulate the thought processes and work in the field with and like professionals. We surround children with teachers, peers, and community members who share a passion for learning and a respect for each other and who allow children to feel confident in expressing themselves and working toward their full poten񐟀al .

5) Use of Time: We provide long stretches of 񐟀me for children to explore, inquire and play which supports individual learning differences. We arrange teacher 񐟀me flexibly to support our educa񐟀on plan. Inspire Elementary meets the district’s day equivalent on teacher contracts while organizing schedules and delivery based on the total number of hours instead of the number of days. Inspire Elementary provides personalized instruc񐟀onal 񐟀me while providing also providing flexibility for teachers to engage in ongoing professional learning and collabora񐟀on. The scheduling structure equals the number of hours required in a standard teacher‐contracted work year. Extra du񐟀es beyond required expecta񐟀ons for compensa񐟀on are supported through s񐟀pends. Our schedule allows 񐟀me for staff to engage in intensive professional development; collabora񐟀vely develop, deliver, and monitor deeper personalized learning; collect and analyze data, progress monitor students, and thoughully plan and prepare for extended learning experiences and expedi񐟀ons outside of the classroom. This innova񐟀on plan includes waivers from the school day and annual calendars to allow the school to leverage additional time for deeper learning and teacher professional development.

6) Unique Curriculum and Practices

Curriculum:

Our curriculum, scope, and sequence aligns with Common Core State Standards (CCSS) but requires flexibility and autonomy from district direc񐟀ves. Passion projects are co‐created/adapted by teachers and students and meaningfully tap into a child’s natural curiosity. Curriculum is developmentally aligned and focus on the whole child—consider both the minds and hands (learning by doing) of individual students. We focus on obtaining mastery of standards in a crea񐟀ve, flexible, and 7

non‐prescribed way. Learning is approached using real world, authen񐟀c opportuni񐟀es that help to reify concepts and encourage students to understand, act on, and improve the world. Although we

7 hp://www.joomag.com/magazine/ngl‐toolkit/0520260001434511936?short

19

do access the DPS recommended relevant curricular resources, we also supplement from many other resources and materials that support our inquiry, project‐based, and personalized learning model. The curriculum ul񐟀mately prepares students not only to address standards, but also to cri񐟀cally think, create, collaborate, and innovate.

Assessment: Formative/Summative/Student Portfolios/Presentations of Learning (POL)

We implement recommended DPS Interim assessments however, we may choose to supplement with addi񐟀onal tools that strategically assess student progress. Inspire Elementary knows that a balanced assessment approach best serves student needs. We use forma񐟀ve, summa񐟀ve and performance based assessments. Educators use common rubrics to review student work and determine proficiency to plan for instruc񐟀on. Assessments incorporate a variety of modali񐟀es allowing students to demonstrate their understanding in a variety of ways and stretch students to think about content and outcomes differently. All phases of project work, including dras and final products, are documented in student porolios to emphasize our recogni񐟀on that the process of learning is oen as important as final outcomes. Presenta񐟀ons of Learning (POL) empower children to share crea񐟀ve solu񐟀ons to problems with authen񐟀c audiences. Formal exhibi񐟀ons and cura񐟀on of student work sets expecta񐟀ons for and creates mo񐟀va񐟀on to work toward and achieve high standards. Assessments serve as a forum for revision, reflec񐟀on and growth that foster ownership and personaliza񐟀on and help determine next steps for student learning.

7) Educators and Students as Designers:

The Design Thinking process is used by both students and educators to design solu񐟀ons to challenges. Inspire Elementary empowers teachers to design integrated (Humani񐟀es, Reading, Wri񐟀ng, Math, Science, and Art), mul񐟀‐disciplinary academic curriculum as well as design passion projects. Teachers also are partners in making key decisions surrounding scheduling and budget alloca񐟀ons. Teacher teams of two‐four educators remain consistent and “loop” with academic learning teams of groups of students comprised of 50‐100 students. Teachers engage in a construc񐟀vist approach to learning in which they mostly act as facilitators, coaches, and guides instead of largely impar񐟀ng informa񐟀on. Educators build strong respecul rela񐟀onships and a personalized school culture, which is supported externally by a network of community members, parents, and professionals.

D. TEACHING Inspire Elementary provides opportuni񐟀es for educators to grow and embrace innova񐟀ve teaching prac񐟀ces, while sharing their understanding of best prac񐟀ces throughout the school and the educa񐟀onal community. Support for our teachers focus on providing excellent professional development and avenues to closely progress monitor students. The Inspire Elementary plan includes close monitoring of teacher performance using the LEAP evalua񐟀on tool. We closely follow individual teacher growth data as well as other measures of

20

student achievement growth. Con񐟀nued employment at Inspire Elementary is con񐟀ngent upon teachers mee񐟀ng both student achievement targets and professional prac񐟀ce targets. Professional development for teachers must be differen񐟀ated based on need. A standardized duty day for all teachers and staff does not allow the flexibility needed to provide innova񐟀ve enrichment (without sacrificing regularly scheduled core academic 񐟀me) and learning opportuni񐟀es during the regular school day. Our schedule op񐟀mizes learning and enrichment opportuni񐟀es and maximize learning 񐟀me for students, as well as ensures 񐟀me for staff planning and professional development. All staff fulfill mul񐟀ple roles to best support students and are willing to ac񐟀vely support a variety of Define the addi񐟀onal roles teachers will fulfill. areas in the school. Within an environment of distribu񐟀ve leadership, teachers and staff are offered leadership responsibili񐟀es. Inspire Elementary adheres to the DPS salary schedule, but the school may compensate teachers with s񐟀pends for addi񐟀onal du񐟀es and responsibili񐟀es, as budget allows. Non‐teaching staff are compensated for any addi񐟀onal hours in accordance with Fair Labor Laws.

E. GOVERNANCE The governance structure is comprised of a Collabora񐟀ve School Commiee (CSC) and a Leadership Team (LT) as described in the leadership sec񐟀on of this plan. The collabora񐟀ve structure emphasizes rela񐟀onships and values the input of all members of the educa񐟀onal community—students, staff, parents, and community members. The purpose of CSC is to enhance student achievement, parent engagement, and school climate through collabora񐟀on.

F. BUDGET Inspire Elementary u񐟀lizes flexible budge񐟀ng to align personnel alloca񐟀ons, professional development, and material resources with student achievement goals—in support of the vision. To provide real‐life applica񐟀ons to students, the school controls its budget to allocate resources—including appor񐟀oning funds to iden񐟀fy and purchase supplementary student‐based curriculum, support community outreach, and to support the vision and mission. The Inspire Elementary budget is based on average salaries. The aached Inspire Elementary budget is balanced based on the an񐟀cipa񐟀on of addi񐟀onal school start up funds, $222,000 in year one a $90,000 carryforward from year zero, and $160,000 in year 2. School Name: Inspire Elementary 2017­18 2018­19 2019­20 2020­21 2021­22 Number of Students

90 165 265 365 450

Per Pupil Revenue

504,751 835,968 1,309,285 1,749,603 2,121,428

Other Sources (DPS Start up & Savings

312, 000 204200 62, 200 87,800 109,800

21

from actuals) Total Revenue

844,951 1,040,168 1,371,485 1,837,403 2,231,228

Admin Full Time Staff

1 1 1 1 1

Teaching Full Time Staff

7.05 11.05 15.55 21.95 27.45

Pro Tech Full Time Staff

N/A N/A N/A N/A N/A

Full Time Expenses

647,781 919,509 1,223,765 1,658,475 2,030,346

Non Salary Expenses

13,004 16,924 120,659 147,720 200,882

Distributed Budget Total

844,951 1,040,168 1,371,485 1,837,403 2,231,228

Total 0 0 0 0 0 *We expect savings to be realized due to budget flexibilities, however this budget conservatively does not rely on these savings. Teachers will be compensated for additional days via a s񐟀pend that is determined by the principal in consulta񐟀on with the CSC annually beginning in the fall of 2018. Teachers will be compensated during the inaugural summer of 2017 at the Teacher, Hourly position rate of $23.72. Extra Duty Pay hours will be submitted via a timesheet that will be processed in June, July and August. G. EXPECTED OUTCOMES Inspire Elementary increases student academic performance through an inquiry, project based, personalized approach that involves a larger community. Students engage in an ac񐟀ve and reified learning process in which students show not tell, focus on human values, and cul񐟀vate a mindset where experimenta񐟀on is encouraged and mistakes are embraced as part of the growth cycle. Staff cul񐟀vates genuine and suppor񐟀ve rela񐟀onships with students and families. A posi񐟀ve school culture is supported by proac񐟀ve measures that an񐟀cipate and respond to students’ needs. Vigorous unit designs that meet the Common Core State Standards (CCSS) are connected to real world experiences and supported by a school‐wide commitment that improves teaching and leadership prac񐟀ces. All of this results in an experience in which students recognize the value of coming to and par񐟀cipa񐟀ng in school.

With the lack of baseline data on major assessments, our best es񐟀mate for future outcomes is that we will meet or exceed current regional averages. Regional data has been used to make the following predic񐟀ons, but these es񐟀mates will likely need to be adjusted based on the outcomes of first year tes񐟀ng results.

22

Inspire Elementary expects to achieve the following academic goals:

In compliance with current legisla񐟀on, Colorado joined the PARCC consor񐟀a as a governing member in August 2012. PARCC is a mul񐟀‐state assessment consor񐟀um that is developing shared English language arts/literacy (ELA/L) and mathema񐟀cs assessments. We rely on the PARCC assessment system for grades 3‐5 and will exceed the average Proficiency and Growth (MGP) of our similar schools cluster in Denver Public Schools in 2018.

Expected (MGP) PARCC/CMAS Literacy (Grades 3rd‐5th)

Expected (MGP) PARCC/CMAS Math (Grades 3rd‐5th)

Expected (MGP) WIDA‐Access

Early Literacy % Students on Grade Level

Year 1 N/A N/A 60th 70%

Year 2 60th 60th 60th 75%

Year 3 60th 60th 60th 80%

Year 4 60th 60th 60th 85%

23

SECTION I: CULTURE

A. VISION AND MISSION STATEMENTS Vision: Inspire Elementary inspires children to positively impact the future. Mission: Inspire Elementary leverages children’s passions, talents, and learning styles to create an education that cultivates the whole child.

Values: Inspire, Innovate, Impact

Inspire: Children think cri񐟀cally, engage in collabora񐟀ve projects, and become creators, not just consumers, of their world; children learn responsibility, resilience, and grit while developing growth mindsets; children think, create, innovate, and become engaged as learners; children set individual goals, make decisions about how to spend 񐟀me, and access resources in order to personally challenge themselves and achieve standard‐based competencies.

Innovate: Educators draw upon educa񐟀onal best prac񐟀ces and the latest tools, focus on conceptual understanding, and empower students to learn by doing; inquiry is leveraged to empower students to understand people and communi񐟀es at a very human level; children learn to develop emo񐟀onally meaningful as well as func񐟀onal solu񐟀ons that lead to posi񐟀ve impact; design thinking provides an integrated approach to solu񐟀ons—balancing empathy, intui񐟀on, and inspira񐟀on with ra񐟀onal and analy񐟀cal thinking; classroom space and 񐟀me are used flexibly to engage children in a joyful, authen񐟀c, and play‐based learning environment.

Impact: Learning opportuni񐟀es are vehicles used to create solu񐟀ons that make a difference; educators realize the future depends on our ability to improve educa񐟀onal opportuni񐟀es for ALL students in an increasingly diverse community; children engage in learning through a human‐centered design‐based approach which helps them explore and develop personal interest areas while crea񐟀ng solu񐟀ons for local, community, and global situa񐟀ons.

To best provide learning experiences, Inspire Elementary needs flexibility to organize 񐟀me, staff, and students. To maximize learning opportuni񐟀es and to beer implement our vision and mission, we are reques񐟀ng waivers from DPS policies, the Bargaining Agreement, and the State for areas that include (but are not limited to) organiza񐟀on of instruc񐟀on, school design, curriculum, instruc񐟀onal materials, Denver Public Schools (DPS) interim assessments, hiring processes, employment statuses, teacher job descrip񐟀ons, unique “non‐teaching” job descrip񐟀ons, teacher evalua񐟀on criteria, student and staff schedules, field experiences, professional staff training, workshops, and conferences.

B. TARGETED STUDENT POPULATION Enrollment Projections:

GRADE 2017­18 2018­19 2019­20 2020­21 2021­22

24

K 50 75 75 100 100 1 25 50 75 100 100 2 15 25 75 75 100 3 0 15 25 50 75 4 0 0 15 25 50 5 0 0 0 15 25

Total # students 90 165 265 365 450 FRL % SPED % EL % Projected Demographics

10.7% 7% 6%

Location: Inspire Elementary will be temporarily located at Northfield High School for the 2017­18 school year.

C.SCHOOL CULTURE & STUDENT LEADERSHIP Inspire Elementary culture aims to promote a posi񐟀ve and rigorous academic environment that reinforces student intellectual and social development. Students, families, teachers, staff, administra񐟀on and community members will share school culture norms and expecta񐟀ons. Inspire Elementary aims to to be inclusive of all students and we put systems into place to ensure that students with special needs, those receiving special educa񐟀on services, English Learners (EL's), and any students at‐risk of academic failure thrive in our environment. This model begins with our community expecta񐟀ons and lead into our staff, student, and parent expecta񐟀ons of excellence for all. In addi񐟀on, a posi񐟀ve academic environment is fostered by a rigorous curriculum combined with small group personalized instruc񐟀on where each student is known by all teachers and staff. Inspire Elementary is commied to building and maintaining posi񐟀ve rela񐟀onships with our en񐟀re school community. As part of this innova񐟀on planning process we determined a need for greater outreach to families and community members. In par񐟀cular we iden񐟀fied a need to build rela񐟀onships between the school and families in the Stapleton community. We also recognize that con񐟀nued outreach and communica񐟀on to build and maintain trust with our school staff as parents/guardians is of utmost importance. Community: The founda񐟀on of Inspire Elementary school’s posi񐟀ve culture and climate starts with the shared vision that sets a high standard for student and staff performance. During the course of the design team mee񐟀ngs and through various community events, feedback overwhelmingly indicated that Inspire Elementary provide educa񐟀onal programming that educates and celebrates the whole child. Community members are knowledgeable of student, staff and parent/guardian expecta񐟀ons and are willing to uphold the expecta񐟀ons Staff: The staff at Inspire Elementary play an important role in establishing and maintaining a culture of high expecta񐟀ons and strong rela񐟀onships with students and parents. Teachers and support staff take part in summer on‐boarding and a staff retreat before each school year. Along with professional development on curriculum and instruc񐟀onal planning, this summer training will align thinking around school culture and high expecta񐟀ons for all. This training takes place prior to the start of

25

school, over the summer and more specifically around how to implement and support the structures necessary for crea񐟀ng and maintaining a posi񐟀ve school culture.

Hours Topics Goals and Ac񐟀on Steps

24 hours Team building: Rela񐟀onship and team building Develop a shared mental model

of school vision and values Establish Norms Personality Assessment

Cohesive team that establishes systems to meet the school vision and values.

8 hours Social and Emo񐟀onal Learning Con񐟀nuum of universal and targeted approaches

Understand SEL curriculum/resources & principles and plan for school‐wide implementa񐟀on

8 hours Planning Curriculum Assessment Mastery objec񐟀ves Scope Anchor ac񐟀vi񐟀es

QUALITY LESSON PLANS: • DATA‐DRIVEN: Aligned to DDI Ac񐟀on Plan and frequent checks for understanding • CURRICULUM‐DRIVEN: objec񐟀ves are driven by curriculum plan • PD‐DRIVEN: Teacher is implemen񐟀ng PD goals within the lesson plans • DETAILED WHERE IT MATTERS MOST: each teacher has the necessary detail they need to implement effec񐟀vely • REPLICABLE: another teacher could pick up the plan and use effec񐟀vely

8 hours Professional Development Structures PD Planning PD Delivery PD Follow‐up/Accountability

8 hours School Culture & Staff Culture Focus on implementa񐟀on and incorpora񐟀on of all school culture and student discipline elements

26

16 hours Data Driven Instruc񐟀on (DDI) Data‐Driven Culture Assessments Analysis Ac񐟀on

8 hours Leadership Teams Devoted to seven levers of leadership Leadership team is proficient on

instruc񐟀onal leadership rubric Focus on one lever as leadership

team’s key areas for improvement.

8 hours Observa񐟀on Feedback Structures for effec񐟀ve feedback

9‐15 Days Coaching 12 Days of Professional Development

Expedi񐟀onary Learning (EL) Cohort consists of 4‐5 schools that are implemen񐟀ng EL's ELA Curriculum Modules Strategic Planning

June 21, 2017 Leadership Professional Development

July 10, 2017 Teacher training

August 4, 2017 August 14, 2017 August 15, 2017 Blue/Green Days on DPS

2017‐18 Approved Calendars Coaching

August 22nd Addi񐟀onal dates TBD

Strategic Planning Direct Teacher PD Coaching of Teachers Meta‐Coaching of School‐Based

Coaches Implemen񐟀ng EL's Comprehensive

English Language Arts (ELA) Curriculum Modules

Facilitated Learning Walks Cohort conference for teachers and

leaders from across Colorado

16 hours Inquiry Based Learning/Design Thinking

Understanding the design thinking process and planning for school implementa񐟀on

Teachers will have a self‐facilitated workday to further develop inquiry based learning experiences using the design thinking process 񐟀ed to interdisciplinary units

16 hours Subject Specific Training‐Social Studies, Math, Literacy, Science, English Language Development (ELD), Special Educa񐟀on, Art, Physical Educa񐟀on etc.

Understanding and planning for implementa񐟀on of adopted curricula

Connec񐟀ng to the Inspire Elementary instruc񐟀onal program

27

During the school year, staff are evaluated on how well they contribute to a posi񐟀ve school culture at Inspire Elementary by using the ‘Professionalism’ sec񐟀on of the LEAP framework including elements such as how well staff members a) encourage students to be the best they can be, b) hold students accountable in a consistent fashion, c) create connec񐟀ons with both students and their parents on a consistent basis. Physical and Social Environment School culture and engagement is driven through personaliza񐟀on, choice, play based learning and interdisciplinary units. The physical space as well as the social space we create for students impacts learning. In fact, Inspire Elementary believes the learning environment acts as “the third teacher,” 8

and can either greatly enhance or detract from the kind of learning that op񐟀mizes student poten񐟀al to respond crea񐟀vely and meaningfully to future challenges. Use of space, furnishing selec񐟀ons, accessibility of materials, and mobility of students all play a role in the school’s culture and subsequently impact student engagement. We u񐟀lize the school environment as the third teacher to support students. This not only helps to inform the larger community about student learning, but by prominently displaying student work in purposeful and thoughul ways, we deliberately honor students’ thinking and efforts. This helps to connect them to their learning environment. Student displays of work change and grow to reflect current student learning. In addi񐟀on, some student work is “curated” and displayed permanently as a record of past learning experiences. Inspire Elementary implements play based learning that is physically ac񐟀ve and allows children to test and develop all types of motor skills. It promotes significant health and well‐being benefits through:

a daily schedule that includes ac񐟀ve indoor and outdoor physical play integra񐟀on of music, movement and crea񐟀ve expression adult‐child interac񐟀ons that model moderate to high levels of physical ac񐟀vity

One of the greatest benefits of playing is the development of social competence. Children can build rela񐟀onships, learn to resolve conflicts, nego񐟀ate and regulate their behaviors. The disposi񐟀ons for learning, such as curiosity, openness, op񐟀mism, resilience, concentra񐟀on, and crea񐟀vity are developed in play. Playing is linked to the development of resilience and the beginnings of empathy as children begin to understand other points of view. However, not all play is kind or inclusive, so educators have to act accordingly to ensure that play is not harmful. 9 10

8 Fraser, 2012; Helm et al., 2007; OWP/P Architects et al., 2010 9 Bodrova, E. & Leong, D. J. (2005). Uniquely preschool: What research tells us about the ways young children learn. Educa񐟀onal Leadership, 63(1), 44‐47 . 10 Lester, S. & Russell, S. (2008). Play for a change. Play policy and prac񐟀ce: A review of contemporary perspec񐟀ves.

28

Systemic Social Emotional Learning (SEL) The Collabora񐟀ve for Academic, Social and Emo񐟀onal Learning (CASEL) guidelines are used to implement Social and Emo񐟀onal Learning (SEL) for all students. Inspire Elementary Integrates evidence‐based SEL programs and prac񐟀ces with student‐centered instruc񐟀on, curriculum, and assessments that are standards‐based. Social and emo񐟀onal learning involves the processes of developing social and emo񐟀onal competencies in children. SEL programming is based on the understanding that the best learning emerges in the context of suppor񐟀ve rela񐟀onships that make learning challenging, engaging, and meaningful. We recognize that social and emo񐟀onal skills are cri񐟀cal to being a good student, ci񐟀zen, and worker; and many different risky behaviors (e.g., drug use, violence, bullying, and dropout) can be prevented or reduced when mul񐟀‐year, integrated efforts develop students’ social and emo񐟀onal skills. This is best done through effec񐟀ve classroom instruc񐟀on, student engagement in posi񐟀ve ac񐟀vi񐟀es in and out of the classroom, and broad parent and community involvement in program planning, implementa񐟀on, and evalua񐟀on . CASEL has 11

iden񐟀fied five interrelated sets of cogni񐟀ve, affec񐟀ve, and behavioral competencies (see Figure 1). The defini񐟀ons of the five competency clusters for students are:

11 Bond & Hauf, 2004; Hawkins, Smith, & Catalano, 2004; Na񐟀on et al., 2003; Weare & Nind, 2011

29

Self­awareness: The ability to accurately recognize one’s emo񐟀ons and thoughts and their

influence on behavior. This includes accurately assessing one’s strengths and limita񐟀ons and possessing a well‐grounded sense of confidence and op񐟀mism.

Self­management: The ability to regulate one’s emo񐟀ons, thoughts, and behaviors effec񐟀vely in different situa񐟀ons. This includes managing stress, controlling impulses, mo񐟀va񐟀ng oneself, and seng and working toward achieving personal and academic goals.

Social awareness: The ability to take the perspec񐟀ve of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

Relationship skills: The ability to establish and maintain healthy and rewarding rela񐟀onships with diverse individuals and groups. This includes communica񐟀ng clearly, listening ac񐟀vely, coopera񐟀ng, resis񐟀ng inappropriate social pressure, nego񐟀a񐟀ng conflict construc񐟀vely, and seeking and offering help when needed.

Responsible decision making: The ability to make construc񐟀ve and respecul choices about personal behavior and social interac񐟀ons based on considera񐟀on of ethical standards, safety concerns, social norms, the realis񐟀c evalua񐟀on of consequences of various ac񐟀ons, and the we‐being of self and others.

D.STUDENT DISCIPLINE POLICY A Safe, Organized and Caring Environment Posi񐟀ve student behavior support begins with a compassionate, safe, and organized environment. The greatest source of posi񐟀ve behavioral reinforcement is caring, culturally responsive rela񐟀onships supported by thoughul and engaging curriculum and instruc񐟀on, ac񐟀ve teaching of self‐regula񐟀on skills, and opportuni񐟀es to experience autonomy through choice. In order to develop and maintain a safe and organized environment, Inspire Elementary works with students annually to develop and ar񐟀culate schoolwide and classroom agreements and guidelines related to: • care for self • care for others • care for property/environment Inspire Elementary applies the following prac񐟀ces in order to develop and maintain a safe and organized learning environment for all students:

30

Classroom and Larger Community Meetings Daily classroom mee񐟀ngs are a chance for planning, problem solving, and celebra񐟀on. In‐class mee񐟀ngs provide opportuni񐟀es for students to ask classmates for problem‐solving assistance. In addi񐟀on, smaller or schoolwide community mee񐟀ngs with stories, celebra񐟀ons, lessons and discussions occur throughout the school year. Calming Spaces All classrooms include a calming space. Students are taught how to use this space to calm and to help them effec񐟀vely prepare to resolve conflicts. Calming Space tools are available in student‐friendly language/pictures and include developmentally appropriate materials to help students calm themselves and/or prepare to effec񐟀vely resolve emo񐟀ons and conflict. Behavior Management and Self­Regulation We believe that students can and should play a part in crea񐟀ng the guidelines that govern their school and classroom communi񐟀es. Doing so helps them own their decisions and encourages others to do the same. Being an integral part of crea񐟀ng community guidelines and behavioral norms facilitates a safe and produc񐟀ve school environment for everyone, which is cri񐟀cal in suppor񐟀ng powerful teaching and learning across academic, social, and emo񐟀onal domains. School Discipline Policy Inspire Elementary follows JK‐R‐Student Conduct and Discipline Procedures including the DPS DISCIPLINE LADDER and DISCIPLINE MATRIX . This policy states that schools may adopt individual policies that reflect the culture of the school. Discipline Policy The culture is centered around the “team” not the “Individual”. Students are given

opportuni񐟀es to take ac񐟀ve roles in their classrooms, school, and community. Teachers and adults include students in establishing norms, and adults model the posi񐟀ve

behaviors reflected in the DPS Parent/Student Policy Handbook. This is a guide to Board of Educa񐟀on Policies for Parents and Students. A complete list of Board policies may be found on the DPS Policies site. 12

Expecta񐟀ons AND consequences are clear, fair and consistent for all students. Consequences are paired with meaningful instruc񐟀on and guidance, including correc񐟀ve

feedback and re‐teaching. Data‐driven planning provides the plaorm for con񐟀nuous quality improvement and a

proac񐟀ve approach to student discipline. Adequate challenge and support directly leads to more engaged students and minimizes the

need to administer discipline. Discipline policies are primarily focused on providing students with an opportunity to develop

skills/strategies to make posi񐟀ve choices.

12 https://www.dpsk12.org/policies

31

Any viola񐟀on results in a ‘restora񐟀ve’ outcome where students are given the opportunity to make res񐟀tu񐟀on to the school community.

Individual accountability among students is a major goal Discipline data is monitored for each student in the community. At the same 񐟀me, the staff as a whole regularly examines data to ensure students are engaged and ac񐟀ve members of the school community. When there is a disconnect between actual and expected results, staff develops appropriate interven񐟀ons and implements changes. The structure of the schedule is built to ensure 񐟀me for review, reflec񐟀on and response. In addi񐟀on to 񐟀mely, consistent responses to discipline incidences, through the work of the Leadership Team (LT), community mee񐟀ngs, data teams, parent and student engagement, our discipline data targets can be monitored and met. Because of the innova񐟀ve and posi񐟀ve environment for learning, students experience higher levels of engagement and mo񐟀va񐟀on for learning. The leadership at Inspire Elementary is commied to closely monitoring our behavioral systems to iden񐟀fy and addressing any prac񐟀ces that appear dispropor񐟀onate. Teachers will be required to keep detailed records of disciplinary ac񐟀ons. At least once per month leadership will meet with teachers to review disciplinary ac񐟀ons, ensure minority scholars, ELs and those with special needs have not been dispropor񐟀onately disciplined and that we are in full compliance with SB 46, the School Smart Discipline Law. Daily responsibility for discipline at Inspire Elementary will rest with the teachers. Teachers will monitor daily student behavior reports, will flag students for whom there is concern, will work with students, parents and support personnel to dra individual behavior plans for students who have had three or more behavior infrac񐟀ons, and will monitor compliance with those plans. In addi񐟀on, we will have a team of staff members who meet at least quarterly to review how discipline is working at the school and to discuss measures that might be taken to improve student behavior overall. Ul񐟀mate responsibility for behavior will rest with the principal of the school. Teachers will take serious concerns about behavior to the principal who will help problem solve and intervene when necessary. In addi񐟀on, the secretary and eventually the assistant principal will be responsible for collec񐟀ng discipline records from the teachers and then entering those records into Infinite Campus.

E. STUDENT RECRUITMENT AND ENROLLMENT While Inspire Elementary has already aracted strong student and family interest, our recruitment efforts will con񐟀nue un񐟀l opening day. Specific outreach ac񐟀vi񐟀es planned for the year prior to our opening will include: Par񐟀cipa񐟀on in the Stapleton School Fair Par񐟀cipa񐟀on in the district school fair Direct mail and social media and earned media campaigns Yard signs Facebook

Because we are focused on reaching a diverse student popula񐟀on, we recognize that direct, personal outreach will be a cri񐟀cal element of our enrollment plans and will target areas in and around the school as well as close diverse neighborhoods. As men񐟀oned above, we have already reached 800+ homes through a door‐to‐door campaign in our target neighborhood and will con񐟀nue these on‐the‐ground efforts un񐟀l we reach full enrollment. Aer approval, we will direct parents to the DPS

32

School Choice system and will assist them with comple񐟀ng the choice forms. As a par񐟀cipant in the School Choice system, we will priori񐟀ze students in the following order: (1) Siblings, (2) Children of Founding Families, (3) Children of staff and Board members, (4) DPS students, (5) All other students. We recognize that as a par񐟀cipant in School Choice, we will not maintain a wait list aer October 1st, and that we will be required to fill any vacancies that occur aer October 1st with students who wish to transfer into the school. While we do plan for some natural ari񐟀on from year to year, we strive to reach a re‐enrollment rate of 90%. If re‐enrollment rates fall significantly below this level we will aim to recruit students into later grades, but our hope is to focus recruitment efforts on younger grades and then retain students at high levels. Ongoing recruitment efforts in the years following our opening will include open houses, outreach through our community partners, direct mail, adver񐟀sing in community publica񐟀ons and a robust social media campaign linked to a detailed website. All staff and Board will be involved in recruitment, but coordina񐟀on and direc񐟀on for recruitment will come from the principal, who will be ul񐟀mately accountable mee񐟀ng enrollment targets.

F. STUDENT ATTENDANCE Students are excited and engaged learners who want to be at Inspire Elementary because of our core values to innovate, impact and inspire students. Teaching encourages curiosity about the world by crea񐟀ng learning situa񐟀ons that provide something important to think about, 񐟀me to experiment, and 񐟀me to make sense of what is observed. Learning groups are smaller with a caring adult who monitors progress and acts as an advocate for each student. Our students learn from authen񐟀c, real‐world projects, each other, experts and service, in addi񐟀on to learning from texts. As part of the inquiry model, students use their natural curiosity of the world around us as impetus for purposeful learning connected to academic work. Students become ac񐟀ve inves񐟀gators, applying research tools, techniques of inquiry, and standards of presenta񐟀on used by professionals in the field. Our goal is to have an average aendance rate of at least 95%. Aendance data is be available in Infinite Campus and collected and monitored along with engagement reports that are analyzed by leadership on a weekly basis. We will score at least 90% posi񐟀ve on Student Percep񐟀on Surveys. Aendance, par񐟀cipa񐟀on and learning targets are monitored for each student in the community. At the same 񐟀me, the staff as a whole regularly examines data to ensure students are engaged and ac񐟀ve members of the school community. In the case of dissonance between actual and expected results (including results of student sa񐟀sfac񐟀on surveys), staff develop appropriate ac񐟀ons and implement changes. Our secretary monitors student aendance and alerts the administra񐟀ve team and teacher so appropriate ac񐟀on can be taken. Community Aendance Review Boards (CARBs) incorporate a team of professionals, oen including a mental health specialist. The team meets with the parents and child to discover the impediments to school aendance for that par񐟀cular child. The team will dra a jointly wrien agreement lis񐟀ng the student’s, the parents’, and the school’s responsibili񐟀es. CARB is the resource that supports Inspire Elementary to iden񐟀fy steps and responses if aendance targets are not met. 13

At Inspire Elementary, we plan instruc񐟀on such that each day at school is cri񐟀cal for student success. Accordingly, Inspire Elementary clearly communicates to all students and families that daily aendance is non‐nego񐟀able. All students are expected to be present and on 񐟀me every day. This

13 hp://files.eric.ed.gov/fulltext/ED491290.pdf

33

expecta񐟀on is communicated in family orienta񐟀on mee񐟀ngs, through our family handbook and in parent conferences.

G. STAKEHOLDER PARTICIPATION IN THE PLANNING PROCESS We value and encourage community input into the school design. We con񐟀nue to engage with the community throughout the planning year and beyond. To date a variety of strategies were used to engage the community: One thousand postcards were distributed door‐to‐door in the local community, invi񐟀ng the community to par񐟀cipate in the planning process by filling out a survey, signing up for updates via a social media tool‐Remind 101 or by speaking to the principal on Tuesday mornings from 7‐11 AM at the local coffee shop.. Postcards were also posted at the Sam Gary Library, community centers, Bladium, the neighborhood Starbucks, the recrea񐟀on centers, and distributed to all the builders in the neighborhood. In an effort to specifically reach poten񐟀al parents of young children, postcards were also dropped off at all of area preschools: Paddington Sta񐟀on, Goddard, Acacia, Primrose and Montessori Children's House of Denver. The principal par񐟀cipated in the Paddington Independent School Fair to talk with prospec񐟀ve new parents and make a connec񐟀on early in the planning phase, and she met with local Stapleton community groups to assess needs and collect feedback that informed school design. In order to collect views of the wider Stapleton neighborhood, the principal held open invita񐟀on drop‐in mee񐟀ngs (from 8‐11 at a local coffee shop) which provided community members and parents a weekly forum to ask ques񐟀ons, learn about the planning process, and provide input and ideas. The principal also met with the Stapleton United Neighbors (SUN) President and the Master Community Associa񐟀on (MCA) and used the survey data SUN conducted in February 2015, in conjunc񐟀on with survey data collected from the local community, to drive the planning process. As a follow‐up, the principal distributed a new survey to iden񐟀fy what educa񐟀onal components were currently important to local families, and over 300 responses were received. Please see charts below for survey results.

In addi񐟀on to mee񐟀ng with MCA and SUN, the principal reached out to The Greater Stapleton Business Associa񐟀on and the Park Hill Neighborhood Associa񐟀on to gather addi񐟀onal perspec񐟀ves. The MCA and SUN electronic newsleer were leveraged to call for design team members, to name the

34

school and to solicit ongoing communica񐟀on, input, and engagement. Social media tools, including Remind101, Linkedin, Stapleton Connect, FaceBook and Next Door, were all used in an effort to inform and encourage par񐟀cipa񐟀on of the community in the planning process. Finally, the principal and other school representa񐟀ves aended the SUN school fair in early November, 2015 and the Denver Public Schools School EXPO to talk with prospec񐟀ve parents about the school's vision and mission and to answer other related ques񐟀ons. Founding Staff The founding team of staff were contributed to wri񐟀ng this Innova񐟀on Plan. Staff had the opportunity to review the school plan during the hiring process. During a staff planning mee񐟀ng staff was divided into teams to work on different sec񐟀ons of the Innova񐟀on Plan to include waivers. While the vision for the school had been established since 2015 with the Design Team, the staff has weighed in on the details of “how”/the ac񐟀ons steps that will lead us to realizing our vision. Collaborative School Committee (CSC) While we have been working to engage the community for a long 񐟀me, Inspire Elementary is excited to formalize the CSC Commiee. The CSC was created by taking nomina񐟀ons from all of the parents of students and the staff. A leer was sent to all parents with ballots and results were posted on our website. A mee񐟀ng was conducted to review the innova񐟀on plan on June 1, 2017 and the school plan has been posted on our website since November of 2015. Dr. Enriquez has had one on one mee񐟀ngs with parents and group mee񐟀ng to gather feedback on the innova񐟀on plan. The following persons were selected for our CSC: Parent/business/employer or community representa񐟀ve(s): Robyn Broghammer, Melissa Browne, Parker Fleming, Eileen Johnson, Katelyn Leighton, Tony Jackson, Jerry Osei‐Tutu and Meredith Pogonyi. Parent Teacher and Student organiza񐟀on adult representa񐟀ve(s): Tim Beresford, Brie Glahe, Hope Miller, Ricardo Pineda, Adrienne Ptacek, Karen Shapiro Teacher representa񐟀ve(s): Haley Figueroa, Sara Fuller, Sarah McCarty, Lisa Ordway, Jenna Sherman, Ansley Young In addi񐟀on to the individual mee񐟀ngs with CSC members the following events were conducted to present our school plan, answer ques񐟀ons, and gather feedback on the school plan, innova񐟀on and the facility design of Inspire A total of 6 Design Advisory Group (DAG) Community Mee񐟀ngs were conducted with a final mee񐟀ng for the community at large on February 7, 2017 Inspire Informa񐟀on/Feedback/Tours: January 25, 2017, February 15, 2017, March 15, 2017, April 19 2017 and May 19, 2017. Community Events: May 3, 2017, May 30, 2017, July 7, 2017 and August 12, 2017

35

Parent Organiza񐟀on: During the spring of 2017 a group of parents created a Facebook social media group and began to aend other Stapleton school parent organiza񐟀ons. Formal Parent Organiza񐟀on Mee񐟀ng dates include: April 5, 2017, April 19, 2017, June 1, 2017, June 7, 2017. See below for summary data of some of the key groups who have formally evidenced support for Inspire Elementary: Administration Approval: On June 8, 2017, the school administra񐟀on consis񐟀ng of 2 members approved the innova񐟀on plan with 100% approval. Teacher Approval: On June 8, 2017, eight Inspire teachers voted via secret ballot to approve the innova񐟀on plan with 100% approval. CSC Approval: On June 8, 2017, the school CSC consis񐟀ng of 11 members approved the innova񐟀on plan with 100% approval.

H. ONGOING PARENT/GUARDIAN AND STUDENT INVOLVEMENT & SATISFACTION Once we have third grade students, in the 2017‐18 school year, we will administer the required DPS student sa񐟀sfac񐟀on survey on an annual basis. Given the high level of engagement we will have with students we an񐟀cipate high rates of sa񐟀sfac񐟀on. Our goal is to have a sa񐟀sfac񐟀on rate of 90% or higher on all survey ques񐟀ons. If the response rate is lower than this, we will convene a school commiee comprised of staff, students and parents to address the specific issues that received unsa񐟀sfactory scores. Teachers will be responsible for administering the student sa񐟀sfac񐟀on surveys, for analyzing the results, and if necessary, designing appropriate interven񐟀ons. The Collabora񐟀ve School Commiee reviews the student sa񐟀sfac񐟀on survey results and considers the outcome as one component in their annual review of the administra񐟀ve team. Inspire Elementary is a service and a resource to the local community. We share responsibility for learning in a variety of sengs and real world situa񐟀ons and we extend learning beyond the tradi񐟀onal school calendar and classroom walls. We encourage learning in and out of the classroom, discussions, par񐟀cipa񐟀on, interdisciplinary ac񐟀vi񐟀es, small group lessons, fieldwork, learning expedi񐟀ons, case studies, projects and service learning to inspire students to think and work as professional do, and contribu񐟀ng to deeper learning and quality work. We surround children with teachers, peers and community members who share a passion for learning and a respect for each other which allows children to feel confident in expressing themselves and working toward their full poten񐟀al.

We are commied to serve the needs of our community—par񐟀cularly parents, family members, and supporters of Inspire Elementary. All members of the school community are invited and ac񐟀vely encouraged to par񐟀cipate in decision‐making and opera񐟀on of the school and are respected as

36

valuable contributors. Given our deep belief in community we intend to con񐟀nue to involve interested par񐟀es right away with tools such as the following Google Form to find out how they can support our vision for students. We will conduct surveys during our parent involvement events to ensure high turnout rates. Our goal is to achieve at least 90% sa񐟀sfac񐟀on by the end of the first school year, equa񐟀ng to a ra񐟀ng of “Exceeds” on the School Performance Framework. We use feedback from parents to engage in a con񐟀nuous improvement process. Data is organized and monitored (with staff) by the Collabora񐟀ve School Commiee to ensure fidelity of applica񐟀on and implementa񐟀on. If involvement and sa񐟀sfac񐟀on levels are not met as an񐟀cipated, the en񐟀re staff will conduct an analysis and develop appropriate plans for improvement. By including our parents in the core values of the school and by consistently valuing crea񐟀vity and cri񐟀cal thinking from all our stakeholders, we ensure that parent and community input con񐟀nues to influence and improve our school. To ensure a high response rate, surveys are made available during school‐wide events yielding high levels of parent aendance (e.g., parent‐teacher conferences, student performances etc.). In addi񐟀on to the parent sa񐟀sfac񐟀on surveys, enrollment data is reviewed to inform planning, goal seng and strategies for improvement. The school places emphasis on a proac񐟀ve approach to parent sa񐟀sfac񐟀on. The school should NOT be learning of parental dissa񐟀sfac񐟀on through parent survey or social media but rather the community is encouraged to share ques񐟀ons or concerns directly with school leadership, teachers, support staff, or through other appropriate channels. Though every parent may not get what they want, they should feel that they have been heard and respected. Decisions are made in service of Inspire Elementary’s Vision and families are our partners in the educa񐟀on of their children. We make families welcome, develop rela񐟀onships, and engage

them ac񐟀vely in the life of the school. The school hosts events that focus on developing personal rela񐟀onships and building capacity in parents and community members to support our students’ academic, social, emo񐟀onal, and physical growth. Parents/guardians serve on the Collabora񐟀ve School Commiee (CSC) and engage in a variety of volunteer opportuni񐟀es such as: evening from‐home opportuni񐟀es (grading, copying, stuffing folders) for parents/guardians that work during the day; office and classroom volunteer posi񐟀ons for those who are available during school hours; and opportuni񐟀es for those who cannot give their 񐟀me but can contribute supplies, materials etc. Parents/guardians buy into the methods being used at school and understand them so that con񐟀nuity is fostered between home and school. The framework Inspire Elementary uses to engage families and community

members is the Epstein's Framework of Six Types of Involvement

37

SECTION II: LEADERSHIP

LEADERSHIP TEAM (LT) PERSONNEL Specific academic and program areas are distributed based upon each member’s areas of strength (see Marisol Enriquez Ph.D. receives feedback from her staff (AP, Senior Team Leads, Team Leads, Team Specialists, classroom educators, parents, and students). Addi񐟀onally, the LT and Collabora񐟀ve School Commiee (CSC) facilitate 360 evalua񐟀ons as needed to add to the body of evidence. These reviews shape and inform a con񐟀nuous growth plan with monthly targeted professional growth goals. Dr. Enriquez’s annual evalua񐟀on and professional growth plan will follow the DPS LEAD Framework. Other LT members receive coaching and feedback from the principal, each other, and the Instruc񐟀onal Superintendent (IS). Like the principal, all leadership team members undergo annual evalua񐟀ons using the LEAP/ LEAD Frameworks in order to iden񐟀fy strengths and next steps.. Lastly, each leadership team member engages in an ongoing and in‐depth professional development strands that relate to her or his leadership area. The purpose of LT professional development is to ensure that Inspire Elementary school leaders remain up to date on best prac񐟀ces in educa񐟀on including but not limited to: Curriculum, Personalized Learning, Project‐Based Learning, Innova񐟀ve Prac񐟀ces, Deeper Learning and Design Thinking. Observa񐟀on‐Feedback cycles lead to incremental progress on long term goals and strong implementa񐟀on of key programs. The senior team lead and team leads support the implementa񐟀on of our strategic plan including: inquiry based learning, personalized learning, community connec񐟀on and real‐world applica񐟀on. The feedback of these leads Is aligned to the School Leader’s Professional Growth Plan (PGP) and the School Unified Improvement Plan (UIP). All Inspire Elementary school leaders must: Demonstrate an entrepreneurial spirit, drive and focus to excel Ar񐟀culate and model a clear vision of the school and promote parent and community

involvement Commit to serve a diverse student popula񐟀on Celebrate strengths and diverse student talents Strive for con񐟀nuous improvement, cri񐟀cally consume data, and use data to elevate student

achievement Be rela񐟀onship driven Have a desire to lead innova񐟀on in educa񐟀on and make posi񐟀ve contribu񐟀ons to the field Have experience teaching or leading inquiry strategies such as Deeper Learning, Play Based

Learning, Expedi񐟀onary Learning, Project‐Based Learning and Design Thinking Have a minimum of five years of leadership experience and five years of classroom experience

In addi񐟀on, consultants or partners that support the vision and mission of the school are u񐟀lized on occasion. The Inspire Elementary principal serves as the school’s instruc񐟀onal expert and leader. She chairs the Leadership Team, working in concert with Denver Public Schools (DPS) to: Build an inclusive school culture that demonstrates integrity, diversity, risk‐taking,

accountability, and an urgent and relentless pursuit of academic achievement Eliminate achievement gaps across demographic subgroups at Inspire Elementary Ensure safe and s񐟀mula񐟀ng environments, indoors and out, for students, staff, and families

38

Lead a professional learning community that examines curriculum and instruc񐟀on with an eye on con񐟀nual improvement

Use student achievement data (gender, race, income, na񐟀ve language, etc.) to effec񐟀vely refine and improve students’ learning and growth

Manage the needs of ALL Inspire Elementary students, fully embracing an inclusive model of academic and emo񐟀onal support and compliance with state and federal mandates including: Individual Educa񐟀on Plans (IEP) prepara񐟀on/processes and IDEA requirements; monitoring programming and compliance related to English Learners and Gied and Talented students

Dr. Marisol Enriquez, a veteran principal with 18 years of experience, has been hired as the planning principal and is requested by the design team to be the primary principal/instruc񐟀onal leader moving forward. She has a track record of success‐ opened two buildings on a campus in Aurora serving students from preschool through high school and college courses that went from Turnaround to Performance on the state ra񐟀ngs. Dr. Enriquez has led schools with diverse demographics, is knowledgeable about inquiry based learning and is passionate about providing engaging, innova񐟀ve educa񐟀onal alterna񐟀ves to all students. Marisol is commied to raising student achievement through deep and consistent implementa񐟀on of the school’s plan As a support to the principal, the assistant principal shares responsibility for communica񐟀ng and implemen񐟀ng the mission and vision of Inspire Elementary; crea񐟀ng, communica񐟀ng, and implemen񐟀ng Inspire Elementary procedures and policies; the evalua񐟀on and support of all staff; contribu񐟀ng to the Inspire Elementary professional learning community; data‐driven decision‐making; defining assignments and du񐟀es of specialized staff; recommending the best possible candidates for teaching posi񐟀ons; organizing staff for maximum effec񐟀veness and high morale; making budgetary recommenda񐟀ons; being knowledgeable of poten񐟀al sources of outside fiscal support and developing proposals; being the main go‐to person for coverage and du񐟀es in the absence of other professional staff.

The comprehensive nature of the Inspire Elementary mission and vision requires the leadership team to commit to the academic and social‐emo񐟀onal well‐being of every student and to make meaningful connec񐟀ons with parents and community. Leadership is viewed as a shared responsibility. The Inspire Elementary leadership model is designed and organized to support its vision. The model ensures that leadership is distributed and sustainable to provide the guidance and direc񐟀on of con񐟀nuous improvement in instruc񐟀onal prac񐟀ce and alignment with its goals. Decisions are made consistently, backed with solid reasons and compelling data, and always embrace what is best for students.

TEAM SPECIALIST The Team Specialist supports collabora񐟀ve team 񐟀me. From a teacher perspec񐟀ve, supports are more evenly balanced between collabora񐟀ve team 񐟀ming and 1:1 coaching and evalua񐟀on. From a design perspec񐟀ve, decisions about roles are made based on the content needs of the team, as well as scheduling needs for teaming ac񐟀vi񐟀es.

LEADERSHIP SUCCESSION PLAN Successful implementa񐟀on and sustainability of the Inspire Elementary vision and mission does not hinge on a single leader. The intent and expecta񐟀on is to develop leadership skills and capacity for all staff. Partnerships with the various partners support the ongoing development of the school’s instruc񐟀onal leaders. Distributed and shared leadership is the cornerstone of Inspire Elementary. Staff is involved in leadership roles in a variety of ways. Teachers are on the Leadership Team (LT),

39

lead and par񐟀cipate as members of data teams, serve on or lead school commiees, and facilitate professional development. In addi񐟀on, Inspire Elementary provides opportuni񐟀es to learn/improve facilita񐟀on skills, develop outstanding data analysis skills, deepen instruc񐟀onal understandings, develop strong communica񐟀on skills, and strengthen collabora񐟀on and decision making skills. Teachers con񐟀nue to grow and take on higher levels of responsibility and cri񐟀cal posi񐟀ons within the school, leading to beer teacher reten񐟀on and a succession for leadership. At the juncture when a new principal is needed, the principal search model will begin with staff compiling a list that delineates the knowledge, skills, and atude desired in the new leader. An interview team will be selected with input from the Leadership Team and the CSC which will include parents, teachers, current school administra񐟀on and district leadership. Interview ques񐟀ons and “look fors” will be developed by the interview team, which align with the list of knowledge, skills, and atudes. Staff members who are already on the Inspire Elementary Staff will be given priority considera񐟀on. Finalists will be iden񐟀fied through an interview process, which may include a building walkthrough. Parents will be able to meet and ask ques񐟀ons of the finalists at a public community event and provide input at the conclusion of the event. The interview team will forward no less than two finalists to the Superintendent. Leadership candidates will be iden񐟀fied in collabora񐟀on with the school staff to ensure philosophical alignment with Inspire Elementary vision, mission, values, and educa񐟀onal approach. Final recommenda񐟀on for hire will be the responsibility of the Superintendent and Board of Educa񐟀on.

LEADERSHIP TEAM COACHING AND EVALUATION

LEADERSHIP TEAM The Inspire Elementary Leadership Team (LT) is composed of the principal, assistant principal, senior team lead and team specialists and team leads. Each person on the LT is responsible for opera񐟀onalizing the Inspire Elementary mission, vision, opera񐟀ng principles, and core values. LT members are responsible for focusing on student achievement and con񐟀nuous improvement, and align all ac񐟀vi񐟀es in the school to that vision. Leaders use data wisely, shape school structures to best meet student needs, celebrate joy in learning, and build a school‐wide culture of trust and collabora񐟀on. The LT collects and analyzes data on student achievement and teaching prac񐟀ces to make informed decisions. Members of the Leadership Team lead data inquiry teams, analyze and disaggregate various data to determine paerns of performance. These teams emphasize collabora񐟀ve inquiry as the keystone for produc񐟀ve data use. They use mul񐟀ple sources of data, beyond test scores (e.g., classroom assessments, student work, student engagement indicators, and student surveys). Inspire Elementary invests in the capacity of every teacher to access, understand, and use data effec񐟀vely. Our leadership strategy goes beyond a single person or team; it is an expecta񐟀on for all members of Inspire Elementary staff. Staff ensures that curriculum, instruc񐟀on, and assessment are 񐟀ghtly aligned to high standards for student achievement, the Leadership Team represents the interests of staff and ensures their involvement and input into decisions rela񐟀ng to: Instruc񐟀on, assessment, student learning outcomes, and student success Management and monitoring the Unified Improvement Plan Professional culture and development

40

The Leadership Team uses an agenda‐driven discussion and decision‐making process designed to foster produc񐟀ve, proac񐟀ve dialogue on the areas iden񐟀fied above. This process begins with the development of team norms and opera񐟀ng agreements that include expecta񐟀ons for member par񐟀cipa񐟀on and interac񐟀on, mee񐟀ng facilita񐟀on, record keeping/repor񐟀ng, and process refinement. Team members receive training on the strategies needed to be high func񐟀oning team.

PRINCIPAL As a DPS innova񐟀on school, the Principal/Instruc񐟀onal Leader is supervised and evaluated by a DPS Instruc񐟀onal Superintendent against the LEAD School Leadership Framework. The school leader’s primary role is to support student achievement. The principal’s evalua񐟀on is focused on student achievement and growth. At least 50% of the evalua񐟀on is based on student achievement data. The District’s School Quality Framework sec񐟀on on leadership supports the vision and mission of our school. The Framework for Effec񐟀ve School Leadership includes rubrics for cultural and equity leadership and instruc񐟀on that is aligned with our focus. This resource expands leadership capacity and sets high expecta񐟀ons. Coaching and professional growth opportuni񐟀es are provided to the school leader. All LT staff members are evaluated by the principal using: the School Leadership Framework for the assistant principal and the Framework for Effec񐟀ve Teaching (LEAP).

TEACHERS Inspire Elementary uses inquiry based, personalized, learning with the community to make a posi񐟀ve impact locally and globally and recruit and retain qualified teachers. Addi񐟀onally, Inspire Elementary focuses on improving student achievement by developing quality teachers through inten񐟀onal professional development provided by the school’s Leadership Team. High quality, job‐embedded professional development is a cri񐟀cal component of inquiry based learning schools. This aids in recrui񐟀ng and retaining excep񐟀onal teachers and building the capacity of staff to ensure successful implementa񐟀on of the model. Inspire Elementary priori񐟀zes building all teacher’s capacity, and all teachers par񐟀cipate in regular coaching and data‐driven feedback cycles to improve teacher prac񐟀ce and student learning. Inspire Elementary use the content of the LEAP Framework as the primary teacher performance and feedback tool but reserves the right to customize the LEAP evalua񐟀on process, including training, calibra񐟀on and 񐟀melines. The school does not use prior LEAP scores earned at other schools as a basis for employment at Inspire Elementary. Inspire Elementary recognizes the value of mul񐟀ple avenues of feedback for all first‐year novice teachers. Peer observers are not assigned by the district however may be leveraged on a case by case basis.. Teachers do not earn non‐proba񐟀onary status based on LEAP scores or any other measure. Ul񐟀mate decisions regarding con񐟀nua񐟀on of employment at Inspire Elementary lie solely with the principal. Inspire Elementary follows the District’s Basic Fairness and Due Process Guidelines in issuing correc񐟀ve ac񐟀on.

SCHOOL PERSONNEL STRUCTURE Inspire Elementary hires team members that possess passion, commitment, crea񐟀vity, and drive for suppor񐟀ng inquiry based learning and the mission and vision of the school. Inspire Elementary uses the following set of indicators in addi񐟀on to the Colorado defini񐟀on of Highly Qualified: In accordance

41

with federal law, Colorado defines Qualified Teachers as teachers that are fully licensed and able to demonstrate subject maer competency in each core content area in which they are assigned. This defini񐟀on applies to both general and special educa񐟀on teachers that are responsible for providing instruc񐟀on in core content subject areas. No core opera񐟀ons are outsourced to third par񐟀es or consultants. The school has the flexibility to hire non‐licensed teachers for non‐core courses. All K‐12 core content teachers are highly qualified.

INDICATORS: Proven ability to execute standards­based instruction and progress monitoring strategies to promote student achievement; alignment with the vision and mission of Inspire Elementary; knowledge of culturally responsive pedagogy; ability to plan for and implement a variety of instructional techniques and strategies to meet the needs of diverse learners; desire to hold all students to high expectations; autonomy in instructional design and accountability for meeting high professionalism expectations; ethic of excellence and craftsmanship; openness to feedback and coaching; desire and ability to work effectively as part of a team; demonstrated ability to work well with parents and build positive relationships with students from diverse backgrounds; demonstrated ability to analyze data and measurements of achievement; commitment to ongoing professional development and lifelong learning; desire to foster innovation and creativity; excellent communication skills; strong classroom management skills through instructional systems and structures; a sense of humor, flexibility, and adaptability. Preference is be given to teachers who possess or are pursuing a Culturally & Linguistically Diverse (CLDE) State endorsement, Special Education endorsement, or Gifted Education endorsement, National Board Certification as well as teachers with inquiry based learning experience.

THIRD PARTY CONSULTANTS: During the fall of 2017‐18 we will partner with 3 district community partners to provide the following specials to students: music/drama, Spanish, STEAM. Inspire Elementary is commied to recrui񐟀ng and retaining a world‐class staff that is capable of providing a rigorous educa񐟀on as a well as a warm and suppor񐟀ng environment to its students. At full build‐out, the school may include the following posi񐟀ons:

STAFF 2017­18: Principal (1 FTE). Secretary II (1 FTE)

Manage and maintain front desk coverage Supervise aendance comple񐟀on and run necessary reports; manage aendance; manage

student informa񐟀on system (Infinite Campus); manage student record systems

42

Manage school and class level ordering; manage and maintain copy room inventory and machines; manage internal funds collec񐟀on & tracking; create bank deposits weekly

Manage and maintain staff files Instructional Staff (7) 2017 4 Classroom Teachers Year 1 Teacher Leadership and Collabora񐟀on (TLaC) (0 FTE‐S񐟀pends)

Team Specialist New Teacher Ambassador

Mild Moderate Teachers (. 5 FTE) Interven񐟀onist (.5 FTE) Elec񐟀ve Teachers (1.2 FTE) Mental Health (.4) Nurse (.2)

The planned phase­in for the positions at Inspire Elementary is:

School Year 2017‐18 2018‐19 2019‐20 20209‐21 2021‐22

Principal 1 1 1 1 1

Assistant Principal

0 .5 1 1

Secretary II 1 1 1 1 1

Pro‐Tech Staff Budget Analyst

0 0 0 .25 .25

Secretary I 0 .5 .5 .5 .5

TLC 0 .5 .5 .5 1+

Classroom Teachers

4 7 11 15 18

Mild Moderate Teachers

.5 1 1 1.5 2

Mental Health Psychologist and Social Worker

.4 .6 .6 .8 .8

Nurse .2 .2 .2 .4 .4

43

D. EMPLOYMENT POLICIES Inspire will follow district employment terms and policies as required by state statute, collec񐟀ve bargaining agreements, and district policy except for those explicitly waived as part of this Innova񐟀on plan. The staff and CSC team has iden񐟀fied the following school‐based flexibili񐟀es required to design and implement human resource policies and procedures that align with the vision, mission and educa񐟀on plan of the school. These flexibili񐟀es include:

Recrui񐟀ng and hiring all staff, including teachers, administrators, and other support personnel, using prac񐟀ces that will ensure employee fit with the school‘s plan

U񐟀lizing annual employment contracts for teachers Pos񐟀ng all vacant posi񐟀ons, recrui񐟀ng and hiring all staff as the need arises, even if such need

falls outside DPS‘s standard hiring cycle and process Crea񐟀ng non‐tradi񐟀onal job descrip񐟀ons, which may include adding roles and responsibili񐟀es to

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

to align with the plan Crea񐟀ng a governance and leadership structure that aligns with the needs of the school

community Partnering with community organiza񐟀ons, without licensed educators, to provide students more

enrichment opportuni񐟀es during the day Establishing addi񐟀onal compensa񐟀on rates and other methods of rewarding performance as

needed. Salary ranges and employment benefits for all employees, as well as any incen񐟀ves or reward structures that are part of the compensa񐟀on system are aligned and consistent with DPS. S񐟀pends are provided as compensa񐟀on for any work that is performed beyond the contract and will be paid at a rate determined annually by the school leader and CSC. There are no other modifica񐟀ons to employment benefits (such as health insurance and pension systems), and there are no modifica񐟀ons related to holidays and leave payouts. Such flexibili񐟀es will be limited only by federal law, the statutes, the Collec񐟀ve Bargaining Agreement provisions and District Board policies not waived through any future waiver process.

E. OPERATIONS­ Transportation Inspire Elementary uses district‐provided buses for transporta񐟀on of students. The principal collaborates with the Transporta񐟀on Department to set appropriate bell 񐟀mes.

F. Operations ­ Safety and Security The secretary, in consulta񐟀on with the Principal and DPS Office of Safety and Security maintains an Emergency Response Crisis Management (ERCM) plan for the school. Key components of the ERCM include: emergency drill logs, staff preparedness training, the School Emergency Response Team and their roles, ensure readiness of all ERCM equipment such as two‐way radios and megaphones. The Principal, Secretary Facility Manager and founding Leadership Team members take part in the DPS 4 module ERCM video trainings and pass all 4 quizzes included in the trainings. Monthly fire drills one

44

lockdown and a shelter‐in‐place drill per semester are documented and feedback is provided to teachers and students. Ongoing safety is ensured using electronic and video controlled intercom door openers and video cameras located on the exterior and interior of the building.

G. Operations – Food Services Inspire Elementary par񐟀cipates in DPS food services program, which complies with state and federal rules and regula񐟀ons (including free and reduced lunch procedures). Breakfast is served to all students. Healthy choices are served to all students at lunch.

45

SECTION III: EDUCATION PROGRAM

A. PEDAGOGY Many highlight the importance of innova񐟀on, entrepreneurship and crea񐟀vity in an age of globaliza񐟀on and rapid technological development; others emphasize the importance of communica񐟀on skills and cri񐟀cal thinking. All concur that developing high levels of literacy and mathema񐟀cal proficiency are founda񐟀onal for success. At the heart of our school design is a belief that students should be provided with work that maers, large blocks of 񐟀me for explora񐟀on, project‐based integrated curricular units across subject areas, tapping into the student’s natural curiosity, competency based learning, and opportuni񐟀es for students to extend their learning beyond the classroom. Rather than subscribe to one method, Inspire Elementary ‘s educa񐟀onal program is centered around four strategies: inquiry, individual, community and global. Each of these strategies connects to the broad mission of leveraging children’s passions, talents and learning styles to create an educa񐟀on that cul񐟀vates the whole child.

Inspire Elementary has iden񐟀fied Cri񐟀cal Success Factors (CSFs) or areas we need to focus on to achieve an inquiry based, personalized learning environment in concert with the community to make a posi񐟀ve impact locally and globally: Inquiry, Personalized, Use of Space, Community, Curriculum, Teachers and Students as Designers. Our values to Inspire, Innovate and Impact serve as the founda񐟀on for all of our work at Inspire Elementary and are the essence of our culture. Our values bring us together and drive how we interact with each other in pursuit of our vision, these values shape our shared and guide our decisions to meet our goals.

1) INQUIRY An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry‐based learning. The word inquiry implies involvement of the learner that leads to deep understanding. Involvement in the learning process implies one has the processing skills and atudes that permits one to seek answers to complex problems while construc񐟀ng new knowledge. Effec񐟀ve inquiry is much more than just asking ques񐟀ons. It is a complex process involving individuals in aemp񐟀ng to integrate informa񐟀on and data into useful knowledge. In order for inquiry based learning to be effec񐟀ve it requires: a context for ques񐟀ons, a framework for ques񐟀ons, a focus for ques񐟀ons, and different levels of ques񐟀ons. A well‐designed inquiry based learning process produces knowledge forma񐟀on that can be widely applied. 14

14 http://www.thirteen.org/edonline/concept2class/inquiry/index.html

46

Through the process of inquiry, students construct understanding of the natural and the human‐designed world. Inquiry is not about seeking the right answer but rather seeking appropriate resolu񐟀ons to ques񐟀ons and issues that arise. Inquiry is essen񐟀al in educa񐟀on because the fund of knowledge is ever changing and increasing. It is a shi in emphasis from “what we know” to “how we know.” The broad concepts of how the world is organized, how the world changes, how it is interrelated and how we communicate about it provides broad concepts, ques񐟀ons and issues one will face throughout the course of their lives. These concepts can help organize the content of the curriculum to provide a rela񐟀ve and cumula񐟀ve framework for effec񐟀ve learning. Well designed inquiry‐learning experiences should be set in a conceptual context in order to help students accumulate and synthesize knowledge as they progress from grade to grade. Inquiry in educa񐟀on should lead to a greater understanding of the world in which they live. Inquiry, Deeper Learning, Project­Based Learning, Design Thinking 15

We imagine a genera񐟀on of students inspired for learning and adventure; students who learn with empathy and op񐟀mism; and students who seek solu񐟀ons and possibili񐟀es in a world that is complex, unpredictable, and unknown. Students engage in hands‐on, authen񐟀c and deep learning experiences that inspire them to be lifelong learners. Empathy: Learn about the audience for whom you are designing, by observa񐟀on and interview. Who is my user? What maers to this person? Define: Create a point of view that is based on user need and insights. What are their needs? Ideate: Come up with as many ideas as possible. Wild ideas encouraged! Op񐟀mism is essen񐟀al Prototype: Build a representa񐟀on of one or more of your ideas to show to others. How can I show my idea? Remember: A prototype is just a rough dra! Test: Share your prototyped idea with your original user for feedback. What worked? What didn’t? We provide students ample opportuni񐟀es to move around the room, talk about their ideas, and showcase their thinking in varied ways. Rooms and learning spaces are designed with flexibility and comfort in mind, and students are allowed extended blocks of 񐟀me to pursue deeper learning. This

structure allows and encourages deep thinking, thoughul discussions and 񐟀me to explore areas in depth and without the disrup񐟀ons that oen accompany a more tradi񐟀onal schedule. Integral to this model are natural and mul񐟀path connec񐟀ons to 21st century skills. Teachers and students take on a “beginner’s mindset” when addressing content and engaging in problem solving. This mindset

15 How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press [National Research Council]. Clements, D. H., & Sarama, J. (2009).

47

recognizes that each person can be, oen simultaneously, a novice and a master in the learning paradigm. As a novice, the beginner’s mindset allows the learner to be have ques񐟀ons and gives them space to operate in the vulnerable, inquisi񐟀ve, and some񐟀mes clumsy mode of a learner instead of the more restric񐟀ve “knower” construct. Alternately, the mindset s񐟀ll expects the master to inves񐟀gate and be open to new and unfound ways of thinking about areas of exper񐟀se rather than mired by exis񐟀ng knowledge. The beginner’s mindset promotes unlimited genera񐟀ve possibili񐟀es and fosters curiosity, openness, enthusiasm and eagerness for learning. Design Thinking is used across professions and all disciplines and incorporates best prac񐟀ces as well as divergent thinking. Refer to the diagram below for illustration .

Growth requires an expecta񐟀on and acceptance of struggle and failure as part of the learning process. We view failures as opportuni񐟀es for growth and we embrace and teach students to develop the mindsets to be successful. We learn from our mistakes and recover quickly by grounding ourselves in the work of Carol Dweck regarding developing a Growth Mindset. 16

Inspire Elementary ensures the following principles are incorporated in units of learning: Principle 1: All learning ac񐟀vi񐟀es are focused on using informa񐟀on‐processing skills (from observa񐟀on to synthesis) and learning is set within a larger conceptual context Principle 2: Inquiry learning puts the student at the center and is an ac񐟀ve learning process, and the systemic elements such as the teacher, instruc񐟀onal resources, technology, etc. are aligned to support the student Principle 3: The role of the teacher becomes one of facilitator. The teacher also becomes a learner by finding out more about the student as a learner in the process of inquiry learning. Principle 4: What is assessed is what is valued. Emphasis is placed on assessing the development of informa񐟀on‐processing skills, habits of mind, and conceptual understandings in addi񐟀on to the content. We use a research based facilita񐟀on in inquiry based learning units. Habits of Mind: rules of the discipline being taught observa񐟀on skills, research skills, synthesis

skills, etc.

16 hps://www.brainpickings.org/2014/01/29/carol‐dweck‐mindset

48

Conceptual: themes that connect to the lesson or previous lessons and important ideas in the framework of the discipline

Specific Content: Content the students need to know by the end of the lesson and standards addressed

Poten񐟀al roadblocks to learning: challenges and possible solu񐟀ons Inquiry aributes already possessed by learners: guide for pre assessment and taking the

students further in their learning Ques񐟀ons: Main ques񐟀ons that the teacher hopes students will explore (inference, ques񐟀ons

about hypothesis, etc.) Ongoing Assessment: Once students have begun to explore the ques񐟀ons and the content of

the lesson the teacher will observe, examine student work and assess progress toward goals and expected outcomes

Appropriate sources and resources to effec񐟀vely monitor progress: Teachers will iden񐟀fy the ways to assess students at the end of the unit

Professional Prepara񐟀on: Teachers will list what they will need to find out before star񐟀ng the units

Long‐range, medium‐range and short‐range goals: Overall learning goals for the year, for the unit of study and for the specific learning experience or unit of study.

Plans advance learners to go deeper and to help students who haven’t mastered the objec񐟀ve.

2) PERSONAL STUDENT­CENTERED LEARNING Giving students a voice provides them a chance to share their opinions about something that is important to them and to par񐟀cipate in and eventually own and drive their own learning. According to Eric Toshalis and Michael J. Nakkula in their report “Mo񐟀va񐟀on, Engagement, and Student Voice,” learner voice demonstrates a commitment to the facilita񐟀on of agency and to the crea񐟀on of policies, prac񐟀ces, and programs that revolve around the learner's’ interests and needs. Inspire Elementary 17

uses a competency based approach where emphasis is placed on what students learn, rather than where or how long the learning takes place. The design allows students to learn at their own pace and the focus is placed on demonstra񐟀on of learning outcomes. Student porolios provide students 18

with a forum for edi񐟀ng, reflec񐟀ng on, and celebra񐟀ng their work and growth. Performance based assessments are used in conjunc񐟀on with ongoing forma񐟀ve and summa񐟀ve assessment through frequent Presenta񐟀ons of Learning (POLs) and formal exhibi񐟀ons/cura񐟀on of student work. Common rubrics are developed and used to assess student work and next steps for learning are iden񐟀fied collabora񐟀vely between the student and teacher and parents. Students monitor their progress toward mastery of learning goals. All phases of project work, including successive dras of wrien pieces and final products are produced using a wide variety of media. Students are empowered

17 Mitra, D.L. 2009. “Student Voice and Student Roles in Educa񐟀on Policy Reform.” In D. Plank, G. Sykes, & B. Schneider, eds. AERA Handbook on Educa񐟀on Policy Research. London, UK: Routledge ‐ See more at: hp://www.personalizelearning.com/#sthash.uWBKcIUf.dpuf 18 http://www.cael.org/what­we­do/competency­based­education

49

which fosters ownership, personaliza񐟀on. Through student displays students witness increasingly higher standards for student work. Student projects are scored not only on mastery of state standards, but also for their demonstra񐟀on of skills that are harder to quan񐟀fy—such as crea񐟀vity, problem solving, decision making, 񐟀me management, informa񐟀on gathering, responsibility, and collabora񐟀on. To achieve the highly personalized instruc񐟀on that Inspire Elementary envisions, 19

students can move in and out of a variety of ac񐟀vi񐟀es throughout the day. As described in detail below, some of those ac񐟀vi񐟀es are for individual learning and some are for group instruc񐟀on. Students work groups are designed to be heterogeneous or homogeneous depending on the objec񐟀ve. This fluid dynamic is not aligned with the tradi񐟀onal classroom structure of 20 to 30 students with one teacher. Students may be in mul񐟀‐age groups for some por񐟀ons of the day and the teachers loop with the community. Students’ groupings are based primarily on their academic, social and emo񐟀onal readiness for the content. This allows us to provide exactly the right supports, to the right students at the right 񐟀me regardless of age or “seat 񐟀me.” Student instruc񐟀onal groups change frequently throughout the school year based on forma񐟀ve assessment data analyzed by Professional Learning Communi񐟀es (PLCs) coordinated by the Leadership Team (LT).

At Inspire Elementary instructional groups:

... may be multi­age. We believe students have more important things in common than their age. It is cri񐟀cal that students receive instruc񐟀on at the right level for them regardless of age. As an example, at Inspire Elementary a student who is seven years old and struggling in reading but advanced in math may receive his/her core reading instruc񐟀on with a small group of students aged five to seven and math instruc񐟀on in a larger group of students aged seven to nine. Students will have a 45 minute block daily (refer to the orange column in the student schedule) that is grouped based on needs and/or interests including: Passion Projects, Extended Inquiry, Centers, Reading Founda񐟀ons Skills Block, English Language Development (ELD), Gied and Talented etc. ... are dynamic. Students advance at different rates in different content areas so Inspire Elementary reevaluates its groupings at regular intervals throughout the year and makes data‐driven adjustments. Students who have the same level of prepara񐟀on for a learning objec񐟀ve are grouped together to work on that objec񐟀ve but may not be grouped together to work on it the next if they are not equally prepared for it. Groups are heterogeneous when it is the right fit for the objec񐟀ve. ... meet on an “as needed” basis. At Inspire Elementary students who are advanced in one content area are not only grouped with students at a similar level, but they also may not meet as frequently with their content teacher. Teachers spend more 񐟀me mee񐟀ng the needs of all students including: students who are struggling, and students who need enrichment and accelera񐟀on.

3) USE OF SPACE Inspire Elementary offers classroom communi񐟀es that nurture students through a beau񐟀ful and func񐟀onal environment that invites curiosity and explora񐟀on. Classrooms are equipped with flexibility and ac񐟀ve learning arrangements. A high degree of transparency in the school facili񐟀es creates an atmosphere in which students feel free to navigate their school with increased

19 http://www.codmanacademy.org/pdf/timefordeeperlearning.pdf

50

independence. Student learning is always on display at Inspire Elementary. High quality student work is showcased and curated as key student projects become permanent fixtures at the school. Centrally located common areas are used for formal, informal, large and small group learning where student work and prototypes are displayed. Spaces are available for formally supervised and un‐programmed individual and group work to take place. In our 21st century learning environment the life and work of the school is visible, coherent and changes with ac񐟀vity and excitement. Regular exhibi񐟀ons and presenta񐟀ons of student work are woven into the culture of Inspire Elementary. Authen񐟀c learning happens within and beyond the classroom. Outdoor courtyards are available for students in order for learning to extend beyond the four walls of the classroom.

4) COMMUNITY Inspire Elementary and the larger community benefit with and from each other. Inspire Elementary believes in shared responsibility for learning, therefore, teams of teachers with 75‐100 students help develop a sense of con񐟀nuity, community, engagement and accountability. Parents are partners by contribu񐟀ng as: volunteers, visi񐟀ng panelists for Presenta񐟀ons of Learning (POLs), hos񐟀ng “power lunches” as visi񐟀ng professionals, helping parent day, planning events and informa񐟀on sessions, fundraising and par񐟀cipa񐟀ng in the CSC, etc. Business and community organiza񐟀ons par񐟀cipate ac񐟀vely in the life of the school as mentors, presenta񐟀on panelists and project collaborators. Field studies are opportuni񐟀es that bring students in the community and connect them with adult professionals and mentors. By connec񐟀ng students to members of the larger community, students begin to think and work as professionals do. Projects are connected to challenges or issues that are of interest or concern in the local community. Educa񐟀on, commercial, business and cultural organiza񐟀ons provide a foci for field study experiences.

5) USE OF TIME Stretches of choice 񐟀me for student play and explora񐟀on during the day provides opportuni񐟀es for students to spend 񐟀me with each other and with their ideas, ques񐟀ons and challenges. Inspire Elementary uses a modified block schedule to facilitate small pull out group to differen񐟀ate instruc񐟀on. We leverage computer based programs for self‐paced instruc񐟀on when needed.

Content Area Recommended Time Inspire Time

Literacy Primary (K‐2) 140 minutes per day 165

Intermediate (3‐5) 150 minutes per day N/A Math 80 minutes per day 80

Science/social studies 45 minutes per day 45

51

English language development 45 minutes per day (required) 45 Physical educa񐟀on 45 minutes per week 60

Arts(music, visual arts, theatre, and dance) 135 minutes per week

180

Year­1

Sample School Day Schedule

6) CURRICULUM Our curriculum taps into students’ natural curiosity, is developmentally aligned, is flexible, and is mastery based. Learning is demonstrated through forma񐟀ve, summa񐟀ve, and performance based assessments. Teachers work collabora񐟀vely to develop integrated inquiry units of study aligned Common Core State Standards. Learning opportuni񐟀es are designed to engage the hands and minds of our students. Teachers at Inspire Elementary are program and curriculum designers. They design curricula and inquiry based units using a variety of resources to meet the needs of our unique students.

52

Five major components of deeper learning drive and shape learning 񐟀me. These priori񐟀es are: 20

1. Building a posi񐟀ve learning environment 2. Using an interdisciplinary, project‐based approach 3. Engaging in “authen񐟀c” forma񐟀ve and summa񐟀ve assessments of learning and skill

development 4. Connec񐟀ng students to the “real world” 5. Encouraging teachers to work collabora񐟀vely and as deep learners themselves in pursuit of

excellence National Center on Time & Learning TIME FOR DEEPER LEARNING

Curricular Resources

Language Arts EL Curriculum: The curriculum addresses an expanded defini񐟀on of student achievement—building students’ academic knowledge and skills, habits of character, and high quality student work. The enhancements in the curriculum incorporate feedback from teachers around the country and include robust support for English learners and an addi񐟀onal support block for literacy. Grades K‐2: Our brand new grades K‐2 curriculum honors primary learners' needs for movement, stories, and imagina񐟀on and comprises a full year of instruc񐟀on for three hours per day. Students are engaged in content‐based lessons that build literacy skills as they learn through the deep study of compelling topics. The third hour of instruc񐟀on focuses on explicit phonics instruc񐟀on.

Humani񐟀es TCI: Social Studies Alive! programs teach students about the world around them and how our cultures were created through interes񐟀ng and engaging ac񐟀vi񐟀es and lessons. You probably already know that elementary kids don’t get excited by sing at a desk and listening to a lecture, quietly reading from an elementary school social studies textbook, taking notes, and then having to take a test. While there’s a 񐟀me for every type of learning, there are beer (and certainly more fun) ways to go about teaching our children about history.

Science FOSS: The Full Op񐟀on Science System™ (FOSS) philosophy is to engage students in science through ac񐟀ve learning. Every FOSS inves񐟀ga񐟀on follows a similar design to provide mul񐟀ple exposures to science concepts. The design includes these pedagogies:

Ac񐟀ve inves񐟀ga񐟀on, including outdoor experiences Recording in science notebooks to answer the focus ques񐟀on Reading in FOSS Science Resources Assessment to monitor progress and mo񐟀vate student reflec񐟀on on

learning.

20 http://www.codmanacademy.org/pdf/timefordeeperlearning.pdf

53

In prac񐟀ce, these components are seamlessly integrated into a con񐟀nuum designed to maximize every student's opportunity to learn. An instruc񐟀onal sequence may move from one pedagogy to another and back again to ensure adequate coverage of a concept. This latest edi񐟀on of FOSS was developed to meet the requirements of the Next Genera񐟀on Science Standards. This edi񐟀on offers three modules at each grade level, with specific offerings at each grade. The edi񐟀on makes more explicit to teachers and students the connec񐟀ons to science and engineering prac񐟀ces, crosscung concepts, disciplinary core ideas, and Common Core State Standards for English Language Arts and Math.

Math Bridges: Bridges in Mathema񐟀cs is a comprehensive K–5 curriculum that equips teachers to fully implement the Common Core State Standards for Mathema񐟀cs in a manner that is rigorous, coherent, engaging, and accessible to all learners. The curriculum focuses on developing students’ deep understandings of mathema񐟀cal concepts, proficiency with key skills, and ability to solve complex and novel problems. Bridges blends direct instruc񐟀on, structured inves񐟀ga񐟀on, and open explora񐟀on. It taps into the intelligence and strengths of all students by presen񐟀ng material that is as linguis񐟀cally, visually, and kinesthe񐟀cally rich as it is mathema񐟀cally powerful .

Addi񐟀onal Guided Reading Plus: Okapi, Rigby leveled books; Social Emo񐟀onal Curricula

7) TEACHERS AS DESIGNERS Teachers are provided 񐟀me and opportunity to meet in order to collaborate, generate and implement ideas, discussing academic progress, social/emo񐟀onal needs of individual students, and curricula/scope and sequence alignment. At Inspire Elementary what we teach is just as important as how we teach. We achieve this by developing and delivering a highly effec񐟀ve and meaningful curriculum. Our curriculum is adapted to meet the needs of students and reflects best prac񐟀ces in the field of early to adolescent educa񐟀on. Our curricular standards take into account both the Common Core Standards. Inspire Elementary recognizes that a one‐size‐fits‐all educa񐟀on is an an񐟀quated concept. Inspire’s model creates an expecta񐟀on that students are invested par񐟀cipants in their educa񐟀on and, as a result, students are ac񐟀vely involved in co‐crea񐟀ng learning plans that are con񐟀nuously monitored and supported by staff. Learning plans include input from stakeholders, including students, parents and educators. Teachers facilitate students’ learning experiences to help them reach their goals. Although students are assigned a home room, there is an understanding among teachers that every student belongs to every teacher, and a collabora񐟀ve, interac񐟀ve and flexible structure allows for mul񐟀ple teachers to affect students’ experience. In addi񐟀on to opening students to diverse rela񐟀onal opportuni񐟀es with the adults who support them, this shared ownership of students also allow teachers to contribute dynamically in their par񐟀cular areas of exper񐟀se while s񐟀ll learning and growing from colleagues who can support them in areas of less comfort. The world is rapidly evolving and Inspire Elementary recognizes the importance of crea񐟀ng students with flexible

54

thinking and minds that can effec񐟀vely analyze and incorporate exis񐟀ng knowledge while simultaneously traversing beyond the already known to the construc񐟀on of unfound knowledge and divergent ways of thinking. U񐟀lizing long‐term, in‐depth studies, emphasis is given to developing conceptual rather than rote understanding of academic content. These deeper conceptual understandings are embedded in the curriculum and encourage transference in ways that transcend 񐟀me, place and situa񐟀on. Rather than merely focusing on facts, emphasis is given to making sense of informa񐟀on and how it relates to the world around us, organizing and making sense of both old and new ideas, and ul񐟀mately using knowledge to arrive at solu񐟀ons to challenges. Research has shown that concept based learning creates higher‐order thinking, which assists learners in discerning paerns and interrela񐟀onships. . Concept based learning helps learners gain a deeper understanding 21

and promotes a generalizing and transferring of knowledge between disciplines, enabling students to create bridges between what they currently know and what they can learn. Teachers are program and curriculum designers and work in interdisciplinary teams to design the experiences they teach. In keeping within the ideals of Design Thinking, they ac񐟀vely and con񐟀nuously engage in ac񐟀on research in regard to educa񐟀onal prac񐟀ce. They have the responsibility to lead staff mee񐟀ngs and ac񐟀on groups addressing school issues. They par񐟀cipate in cri񐟀cal decisions regarding curriculum, assessment, professional development, hiring, and other significant areas of the school. The schedule supports team teaching, and teachers have ample planning 񐟀me to devise integrated projects, common rubrics for assessment, and common rituals by which all students demonstrate their learning and progress. This structural and curriculum focus is in line with Michael Fullan’s meta‐research on change 22

leadership, in which he advises the top four successful educa񐟀onal reform prac񐟀ces are: 1. Capacity building ‐ The centerpiece of learning in which intrinsic mo񐟀va񐟀on in fostered in

educators and students. 2. Group work/Collaboration ‐ Emphasis on Social Capital in which collec񐟀ve teamwork is

fostered and inspired. 3. Pedagogy ‐ In which educators and students engage in con񐟀nuous improvement of instruc񐟀on

and learning. 4. Systemic Solutions ‐ in which systems are created and maintained that will posi񐟀vely affect all

educators and students. Inspire Elementary espouses the concept of The Third Teacher Whether this year’s kindergarten 23

student merely survives or posi񐟀vely thrive in the decades to come depends in large measure on the experiences she has in school. Those experiences are shaped by adults, by peers, and ul񐟀mately by places, by the physical environments where she does her learning. United in the convic񐟀on that

21 Thomas, J., (2010). A Review of Research on Project Based Learning. The Autodesk Founda񐟀on, 1‐49. 22 Fullan, M.., Hewes, C., Curess, A. Kilcher, S, (2005). 8 Forces for Leaders of Change. Na񐟀onal Staff Development Council, 54‐64.. 23 O'Donnell Wicklund Pigozzi and Peterson, Architects Inc., VS Furniture., & Bruce Mau Design. (2010). The third teacher: 79 ways you can use design to transform teaching & learning. New York: Abrams.

55

environment is our children’s third teacher, we begin anew a vital mission: designing today’s schools for tomorrow’s world. Embedded in student learning are opportuni񐟀es to find relevance in content 24

standards by connec񐟀ng learning to real world situa񐟀ons through field studies, community service, mentor opportuni񐟀es, and consulta񐟀ons with outside experts. Students rou񐟀nely have opportuni񐟀es to gain knowledge from experts in their fields of study and create work for authen񐟀c audiences. Expanded experiences naturally lend themselves to differen񐟀a񐟀on and enrichment for all students. Our approach to educa񐟀on is to design a more holis񐟀c educa񐟀onal experience that integrates academic standards with student learning goals. In order to accomplish this goal, we design instruc񐟀on to foster inquiry, dynamic problem solving, a sense of student efficacy, and a proac񐟀ve approach that creates a powerful learner in the 21st century. Inspire Elementary u񐟀lizes materials from the district recommended resources while augmen񐟀ng with addi񐟀onal resources. Research has shown that inquiry learning is an effec񐟀ve, engaging and purposeful way to learn, however, Inspire Elementary also recognizes that research indicates the need and the place for direct instruc񐟀on . We believe that a blended model of inquiry and more 25

structured instruc񐟀on is necessary and curriculum choices reflect this blend. Clandinin & Connely 26

shi the role of teacher to that of curriculum maker. “Work that maers” has significance beyond classroom walls; it’s work that is created for an authen񐟀c audience who might enjoy it or benefit from it even in a small way. It’s work that isn’t simply passed to the teacher for a grade, or shared with peers for review. It’s work that poten񐟀ally makes a difference in the world. A teacher's role is well 27

beyond that of transmier or implementer but rather that of an integral part of the curriculum construc񐟀on and enactment in the classroom. By involving teachers in the curriculum construc񐟀on, they can move away from the convergent‐thinking tasks that are pervasive in the current system to ones that are dependent on instruc񐟀on that engages students in divergent thinking in order to generate mul񐟀ple and varied approaches to authen񐟀c problem solving. We regularly evaluate the 28

24 OWP/P Architects, VS Furniture & Bruce Mau Design, 2010 25 Willingham, (2013). Improving Students’ learning with Effec񐟀ve Learning Techniques: Promising Direc񐟀ons From Cogni񐟀ve Educa񐟀onal Psychology, Psychological Science in the Public Interest, pp. 14‐158. 26 Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In Jackson, P. (Ed.), Handbook of research on curriculum. New York: Macmillan, pp. 363–401. 27hp://ww2.kqed.org/mindshi/2014/04/30/what‐if‐we‐assigned‐students‐work‐that‐maers‐outside‐of‐school/ 28 Hardiman, M. (2010). The Crea񐟀ve‐ar񐟀s񐟀c Brain. In Souza, D. (Ed.), Mind, Brain, and Educa񐟀on: Neuroscience Implica񐟀ons for the Classroom. Bloomington, IN: Solu񐟀on Tree.

56

curriculum based on its alignment with our mission, vision and values.

Technology

Although Inspire Elementary is grounded in the construct of experien񐟀al hands‐on learning, we also recognize that technology, when used as developmentally appropriate, strategically and thoughully, can support and differen񐟀ate learning. We explore different plaorms that supplement, extend and personalize curriculum.

Research Based While the Inspire Elementary instruc񐟀onal model is innova񐟀ve and unique, it is firmly grounded in research. There is clear evidence that our approach to flexible grouping, inquiry based learning and small group learning can provide students from all backgrounds, and par񐟀cularly at‐risk students, with the tools they need to achieve at high levels. Below is the research we have found to inform our instruc񐟀onal methods.

Classes Mul񐟀ple studies have supported the use of flexible groupings of students. Some of the most compelling research used a teacher ra񐟀ng scale to assess children's prosocial, 29

aggressive, and friendship behaviors in mixed‐ and same‐age classrooms. Confounding variables such as the child's age and sex, the teacher's educa񐟀onal level, and classroom prac񐟀ces, were sta񐟀s񐟀cally controlled. Post test findings suggested a significant posi񐟀ve effect on children's prosocial behavior as a result of par񐟀cipa񐟀on in a mixed‐age classroom context. Fewer children appeared to experience social isola񐟀on in mixed‐age classrooms than in same‐age classrooms. Aggressive and nega񐟀ve behaviors were significantly less likely to be noted by teachers in mixed‐age than in same‐age

29 McClellan, Diane E., and Susan Kinsey. "Children's Social Behavior In Rela񐟀onship To Par񐟀cipa񐟀on In Mixed‐Age Or Same‐Age Classrooms." (1997)

57

classrooms. Another study compared the task ac񐟀vi񐟀es and social interac񐟀ons of 10 five‐year‐old 30

kindergarten children in a mixed‐age (MA) classroom of children age 4 through 6 to those of ten 5‐year‐old kindergartners in an organiza񐟀onally equivalent same‐age (SA) classroom. Compared to children in the SA class, kindergartners in the MA class remained engaged in their classroom ac񐟀vi񐟀es for longer periods of 񐟀me and exhibited more prosocial behavior.

Inquiry Based Learning 31

The purpose of this study was to investigate how sixth graders develop inquiry skills to construct explanations in an inquiry‐based learning environment. The researchers designed a series of inquiry‐based learning activities and identified four inquiry skills that are relevant to students’ construction of explanation. These skills include skills to identify causal relationships, to describe the reasoning process, to use data as evidence, and to evaluate explanations. Multiple sources of data (e.g., video recordings of learning activities, interviews, students’ artifacts, and pre/post tests) were collected from two science classes with 58 sixth graders. The statistical results show that overall the students’ inquiry skills were significantly improved after they participated in the series of the learning activities. Yet the level of competency in these skills varied. While students made significant progress in identifying causal relationships, describing the reasoning process, and using data as evidence, they showed slight improvement in evaluating explanations. Additionally, the analyses suggest that phases of inquiry provide different kinds of learning opportunities and interact with students’ development of inquiry skills. Cultural Relevance Classroom that are culturally relevant enable each student to relate course content to his or her cultural context inclusive of home language, family life, community context, beliefs, and values. Students of all backgrounds, ethnici񐟀es and cultures are encouraged to aend our school. Geneva Gay has iden񐟀fied characteris񐟀cs of culturally relevant teaching. These important characteris񐟀cs are 32

connected to the LEAP framework and becomes part of our culture, instruc񐟀onal planning and delivery.

1. Validating and Affirming: Culturally relevant teaching is valida񐟀ng and affirming because it acknowledges the strengths of students’ diverse heritages.

2. Comprehensive: Culturally relevant teaching is comprehensive because it uses “cultural resources to teach knowledge, skills, values and atudes.”

3. Multidimensional: Culturally relevant teaching encompasses many areas and applies mul񐟀cultural theory to the classroom environment, teaching methods, and evalua񐟀on.

4. Liberating: Culturally relevant teachers liberate students. 5. Empowering: Culturally relevant teaching empowers students, giving them opportuni񐟀es to

excel in the classroom and beyond. “Empowerment translates into academic competence, personal confidence, courage, and the will to act.”

30 Winsler, Adam. "The Social Interac񐟀ons And Task Ac񐟀vi񐟀es Of Young Children In Mixed‐Age And Same‐Age Classrooms: An Observa񐟀onal Study." (1993). 31 Hsin‐Kai Wu a* & Chou‐En Hsie h. “Developing Sixth Graders’ Inquiry Skills to Construct Explana񐟀ons in Inquiry‐based Learning Environments”: Interna񐟀onal Journal of Science Educa񐟀on. (2006). 32 hp://www.uwec.edu/COEHS/upload/Paee‐Ar񐟀cle.pdf

58

6. Transformative: Culturally relevant teaching is transforma񐟀ve because educators and their students must oen defy educa񐟀onal tradi񐟀ons and the status quo.

In an increasingly diverse world, we strive to make our instruc񐟀on as culturally relevant as possible. We launched our school design team in 2015 to advise Inspire Elementary’s leadership and staff on how to make our program relevant to the community. The Inspire Elementary’s Design Team consists of the principal, future parents and community members. Cultural relevance is a formal part of our teacher evalua񐟀on rubric, and all staff par񐟀cipate in a professional development session in culturally responsive prac񐟀ces, equity and excellence in educa񐟀on, ins񐟀tu񐟀onal racism etc. at the start of each year. To aid our teachers in culturally relevant instruc񐟀on we select instruc񐟀onal materials that highlight a range of diverse cultures. Most importantly, because much of the learning at Inspire Elementary is self‐directed, students are encouraged to learn more about one another’s cultures through the books these choose to read for independent study, to write and share authen񐟀c stories from their lives, and to work together on projects to serve their community.

59

B. CURRICULUM

Expeditionary Learning: EL for literacy block

Key Features The EL Education K­5 ELA Curriculum: Is comprehensive: explicitly teaches and formally assesses all standards and strands of the new

ELA standards. Is content based: students read, think, talk and write about meaningful topics. Fosters habits of character Balances rigor and joy: honors student engagement and the needs of primary learners Challenges and engages all students; includes supports for students not mee񐟀ng grade level

standards and extensions for students ready for more challenge Fosters collabora񐟀on and rich student discourse

60

Math Bridges 33

Bridges in Mathema񐟀cs, second edi񐟀on, is a comprehensive K‐5 curriculum that equips teachers to fully implement the Common Core State Standards for Mathema񐟀cs in a manner that is rigorous, coherent, engaging and accessible to all learners. The curriculum focuses on developing students’ deep understandings of mathema񐟀cal concepts, proficiency with key skills, and ability to solve complex and novel problems. Bridges blends direct instruc񐟀on, structured inves񐟀ga񐟀on, and open explora񐟀on. It taps into the intelligence and strengths of all students by presen񐟀ng material that is linguis񐟀cally, visually, and kinesthe񐟀cally rich as it is mathema񐟀cally powerful. Writing Inspire Elementary uses a workshop approach which grows out of a pedagogical theory that prides itself on being in step with the natural development of writers and children respec񐟀vely. Wri񐟀ng is a process, a series of decisions and steps that every writer makes and takes, despite the length, the deadlines or even the genre. Students need to be explicitly taught the process that good writers use‐draing ideas, revising, edi񐟀ng, and publishing. When we involve the students in the process, we can help them become more ac񐟀ve in their own educa񐟀on and encourage them to write extensively about themselves and their observa񐟀ons. Science At Inspire Elementary, teachers focus on suppor񐟀ng students to read, write, think and work as scien񐟀sts. They use curricular units, case studies, projects, problem‐based content, collabora񐟀on with professional scien񐟀sts and engineers and interac񐟀ve instruc񐟀onal prac񐟀ces to foster inquiry and enable authen񐟀c student research. When possible, student research contributes to the school community or broader community which supports our vision of human‐centered design. Students

33 hp://www.mathlearningcenter.org/bridges

61

learn to no񐟀ce and ask ques񐟀ons about the world around them, to be logical in making assump񐟀ons, to be accurate when collec񐟀ng data, insighul when drawing conclusions, and unbiased when suppor񐟀ng statements with reliable scien񐟀fic evidence. Social Studies At Inspire Elementary, teachers of social studies priori񐟀ze students’ understanding of enduring concepts so that they can apply that understanding to the modern world. Teachers view social studies as a way to develop students’ capacity to interpret their world cri񐟀cally and engage produc񐟀vely in it. They help students understand the big picture and 񐟀meline of the elements that make up a culture or civiliza񐟀on, teachers support students to appreciate and understand diverse cultures and connec񐟀ons between ancient and modern cultures. To help animate history, teachers choose compelling case studies that intertwine history, government, economics, geography, and culture and illuminate enduring themes. Students oen inves񐟀gate and address social issues in their local community and become compassionate community members in the process. While learning social studies, students act as social scien񐟀sts – they analyze primary sources, consider mul񐟀ple perspec񐟀ves, conduct research, and draw their own conclusions. Explicit literacy instruc񐟀on is a focus for students at all grade levels. Students learn to read, write and think as historians. Arts At Inspire Elementary, the arts in all forms are celebrated as a founda񐟀on of culture and a central aspect of learning and life. Ar񐟀s񐟀c skills are understood as intelligences, and ar񐟀s񐟀c achievement is valued as academic achievement. Student exhibi񐟀ons of learning feature the arts along with other subjects. Design Thinking schools are filled with student artwork, which is displayed in a way that honors the work. Ar񐟀s񐟀c performances are points of pride for the school, serving also as outreach to the broader community. Fitness and Wellness Given the growing epidemic of childhood obesity and the link between physical ac񐟀vity and academic performance, parents and schools must work together to make quality daily Physical Educa񐟀on (PE) a priority in our schools. Our children also need more opportuni񐟀es to be physically ac񐟀ve during the school day. • We meet the recommended PE standards of 150 minutes per week for elementary. These standards apply to all students all year long • Provide 10 to 15 minute aerobic physical ac񐟀vity breaks during class 񐟀me every day • Integrate physical ac񐟀vity into the curriculum • Provide 񐟀me for unstructured physical ac񐟀vity during recess • Promote ac񐟀ve recess • Promote walking and biking to school • Listen to parents. A 2005 survey conducted by the na񐟀onal Ac񐟀on for Healthy Kids found that parents believe the following are important and should be required as a way to encourage physical ac񐟀vity – daily P.E. – daily recess – a variety of other daily opportuni񐟀es for kids to be ac񐟀ve during the school day – aer‐school programs that promote healthy snacks and physical ac񐟀vity. 34

Inspire Elementary promotes wellness in students and school staff members. Healthy ea񐟀ng, exercise, stress reduc񐟀on and healthy rela񐟀onships – the key elements of physical and mental health – are

34hp://www.ac񐟀onforhealthykids.org/storage/documents/parent‐toolkit/partner‐resource‐pdfs/ResourceKit‐CanDo.pdf

62

included as part of the school’s wellness approach. The physical educa񐟀on program places a strong emphasis on personal fitness, nutri񐟀on and character development. Physical ac񐟀vity and outdoor 񐟀me are woven into the school day whenever possible and appropriate. Physical challenges push students to pursue excellence and assume responsibility for their own learning. Teachers help students understand the connec񐟀ons between physical challenge and academic challenge. Inspire Elementary teachers and students emphasize the importance of wellness and are stewards of a climate of social and emo񐟀onal safety for students. School staff models healthy lifestyles and a healthy school culture. Students have a variety of opportuni񐟀es daily for brain breaks, play and physical exercise. World Language Students have a dedicated class regularly that supports them in developing as global minded students. In order to prepare students to make a posi񐟀ve impact in an increasingly diverse world we offer world language as part of a student’s educa񐟀onal experience. Early Childhood Education Inspire Elementary ECE program is evaluated and maintain compliance with all State of Colorado DPP, CPP and Qualistar ra񐟀ng requirements throughout each academic year. Inspire Elementary 35

maintains a maximum of a 16:1 student‐teacher ra񐟀o in every ECE classroom. Each class meets for 1 half day. ECE staff interac񐟀ons with students are purposeful, giving students the opportunity to develop self‐understanding, efficacy, social competence and individuality. The Inspire Elementary curriculum for ECE is based on Teaching Strategies GOLD and is aligned and consistent with the 36

inquiry, project based model, with student‐directed work and units as the vehicle for the standards. English Language Development (ELD) Inspire Elementary uses the EL Achieve curriculum for the ELD block and support con񐟀nuous language development through sheltered instruc񐟀on and best prac񐟀ces for all English Learners. These resources align with the mission and philosophy of Inspire Elementary by providing opportuni񐟀es for cri񐟀cal thinking and knowledge/skill acquisi񐟀on across curricular areas. All materials support the integra񐟀on of best prac񐟀ces. Professional development is embedded within all of the resources selected, empowering teachers as decision‐makers and instruc񐟀onal experts. Materials support and prepare teachers to effec񐟀vely differen񐟀ate learning experiences for all students including ELs, students with special needs and Gied and Talented. Teachers ensure that students demonstrate mastery of content 񐟀ed to the Common Core State Standards.

SUPPLEMENTAL INSTRUCTIONAL MATERIALS Lucy Calkins Units of Study 37

At the heart of Lucy Calkin’s philosophy is the concept that children should be given a voice and empowered to discover and refine their own personal wri񐟀ng style. Students should be encouraged to generate their own texts, using stories from their own lives. Her method to teaching wri񐟀ng

35 hp://www.cde.state.co.us/cpp/download/QualityStandards/QualityStandards2008.pdf 36 hps://www2.teachingstrategies.com/page/GOLD‐assessment‐online.cfm 37 hp://www.unitsofstudy.com/

63

advocates that teachers regularly engage in conferences with students to encourage both the aspects of wri񐟀ng that can be taught but also the crea񐟀ve process. Goudvis and Harvey: Strategies That Work and Comprehension Toolkit 38

Reading comprehension comprises more than answering literal ques񐟀ons. It is an ongoing process of evolving thinking. Readers carry on an inner conversa񐟀on with the text. Good readers ques񐟀on the text, argue with the author, nod their heads in agreement, make connec񐟀ons with the text, and draw inferences to beer understand and learn from what they read. We want students to to be challenged and excited about what they read. We want them to recognize how important they are as readers when interac񐟀ng with the text. We want readers who think cri񐟀cally about what they read. We want our teachers to think out loud for students as a means of instruc񐟀on. We want students to have many opportuni񐟀es to prac񐟀ce using strategies in their own reading. We want to build stamina in our readers. We have chosen to use the research of Goudvis and Harvey: Strategies That Work and the Comprehension Toolkit as a framework for teaching reading comprehension. William and Mary 39

Grounded in the Integrated Curriculum Model, William and Mary curriculum offers materials with advanced content that incorporate higher level processes and product development and u񐟀lizes interdisciplinary concepts, issues and themes. The curriculum is based in 20 years of curriculum development and research work of the Center for Gied Educa񐟀on and has produced posi񐟀ve outcomes in student achievement and teacher use of differen񐟀ated strategies. Junior Great Books 40

Junior Great Books creates reading discussion programs for students in the convic񐟀on that literacy and cri񐟀cal thinking help students become more knowledgeable, reflec񐟀ve and engaged ci񐟀zens. Junior Great Books teach children how to think cri񐟀cally‐sparking a passion for literature and ideas through the discussion of fic񐟀on, poetry, drama and nonfic񐟀on. Junior Great Books provides instruc񐟀on that uses a Shared Inquiry, a method of teaching and learning that promotes close reading, careful ques񐟀oning, ac񐟀ve listening and respecul exchange of ideas. Science William and Mary 41

Grounded in the Integrated Curriculum Model, William and Mary curriculum offers materials with advanced content that incorporate higher level processes and product development and u񐟀lizes interdisciplinary concepts, issues and themes. The curriculum is based in 20 years of curriculum development and research work of the Center for Gied Educa񐟀on and has produced posi񐟀ve outcomes in student achievement and teacher use of differen񐟀ated strategies.

38 hps://www.stenhouse.com/sites/default/files/public/legacy/pdfs/0310guid.pdf 39 hps://educa񐟀on.wm.edu/centers/cfge/curriculum/documents/WhatWorks.pdf 40 hp://www.greatbooks.org/tag/junior‐great‐books/ 41 hps://educa񐟀on.wm.edu/centers/cfge/curriculum/documents/WhatWorks.pdf

64

Social Studies William and Mary 42

Grounded in the Integrated Curriculum Model, William and Mary curriculum offers materials with advanced content that incorporate higher level processes and product development and u񐟀lizes interdisciplinary concepts, issues and themes. The curriculum is based in 20 years of curriculum development and research work of the Center for Gied Educa񐟀on and has produced posi񐟀ve outcomes in student achievement and teacher use of differen񐟀ated strategies.

C. SCOPE AND SEQUENCE Our core curriculum is adopted by the Denver Public schools. While the district uses EL Curriculum in grades 3‐5, Inspire will also u񐟀lize grade K‐2 now available (June 2017) as our core literacy curriculum. Inspire Elementary uses the DPS Standards Toolkit (and any revisions made for 2017‐2018), aligned 43

with the Standards as a resource for scope and sequence for literacy, science, social studies, the arts, physical educa񐟀on, and the WIDA Standards. Inspire Elementary teachers and school leaders work together to ensure that a set of school‐wide, standards‐based curriculum maps act as the founda񐟀on for all planning and instruc񐟀on. The maps incorporate all required standards and college readiness skills and are revised as needed over 񐟀me. The maps describe a ver񐟀cal sequence of learning experiences and projects, and they define the key content and skills that need to be addressed at each grade level and discipline. The maps guard against unnecessary repe񐟀񐟀on of content across grades to assure that instruc񐟀on is aligned with the rigor of the CCSS. 44

D. CLASS SIZE The class size and structure of our classes promote differen񐟀a񐟀on, language acquisi񐟀on and deep, rigorous learning. We strive to have classes of approximately 25 students in each classroom. In our ECE classes, we aempt to limit our classes to 16 students maximum. All classrooms have a second educator due to our partnership with the Boecher Teacher Residency Program, who provides highly‐qualified, well‐prepared professionals, who assist in differen񐟀a񐟀on and in decreasing the student‐teacher ra񐟀o.

E. SCHOOL SCHEDULE AND CALENDAR Inspire’s school calendar will align with the DPS calendar in the 2017‐18 school year and will include 173.5 days of instruc񐟀on for students, with two addi񐟀onal weeks of summer PD for staff onboarding as well as training in the fall in Year‐1 and every year thereaer. Literacy and math instruc񐟀on are extended in order to provide adequate 񐟀me for individualiza񐟀on via intensive academic interven񐟀on or accelera񐟀on. Instruc񐟀onal contact 񐟀me in core areas are grade dependent due to increasing demands in content over 񐟀me, par񐟀cularly in math. Students in K‐5 have between 100‐160 minutes of literacy

42 hps://educa񐟀on.wm.edu/centers/cfge/curriculum/documents/WhatWorks.pdf 43 hp://standardstoolkit.dpsk12.org 44 Learning and teaching early math: The learning trajectories approach. New York: Routledge. Crick R. D., McCombs B., & Haddon A., (2007)

65

instruc񐟀on a day, 60‐100 minutes of math instruc񐟀on a day, 45‐50 minutes of interdisciplinary social studies and science instruc񐟀on, and a 45 minute English Language Development (ELD) block for iden񐟀fied ELs. In all future years, the principal will work with the CSC to iden񐟀fy the school calendar for the following school year and will post the calendar my May 1st.

Example of Inspire Daily Schedule

F. PROGRESS MONITORING AND ASSESSMENT Inspire Elementary School uses data from external and internal assessments to drive personalized learning. A variety of standards‐aligned assessments are analyzed and evaluated by teachers, coaches and administra񐟀on. Inspire Elementary uses highly advanced student assessment systems to monitor student progress. Data collec񐟀on of baseline, interim, forma񐟀ve and summa񐟀ve assessments guides teaching. The most important of these are forma񐟀ve , in‐class assessments and performance based assessments that help teachers monitor the effec񐟀veness of their day‐to‐day instruc񐟀on. Our leaders, teachers, and students embrace the power of student‐engaged assessment prac񐟀ces to build student ownership of learning, focus students on reaching standards‐based learning targets, and drive achievement. This approach to assessment is key to ensuring that Inspire Elementary students achieve educa񐟀onal equity. Students con񐟀nually assess and improve the quality of their work through the use of models, reflec񐟀on, cri񐟀que, rubrics, and work with experts. Inspire Elementary faculty

66

engage in ongoing data inquiry and analysis, examining everything from paerns in student work to results from formal assessments, disaggrega񐟀ng data by groups of students to recognize and address gaps in achievement. Cohort data is analyzed to ensure con񐟀nuous progress over 񐟀me. Addi񐟀onally, student porolios contain assessment data (as well as behavioral data, project, etc.) and serve as a way to share assessment results with families. The school administers summa񐟀ve and forma񐟀ve assessments, as outlined below, and include state‐mandated assessments. Informa񐟀on gathered for learning plans determine the necessary accommoda񐟀ons to be made.

Assessment Who will be assessed? When will assessment occur?

PARCC 3rd‐5th grades End of year

ACCESS K‐5, English Learners January ‐ February

READ Act K‐5 Three 񐟀mes a year (middle of the year only for new students)

TS Gold K Three 񐟀mes a year

Literacy Interim 3rd‐5th Three 񐟀mes a year

Math Interim 3rd‐5th Three 񐟀mes a year

Unit assessments K‐5 Every six weeks

The effec񐟀ve use of data systems to effec񐟀vely guide instruc񐟀on is a common feature of the highest performing schools in the country and is consistently supported by research as an effec񐟀ve prac񐟀ce. 45

Inspire Elementary uses modifica񐟀ons of data‐based models developed by Paul Bambrick‐Santoyo in Driven by Data: A Prac񐟀cal Guide to Improve Instruc񐟀on. Features of Paul Bambrick‐Santoyo’s 46

methods include: interim assessments, regular data analysis, explicit planning and opportuni񐟀es for reteaching, use of the Response to Interven񐟀on model where students are assessed and flexibly grouped every 6‐8 weeks according to pre‐unit assessments and a data‐driven school culture. As previously men񐟀oned, each lesson developed with explicit standards, learning targets and assessments. Our school structure allows 񐟀me for Inspire Elementary staff to monitor the aainment of these learning targets. Inspire Elementary administers required assessments according to the DPS tes񐟀ng schedule; the school complies with all state requirements and DPS approved assessments 񐟀ed to the Read Act. Ongoing data team mee񐟀ngs are a structure used to analyze forma񐟀ve assessments, prac񐟀ce tests and sample items from the new assessments. Overall class and grade level progress are reported out every 6‐9 weeks.

45 Goodwin, B. Changing the Odds for Student Success: What Maers Most (2010), Mid‐con񐟀nent Research for Educa񐟀on and Learning (McREL). 46 Bambrick‐Santoyo, P. Driven by Data: A Prac񐟀cal Guide to Improve Instruc񐟀on (2010), San Francisco, CA, Jossey‐Bass.

67

68

G. PERFORMANCE GOALS DPS School Performance Inspire Elementary Annual Achievement Student Growth Over Time Toward State Standards

Inspire Elementary students in grades 3‐5 that have been con񐟀nuously enrolled for more than one academic year, will have growth percen񐟀les between the 50th and 75th percen񐟀le, in math, reading and wri񐟀ng.

Gaps in Academic Growth

Students who are not proficient will grow more than one year’s growth in one year's’ 񐟀me (above 50th percen񐟀le) and students who are proficient will meet their growth percen񐟀les to “keep up” or “move up” as measured by the Colorado Growth Model.

Student Achievement Levels and Growth Targets

All student demographic subgroups will meet the School Performance Framework targets set across all tested areas. Based on DPS approved Read Act Assessments, on average,K‐2 students will demonstrate 1.5 years of growth in reading comprehension and decoding.

Student Engagement

90% of students will be observed fully engaged in personalized, relevant learning. Ac񐟀ve engagement differs from passive engagement and compliance as students demonstrate high levels of commitment, independence and self‐regula񐟀on. Because student engagement in meaningful work is key to the educa񐟀onal philosophy at Inspire Elementary, school leaders and teachers work collabora񐟀vely to determine effec񐟀ve measures of student engagement.

Progress Monitoring The Leadership Team is responsible for facilita񐟀ng data mee񐟀ngs using progress‐monitoring data to inform instruc񐟀onal decisions. Inspire Elementary uses a variety of assessments combining daily forma񐟀ve assessment, diagnos񐟀c tests and survey assessments aligned with CCCS Standards to provide insight into our students' knowledge of literacy and mathema񐟀cs. Student porolios document student growth and achievement. Staff members engage in ongoing data inquiry and analyses, examining everything from paerns in student work to results from formal assessments, disaggrega񐟀ng data by groups of students to recognize and address gaps in achievement. Quality assessment and student‐engaged assessment are hallmarks of Design Thinking. Teachers cra quality assessments, aligned with standards‐based learning targets in order to collect meaningful, accurate and 񐟀mely informa񐟀on about student learning. Student‐engaged assessment teaches learners to con񐟀nually assess and improve the quality of their work. Inspire Elementary plans on administering DPS approved reading assessments provide teachers with explicit informa񐟀on regarding each student’s reading level, allowing teachers to select appropriate instruc񐟀onal texts for each child and to monitor students’ progress over 񐟀me, as the assessment levels are consistent across grade levels but the expected performance varies by grade. Teachers and school leaders create or select interim assessments that meet or exceed the rigor of state assessments to regularly monitor progress and inform instruc񐟀onal improvements. PARCC is administered to students in grades 3‐5 providing growth

69

and achievement data. Addi񐟀onally, Inspire Elementary uses standards, targets and student work aligned with each expedi񐟀on to assess student performance. Inspire Elementary uses the standards‐based, DPS report card in year one but plans are in place to develop a repor񐟀ng system aligned with DPS requirements but that will beer meet the needs of students and families in rela񐟀on to our vision and mission. Infinite Campus houses student informa񐟀on. The Principal works closely with the Leadership Team to ensure that all reports are clearly presented and provide detailed data that may be used to make instruc񐟀onal decisions. Inspire Elementary uses a “Plan, Do, Check, Adjust” model and the “Teaching/Learning Cycle” to ensure con񐟀nuous quality improvement in order to meet or exceed our achievement goals. This process is as follows:

1. Plan: The staff at Inspire Elementary will meet on a regular basis to collabora񐟀vely plan quality instruc񐟀on and create common forma񐟀ve assessments. Specifically, teachers will iden񐟀fy the unit’s learning objec񐟀ves based on the CCSS. They will strategically group and regroup students, select the instruc񐟀onal approaches, choose the best resources for the unit and create authen񐟀c performance‐based assessments.

2. Do: Teachers will implement the instruc񐟀onal approaches and performance tasks created in the planning stage of the process. They will gradually release support for the students as new learning occurs.

3. Check: Teachers will collect informa񐟀on about the progress of their learners. They will collabora񐟀vely assess student work to establish inter‐rater reliability and analyze the data gathered from the assessments. Students will receive descrip񐟀ve feedback that allows them to focus their learning and adjust their performance. Teachers must be able to answer the following ques񐟀ons about each student 1) What does the student know? 2) What can the student do? 3) What does the student need to do next?

4. Adjust: Teachers will adjust their instruc񐟀on and assessments based upon data that they accumulated in the previous step. They will strategically re‐group students based on performance data. Those students that need addi񐟀onal 񐟀me and aen񐟀on with par񐟀cular learning objec񐟀ve will be allowed that 񐟀me using a different instruc񐟀onal approach in a more individualized seng. Those students that demonstrated proficiency with the previous learning objec񐟀ve will be able to move on to their next learning objec񐟀ve.

H. ACADEMIC INTERVENTION AND ACCELERATION Inspire Elementary staff uses universal screening tools and informal assessments (student wri񐟀ng samples, running records, comprehension assessments, etc.) to iden񐟀fy students in need of interven񐟀on and accelera񐟀on. Inspire Elementary u񐟀lizes a MTSS (Mul񐟀ple Tiers Student Support) model in accordance with state and district guidelines to differen񐟀ate and support each individual student’s academic and behavioral needs. The Inspire Elementary Team u񐟀lizes data to iden񐟀fy students at right for poor learning outcomes, monitor student progress, provide evidence‐based interven񐟀ons, adjust the intensity and nature of those interven񐟀ons depending on a student’s responsiveness, and iden񐟀fy students with learning disabili񐟀es. The Inspire Elementary ‘s model is built upon a founda񐟀on of rigorous, robust Tier I classroom instruc񐟀on; u񐟀lizing achievement data to inform all decisions; regular progress monitoring; regrouping students based on data; collabora񐟀on between teacher and parents/guardians, and the three Tiers iden񐟀fied by the Colorado Department

70

of Educa񐟀on. Inspire Elementary staff stays apprised of all individual students’ needs in weekly PLC mee񐟀ngs and strives to be proac񐟀ve, par񐟀cularly in the primary grades, in addressing concerns before students are referred for special educa񐟀on evalua񐟀ons. Grade‐level team teachers make adjustments in their classrooms for each individual student based on weekly mee񐟀ng and assess the impact of those adjustments together to determine the next course of ac񐟀on. When teacher ac񐟀ons fail to address the problem adequately, a Student Interven񐟀on Team representa񐟀ve invites the teacher to the weekly Student Interven񐟀on Team (SIT) mee񐟀ng to discuss possible next steps, including tes񐟀ng the student to determine if he or she is eligible for special educa񐟀on. Students who need addi񐟀onal Tier II support in a specific area (e.g., phonemic awareness, fluency, comprehension, number sense, etc.) receive support in small groups sengs in and out of the classroom. Classroom teachers and Interven񐟀on Specialists (SPED, EL, Literacy teachers) work collabora񐟀vely to deliver instruc񐟀on in small group seng and u񐟀lize technology when appropriate to support targeted students achievement goals. Tier II interven񐟀ons for reading and math are intensive, explicit, and systema񐟀c, as is associated with posi񐟀ve impacts. For reading difficul񐟀es, discreet founda񐟀onal reading skills are addressed in small groups several 񐟀mes each week. For math, interven񐟀ons include a variety of instruc񐟀onal strategies shown by research to be effec񐟀ve with students who are struggling with math, including teachers modeling their problem solving and thought processes, as well as providing guided prac񐟀ce, correc񐟀ve feedback, and frequent cumula񐟀ve review. Other effec񐟀ve strategies for math interven񐟀ons focus on solving word problems.

Mul񐟀 Tiered Systems of Support (MTSS)/Response to Interven񐟀on (RtI) at Inspire Elementary Tier III Interventions Overview: Interven񐟀ons provided in one‐on‐one instruc񐟀on. Projected # of Students: Approximately 10% of student popula񐟀on Who Provides Intervention: EL teacher, SPED teacher, Literacy interven񐟀on specialist(s). What it Looks Like: The Literacy Interven񐟀on specialist works directly with a student struggling with decoding and comprehension. The Math Interven񐟀on specialist works directly with struggling students.

Tier II Interventions Overview: Addi񐟀onal targeted support through small group and/or one‐one‐one instruc񐟀on in reading and/or math; use of soware to provide addi񐟀onal prac񐟀ce in phonemic awareness, fluency, vocabulary development, comprehension, number sense, computa񐟀on, or problem‐solving. Projected # of Students: Up to 15% of student popula񐟀on. Who Provides Intervention: EL teacher, SPED teacher, Literacy interven񐟀on specialist(s), teachers; Interns. What it Looks Like: A SPED teacher or Literacy interven񐟀on specialist works directly with students struggling. A SPED teacher or Math Interven񐟀on Specialist works directly with students struggling in math in small groups with targeted interven񐟀ons. Tier I Interventions Overview: Use of research‐based math instruc񐟀on and reading instruc񐟀on which emphasizes the five cri񐟀cal elements of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Differen񐟀a񐟀on across lessons. Re‐teaching strategies, and addi񐟀onal applica񐟀on and prac񐟀ce to support skill mastery. Mul񐟀ple opportuni񐟀es for prac񐟀ce and revision. Mul񐟀ple pathways for students to demonstrate what they have learned. Teaching of both founda񐟀onal and higher‐order thinking skills across the curriculum. Projected # of Students: ALL Inspire Elementary Students Who Provides Intervention: All teachers

71

What it Looks Like: Classroom teachers take different flexible groups of students for guided reading or other interven񐟀on. The 2nd grade SPED teacher works with the classroom teacher to differen񐟀ate lessons for both math and literacy to meet individual student needs using small group instruc񐟀on, manipula񐟀ves, and graphic organizers. Resources (Internal and External) Inspire Elementary daily schedule provides 񐟀me for effec񐟀ve Tier I instruc񐟀on as well as Tier II and Tier II instruc񐟀on without missing core instruc񐟀onal 񐟀me. “Schools with the largest gains make drama񐟀c changes in their schedules.” Inspire Elementary u񐟀lizes the following systems and 47

structures to ensure the success of SPED students: growth and achievement goals, common instruc񐟀onal 񐟀me for small group instruc񐟀on based on needs, common planning 񐟀me (including release 񐟀me) for grade level teams, increased instruc񐟀onal 񐟀me for students who are below grade level, and common interven񐟀on block to allow all teachers, special educa񐟀on teachers and enrichment teachers to support interven񐟀on services. Inspire Elementary uses resources such as Interven񐟀on Central to determine highly effec񐟀ve and research‐based interven񐟀ons for struggling 48

learning. Other interven񐟀ons may include online supports such as Dreambox and TenMarks for 49

mathema񐟀cal support. Inspire Elementary con񐟀nues to closely monitor effec񐟀veness of interven񐟀ons and resources and make adjustments as necessary to support growth and achievement goals.

I. PROMOTION AND RETENTION POLICIES Inspire Elementary uses the district policies for promo񐟀on and reten񐟀on. Parents are informed of these policies in wri񐟀ng, at coffees, during conferences and at various school events. J. ENGLISH LEARNER (EL) STUDENTS

DPS Language Development Goals

EXPECTED RESULTS/GOALS ELA PROGRAM TYPE

All EL students will be on track with their language proficiency as measured by the ACCESS On‐Track Report

English as a Second Language (ESL) Pull Out (Reading, Wri񐟀ng, Speaking, Understanding English)

In a commitment to support the needs of our English Learners and celebrate their iden񐟀񐟀es as emerging bilinguals, Inspire Elementary implements data‐driven prac񐟀ces to understand each student’s needs, effec񐟀ve literacy and English language instruc񐟀on, focused professional 50

development, and frequent communica񐟀on with parents. Inspire Elementary believes it is our moral obliga񐟀on to ensure the success of each and every child. Inspire Elementary develops and

47 Percy (2006). https://portfolio.du.edu/downloadItem/192148 . 48 Intervention Central: http://www.interventioncentral.org/ 49 DreamBox (can be used for Tier I support as well as Tier II): http://www.dreambox.com/ and TenMarks (can be used for Tier I support as

well as Tier II): http://www.tenmarks.com/ 50 Institute of Education Sciences. Effective Literacy and English Language Instruction for English Language Learners in the Elementary Grades (2007). What Works Clearinghouse. http://ies.ed.gov/ncee/wwc/practiceguide .

72

implements language instruc񐟀on in accordance with federal, state, and local requirements, including the DPS ELA Language Alloca񐟀on Guidelines, which provide specific guidance on the programming and instruc񐟀onal environments for serving DPS students. 51

The EL Program at Inspire Elementary will: Ensure that ELs, including immigrant and refugee children and youth, aain English proficiency,

develop high levels of academic content knowledge, and meet state achievement standards. Focus on the development of skills in core academic subjects. Develop a high quality, standards‐based language instruc񐟀on program. Focus on professional development that builds capacity to provide high quality instruc񐟀onal

programs designed to prepare ELs to enter all English instruc񐟀onal sengs. Promote parental and community par񐟀cipa񐟀on in language instruc񐟀on educa񐟀onal programs Create a strong rela񐟀onship with our parent community and a strong management of the

Parent Advisory Council (PAC). Effec񐟀vely chart the improvement in English proficiency and core academic content knowledge

of English Learners. The goal of the Inspire Elementary ESL program is to use efficient and effec񐟀ve educa񐟀onal methods to provide students with the English language skills they need to meaningfully par񐟀cipate in academic content and gain the communica񐟀ve competencies to fully engage in their society. Inspire 52

Elementary also works to build capacity within all staff to best meet the needs of our diverse students and families, and all classroom teachers will have the district required ELA‐E training, and mul񐟀ple other teachers on the team will have the Culturally and Linguis񐟀cally Diverse Endorsement. This will ensure that ELs will receive high quality instruc񐟀on not only with the ESL teacher but also with mainstream classroom teachers. The school provides an opportunity for English Learners to fully par񐟀cipate in their classrooms while receiving 45 minutes of English Language Development (ELD) daily (see schedule), where students can be grouped according to their language levels, thereby maximizing language acquisi񐟀on. Inspire Elementary will establish an ISA team that will serve the following key func񐟀ons: • Iden񐟀fy and correct EL iden񐟀fica񐟀on and placement Issues • Ensure collabora񐟀on with Special Educa񐟀on team to address the language needs of ELs iden񐟀fied as Students with Disabili񐟀es (SWDs) • Review English language proficiency and academic progress of all ELs (including those who have declined services) and u񐟀lize this data to inform teacher professional learning and coaching • Monitor ELs in need of interven񐟀on to address instruc񐟀onal needs • Recommend placement, ELA program, and services for ELs (program entry, eligibility, redesigna񐟀on, monitoring of redesignated students and re‐entry) • Communicate with parents regarding ELA program decisions and/or concerns • Use a current body of evidence to support decision making

51 http://ela.dpsk12.org/wp­content/uploads/2014/08/Language_Allocation_Guidelines_final.pdf

52 Brown, H.Douglas. (2007, 2006). Teaching by Principles: An Interactive Approach to Language Pedagogy : Principles of Language Learning and Teaching .

73

• Con񐟀nue to monitor students for two years aer redesigna񐟀on‐‐use body of evidence to determine if student is making appropriate progress or needs to return to ELA program services One ISA team member/expert will also serve on the MTSS team to ensure that ELs are not overly recommended for tes񐟀ng when it may be a language issue. Addi񐟀onally, this person will serve as the expert to ensure that appropriate strategies are being u񐟀lized to support ELs in the classroom. Identification Inspire Elementary follows all guidelines set forth in the DPS Consent Decree for iden񐟀fica񐟀on process and programming for English Learners. Inspire Elementary expects to be above the near NE region for percentage of ELs and has placed special emphasis on reaching these diverse learners. Below is a flowchart which shows registra񐟀on to student placement and programming following DPS guidelines. 53

HLQ and PPF · Parents/Guardians registers child and fills out Home

Language Ques񐟀onnaire (School registra񐟀on personnel collects DPS Home Language Ques񐟀onnaire) ∙ Parents/Guardians fill out a Parent Permission Form (PPF1 or PPF2) if another language is present on the HLQ.

At 񐟀me of registra񐟀on

Ini񐟀al Status and Placement

· Inspire Elementary registra񐟀on personnel schedule student for ini񐟀al ELA services based on HLQ (signifying primary language other than English) ∙ Inspire Elementary registra񐟀on personnel no񐟀fy ELA specialist and/or ELA‐S teachers of HLQ with primary languages other than English ∙ Inspire Elementary ELA specialist and/or ELA‐S teachers administer W‐APT placement assessment within 10 days of student registra񐟀on

First 10 days

Final Placement and

Parent No񐟀fica񐟀on

· Inspire Elementary ELA specialist no񐟀fies registra񐟀on personnel of any changes to ELA service placement based on results of W‐APT and ISA team determina񐟀on. ∙ DPS parent no񐟀fica񐟀on leers sent home (language that parents will understand) upon receipt of W‐APT results

Within first 30 days or 15 days aer the beginning of the

school year

(Waivers) Communica񐟀o

n and Collabora񐟀on

· Upon receipt of No񐟀fica񐟀on Leer, parents may opt out or waive services for ELD ∙ Mee񐟀ng with parents, ELA specialist, and EL Designee to review placement data, ELD programming, and answer any ques񐟀ons

Aer comple񐟀on of W‐APT Tes񐟀ng

(within first

53 Denver Public Schools. From Compliance to Commitment: Program Guidelines for English Language Acquisition (2013).

74

∙ Opt out/waiver of services indicated by reques񐟀ng another Parent Permission Form to indicate opt‐out (PPF3)

30 days or 15 days aer the beginning of the school year)

ASSESSMENT AND PLACEMENT Correct iden񐟀fica񐟀on ensures each EL receives programming needed to be successful. Our ISA team will review each provisional EL carefully before making a final determina񐟀on. The W‐APT, or WIDA ACCESS Placement Test is one part of the Body of Evidence the ISA Team uses to make the final iden񐟀fica񐟀on decision. Aer a student has been provisionally iden񐟀fied as an EL, they will take the W‐APT within 10 calendar days (4 aer the beginning of the school year) to determine their English language proficiency level. ALL provisional ELs will be provisionally placed in ELA classes (based on PPF) pending a review of the W‐APT results and Body of Evidence (BOE) by the ISA team. The ISA team has 21 calendar days (excluding school holidays) to collect and review a Body Of Evidence and make their iden񐟀fica񐟀on decision. ISA Teams are to complete Iden񐟀fica񐟀on forms (via Infinite Campus) for all provisionally iden񐟀fied K‐12th grade students. The ISA team must review a BOE for each of these students. Upon registra񐟀on, the parent or guardian fill out a Home Language Ques񐟀onnaire which indicates if there is a primary language other than English. These and other forms are delivered in the parent's’/guardian's’ primary language. A child, whose parent or guardian responds with a language other than English to any ques񐟀ons on the ques񐟀onnaire (is given the W‐APT (state approved assessment) placement test within ten days of registering at Inspire Elementary. In order to ensure that all students iden񐟀fied as having a primary language other than English as per the HLQ are administered the W‐APT; frequent reports from Infinite Campus (IC) are reviewed by the EL Administrator Designee and the ELA specialist. During this 10‐day window, children who have a language other than English as signified by any ques񐟀on on the HLQ are ini񐟀ally placed into ELA programming. Aer the administra񐟀on of the W‐APT placement test, the EL Administrator Designee, ELA specialist, and/or an Instruc񐟀onal Leader (ISA Team) collaborates with parents/guardians to ensure proper no񐟀fica񐟀on, according to the communica񐟀on language indicated at registra񐟀on, and adjust schedule to reflect final placement. It is the ISA Team’s responsibility to ensure that students are placed in classrooms according to their PPF selec񐟀on and their individual needs. If your school does not offer the program selected by a parent, the ISA Team should provide the parent informa񐟀on about ELA Zone Schools, where students can receive ELA services not offered at their school of residence. During the placement process, the school collaborates with parents/guardians to iden񐟀fy instruc񐟀onal op񐟀ons, and complete the Parent Permission Form to complete the placement process. Inspire Elementary helps support parents/guardians in making the most informed decisions for their student. If a parent/guardian chooses to opt‐out or waive services, the Inspire Elementary team ensures that a parent conference or phone call is conducted to inform parents about the importance of ELA supports.

75

Ongoing evalua񐟀on for the needs of the individual student supports the transi񐟀on to English. Evalua񐟀on may indicate the need for interven񐟀on or a change in program. Student PPF needs to match program and teacher designa񐟀on. The ISA team will run the EL List to ensure program match. This list is a report that iden񐟀fies all current English Learners iden񐟀fied in a par񐟀cular school who have requested services. All students on the main EL List are eligible and will receive ELA Program Services. Students iden񐟀fied as ELs based on a BOE will be placed in ELA‐S or ELA‐E classrooms/courses and provided with daily, dedicated ELD instruc񐟀on as well as integrated sheltered content instruc񐟀on in English. Collaboration with ISA Team At Inspire Elementary the EL Administrator Designee and the ELD specialist work on and with the Instruc񐟀onal Services Team (ISA Team) to collaborate to make recommenda񐟀ons for: Program Entry/Eligibility of Students Redesigna񐟀on of Students Student Re‐entry to Program (as needed) [ELA] Services

Inspire Elementary understands the roles and responsibili񐟀es of the school’s ISA Team are to: Review of services provided to newly iden񐟀fied ELs; including Newcomers Monitoring iden񐟀fica񐟀on of ELs to iden񐟀fy poten񐟀ally inappropriate iden񐟀fica񐟀on and

placement. Review of English Language Proficiency (ELP) and Academic Progress of all ELs (including those

who have declined services). Iden񐟀fy ELs in need of interven񐟀on, as indicated by objec񐟀ve data and collabora񐟀on with

appropriate staff, to address the student’s instruc񐟀onal needs. 54

In the fall of 2017, the opening school‐year for Inspire Elementary, building representa񐟀ves will be nominated using the DPS criteria and process. A full ISA Team will be established prior to the fall of 2017 to ensure that all members are in place in 񐟀me to start program entry, monitoring and engage in ongoing mee񐟀ngs for review, analysis, and to make recommenda񐟀ons for redesigna񐟀on and exit. The ISA Team will change over 񐟀me as students and FTE are added. A possible ISA Team structure may look like: Aer the ISA Team is established, members aend DPS district ISA Team Orienta񐟀on, create a calendar of standing mee񐟀ngs for the year and cri񐟀cal submission dates to align with DPS ELA department, establish norms and roles, determine systems to collect, maintain and communicate informa񐟀on and data. The ISA Team keeps a running roster of all ELs at Inspire Elementary and carefully monitors growth and achievement of all ELs. The ISA Team supports working to establish close lines of communica񐟀on with parents/guardians; correc񐟀ng placements when/if the need arises; making recommenda񐟀ons for re‐designa񐟀on based on state approved criteria which is reliable, valid and objec񐟀ve; and readming students into ELA programming to include ELD and sheltering. The ISA Team works closely with Inspire Elementary and district Special Educa񐟀on teams to support students who are EL and also iden񐟀fied with having a disability.

54 DPS: From Compliance to Commitment; http://ela.dpsk12.org/wp­content/uploads/2009/02/08­12­2012_ISAGuidebook.pdf

76

The Inspire Elementary ISA Team ensures that parent/guardian communica񐟀on is ongoing and that parents/guardians are partners in their student’s success. Inspire Elementary ensures that parents who are not proficient in English have access to translators for their preferred language of communica񐟀on. Frequent school to home communica񐟀ons (reports of progress and achievement) are sent in the parent’s/guardian’s preferred language of communica񐟀on and documented in the student’s ELD profile. The ISA Team or selected representa񐟀ves (EL Designee and ELD specialist in most cases) meet with parents to review data including: W‐APT placement results, yearly ACCESS reports, TCAP/PARCC reports/data, DRA and EDL assessments, teacher created assessments and other measures and samples of student work (wri񐟀ng samples) or student porolios of work. Assessment Sources and Monitoring Tools Consistent with Inspire Elementary’s instruc񐟀onal programs and our MTSS model, Inspire Elementary uses a data‐driven approach for iden񐟀fying, monitoring and exi񐟀ng our EL students. The W‐APT placement test is used in conjunc񐟀on with READ Act/DPS selected literacy assessments, PARCC, CMAS, ACCESS, forma񐟀ve assessments, and embedded assessments within each unit to monitor the effec񐟀veness of instruc񐟀on and evaluate student progress across all four language domains in rela񐟀on to proficiency standards and state criteria for exit. Both quan񐟀ta񐟀ve and qualita񐟀ve data comprises the Body of Evidence (BOE) to monitor and ensure student growth and achievement status. Educa񐟀onal programs are responsive to students’ specific needs and in compliance with state and federal guidelines. Three 񐟀mes a year (at minimum) Inspire Elementary’s ISA Team meets to collect data on students who are in year one or year two of exi񐟀ng the ELA program to review language development within the four domains of language according to WIDA and partner with parents/guardians to ensure all par񐟀es are well‐informed and are able to help with programma񐟀c decisions for the student. Inspire Elementary’s EL Administra񐟀ve Designee and the ELA‐E teacher(s) meet frequently to meet the day to day needs of ELs in addi񐟀on to working with the ISA Team. Program Design and Curriculum At Inspire Elementary, English Learners have access to high quality English through a ESL/ELA‐E programming for all English Learners. 55

Component Definition

Certification/Training Requirement

English Language Development

Block

Systema񐟀c instruc񐟀on in reading, wri񐟀ng, listening, and speaking to accelerate students’ development of both social and academic language in English.

Culturally and Linguis񐟀cally Diverse Educa񐟀on (CLDE) Endorsement/ELA‐E

Supported Content

Instruc񐟀on in English

Grade‐level content instruc񐟀on in English with sufficient supports to facilitate successful content learning for students. Literacy instruc񐟀on that builds on developing the four domains of language through language‐sensi񐟀ve content instruc񐟀on.

ELA‐E (or working toward ELA‐E requirements)

55 Denver Public Schools. From Compliance to Commitment: Program Guidelines for English Language Acquisition (2013).

77

In addi񐟀on to ELA programming, all ELs have access to interven񐟀ons, accelerated and/or gied programming, and other curricular op񐟀ons afforded to na񐟀ve English peers. Inspire Elementary use DPS approved curriculum to effec񐟀vely implement an English Language Development block. Dually Iden񐟀fied ELs (student who is iden񐟀fied as EL and requires special educa񐟀on services) have a legal right to both language services and special educa񐟀on services and Inspire Elementary ensure students receive both in appropriate and legal programming. EL students are an essen񐟀al part of our school community. Students are fully integrated into a suppor񐟀ve school culture with na񐟀ve English peers during daily programming. Teaching ELD Staff and Programming Once students have been iden񐟀fied as needing support to aain English proficiency, appropriate instruc񐟀onal prac񐟀ces will be u񐟀lized including but not limited to: Sheltered Content Instruc񐟀on in English, delivered by classroom teachers who meet the DPS

requirements for ELA‐E programming and teaching. Explicit English Language Development (daily) by trained ELA‐E staff. Sheltered Content Instruc񐟀on in English Explicit English Language Development structures

The Inspire Elementary teachers will possess a Culturally and Linguis񐟀cally Diverse Educa񐟀on (CLDE) Learner endorsement and/or masters and possess exper񐟀se in planning and teaching lessons to support full implementa񐟀on of State Standards, establishing posi񐟀ve classroom culture, u񐟀lizing assessment to support student learning and achievement, and engaging families to support students’ success through outreach and effec񐟀ve communica񐟀on. ISA Team reviews total enrollment numbers, number of ELs in ELD programming and number of Spanish speaking ELs to determine needed na񐟀ve language supports to recommend addi񐟀onal staffing to inform programma񐟀c changes per DPS Language Alloca񐟀on Guidelines. The school will be responsive to student language needs, designing staffing supports based on results of the W‐APT. Relevant language proficiency of staff members and necessary na񐟀ve language supports will be determined based on needs of the popula񐟀on and recommenda񐟀ons of the ISA Team. At Inspire Elementary we believe that language, any language, should be acquired while studying something of interest or authen񐟀c to the world. Wri񐟀ngs in the field of brain research and standards‐based instruc񐟀on reinforce that by integra񐟀ng the content areas and directly teaching metacogni񐟀ve strategies, learning is made more relevant and meaningful, thus ensuring more efficient and effec񐟀ve learning. These strategies foster a risk‐free, cross‐culturally sensi񐟀ve environment in which students are able to acquire academic language and concepts. All teachers will obtain an ELA‐E endorsement or higher, ensuring that language development will be supported throughout the school day. Students will receive explicit language development during a designated ELD block in addi񐟀on to being supported in English during all other content areas. The language and literacy program integrates oral language acquisi񐟀on, literacy development, and content learning while u񐟀lizing resources such as Robert Marzano’s Six‐Step Vocabulary Process. It is 56

56 Six­Step Vocabulary Process: Explain, Demonstrate Understanding, Show and Write, Reflect and Refine, and Apply in Learning Game.

78

structured in units, which will be aligned to school expecta񐟀ons. Inspire Elementary u񐟀lizes best prac񐟀ces associated with posi񐟀ve outcomes for English Learners including ongoing monitoring to ensure the aainment of their 6‐8 week goals. Another aspect of curriculum for ELs is to ensure deep exposure and u񐟀liza񐟀on of strategies and techniques that support Common Core State Standards (CCSS) and to use the WIDA (CO ELD standards) to support students in mee񐟀ng the language demands required in CCSS. English Learners complete the same curriculum and meet the same learning targets as their classmates. Inspire Elementary believes that teachers who are well prepared and receive high‐quality professional development and con񐟀nuous feedback on their prac񐟀ce have the capacity to design and implement instruc񐟀on to reach high standards for ELs. Inspire Elementary provides aligned and differen񐟀ated professional development for all instruc񐟀onal and administra񐟀ve staff. Teachers and administrators engage in con񐟀nued study and use of sheltering techniques (including SIOP and experien񐟀al‐based language development‐‐Language Experience Approach) in order to support English Learners in mee񐟀ng expecta񐟀ons for a par񐟀cular grade level in Math, Science and Humani񐟀es (Social Studies and Language Arts). In addi񐟀on, teachers par񐟀cipate in the required district ELA professional development to be highly ELA teacher qualified. Teacher feedback and the LEAP evalua񐟀on instrument includes a strong focus on English language development and ensures that training prepares staff members to effec񐟀vely implement ELA strategies as measured by student achievement. In order for Inspire Elementary to support students in becoming competent communicators and reach FEP/Exit status, teachers engage in literacy prac񐟀ces which may focus on the forms and func񐟀ons of language and take into considera񐟀on Text Complexity as outlined by the CCSS and supported by 57

literacy experts in the field. As teachers con񐟀nue to refine and hone their skills and as Colorado 58

con񐟀nues to shi to the new CCSS, the Inspire Elementary model of leadership and educator effec񐟀veness support con񐟀nual growth and learning. An inquiry based learning model provides regular opportuni񐟀es for EL students to work together with peers of different ability levels or English proficiencies, a structure which has been associated with gains in achievement for EL students. Inspire Elementary curriculum includes a strong component of 59

student collabora񐟀on, with students con񐟀nually working together on cross‐curricular projects. This aspects of inquiry based learning encourages students to support and learn from one another, regardless of their language background. Further, many of the projects that students work on require inves񐟀ga񐟀ons into their local community and include gathering informa񐟀on from a wide variety of real‐world sources. Inquiry also encourages another strategy shown effec񐟀ve with English Learners: 60

57 Halliday, M.A.K. & Matthiessen, Christian. (2006). Constructing Experience Through Meaning: A Language­Based Approach to Cognition 58 Common Core Appendices A & B. http:www.corestandards.org/ELA Literacy. 59 EL Rubric for analyzing LT alignment planner and expedition design: http://blog.colorincolorado.org/2014/02/27/common­core­curriculum­rubric­meeting­the­needs­of­ELs/ 60 Gersten, R., baker, D.K., Shanahan, T., Linan­Thompson, S., Collins, P., & Scarcella=. (2007) Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007­4011). Washington, DC: National Center for Education

Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from

http://ies.ed.gov/ncee/wwc/publications/practiceguides .

79

the use of authen񐟀c reading materials. These authen񐟀c materials are func񐟀onal texts from real 61

world contexts which students rou񐟀nely engage with during their inves񐟀ga񐟀ons. Families are key partners in the educa񐟀on of their children. Students and staff make all families welcome, know them well, and engage them ac񐟀vely in the life of the school. We explicitly recognize that families care about their children’s educa񐟀on, bring their own unique strengths, and add value to the community. Inspire Elementary provides regular communica񐟀on and mul񐟀ple opportuni񐟀es for par񐟀cipa񐟀on, and encourages families to be strong partners in their children’s learning. In addi񐟀on, Inspire Elementary builds and sustains partnerships with community organiza񐟀ons and cultural ins񐟀tu񐟀ons. Key strategies for high levels of parent engagement include:

1. All families are encouraged and supported to par񐟀cipate in school events through mul񐟀ple strategies (e.g., scheduling events outside of the school day, assis񐟀ng with transporta񐟀on, providing translators).

2. School leaders and teachers learn about and respect the cultures, backgrounds and values of their students’ families.

3. School leaders and teachers create an annual calendar of events that involves families in a variety of ways.

4. The school has a variety of ways for families to par񐟀cipate in the school community (e.g., governance, tutoring, classroom experts, and porolio panelists).

5. Interac񐟀ve family educa񐟀on nights are held throughout the year (e.g., open house, and workshops to show how students are learning in the various disciplines).

6. Exhibi񐟀ons of student learning are regularly held at the school, showcasing the work of students and their reflec񐟀ons as learners for families and community members.

Addi񐟀onal parent outreach strategies for parent engagement are determined based on parent input and the needs of the community. Exiting/Redesignation Inspire Elementary believes we are partners in educa񐟀ng children, and to facilitate communica񐟀on, parents/guardians have access to all essen񐟀al informa񐟀on in a language and/or manner they can understand. This supports them in making well‐informed decisions regarding par񐟀cipa񐟀on in school programs and services in accordance with district and state guidelines. According to the CDE Guidelines: “A parent may decline ELD services but can not decline the English Learner designa񐟀on if the district has made that decision based on state guidelines. Furthermore, even if parents decline services, all iden񐟀fied ELs must par񐟀cipate in the annual ACCESS for ELs assessment. Declining services for ELD support does not exempt a student that is NEP or LEP from mandated state assessments. In addi񐟀on, as previously stated, parents can¹t decline the iden񐟀fica񐟀on of their child as an English learner."(ELG‐book page. 90). 62

Inspire Elementary u񐟀lizes the gradual release model and workshop approach in all components 63

and language sengs; u񐟀lize a variety of interac񐟀ve strategies to promote Listening, Speaking,

61 Pegrum, Mark. (2000, August). The outside world as an extension of the ERL/ESL classroom. The Internet TESL Journal, VI (8). Retrieved from http://itselj.org/Lessons?pegrum­OutsideWorld.html 62 http://www.cde.state.co.us/sites/default/files/ELsG­book.pdf

63 Lucy Calkins. The Reading and Writing Project; Columbia College: New York.

80

Reading, and Wri񐟀ng; and take into account students’ background knowledge, literacy opportuni񐟀es 64

and language proficiency levels. Teachers provide supplemental materials so that English Learners can assess content (e.g., visual cues, materials wrien in the student’s home language, culturally relevant materials). Modifica񐟀ons are developed based on specific student needs with the inten񐟀on of achieving rigorous outcome possible for the student. Addi񐟀onally, Inspire Elementary reading and wri񐟀ng structures provide all students with access to explicit vocabulary instruc񐟀on, which has been found to support the academic success of ELs. Students are redesignated when their assessment scores and other evidence demonstrates that they are Fluent English Proficient (FEP). Redesigna񐟀on marks the point at which an English learner is proficient in English and can meaningfully par񐟀cipate without ELA supports. Their classroom placement may not change; however, the ELD support will be removed. Redesigna񐟀on is dis񐟀nct from Exiting in that redesignated students are monitored and may be re‐entered into ELA services if needed. 1. ELs are eligible for redesigna񐟀on to Fluent English Proficient (FEP) when they meet the redesigna񐟀on criteria. 2. Once a student is eligible for redesigna񐟀on, the ISA team considers a Body of Evidence ( BOE) on which to base its redesigna񐟀on decision. This recommenda񐟀on is made by using valid, reliable, and objec񐟀ve data that measures the four language domains. 3. Redesignated students are monitored by ISA Team for two years to ensure the student is successful, and may be re‐entered into the program if necessary. Students are eligible for redesigna񐟀on when their overall ACCESS score is 5 or above and their ACCESS literacy (reading + wri񐟀ng) score is 5 or above. All redesignated students are monitored for two years aer redesigna񐟀on. If the student is redesignated in the Fall semester, their monitoring for will be completed at four points: Semester 1, Semester 2, Year 1 and Year 2. If the student is redesignated in the Spring semester, the monitoring form will be completed for Semester 1, Year 1 and Year 2. On the monitoring form, the ISA Team confirms that students are par񐟀cipa񐟀ng meaningfully and equally by entering a BOE in IC and electronically signing to confirm the decision. Aer students have been redesignated and monitored for two years, they may be formally exited from the ELA program. This is a key decision point for the ISA Team, as students are no longer eligible to receive ELA services once they have been exited. If the ISA Team decides that a redesignated student is not making progress at any point before the Year 2 monitoring / Program Exit form has been completed, the student may be re‐entered into ELA services.

K. STUDENTS WITH DISABILITIES The School and District recognizes that school complies with the District’s obliga񐟀ons to comply with all obliga񐟀ons under the Individuals with Disabili񐟀es Educa񐟀on Act (“IDEA”), the federal IDEA regula񐟀ons, the Colorado Excep񐟀onal Students’ Educa񐟀onal Act (“ECEA”), or the Colorado Rules for the Administra񐟀on of the Excep񐟀onal Students’ Educa񐟀onal Act.

64 These four language domains are monitored and assessed by the ELD specialist and used to exit/redesignate students in Inspire ELA program.

81

Inspire Elementary provides a Free and Appropriate Public Educa񐟀on (FAPE) to all students with disabili񐟀es and complies with all federal and state laws, including the Individuals with Disabili񐟀es Educa񐟀on Act (IDEA), the Colorado Excep񐟀onal Children’s Educa񐟀onal Act (ECEA), Sec񐟀on 504 of The Rehabilita񐟀on Act of 1973 and the Americans with Disabili񐟀es Act (ADA). The school recruits students with special needs through the promo񐟀on of its open and inclusive school environment, as well as its promo񐟀on of highly qualified staff. Students specific needs do not factor into admission decisions. Recruitment materials and ac񐟀vi񐟀es will address the resources available at Inspire Elementary in an aempt to aract students with mild/moderate needs; these students will be enrolled through the DPS Choice Process. If a student with severe needs and a center based program selec񐟀on on their IEP is placed at Inspire Elementary through the DPS Choice Process, the principal will enlist the support of the DPS SPED Partner to facilitate an enrollment hearing with the family and sending school in order to determine whether or not Inspire Elementary can provide the FAPE mandated by the IEP. Inspire Elementary is willing to work with DPS to host a center based program for students with severe disabili񐟀es in the future. Identification and Monitoring Inspire Elementary is an inclusive school community and maintains high expecta񐟀ons for all students. Inspire Elementary’s staff work together to ensure that learning and achievement are accessible to all students. Inspire Elementary’s educa񐟀onal program includes a variety of instruc񐟀onal styles and flexible groupings. Inspire Elementary offers students frequent feedback and mul񐟀ple points of entry into the curriculum and is well suited to accommodate a diverse group of learners. Instruc񐟀onal units which allow students to pursue individual tasks toward a larger class and/or team objec񐟀ve, allow for students of differing abili񐟀es to engage in appropriately challenging tasks involving the same content. Inspire Elementary’s Least Restric񐟀ve Environment (LRE) ensures students are provided the rigor, scaffolding, accommoda񐟀ons, and modifica񐟀ons to support their highest achievement. (Rigor is defined by Vygotsky ‐‐ Instruc񐟀on within a Student’s Zone of Proximal Development means rigor for each individual student.) Students with disabili񐟀es are iden񐟀fied using several avenues. First, families are asked to provide IEPs for those students who have previously received special educa񐟀on services. Addi񐟀onally, special educa񐟀on and general educa񐟀on teams, poten񐟀ally including the SIT team, meet to determine the amount and type of support individual students need. They work collabora񐟀vely to create a research‐based and individualized plan to meet the needs of each designated student in the least restric񐟀ve environment. If an IEP has not been created and one is needed, a team works with parents or guardians to do so. Students with disabili񐟀es are progress monitored to evaluate their response to instruc񐟀on and interven񐟀on. They are evaluated through interim assessments, READ Act requirements and classroom‐level assessments. When progress monitoring, the school considers the following: Access to material Screening for the same measures or comparable alterna񐟀ves Making adapta񐟀ons that maintain standards and fidelity

82

Strategies to minimize barriers Elimina񐟀ng duplica񐟀on of assessments

Inspire Elementary complies with all state and federal laws governing special educa񐟀on. These include Title II of the Americans with Disabili񐟀es Act (ADA) of 1990, Individuals with Disabili񐟀es Educa񐟀on Act (IDEA) of 2004, and Sec񐟀on 504 of the Rehabilita񐟀on Act of 1974. In accordance with 65

these statues, Inspire Elementary provides a Free and Appropriate Educa񐟀on (FAPE) in the LRE with their classmates without documented disabili񐟀es as deemed appropriate and allowed by each student's’ Individualized Educa񐟀on Plan (IEP). When students register at Inspire Elementary, part of the registra񐟀on documenta񐟀on asks whether students have been iden񐟀fied in the past as requiring special educa񐟀on services. If so, all pursuant records are collected and the student will receive special educa񐟀on services as dictated by the previous IEP. The Inspire Elementary Special Educa񐟀on teacher is responsible for a caseload of students by grade‐level; they track IEP progress, oversee and plan the annual review process; and communicate with classroom teachers on a regular basis about IEP goals and student accommoda񐟀ons. In order to support an inclusive environment and curriculum, the special educa񐟀on teacher collaborates with other content teachers in the design of learning expedi񐟀ons, projects, and assessments. Special Educa񐟀on Teachers work within an inclusive, integrated, co‐teaching model to accommodate extra support opposed to a pull‐out model. The special educa񐟀on teacher collaborates with DPS Office of Student Support Services, including collabora񐟀on with DPS 504 Compliance Officer, to generate and oversee 504 Accommoda񐟀on Plans. In order to iden񐟀fy students who may demonstrate disabili񐟀es, Inspire Elementary screens all students for poten񐟀al reading and mathema񐟀cs difficul񐟀es at the beginning of the year and again in the middle of the year, as is supported by current research in the field. Early interven񐟀on provides 66

appropriate support to students before gaps in achievement poten񐟀ally grow. Collabora񐟀on between school personnel, including special educa񐟀on teachers, classrooms teachers, and specialists, is crucial to the success of interven񐟀ons for students with disabili񐟀es. Inspire Elementary has available a 67

mul񐟀disciplinary team including school psychologists, occupa񐟀onal therapists, speech/language pathologists, special educa񐟀on teachers, general educa񐟀on classroom teachers, school administra񐟀on, and DPS staff, and, as appropriate, all or parts of these human resources, along with parents, work together to iden񐟀fy students with special needs and determine appropriate interven񐟀ons and progress monitoring tools to ensure significant gains in achievement for all students. This deliberate and rigorous process avoids the misiden񐟀fica񐟀on of students. Inspire Elementary uses guidance from CDE in accordance with IDEA to determine iden񐟀fica񐟀on of a

65 “No otherwise qualified individual with disability in the United States, as defined by Section 706(8) of this title, shall, solely on reason of his or

her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program of activity

receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)] 66 Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan­Thompson, S., and Tilly, W.D. (2008). Assisting students struggling

with reading: Response to intervention and multi­tier intervention for reading in the primary grades: A practice guide. 67 Anderson­Butcher, D. & Ashton, D., (2004). Innovative models of collaboration to serve children, youths, families, and communities. Children

and Schools, 26(1), 39­53.

83

disability. Inspire Elementary special educa񐟀on teachers and interven񐟀on specialists u񐟀lize Specific Learning Disability (SLD) criteria including strategically targeted and documented interven񐟀ons which demonstrate a lack of response from the child over 񐟀me. The process to iden񐟀fy students follow a school‐wide system and structure: Team Mee񐟀ngs, MTSS process—including Tier 1 and Tier 2 interven񐟀ons and ul񐟀mately iden񐟀fica񐟀on of special educa񐟀on when all other resources have been exhausted. Inspire Elementary uses DPS special educa񐟀on evalua񐟀on protocols to help determine if lack of progress is related to a disability and to iden񐟀fy intensive interven񐟀ons for an IEP. Inspire Elementary’s high quality programming and growth data aract students with diverse needs. Special educa񐟀on teachers and specialists review the IEP supports and services to determine how Inspire Elementary can adequately meet the needs of the student. Progress Monitoring and Assessment of Students with Disabilities Our special educa񐟀on teacher monitors progress of students weekly, keeping a record of all 񐟀me spent and interac񐟀ons with students, classroom teachers, and parents in rela񐟀on to specifica񐟀ons in IEPs. The special educa񐟀on teacher organizes and runs all IEP mee񐟀ngs in conjunc񐟀on with family, administra񐟀on, and classroom teachers. Inspire Elementary uses district recommended assessments and benchmarking tools, to systema񐟀cally and comprehensively monitor and adjust instruc񐟀on and inform annual review criteria. IEP goals are monitored by highly trained and qualified staff through ongoing progress monitoring and thoughul data collec񐟀on procedures. Staffing and Professional Development The Inspire Elementary Special Educa񐟀on teacher(s) are responsible for a caseload of students by grade‐level; they track IEP progress, oversee and plan the annual review process, and communicate with classroom teachers on a regular basis about IEP goals and student accommoda񐟀ons. In order to support an inclusive environment and curriculum, the special educa񐟀on teacher collaborates with other content teachers in the design of learning experiences, projects, and assessments. The special educa񐟀on teacher also collaborates with DPS Office of Student Support Services, including collabora񐟀on with DPS 504 Compliance Officer to generate and oversee 504 Accommoda񐟀on Plans. Special Education Teacher Qualifications and Training All special educa񐟀on staff are hired in accordance with DPS policies and guidelines. Special educa񐟀on teachers are appropriately licensed and qualified. Inspire Elementary also seeks individuals who have experience in the Design Thinking model and inquiry‐based instruc񐟀on with a track record of growth and achievement for his/her students. The Office of Student Services at DPS support training of all special educa񐟀on staff. Special educa񐟀on staff also par񐟀cipate in Inspire Elementary professional development and all ongoing professional development throughout the year. Program Plan Instruction for Students with Disabilities Inspire Elementary is grounded in inquiry based learning. Whether or not a students has been iden񐟀fied with a learning disability or not, students should be encouraged to be ac񐟀ve par񐟀cipants in the learning process. If students are to be involved in their own learning, they must construct their own meaning, reflect and evaluate their work, and engage in design of authen񐟀c problems. These goals are especially important for students with learning disabili񐟀es; students who are too oen passive in the learning process. According to Okolo research and evidence leads us to conclude that 68

68 hp://ldx.sagepub.com/content/29/5/450.short

84

ac񐟀ve par񐟀cipa񐟀on in the learning process changes the atude and percep񐟀ons of students with learning disabili񐟀es toward their success as a learner. Other research shows that students with learning difficul񐟀es and learning differences benefit from explicit and direct instruc񐟀on with visual structures to support their learning. Students with special needs benefit from mul񐟀ple opportuni񐟀es to prac񐟀ce newly taught skills and concepts and small group instruc񐟀on. Students with special needs also benefit from scaffolding in the classroom to access content in a general educa񐟀on seng. Instruc񐟀onal programs are craed on an individualized basis based on the student’s need. Built into the learning experiences are inquiry‐based, hands‐on explora񐟀ons of content. Each unit is built to develop both and conceptual understanding through a mul񐟀modality approach including: fieldwork, visual and graphic supports, engaging with experts, reading, wri񐟀ng, listening, and speaking within the context of the content being explored. Inspire Elementary students have mul񐟀ple opportuni񐟀es to demonstrate understanding and proficiency toward standards and receive direct and small group instruc񐟀on through a workshop approach as a structure for 񐟀me and for assessment. Inspire Elementary uses team and mee񐟀ng structures to 69

support weekly progress monitoring for determining whether students are at risk and require addi񐟀onal instruc񐟀on and/or behavioral supports, or need accelera񐟀on. Student Interven񐟀on Team (SIT) mee񐟀ngs help ensure that student needs are iden񐟀fied early, interven񐟀ons are iden񐟀fied and implemented, and progress is monitored specific to the delivered interven񐟀on. As an addi񐟀onal level of support, Inspire Elementary staff support family literacy nights, family math nights, and academic support evenings to reach parents and guardians who may need informa񐟀on regarding academic 70

support at home and how the school‐home connec񐟀on can be strengthened collabora񐟀vely. Inspire Elementary also conducts parent/guardian workshops to support a clear understanding of the manifesta񐟀on of disabili񐟀es, taking into account cultural differences in the percep񐟀on of disability. Inspire Elementary teachers con񐟀nually reevaluate services to be sure student needs are adequately addressed and evaluated on a regular basis whether teacher professional needs are being met in the areas of special needs students. Student Recruitment Inspire Elementary’s high quality programming and growth data aracts students with diverse needs. Special educa񐟀on teachers and specialists review the IEP supports and services to determine how Inspire Elementary can adequately meet the needs of the student.

L. GIFTED AND TALENTED STUDENTS We recognize that students oen do not follow an age‐level or grade‐level learning path and have different trajectories in their development of concepts and skills. Our emphasis on inquiry, crea񐟀ng a plan for each learner, flexibility in curriculum choices and the structural component of flexible groups using targeted data is highly conducive to gied and talented students’ advancement. Many of our curriculum choices have been selected because they are effec񐟀ve with a gied and accelerated popula񐟀on. To beer support this popula񐟀on of students, we also look for teachers with a Colorado

69 Bennett, Samantha. (2008). That Workshop Book: New Systems and Structures for Classrooms That Read, Write, and Think 70 Model and system is similar to WestEd model of APTT,

http://www.wested.org/service/academic­parent­teacher­teams­aptt­family­engagement­in­education/

85

endorsement in Gied and Talented instruc񐟀on. Con񐟀nuing professional development, both internal external, in both the nature and needs and differen񐟀ated instruc񐟀on are an ongoing part of all teachers’ professional environment. Teachers teach with the construct of planning for the high and differen񐟀a񐟀ng material downward rather than targe񐟀ng instruc񐟀on to the middle and then differen񐟀a񐟀ng two separate direc񐟀ons. An emphasis on planning for the academically high not only beer assures strong learning trajectories for this popula񐟀on of school, but also creates elevated trajectories for all learners. According to research by Clements and Sarama, teachers vastly underes񐟀mate what their students know and can learn. D.H. Clements and J. Sarama, Learning and Teaching Early Math: The Learning Trajectories Approach (New York, NY: Routledge, 2009) . By 71

planning for the high learner and differen񐟀a񐟀ng downward, teachers beer assure that they are providing material that cogni񐟀vely engages their learners. The research surrounding what is oen referred to as the Pygmalion or Rosenthal effect, in which expecta񐟀ons are closely 񐟀ed to outcome and the phenomenon where higher expecta񐟀ons lead to increased produc񐟀on, has been widely studied and supported since the 1968 publica񐟀on of Rosenthal’s seminal book Pygmalion Effect In The Classroom. Teachers assess and evaluate individual needs of students on an ongoing basis. This may 72

lead to content accelera񐟀on or compac񐟀ng material, but, again, according to Clements and Sarama, it does not necessarily mean always providing content that is pushed down from higher grades. Rather, it relies more on s񐟀mula񐟀ng crea񐟀ve and flexible approaches to thinking and learning. In addi񐟀on, we recognize that gied learners are capable and oen mo񐟀vated by deeply understanding informa񐟀on (the whys and the hows instead of merely the whats), and emphasis is given to inquiry, analysis and understanding of the structures that are behind the knowledge being acquired. Identifying Gifted and High Potential Students We recognize that students oen do not follow an age‐level or grade‐level learning path and have different trajectories in their development of concepts and skills. Our emphasis on inquiry based design thinking, crea񐟀ng a personalized plan for each learner, flexibility in curriculum choices and student groupings based on data collec񐟀on and analysis is highly conducive to gied and talented students’ advancement. Many of our curriculum choices have been selected because they are effec񐟀ve with a gied and accelerated popula񐟀on. To beer support this popula񐟀on of students, we also require all classroom teachers receive a Colorado endorsement in Gied and Talented instruc񐟀on within 2 years of their hiring date. Con񐟀nuing professional development, both internal external, in both the nature and needs and differen񐟀ated instruc񐟀on are an ongoing part of teachers’ professional environment. Teachers teach with the construct of planning for the high and differen񐟀a񐟀ng material downward rather than differen񐟀a񐟀ng material in two separate direc񐟀ons. Inspire Elementary iden񐟀fy highly gied, gied and talented, talent pool and “watch list” students following the defini񐟀on and guidelines provided by DPS and in accordance with HB 1244‐07. Because all students are working under personalized instruc񐟀on plans, a student does not necessarily need a formal evalua񐟀on or iden񐟀fica񐟀on to have needs recognized or addressed. All students are expected to make at least one year’s growth, even if they are star񐟀ng above grade level. Inspire Elementary recognizes that gied students include a large scope of students. Gied students are represented in all cultural and ethnic groups, and we are commied to iden񐟀fying and serving students who are typically in underrepresented popula񐟀ons. Addi񐟀onally, not all gied students are

71 https://www.naeyc.org/files/yc/file/200903/BTJ_Primary_Interest.pdf 72 http://www.duq.edu/about/centers­and­institutes/center­for­teaching­excELence/teaching­and­learning/pygmalion

86

cogni񐟀vely or academically advanced in all areas and some gied students have learning challenges and differences that may also require interven񐟀on support. Inspire Elementary is commied to providing an excellent educa񐟀on for all students and work closely with the GT department to iden񐟀fy, support and provide adequate staffing for students. Gied and High Poten񐟀al students are iden񐟀fied by a GT staff member and a mul񐟀disciplinary team to best determine services. Data inquiry and analysis teams review data three 񐟀mes per year immediately following school‐wide progress monitoring tes񐟀ng, such as the Naglieri, state assessments, and a body of evidence provided by the classroom teacher(s). The iden񐟀fied GT specialist and classroom teachers iden񐟀fy high poten񐟀al students. These students are placed on watch and teachers begin compiling a body of evidence (including both qualita񐟀ve and quan񐟀ta񐟀ve measures) looking at mul񐟀ple criteria from behavioral, academic, and crea񐟀ve domains, to capture evidence of students’ needs. An Advanced Learning Plan (ALP) is developed for qualifying students in accordance with the Excep񐟀onal Children’s Educa񐟀on Act (ECEA). Inspire Elementary also recognizes that parent educa񐟀on is an important part of serving the gied and high performing popula񐟀on. We are commied to helping parents learn how to best support their learner by providing a variety of educa񐟀onal forums and resources. Educational Acceleration In order to meet the needs of students who are iden񐟀fied as GT Inspire’s design focused on having the right mix, number, and intensity of educa񐟀onal interven񐟀ons. Educa񐟀onal accelera񐟀on is an interven񐟀on that moves students along individualized path. Individual differences maer and we aim to implement a responsive teaching model that moves students at a pace commensurate with their rate of learning. “All students deserve to learn something new each day, and if academically talented students desire to be accelerated and are ready for it, the long‐term evidence clearly supports the interven񐟀on”. Inspire Elementary also recognizes the unique social and emo񐟀onal needs that oen 73

accompany gied children, and we are commied to suppor񐟀ng the whole child. All teachers are trained in social/emo񐟀onal aspects of gied learners and the school has staff to provide assistance to both students and teachers. Instruction Program and Strategies The Inspire Elementary’s model supports the engagement and academic achievement of Gied and High Poten񐟀al students. Using Inquiry & Design Thinking we provide opportuni񐟀es for in‐depth study and exposure to local experts. Addi񐟀onally Gied and High Poten񐟀al students have opportuni񐟀es to explore independent and collabora񐟀ve passion projects, accelerated subjects, and small‐group enrichment ac񐟀vi񐟀es, all of which aim at developing crea񐟀ve and high‐level thinking skills. Inspire Elementary u񐟀lize fluid movement for reading and math; including within‐class grouping and cross‐grade grouping, to adjust teaching to match students’ achievement or ability. 74

Inspire Elementary u񐟀lizes a common math block to provide opportuni񐟀es for content accelera񐟀on. Dreambox and TenMarks can also be u񐟀lized as an interven񐟀on for Gied and High Poten񐟀al students due to the adap񐟀ve nature of the soware. There are mul񐟀ple opportuni񐟀es for teachers and students to raise the ceiling off the classroom and allow for student choice and individualized goal

73 https://tip.duke.edu/resources/research/publications/research­bibliography

74 Kullick, J.A. (2003). Grouping and Tracking. In. N. Colangelo & G.A. Davis (Eds). Handbook of Gifted Education (3red ed.; pp.268­281). Boston: Allyn & Bacon.

87

seng aligned with learning targets and the CAS and CCSS standards. Within units, teachers may u񐟀lize strategies such as curriculum compac񐟀ng, and 񐟀ering in order to meet the students’ ALP. School‐wide reading celebra񐟀ons also encourage and acknowledge independent reading goals. Students are able to engage in inquiry into topics and case studies that are of deep interest. The school culture, focused on achievement and academic rigor, encourages such ac񐟀vi񐟀es and inspires students in engage in a variety of challenging academic endeavors. Schedule to Support G&T Our schedule is designed to meet the needs of our G&T students. Assessment System Inspire Elementary evaluates the effec񐟀veness of the Gied and High Poten񐟀al program through analysis of student work samples and assessments as well as solici񐟀ng feedback from student and parent surveys. In the event that Inspire Elementary’s Core Prac񐟀ces do not adequately challenge a Gied or High Poten񐟀al student, selected Inspire Elementary staff, parents and the student collabora񐟀vely cra an individualized plan. Such a plan might include alternate classroom placements, special interest projects, or opportuni񐟀es for guided independent study. Qualified Staffing Inspire Elementary provides professional development to teachers on mee񐟀ng the needs of GT students in the regular classroom through differen񐟀ated work, flexible grouping, and fluid movement. Inspire Elementary hires a GT specialist based on the recommenda񐟀ons of DPS and u񐟀lize coaching structures to support teachers with iden񐟀fica񐟀on, assessment and best prac񐟀ces to support learners iden񐟀fied as GT. Ac񐟀on research projects may also be targeted at serving special popula񐟀ons. The GT interven񐟀on specialist u񐟀lizes high quality professional development offered through DPS to con񐟀nuously learn current prac񐟀ces and changes in the law. Professional development opportuni񐟀es are offered through outside experts in the field and aendance at state conferences. All staff is qualified and has Colorado licenses in Elementary Educa񐟀on or Early Childhood Educa񐟀on. Professional Development Inspire Elementary trains and develops capaci񐟀es for teachers who meet the needs of all students including excep񐟀onal students. Par񐟀cipatory Ac񐟀on Research projects may also be targeted at serving special popula񐟀ons. Professional development opportuni񐟀es are offered through outside experts in the field and aendance at state conferences. In order to build the capacity of all teachers, the GT interven񐟀on specialist work with teachers during expedi񐟀on planning to expand understanding and support teachers in gaining an eye for characteris񐟀cs that may demonstrate Giedness and High Poten񐟀al. Inspire Elementary understands the unique nature of suppor񐟀ng Gied and High Poten񐟀al students and works to accurately iden񐟀fy and determine structures to best develop the whole student. L. SUPPLEMENTAL PROGRAMMING Inspire Elementary works to select an appropriate matrix of enrichment vendors, on all school days. Poten񐟀al vendors include: Alliance Francaise de Denver, Arul Journey, City Strings Guitar, Crea񐟀ve Dance Kids, Denver World Music Studio, Execu񐟀ve Arts, jumpNrope, KidStage, Kinder Kixx, Mad Science in Colorado, Movement Madness, Omniform Karate, Pi Q Math, Play‐well TEKnologies,

88

Radiant Beginnings Yoga, Science Maers in Colorado, Small Hands Art, Spanish Ins񐟀tute, S񐟀cky Fingers Cooking, Tickled Ivories, Way of the Wild, and Young Rembrandts.

89

SECTION IV: TEACHING

A. TEACHER RECRUITMENT, HIRING, & RETENTION Teachers and staff hired at Inspire Elementary exhibit quali񐟀es that align with the school’s vision and core values. All teachers are fully licensed and meet state and federal qualifica񐟀on requirements. Teachers are evaluated using LEAP per DPS guidelines. Quali񐟀es in a candidate may include: ability to make sense of assessment data and u񐟀lize it in effec񐟀ve ways understand and value interpersonal rela񐟀onships and communica񐟀on understand that learning takes place in mul񐟀ple sengs and does not look the same for all

students embrace the school’s core values/vision able to set clear expecta񐟀ons for classroom conduct that ensure posi񐟀ve experience for all

learners able to set short term goals and long term goals to ensure all students make a minimum of

one year’s growth able to give immediate, clear appropriate feedback to students teachers work collabora񐟀vely, are valued and supported to maintain a high level of reten񐟀on

Inspire Elementary focuses on improving student achievement by developing quality teachers. Educators must learn to teach in a way that is innova񐟀ve and approach instruc񐟀on with crea񐟀ve new perspec񐟀ves to facilitate a successful learning environment. Our teachers have the ability to execute standards‐based instruc񐟀on and progress monitoring strategies to promote student achievement; knowledge of culturally responsive pedagogy; excellent communica񐟀on skills; ability to plan for and implement a variety of instruc񐟀onal techniques and strategies to meet the needs of diverse learners; strong classroom management skills; alignment with the vision, mission, and opera񐟀ng principles of Inspire Elementary; desire and ability to hold all children to high expecta񐟀ons; commitment to exceeding expecta񐟀ons and going the extra mile to ensure the success of all students; an ethic of excellence; professionalism; desire and ability to work effec񐟀vely as part of a working team, EL with parents and students to build posi񐟀ve rela񐟀onships; ability to analyze data and measurements of achievement, and commitment to ongoing professional development and lifelong learning.

Teachers must meet the Colorado defini񐟀on of “highly qualified.” In addi񐟀on, preference is given to teachers who possess or who are pursuing a Linguis񐟀cally Diverse Learner endorsement, Special Educa񐟀on endorsement, or Gied Educa񐟀on endorsement. Experience in Design Thinking is preferred.

Inspire will recruit teachers through mul񐟀ple avenues including pos񐟀ngs on the “Teacher in Denver” DPS job board, district and state educa񐟀on job fairs, rela񐟀onships with local educa񐟀on departments at colleges and universi񐟀es, professional networks (ACSD, CASE, CDE, etc.), and social media. The essen񐟀al goal in teacher recruitment is to demonstrate why the Interna񐟀onal Academy of Denver is an excellent place to teach and lead, therefore these elements will strategically embedded in all recruitment materials:

Hiring Process includes: Ini񐟀al screening by principal

90

Observe candidate in classroom with students (live or video) Data team with peers where candidates are asked to work on a mock data team and analyze

data, come up with interven񐟀on plan for students and determine next steps, assessments etc. ‐ this ensures candidate has deep understanding of effec񐟀vely analyzing data and using it to monitor student progress and ensure appropriate academic growth and shows how candidate interacts with colleagues

Parent interview ‐commiee formed by a few parents from community given very specific ques񐟀ons and rubric to rate candidate ‐ this gives the community a chance to be a part of process in a structured way

Candidates are asked to take data of a class (for example reading levels) and create small instruc񐟀on groups that show how small differen񐟀ated groups would be u񐟀lized in classroom for literacy and math content

Candidate creates a parent newsleer (hard copy, via website, ) to show how he /she would communicate with parents

B. TEACHER RETENTION Inspire sets a goal of 90% teacher reten񐟀on. Inspire Elementary encompasses values related to nurturing the development of professional capital for the educa񐟀on profession. Inspire Elementary faculty embraces the cri񐟀cal importance of cul񐟀va񐟀ng, preparing and retaining educators who view teaching as a profession. As Fullan and Hargreaves (2012) have noted in Professional Capital: Transforming Teaching in Every School, “To teach like a pro…is a personal commitment to rigorous training, con񐟀nuous learning, collegial feedback, respect for evidence, responsiveness to parents, striving for excellence, and going far beyond the requirements of any wrien contract” (p. xiv).

By inves񐟀ng fiscally, intellectually, and emo񐟀onally in their teachers with prac񐟀ces that are suppor񐟀ve and aligned, Inspire Elementary secures a return on their investment in their faculty and staff.

C. TEACHER COACHING The Leadership Team (LT) supports teachers to plan alongside teachers assist in analyzing data plan and deliver professional development plan grade level mee񐟀ngs/data teams model lessons and co‐teach research ac񐟀vi񐟀es/resources to support students, teachers informal feedback

give construc񐟀ve and specific feedback to support teachers in instruc񐟀on, including small group instruc񐟀on and professional learning ‐

planning support classroom management and organiza񐟀onal support

coaches are visible, not just planning in an office ‐ students know them, they are part of the school community

support tes񐟀ng and assessment

91

coaches support differen񐟀ated learning and model for teachers what effec񐟀ve small group instruc񐟀on looks like

evaluate the professional development programming to assess whether it is mee񐟀ng teachers’ needs and being implemented with fidelity in every classroom

Teachers receive informal feedback as well as formal feedback that aligns with LEAP from evaluator. Feedback is directly connected to the school’s UIP goals, teacher’s SLOs and the classroom/school’s data.

D. TEACHER EVALUATION In order to align with State and District iden񐟀fied teacher effec񐟀veness standards, Inspire Elementary uses the LEAP evalua񐟀on framework, including student achievement indicators, the observa񐟀on framework, student percep񐟀on data, and professional standards. The teacher evalua񐟀on system and standards are aligned with the DPS LEAP framework and the school plan prac񐟀ces. The principal (or licensed designee) has primary responsibility for evalua񐟀ng teachers and aligns the data, observa񐟀ons, and tools to provide clear ac񐟀onable feedback. Evalua񐟀ons include at least one comprehensive evalua񐟀on per year but the 񐟀me may vary from the LEAP directed 񐟀melines. Individual performance goals, aligned with school‐wide goals, are developed collabora񐟀vely; achievement and growth data is used for 50% of the evalua񐟀on process in alignment with SB 191. Unsa񐟀sfactory performance is addressed immediately in a manner that maintains the dignity and respect of the individual. The principal collaborates with the teacher to create improvement goals and the cycle for progress monitoring towards these goals to promote the success of the teacher. Although thoughul formal evalua񐟀on processes such as LEAP drive improvements in teacher effec񐟀veness and student achievement, it is really the informal daily observa񐟀ons, interac񐟀ons, wrien feedback, and instruc񐟀onal conversa񐟀ons that take place every day between teachers and between teachers and administrators that truly drive teacher effec񐟀veness and increase student achievement. Teachers are provided with differen񐟀ated professional development that individually tailored, targeted and focused. Coaching, feedback from administra񐟀on and other recommended supports help teachers grow and improve against specific goals.

E. PROFESSIONAL DEVELOPMENT While students are at specials (art, music, Spanish, STEAM, P.E.) teachers have collabora񐟀ve planning and professional development as outlined below. In addi񐟀on, early release days Monday Tuesday Wednesday Thursday Friday

92

Planning Data Team Professional Development

Professional Learning

Communities

FLEX (Student Learning Objectives (SLOs, Pro­Comp,

Mandatory Reporting, Unified Improvement Plan

(UIP) etc.

Inspire Elementary professional development is developed, monitored, evaluated by the principal in consulta񐟀on with the learning organiza񐟀ons and partnerships established with the school. At the same 񐟀me, Inspire Elementary does intend to par񐟀cipate in district‐sponsored staff development that is aligned with our vision and mission. Inspire Elementary intends work in collabora񐟀on with DPS Student Services and the ELA department to par񐟀cipate in district professional development as needed. Through the Inspire Elementary / Boecher Teacher Residency partnership and drawing on BTR highly personalized Professional Development approach, Inspire Elementary will provide high degrees of support to novice and experienced teachers. Layers of support will include a network of educa񐟀onal leaders; including feedback from a mentor, mentor facilitator, advisor, and director. Addi񐟀onally, Boecher Teacher Residency will provide teacher interns with high degrees of support. Educators at Inspire Elementary share best prac񐟀ces and unpack standards, curriculum and instruc񐟀onal approaches within a community of suppor񐟀ve, innova񐟀ve colleagues. Inspire Elementary teachers will need extensive onboarding for year 1 and will be paid to aend an addi񐟀onal professional development during the summer. School leaders take primary responsibility for coordina񐟀ng on‐site professional development aligned with the school’s professional learning plan. The principal aligns professional development, feedback and coaching with formal evalua񐟀on systems in order to promote the professional growth of every teacher and promote school‐wide excellence. Teacher development is paramount to the success of Inspire Elementary and waivers from district calendar and the bargaining agreement allow addi񐟀onal opportuni񐟀es for regular, job‐embedded PD. A PD calendar and development cycle will be developed by the principal and Design Thinking partner once the ini񐟀al staff has been hired. Each summer, teachers par񐟀cipate in a retreat focused on team‐building, ini񐟀al orienta񐟀on to the guiding principles for Inspire, and an overview of summer professional development commitments. Professional development in core curriculum is offered to all new hires prior to the start of the school year. In a week long professional development teachers are trained in the common expecta񐟀ons and school‐wide cultural prac񐟀ces that will be an integral part of the success of Inspire. In addi񐟀on Professional Development will occur 1‐2 񐟀mes a month during the school year. Professional development during the first year will be closely documented to iden񐟀fy poten񐟀al needs for the following year. This first year data will also serve as a blueprint for the professional development supports that will need to be in place for any new staff hired in the years that follow.

93

Topics and Information Covered for PD School Wide Rituals and Rou񐟀nes Building School Community and Culture Staff Team Building Grade Level Teams, Team Building Professional Learning Community Common Planning Protocol Data Team

Protocols Planning and Implementa񐟀on Body of Evidence

Social Emo񐟀onal (Peace for Kids) LEAP Process Mul񐟀cultural Awareness/Equity Training/Implicit Bias Staff roles and responsibili񐟀es Building and surroundings, resources Emergency Procedures Procedures Drop‐Off ‐ Pick‐Up School Organiza񐟀ons Overview ‐ CSC, PTA, student organiza񐟀ons Aer School Enrichment DDI ‐ Structure/Protocol:

All formalized professional development sessions will require teachers to complete exit tasks to demonstrate their learning during the session and for teachers to set goals for classroom implementa񐟀on. These goals will become a key focus in the next administra񐟀ve observa񐟀on.

Student data will be analyzed to draw connec񐟀ons between par񐟀cular instruc񐟀onal prac񐟀ces that have been foci of professional development and their impact on student growth.

Teachers will par񐟀cipate in ongoing surveys to provide leadership with insight and feedback on the effec񐟀veness of PLC structures and professional development opportuni񐟀es.

School‐wide targeted walk‐throughs will be conducted by the school leadership team, looking specifically for teacher prac񐟀ce in areas of school‐wide professional development.

The instruc񐟀onal methodology for Inspire will be closely aligned with the descriptors located in the LEAP Frameworks for effec񐟀ve teaching. Teachers will u񐟀lize the Expedi񐟀onary Learning (Literacy) and Bridges (Math) daily lesson plan template which will be reviewed by leadership team on a regular basis.

Our working agenda for two weeks of professional development Summe of 2017 is available at: hps://docs.google.com/document/d/1IAa6f9‐GLa_BuS6rSkdzdvbAVjP_Uh88yY87_gb1Rw0/edit?ts=5936ecb9#

94

F. BUILDING A TEACHER PIPELINE As noted in Teaching Talent: A Visionary Framework for Human Capital in Education (2010), “successful schools, especially in inner ci񐟀es, require sufficient stability of staff to build a posi񐟀ve culture of high expecta񐟀ons and a set of collegial norms for good instruc񐟀onal prac񐟀ce” (p.115). Boecher Teacher Residency and Inspire Elementary will work collabora񐟀vely to support an educator prepara񐟀on partnership that supports school culture and character, curriculum, instruc񐟀on, assessment, and leadership to enhance student growth and achievement. Inspire Elementary will u񐟀lize a residency staffing model whereby teachers and school leaders learn through Gradual Release of Responsibility. Inspire Elementary will promote opportuni񐟀es for educa񐟀onal leadership along a teacher’s developmental con񐟀nuum. As demonstrated via current and past partnerships with Tollgate, RMSEL, Odyssey, Academy 360 and DDES, Boecher Teacher Residency is philosophically and pragma񐟀cally aligned to our vision, instruc񐟀onal leadership, curriculum design and implementa񐟀on. Inspire Elementary will nurture the development of educators along their career trajectory, offering career laces to experienced and highly effec񐟀ve educators so that they may con񐟀nue learning and leading through their career. Inspire Elementary will provide career laces for teachers, serving as a model for nurturing and sustaining educators in the field of educa񐟀on. Through its partnerships with Boecher Teacher Residency Program, Inspire Elementary will provide career laces for teachers, serving as a model for nurturing and sustaining educators in the field of educa񐟀on. Several poten񐟀al laces for lead teachers will include, but not be limited to becoming mentor, model and master teachers. Residents at Inspire Elementary will receive Master's in Educa񐟀onal Psychology through Boecher Teacher Residency Program’s partnership with UCD. The MOU between Boecher Teacher Residency and UCD declares that “the School of Educa񐟀on and Human Development recognizes that the alterna񐟀ve licensure program developed by Boecher Teacher Residency Program is rich and substan񐟀ve.” Inspire Elementary also accesses current research and con񐟀nuous feedback on pedagogy through the Boecher Teacher Residency Program’s MOU with Colorado Department of Educa񐟀on and Colorado Department of Higher Educa񐟀on. Boecher Teacher Residency Program’s best prac񐟀ces in the prepara񐟀on of residents are being captured and disseminated through this partnership with the Rose Community Founda񐟀on’s Ed Prepara񐟀on Project. Our Boecher Teacher Residency partner is 75

recognized as a cung edge program with over 20 years’ experience represen񐟀ng a “clinically‐based model of excellence for the prepara񐟀on of high quality teachers” (as cited by the Colorado Department of Educa񐟀on). It has been in a highly successful partnership with Denver Public Schools for over 20 years. In the context of a collabora񐟀ve professional learning community, the program provides prepara񐟀on in effec񐟀ve instruc񐟀onal approaches that result in drama񐟀c, measurable student growth across diverse sengs. The mission of the program is to serve the need for excellent innova񐟀ve teachers in DPS; retain exemplars in the field and deliver a strong return on investment by producing clinically prepared educators who because of their efficacy remain in the field far longer than the na񐟀onal average.

75 Boecher Teacher Residency Program brochure; www.stanleybps.org

95

SECTION V: SCHOOL GOVERNANCE & FINANCE

A. SCHOOL GOVERNANCE

COLLABORATIVE SCHOOL COMMITTEE Inspire, as an Innova񐟀on School, governed by the Denver Public Schools Board of Educa񐟀on and the Principal will report to a District Instruc񐟀onal Superintendent. The School Leadership Team and School Collabora񐟀ve Commiee will be replaced with the Collabora񐟀ve School Commiee. The CSC will comply with State Law on School Accountability Commiees. The membership of the CSC will include at least 7 vo񐟀ng members, with parents cons񐟀tu񐟀ng the largest group. Posi񐟀ons assigned by the principal:

1 Principal (or designee) 1 Others op񐟀onal (Support Staff/ Classified Staff Member(s), parent(s) to ensure equity, parent

associa񐟀on member(s), local community or business person) Posi񐟀ons elected by majority vote (serving 1 year terms):

3 Teachers (selected by a vote of teachers) 4 Parents (selected by a vote of parents)

The CSC shall have the following responsibili񐟀es: Mee񐟀ng at least once a month Recommending at least 2 final candidates to DPS for the principal posi񐟀on (when a vacancy

exists) Providing advice and recommenda񐟀ons to the principal regarding all responsibili񐟀es of the CSC

detailed in Policy BDF‐R4 in addi񐟀on to the following: Advising on the school’s annual budget Advising on the school’s master calendar and schedule Making recommenda񐟀ons regarding the school’s curriculum and instruc񐟀on, culture and

behavior, services for special popula񐟀ons, and use of school facili񐟀es

B. BUDGET & POLICY NARRATIVE Inspire Elementary strives to ensure that our budget closely supports and aligns to our mission, vision and educa񐟀on plan. In addi񐟀on to what DPS tradi񐟀onally funds in the zero‐year planning, funds for the following items are necessary to ensure that the school's educa񐟀on plan is fully developed by 2017‐18 school year.

Copying and prin񐟀ng of promo񐟀onal and communica񐟀on materials and a website upgrade for providing effec񐟀ve communica񐟀on to the community about the school.

Teacher extra pay for a new faculty workshop in June or July prior to Year 1. New computers for the staff

96

Parent engagement ac񐟀vi񐟀es that support the communica񐟀on and involvement of parents. In the succeeding years, the following funds have been priori񐟀zed to ensure the full implementa񐟀on of our mission, vision and educa񐟀onal plan. Teachers receive s񐟀pends to compensate for the extended year calendar. Addi񐟀onal funds have been allocated. Over a five year period support staff will be strategically added to sustain the high level

emphasis on specialized instruc񐟀on necessary to support educa񐟀on plan. In order to support and manage the school budget, a secretary is hired who is cer񐟀fied in LAWSON, Cayenta and other budget programs used by the district. The principal meets regularly with the secretary to review expenditures to ensure spending is within the DPS guidelines and the budget is balanced. We work closely with our DPS budget partner to review spending, balancing and future planning of the budget. Our School Finance Act revenue assump񐟀ons found within our budget were made using project student demographics. In zero‐year, Inspire Elementary ac񐟀vely pursues private revenue sources including contribu񐟀ons and grants. One way we plan to increase revenue will be to apply for a waiver through innova񐟀on status to budget for actuals instead of averages when calcula񐟀ng salary. We are an񐟀cipa񐟀ng funding support through our partnership with the DPS Blended Learning Department. Currently we are not planning to contract out for any services. Inspire Elementary follows all State policies, regula񐟀ons, and procedures related to procurement and spending of funds. The principal holds final budget authority; however, the CSC reviews the budget and ensures a direct alignment to the vision and mission of the school. Inspire Elementary’s human capital management plan including professional development, educa񐟀onal plan, and strategic alloca񐟀on of 񐟀me and opportunity for learning are the key factors in driving financial decisions and alloca񐟀on of funding. The autonomies for staffing on actuals, paying teacher and staff s񐟀pends, supplemen񐟀ng instruc񐟀onal resources, scheduling required professional development 񐟀me, and strategically organizing 񐟀me for students and teachers support the budget development process and align with a focus on student achievement. Revenue is derived from the alloca񐟀ons provided by Denver Public Schools. Although other funding sources, including grants and partnerships, are aggressively sought, the opera񐟀ng budget is based on the district alloca񐟀on. Inspire Elementary expects to receive its fair por񐟀on of district grants if we agree to adopt the funded ini񐟀a񐟀ve. The principal directly manages and oversees the budget and is the person responsible for developing and monitoring the budget although input is sought from other groups including the Leadership Team and the CSC. Outside sources of funding from grants, partnerships and founda񐟀ons are be aggressively pursued to supplement the budget. We follow DPS policies and prac񐟀ces relevant to dona񐟀ons, grants management, leases and contract agreements.

C. FACILITY Inspire Elementary’s permanent facility will be located north of 56th St. between Dallas and Galena and is slated for comple񐟀on in the fall of 2018

97

98

Section VI. WAIVERS

Waivers Requests and Replacement Policies DPS, DCTA, and Colorado State Statutes

DPS Policy Waivers

Policy Waived Area of Impact

WAIVER REQUESTS ­ DPS BOARD POLICIES School Proposal

BDF­R4: Collaborative School

Committees

Governance

Policy

There shall be at each school a Collaborative School Committee (CSC). Membership: Each CSC shall consist of at least: three parents or legal guardians of students enrolled in the school one teacher who provides instruc񐟀on at the school the principal or the principal's designee one person from the community one adult member of an organiza񐟀on of parents, teachers and students recognized by the school The number of members of each CSC shall be determined by the principal. If the CSC has more than the above‐described members, the CSC shall ensure that the number of parents elected to the commiee exceeds the number of representa񐟀ves from the group with the next highest representa񐟀on. A person may not serve more than one of the required membership roles on the CSC. If, aer making good‐faith efforts, a principal or an organiza񐟀on of parents, teachers and students is unable to find a sufficient number of persons who are willing to serve on the CSC, the principal, with advice from the organiza񐟀on of parents, teachers and students, may establish an alternate membership plan for the CSC. Such alternate plan shall reflect the required representa񐟀on stated above as much as prac񐟀cable. To the extent prac񐟀cable, each CSC shall represent a cross‐sec񐟀on of the school community that it represents in terms of sex, race, age, occupa񐟀on, socioeconomic status, geographical loca񐟀on and other appropriate factors. Election of Members: Each school shall hold elec񐟀ons in the month of May for the following school year or within the first two weeks of school in order to appoint the parent/guardian and teacher members to the CSC. The community member shall be appointed by the other members of the CSC. If a vacancy arises on the CSC, the remaining members of the CSC shall fill the vacancy by majority vote. Duties: In accordance with state statute, the CSC shall: 1. Act as the school accountability commiee for the school. 2. Recommend to the principal priori񐟀es for spending school moneys. The principal shall consider the CSC’s recommenda񐟀ons regarding spending state, federal, local, or private grants and any other discre񐟀onary moneys and take them into account in formula񐟀ng budget requests for presenta񐟀on to the Board of Educa񐟀on, if the school is a District‐run school, other than a charter school, or in crea񐟀ng the school budget if the school is a charter school. The CSC for a District‐run school shall send a copy of its recommended spending priori񐟀es to the District Accountability Commiee and the Board of Educa񐟀on. 3. Advise the principal, and if the school is a District run school, the Instruc񐟀onal Superintendent, concerning the prepara񐟀on of a school improvement plan, and submit recommenda񐟀ons to the principal and the Instruc񐟀onal Superintendent, if applicable, concerning the contents of the school improvement plan. 4. Advise the Board of Educa񐟀on concerning the prepara񐟀on of a school priority improvement or turnaround plan, if either is required, and submit recommenda񐟀ons to the Board of Educa񐟀on concerning the contents of the school priority improvement or turnaround plan, if either is required. 5. Provide input and recommenda񐟀ons on an advisory basis to the District Accountability Commiee and the Instruc񐟀onal Superintendent concerning principal development plans for the principal and principal evalua񐟀ons. 6. Increase the level of parent engagement in the school, especially the engagement of parents of students in the popula񐟀ons described in C.R.S. 22‐11‐401(1)(d) . The commiee's ac񐟀vi񐟀es to increase parent engagement must include, but need not be limited to: Publicizing opportuni񐟀es to serve and solici񐟀ng parents to serve on the CSC. In solici񐟀ng parents to serve on the CSC, the CSC shall direct the outreach efforts to help ensure that the parents who serve on the CSC reflect the student popula񐟀ons that are significantly represented within the school;

99

Assis񐟀ng the District in implemen񐟀ng at the school the parent engagement policy adopted by the Board of Educa񐟀on; and Assis񐟀ng school personnel to increase parents' engagement with teachers, including but not limited to parents' engagement in crea񐟀ng students' READ plans, in crea񐟀ng individual career and academic plans, and in crea񐟀ng plans to address habitual truancy. The CSC will not: 1. par񐟀cipate in the day‐to‐day opera񐟀ons of the school; 2. be involved in issues rela񐟀ng to individuals (staff, students, or parents) within the school; or 3. be involved in personnel issues (the School Personnel Commiee will stand alone according to the current DPS/DCTA contract). Meetings The CSC shall publicize and hold a public CSC mee񐟀ngs at least every quarter to discuss whether school leadership, personnel and infrastructure are advancing or impeding implementa񐟀on of the school’s performance, improvement, priority improvement, or turnaround plan, whichever is applicable. If applicable, the CSC will publicize a public hearing to discuss strategies to include in a public school priority improvement or turnaround plan and to review a wrien public school priority improvement or turnaround plan. A member of the CSC is encouraged to aend the public hearing regarding the wrien priority improvement or turnaround plan.

Replacement Policy

The School Leadership Team and School Collabora񐟀ve Commiee will be replaced with the Collabora񐟀ve School Commiee. The CSC will comply with State Law on School Accountability Commiees. The membership of the CSC will include at least 7 vo񐟀ng members, with parents cons񐟀tu񐟀ng the largest group. Posi񐟀ons assigned by the principal:

1 Principal (or designee) 1 Others op񐟀onal (Support Staff/ Classified Staff Member(s), parent(s) to ensure

equity, parent associa񐟀on member(s), local community or business person) Posi񐟀ons elected by majority vote (serving 1 year terms):

3 Teachers (selected by a vote of teachers) 4 Parents (selected by a vote of parents)

The CSC shall have the following responsibili񐟀es: Mee񐟀ng at least once a month Recommending at least 2 final candidates to DPS for the principal posi񐟀on

(when a vacancy exists) Providing advice and recommenda񐟀ons to the principal regarding all

responsibili񐟀es of the CSC detailed in Policy BDF‐R4 in addi񐟀on to the following:

Advising on the school’s annual budget Advising on the school’s master calendar and schedule Making recommenda񐟀ons regarding the school’s curriculum and instruc񐟀on,

culture and behavior, services for special popula񐟀ons, and use of school facili񐟀es

School Proposal

KHBA: Sponsorship Programs

Governance / Budget

Policy

The district may maintain a corporate sponsorship program designed to provide a mutually beneficial rela񐟀onship between the district and the business community. It is the goal of this program to achieve addi񐟀onal revenues to support district programs in a manner that will limit the commercial exposure associated with this program and comply with district policy KHB, Adver񐟀sing in Schools/Revenue Enhancement. The program may also be used in school cafeterias related to the Food Services program.The Superintendent or his designee shall have the authority enter into sponsorship agreements. Official sponsors will receive certain rights and opportuni񐟀es that may include the right to be an exclusive provider of services or products for the period of 񐟀me addressed by the sponsorship agreement. All sponsorship agreements will allow the district to terminate the agreement at least on an annual basis if it is determined that it will have an adverse impact on implementa񐟀on of curriculum or the educa񐟀onal experience of students. Revenue derived from the sponsorship program will be formally iden񐟀fied as considera񐟀on for adver񐟀sing rights or as sponsorship

100

revenues. Rights and benefits in addi񐟀on to adver񐟀sing may be granted to individual sponsors. The rights will become

part of the nego񐟀ated sponsorship agreement. All sponsorship ac񐟀vi񐟀es will comply with district policies.

Replacement Policy

The school has the authority to collect revenue directly from sponsorships, subject to District oversight through rou񐟀ne repor񐟀ng to the Office of Budget. The School shall have the ability to request and secure school‐based sponsorships independent of the district according to the following policies:

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

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

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

4. The sponsorship agreement will be reported to the district budget office at least 30 days before an agreement is to take effect. The budget office will have the ability to refuse the agreement only in situa񐟀ons where said agreement will adversely impact funding arrangements for other schools in the district more than it would benefit the School or because it would be in conflict with exis񐟀ng fund regula񐟀ons (such as federal grants).

5. The Innova񐟀on School may establish a 501c3 to apply for grants and support school‐determined priori񐟀es.

School Proposal

IKE / IKE­R: Promotion, Retention, and

Acceleration of Students

Education Program

Policy

The Board of Educa񐟀on recognizes that high expecta񐟀ons and standards for student achievement are necessary to ensure that students are well prepared for the next level of their educa񐟀on. The Board believes that early iden񐟀fica񐟀on of students who are not making adequate progress toward achieving standards and effec񐟀ve interven񐟀on are crucial. Definitions “Promo񐟀on” means the process of advancing a student to the next grade at the end of the current school year. “Reten񐟀on” means the process of having a student repeat a grade. “Accelera񐟀on” means the process of moving a student ahead one or more grades. Individual Learning Plans Teachers shall assess the teaching and learning process on a con񐟀nual basis and iden񐟀fy students early in the school year who are not making adequate progress toward achieving the District's academic standards. Teachers may choose to implement an individual learning plan for each student who is not making adequate progress toward achieving the District’s academic standards. Promotion/Retention/Acceleration Before considering whether to retain or accelerate a student, District staff shall consider and document each of the following factors: Academic skills; Maturity; Evidence of academic growth; Chronological age; Language proficiency; Special educa񐟀on status; aendance record/truancy; Transiency; Previous grade reten񐟀on or accelera񐟀on; and Likely success in comple񐟀ng the academic work at the next grade level. Aer considering and documen񐟀ng the above factors, the principal shall make a recommenda񐟀on whether to retain or accelerate the student, however, a student shall not be retained or accelerated unless the principal has made such a recommenda񐟀on and the student’s parents/guardians agree with the recommenda񐟀on. Reten񐟀on and accelera񐟀on shall be used sparingly when special circumstances warrant, and reten񐟀on due to social, emo񐟀onal or physical immaturity shall be used on a very limited basis. A student’s parents may appeal a principal’s decision to retain or accelerate a student in accordance with regula񐟀ons adopted by the Superintendent. The procedure to retain a student in kindergarten, first, second, or third grade due to the student’s significant reading deficiency shall be in accordance with Board Policy ILBC, Superintendent Regula񐟀on ILBC‐R, and applicable law.

Replacement Policy

Reten񐟀on and promo񐟀on decisions for students performing below or above grade‐level will follow the DPS district policies.

School Proposal

GCF/GDF: Staff Recruitment/ Hiring Teaching:

Human Resources Management: Hiring

101

Policy

Hiring There shall be no discrimina񐟀on in the hiring process on the basis of gene񐟀c informa񐟀on, race, color, gender, sexual orienta񐟀on, gender iden񐟀ty, transgender status, religion, na񐟀onal origin, ancestry, age, marital status, veteran status or disability. All candidates shall be considered on the basis of their merits, qualifica񐟀ons and the needs of the school district. For teaching and paraprofessional posi񐟀ons, the Board directs that recruitment procedures will give preference to candidates who meet the defini񐟀on of highly qualified pursuant to the Elementary and Secondary Educa񐟀on Act. All interviewing and selec񐟀on procedures shall ensure that the administrator directly responsible for the work of a staff member has an opportunity to aid in the selec񐟀on and that, where applicable, the school principal has an opportunity to consent to the selec񐟀on. The Superintendent shall have the authority to make employment decisions, including hiring, for all district employees, except for teaching personnel and school leaders. Nomina񐟀ons of teaching personnel and administrators shall be made at mee񐟀ngs of the Board of Educa񐟀on. The vote of a majority of the Board shall be necessary to approve the appointment of teachers and administrators in the school district. Upon the hiring of any employee, informa񐟀on required by federal and state child support laws will be 񐟀mely forwarded by the district to the appropriate state agency. Background checks Prior to hiring any person, in accordance with state law the district shall conduct background checks with the Colorado Department of Educa񐟀on and previous employers regarding the applicant's fitness for employment. In all cases where credit informa񐟀on or reports are used in the hiring process, the district shall comply with the Fair Credit Repor񐟀ng Act and applicable state law.

Replacement Policy

The Innova񐟀on School will follow District Policy GDF/GCF; however, the Innova񐟀on School will have autonomy to recruit staff and make offers to candidates outside of

the traditional district hiring calendar . The principal or his/her designee will work with the district Human Resources

office to post teaching posi񐟀ons through the district website. The school will also engage in independent outreach efforts to recruit candidates outside of the centralized recruitment channels, but will require that any interested candidates apply through the district site. All eligible applica񐟀ons for posted teaching posi񐟀ons will be provided to the school principal for selec񐟀on using locally‐designed processes.

The principal or his/her designee will consider candidates from the direct placement process; however, the school shall not be required to select or accept teachers through direct placement or to alter the hiring schedule or selec񐟀on process in a way that gives preference to direct placement teachers (with the excep񐟀on of ADA placements) Teaching posi񐟀ons that are responsible for non­core subject supplemental or

enrichment instruction will not require a teacher certificate . All core content teachers shall meet the federal Highly Qualified (HQ) requirements. Core content teachers shall possess a valid Colorado license and subject maer competency for their assignment. (ESEA). Core content areas under ESEA include: English, reading or language arts; mathema񐟀cs; science; foreign languages; social studies (civics, government, history, geography, economics); and the arts (visual arts, music).

102

The principal will consult with district HR staff and incorporate hiring best prac񐟀ces at the school level where it is found to be appropriate. Background checks will be administered using the exis񐟀ng systems and processes for the district. The School shall conduct reference checks.

Collective Bargaining Agreement Articles Waivers WAIVER REQUESTS ­ DCTA COLLECTIVE BARGAINING AGREEMENT

School Proposal

Ar񐟀cle 1‐7: Defini񐟀on of “School Year” Educa񐟀onal Program: Calendar & Schedule

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

Replacement Policy

The term “school year” as use in these Ar񐟀cles shall mean the school calendar as it is established by the innova񐟀on school. This defini񐟀on will include both an iden񐟀fica񐟀on of days and a typical daily schedule.

School Proposal

Ar񐟀cle 2‐4‐1: Request for Waivers Governance: Management

Policy Unless otherwise provided in this Agreement, requests for waivers from this Agreement shall be made by the principal and the Associa񐟀on Representa񐟀ve to the Board of Educa񐟀on and the Associa񐟀on.

Replacement Policy

The school shall seek waivers from the Agreement through approval through the Innova񐟀on Schools Act.

School Proposal

Ar񐟀cle 5‐4: School Leadership Team Governance: Management

Policy

Each school will have a School Leadership Team (SLT) consis񐟀ng of the principal, the associa񐟀on representa񐟀ve, a teacher appointed by the principal, and a minimum of 3 teacher representa񐟀ves … elected annually by a majority of the faculty vo񐟀ng by secret ballot. The SLT will make decisions by consensus. A consensus is either a unanimous decision or a majority decision that the en񐟀re SLT, including the dissenters, will support.

Replacement Policy

The School Leadership Team and School Collabora񐟀ve Commiee will be replaced with the Collabora񐟀ve School Commiee. The CSC will comply with State Law on School Accountability Commiees. The membership of the CSC will include at least 7 vo񐟀ng members, with parents cons񐟀tu񐟀ng the largest group. Posi񐟀ons assigned by the principal:

1 Principal (or designee) 1 Others op񐟀onal (Support Staff/ Classified Staff Member(s), parent(s) to ensure

equity, parent associa񐟀on member(s), local community or business person) Posi񐟀ons elected by majority vote (serving 1 year terms):

3 Teachers (selected by a vote of teachers) 4 Parents (selected by a vote of parents)

The CSC shall have the following responsibili񐟀es: Mee񐟀ng at least once a month

103

Recommending at least 2 final candidates to DPS for the principal posi񐟀on (when a vacancy exists)

Providing advice and recommenda񐟀ons to the principal regarding all responsibili񐟀es of the CSC detailed in Policy BDF‐R4 in addi񐟀on to the following:

Advising on the school’s annual budget Advising on the school’s master calendar and schedule Making recommenda񐟀ons regarding the school’s curriculum and instruc񐟀on,

culture and behavior, services for special popula񐟀ons, and use of school facili񐟀es

School Proposal

Ar񐟀cle 8: Professional Standards Sets Teacher Calendar, Work Year, Work Day, Class Size and Teaching Load

Educa񐟀onal Program: Calendar & Schedule

Ar񐟀cle Summary

Ar񐟀cle 8 ‐ Professional Standards School Leadership Team. Each school will have a School Leadership Team as described in 5‐4. The SLT will be responsible for making decisions as noted in Ar񐟀cle 8. Decisions may be made by the SLT to alter the length of the lunch period (Ar񐟀cle 8‐2) …only aer conduc񐟀ng a confiden񐟀al vote of the majority of the faculty. Changes will not be made to the length of the lunch period or secondary teaching load without a posi񐟀ve majority confiden񐟀al vote of the faculty. Informa񐟀on about such changes will be sent to the Instruc񐟀onal Issues Council for tracking purposes. 8‐1 Contract year. The contract year shall be one hundred eighty‐four (184) days. If a teacher is required to extend his/her contract year…he or she shall be paid at their regular scheduled rate per day. Regular scheduled rate per day is the teacher’s salary divided by the number of days in the contract year. 8‐1‐1 In addi񐟀on to the one hundred eighty‐four (184) days, newly hired teachers may be required to aend pre‐session orienta񐟀on mee񐟀ngs and shall be paid in accordance with Ar񐟀cle 32… 8‐1‐2 …non student contact days shall include the equivalent of four and one half (4.5) full self‐directed teacher planning days to be distributed in meaningful increments, and three (3) full professional days to be directed by the principal and one parent conference day. If the District con񐟀nues the benchmark assessment program, three (3) or more days shall be set aside to grade and analyze data from benchmarks and other related assessments… 8‐1‐2‐1 The assessment day will be used to administer, grade and analyze data from benchmarks and other related assessments. 8‐1‐2‐2 Schools may modify the daily schedule on the parent/teacher conference days. 8‐1‐3 There is an expecta񐟀on that teachers will aend beyond the contract year for professional development determined by the principal if: a. the program needs to be scheduled outside the contract year, b. no programs will be scheduled for the last two weeks of June and the first two weeks of July, c. wrien no񐟀ce is given ninety (90) days prior to the end of the school year, d. the educa񐟀onal reason is sound, e. teachers aending are paid in accordance with Ar񐟀cle 32, f. adequate alternate opportuni񐟀es are provided. 8‐1‐4 Evening Mee񐟀ngs. Each teacher may be required to aend three (3) evening events approved by the SLT per school year, as part of the contracted 񐟀me. 8‐1‐5 Special Condi񐟀ons of Employment. Any special condi񐟀ons regarding the assignment of any teacher will be an addendum to the ini񐟀al employment contract. 8‐2 Forty (40) Hour Work Week. The work week shall be forty (40) hours and shall include: 1. Lunch Periods…a minimum standard 45 minute daily lunch…duty free. 8‐2‐1 The principal shall have authority to permit teachers to diverge from the regular school day. 8‐2‐2 The District’s scheduled student school contact day will not be extended without applying the due process of collec񐟀ve bargaining. 8‐3 Planning Time. Each elementary/ECE/K‐8 school teacher shall receive a minimum of three hundred (300) minutes of self‐directed instruc񐟀onal planning 񐟀me per week. Within the three‐hundred‐minutes per week, each teacher shall receive a minimum of forty (40) minutes of uninterrupted, self‐directed instruc񐟀onal planning 񐟀me per day scheduled during the student school contact day. If that is not possible, some of the uninterrupted block of forty (40) minutes may be scheduled outside the student contact day. 8‐7 Non‐Teaching Du񐟀es.

104

8‐7‐1 Assignment of teachers to non‐teaching du񐟀es not done by aides will be rotated so that no teachers will have the same assignment for more than four (4) consecu񐟀ve semesters, unless the teacher agrees to such assignment.

School’s Replacemen

t Policy

Provisions specified in Ar񐟀cle 8 will not apply to the School. The school leader in consulta񐟀on with the CSC will make decisions as described in the innova񐟀on plan.

The School has the authority to establish its own calendar and daily schedule , provided it meets or exceeds minimum statutory standards.

The School has the authority to establish class sizes and teaching loads that support the Innova񐟀on Plan.

The School has the authority to establish or replace any necessary committees that support the Innova񐟀on Plan.

8‐1‐Contract Year: The contract year for teachers may be extended to include addi񐟀onal mandatory professional development days prior to the start of the school year. In addi񐟀on, the contract year for some teachers may be extended to provide a summer school for students. Teachers will be compensated for additional days via a s񐟀pend that is determined by the principal in consulta񐟀on with the CSC annually. Teachers will be compensated during the inaugural summer of 2017 at the Teacher, Hourly position rate of $23.72. Non student contact days, planning days, assessment days, and professional development days will be determined by the principal in consulta񐟀on with the CSC annually, as part of the adop񐟀on of the school calendar. Student school contact days may be extended to increase instruc񐟀onal 񐟀me and the teacher work week may be extended beyond 40 hours, with input from the CSC, to include extended student 񐟀me as well as addi񐟀onal collabora񐟀ve planning and professional development 񐟀me. 8‐2: The principal shall have authority to permit teachers to diverge from the regular school day. Evening mee񐟀ngs can be scheduled, as necessary, to implement the innova񐟀on plan. 8‐3: Teachers will be given a minimum of 200 minutes of undirected teacher planning 񐟀me per week, and an addi񐟀onal directed common planning 񐟀me. 8‐7: Teachers will be assigned non‐teaching du񐟀es, as necessary with the intent being to maximize the 񐟀me that the most effec񐟀ve teachers spend teaching students.

School Proposal

Ar񐟀cle 10/ PAR MOU: Teacher Evalua񐟀on: Describes the Evalua񐟀on Process for Teachers

Leadership: Human Resource Management: Teacher Evalua񐟀on

Policy

10‐1‐6 “Evaluator” means school principal or administra񐟀ve supervisor who is responsible for the evalua񐟀on. Principals are responsible for all evalua񐟀ons in their building, but may designate other qualified administrators to assume evalua񐟀on responsibili񐟀es. Student Services Managers are responsible for evalua񐟀ons of their personnel as determined by the District. 10‐2 Types of Evalua񐟀ons. The school district has 3 (three) types of evalua񐟀on: 10‐2‐1 Proba񐟀onary Evalua񐟀on. Proba񐟀onary evalua񐟀ons are conducted on an annual basis during the teacher’s proba񐟀onary employment. Proba񐟀onary teachers are those contract teachers who hold a valid Colorado teacher license and are in the first three years of teaching or service with the district. Teachers with authoriza񐟀ons or emergency licenses shall follow the proba񐟀onary evalua񐟀on process and shall not be considered proba񐟀onary un񐟀l such 񐟀me as they hold a Colorado professional teaching license. Proba񐟀onary teachers receive a minimum of two documented observa񐟀ons. At least one of the observa񐟀ons is formal.

105

10‐2‐2 Non‐Proba񐟀onary Evalua񐟀on. Non‐proba񐟀onary evalua񐟀ons are conducted once every three years for teachers who have successfully completed their proba񐟀onary period. Non‐proba񐟀onary teachers receive a minimum of one documented observa񐟀on. At least one of the observa񐟀ons is formal. 10‐2‐3 Special Evalua񐟀on. Special evalua񐟀ons are conducted when a supervisor determines that a teacher requires assistance in a non‐evalua񐟀on year. Managers can recommend to an evaluator that a Student Services Professional be put on special evalua񐟀on. 10‐3 Timeline for conduc񐟀ng professional evalua񐟀on. Proba񐟀onary teachers are evaluated yearly while designated as proba񐟀onary and in the first year of non‐proba񐟀onary status. Thereaer, evalua񐟀ons are to be conducted every three years. The excep񐟀on to this is special evalua񐟀on, see ar񐟀cle 10‐8. 10‐3‐1 Compensa񐟀on as it relates to evalua񐟀on, Ar񐟀cle 31‐11 and ProComp Agreement, Ar񐟀cles 7.4.3 and 7.4.4 10‐4 Evaluators. The school principal is responsible for all evalua񐟀ons in the school building and to use of the appropriate standards/criteria/rubric and form. When a teacher is assigned to more than one building, the home school principal must coordinate the evalua񐟀on with the appropriate principals or qualified managers. As necessary, the principal will iden񐟀fy a designated evaluator for each teacher, as well as other administrators who may be asked to conduct classroom observa񐟀ons. Designated evaluators work at the direc񐟀on of the principal and they are responsible to the principal. Student Services Personnel are responsible for evalua񐟀ons of their personnel as determined by the district, using the appropriate evalua񐟀on tool. 10‐4‐1 To the extent required by state law, evaluators must hold a state principal/administrator license, be trained in evalua񐟀on skills that will enable him or her to make a fair, professional, and credible evalua񐟀on of the personnel whom he or she is responsible for evalua񐟀ng.

School’s Replacemen

t Policy

10‐1: Evaluator refers to a supervisor who is responsible for the evalua񐟀on of personnel. While the principal will oversee all evalua񐟀ons in the building, other evaluators as determined by the principal will have primary evaluation

responsibilities for some personnel. The principal has the authority to identify,

prepare, and designate school­based evaluators to conduct staff evaluations.

10‐2: The school has only one type of evalua񐟀on which applies to all teachers. The School may modify aspects of the LEAP framework appendices to align with the Educa񐟀onal Program. 10‐3: Timeline: All teachers will be evaluated at least once annually . 10‐4: The principal will oversee all evalua񐟀ons to ensure the appropriate standards are being used. As necessary, the principal will iden񐟀fy a designated evaluator for each teacher in addi񐟀on to the school principal. 10‐4‐1: Evaluators will receive approved teacher evalua񐟀on training but will not be required to hold a state administrator license. Plan for Improvement When the school leader determines that a teacher is not mee񐟀ng performance expecta񐟀ons, the Principal may choose to place the teacher on a Plan of Improvement. The dura񐟀on of the plan of improvement will typically be thirty (30) days, but may be extended beyond the (30) days as determined by the Principal and/or Assistant Principal. The teacher will be required to show improvement under the Principal and/or Assistant Principal’s supervision within the designated period of 񐟀me. The plan of improvement will list the areas for improvement that the teacher will be required to improve on to the sa񐟀sfac񐟀on of the Principal and/or Assistant Principal. Resources and supports will be made available to the teacher in an effort to assist the teacher in correc񐟀ng the performance concerns by the Principal and/or Assistant principal. If, at the end of the plan, the principal deems, in his/her sole discre񐟀on, that the teacher has

106

failed to make sufficient improvement, then the teacher may be dismissed from employment. An improvement plan is not an en񐟀tlement or employment right. 10‐5‐3: Formal full observations are recommended to last one class period (typically 45‐60 minutes) and do not require advance no񐟀ce or a pre‐observa񐟀on conference. Addi񐟀onally all teachers may be videotaped within the classroom and the video will be used solely for professional development and coaching purposes.

School Proposal

Ar񐟀cle 11: Complaints Against Teachers/Administra񐟀ve Leave/Correc񐟀ve Ac񐟀on

Leadership: Human Resources Management

Policy

11‐2 Administra񐟀ve Leave. If a principal decides to place a teacher on administra񐟀ve leave for…the principal or designee shall meet with the teacher to give specific allega񐟀on(s) and the basic reason why the administra񐟀ve leave for inves񐟀ga񐟀on is necessary, when possible. 11‐2‐1 The mee񐟀ng shall take place at the end of the school day or whenever it is appropriate.11‐2‐2 The principal shall provide the teacher a copy of the administra񐟀ve leave checklist and review it with the teacher. The teacher shall sign the form only as acknowledgement of receipt..11‐2‐3 At the teacher’s request a mee񐟀ng will be held within three (3) school days...to give the teacher an opportunity to respond. The teacher may have Associa񐟀on representa񐟀on at the mee񐟀ng. 11‐2‐4…If an inves񐟀ga񐟀on must extend beyond seven (7) calendar days…the teacher and the Associa񐟀on will be no񐟀fied by phone calls…[with]…the reasons for the extension and the expected date of comple񐟀on…11‐2‐5 During the inves񐟀ga񐟀on, the teacher…will… receive full pay. 11‐2‐6 Following comple񐟀on…the principal or designee shall…share the results…and give the teacher an opportunity to respond…11‐2‐7 Administra񐟀ve leave should be considered as an op񐟀on to be used only when necessary to protect the students or staff or to conduct an appropriate inves񐟀ga񐟀on…There will be no record of the leave in a teacher's personnel file…11‐2‐8 The Agreement Review Commiee (ARC) will review on an annual basis administra񐟀ve leaves for the prior year to ensure that the above procedures have been implemented appropriately. 11‐3 Correc񐟀ve Ac񐟀on. Before taking a correc񐟀ve ac񐟀on against a teacher, the principal shall inves񐟀gate the situa񐟀on,

meet with the teacher and give the teacher an opportunity to respond.

Replacement Policy

The school will follow the district’s basic fairness and due process guidelines in handling complaints against teachers, administra񐟀ve leave, and in issuing correc񐟀ve ac񐟀on to employees at the Innova񐟀on school.

School Proposal

Ar񐟀cle 13‐7 Hiring 񐟀melines Teaching: Human Resources Management: Hiring & Staff Assignments

Ar񐟀cle Summary

13‐7 Timelines. The Human Resources Department shall determine the start date of the open market staffing cycle as early as prac񐟀cable aer schools have submied their staffing vacancies and needs… Key dates and ac񐟀vi񐟀es: • Teachers verify considera񐟀on group… • Teacher requests for Intent to Vacate, Early Re񐟀rement Incen񐟀ve, move to part 񐟀me/job share, Extended Leave of Absence, and Return from Leave no񐟀ce submied. • Recommenda񐟀on for non‐renewal of proba񐟀onary teachers. • In‐Building Bidding and Reduc񐟀on in Building Staff interviews conducted by Personnel Commiees. (Ar񐟀cles 13‐10,13‐15) • Schools report vacancies. (Ar񐟀cle 13‐17) Vacancies are posted. • Teachers apply to transfer for vacancies. (Ar񐟀cle 13‐18) • Schools review qualified applicants’ applica񐟀ons and resumes, schedule interviews, extend offers. Schools no񐟀fy unsuccessful transfer applicants. (Ar񐟀cles 13‐19, 13‐20) • Assignment of unassigned non‐proba񐟀onary teachers. (Ar񐟀cle 13‐194) • End of open market staffing cycle.

107

School’s Replacemen

t Policy

13‐7. The innova񐟀on school will not adhere to the district staffing cycle . It will post vacancies when they become open. The school will work with the

district Human Resources office to post posi񐟀ons through the district website. In addi񐟀on to this pos񐟀ng, the school will engage in independent outreach

efforts to recruit candidates outside of the centralized recruitment channels. The school will consider all eligible applicants, including teachers who apply to

transfer for vacancies, but will uphold district policy in requiring agreement from both principals for approving internal transfers aer the district specified date. Transfers will not receive priority considera񐟀on.

Teachers who leave the innova񐟀on school that has implemented annual or at‐will contracts in order to return to a district school will be subject to the District policies for implementa񐟀on of SB 191 with regards to determining proba񐟀onary or non‐proba񐟀onary status.

School Proposal

Ar񐟀cle 13‐8 Personnel Commiee & 13‐10 Reduc񐟀on in Building Staff (RIBS)

Teaching: Human Resources Management: Hiring & Staff Assignments

Ar񐟀cle Summary

13‐8 Personnel Commiee. 13‐8‐1 Each school shall establish a Personnel Commiee to select candidates for vacancies and Reduc񐟀on in Building Staff (RIBS) at the school building. 13‐8‐2 The Personnel Commiee will be composed of the principal and three (3) teachers chosen by a vote of the faculty, and may have no more than two (2) parent(s) as member(s) appointed by the Collabora񐟀ve School Commiee. 13‐8‐3 Teacher members will be chosen by the faculty. 13‐8‐4 The Personnel Commiee will make decisions by consensus… 13‐8‐5 The decision or results of the Personnel Commiee shall not be grievable. The failure to comply with the procedure contained in this Ar񐟀cle is subject to grievance… 13‐8‐7 The Personnel Commiee shall operate during the school year. Outside of the school year the principal may fill posi񐟀ons without consulta񐟀on. 13‐10‐1 The Collabora񐟀ve School Commiee will charge the Personnel Commiee with the task of conduc񐟀ng a Reduc񐟀on in Building Staff upon receipt of informa񐟀on that reduced the number of teaching assignments at a school, or when a Collabora񐟀ve School Commiee decides fewer teaching assignments are needed in a department, grade level or ELA/specialty area. 13‐10‐2 Following a determina񐟀on of staffing needs including all ari񐟀on (resigna񐟀ons, re񐟀rements, teacher declara񐟀on of vacancies, and employees returning from leave) and declara񐟀on of considera񐟀on group, the Personnel Commiee shall establish the group of teachers to be considered for reduc񐟀on. The determina񐟀on of staffing needs should include iden񐟀fica񐟀on of all teachers who would volunteer to vacate a posi񐟀on. 13‐10‐3 The considera񐟀on group may be a grade level, department or specialty area. The considera񐟀on group shall be defined as narrowly as possible based on program needs. The Personnel Commiee shall no񐟀fy the affected considera񐟀on group as soon as possible. Teachers will not be required to re‐interview for their posi񐟀ons if they are not in an affected considera񐟀on group. 13‐10‐3‐1 For the purpose of establishing considera񐟀on groups, teachers serving in more than one department, grade level or ELA/specialty area shall annually declare the department, grade level or ELA/specialty area in which they choose to be considered no later than the comple񐟀on of the third week of school.

108

13‐10‐3‐2 Each teacher may reside in only one considera񐟀on group. 13‐10‐3‐3 Excluding job share teachers, contract teachers who are assigned to a school less than full‐񐟀me, shall be accorded the same transfer rights as other teachers in the considera񐟀on group. 13‐10‐4 Teachers on approved leaves where their posi񐟀ons are being held in accordance with Appendix B shall be considered equally for the purpose of reduc񐟀on. 13‐10‐5 The Personnel Commiee shall establish and make available to all faculty members a wrien procedure that will be followed when determining the teacher(s) to be reduced from a building. In developing the procedures for 44 of 99 Reduc񐟀on in Building Staff, the Personnel Commiee shall include the following: ∙ Teachers in the considera񐟀on group may choose to vacate an assignment. ∙ Teachers in the considera񐟀on group should be allowed to interview for any vacancy in the school that is posted through the in‐building bidding process. ∙ All members of the considera񐟀on group must be interviewed by the Personnel Commiee. 13‐10‐6 The Personnel Commiee shall aempt to reach consensus on the candidate most suitable to be reduced. If the Personnel Commiee is unable to reach consensus, the principal will decide which candidate will be reduced. 13‐10‐7 Any teacher transferred during the school year by the District may be provided with up to two (2) days of non‐pupil contact planning 񐟀me in order to permit the transferred teacher to make an orderly transi񐟀on between the two (2) assignments. 13‐10‐8 Teachers who are involuntarily transferred are expected to ac񐟀vely par񐟀cipate in the teacher staffing process. The District may pursue consequences for teachers who are directly placed for three (3) consecu񐟀ve years who have not ac񐟀vely par񐟀cipated in the teaching staffing process. 13‐10‐9 Leaves/Job Share/Re񐟀rement. See related Ar񐟀cles 22, 25 and 31‐16.

School’s Replacemen

t Policy

13‐8. The school leader shall be responsible for hiring all staff and shall implement a hiring process that best meets the needs of the innova񐟀on school. Whenever possible, the school leader shall establish a hiring commiee which will be constructed by the principal in consulta񐟀on with the CSC to provide input into hiring decisions. To the extent possible, the hiring commiee shall include representa񐟀ves from staffing areas that will be affected by the new hire. 13‐10. The principal, with consulta񐟀on from the CSC, will make decisions related to the criteria the school will use in making Reduc񐟀on in Building Staff (RIBS). Once the principal determines that the school will undergo a RIBS, all candidates currently in the posi񐟀on being reduced will be considered and the principal and the principal will make RIBS decisions based on school determined criteria including performance and professionalism.

School Proposal

Ar񐟀cle 14‐1: Summer School Teaching Posi񐟀ons

Teaching: Human Resource Management: Hiring & Staff Assignments

Policy

14‐1 Summer School and Evening School. Summer and evening school programs shall be provided flexibility of design and implementa񐟀on following the guidelines set forth below. 14‐1‐1 Staffing. The purpose of all staffing procedures is to find the most suitable candidates for the teaching posi񐟀ons needed to run the summer school. 14‐1‐1‐1 Summer school teaching posi񐟀ons shall be posted. 14‐1‐1‐2 Pos񐟀ngs shall include the following basic components: descrip񐟀ons of any teaching posi񐟀on that may be included in the summer school, and an explana񐟀on of the selec񐟀on process.

109

14‐1‐1‐3 All teaching posi񐟀ons in summer school programs will be filled first by teachers currently in the District. 14‐1‐2 Compensa񐟀on. Teachers will be paid for summer and evening work as provided in Ar񐟀cle 32.

Replacement Policy

The Innova񐟀on School will fill summer school posi񐟀ons with its own teachers to the extent possible. Should addi񐟀onal teachers be necessary, the school will fill those posi񐟀ons with the best possible candidates, not necessarily teachers currently in the District. Teachers will be compensated for summer school 񐟀me as determined by CSC during the budge񐟀ng process.

School Proposal

Ar񐟀cle 20: Procedures for Conduc񐟀ng Reduc񐟀on in Force

Teaching: Human Resource Management: Staffing

Policy

20‐2 No new staff members shall be employed by the District so long as there remain employees of the District whose contracts have been canceled unless those employees do not have proper cer񐟀fica񐟀on, endorsement and qualifica񐟀ons to fill the vacancies which may occur. Such priority considera񐟀on will be for a period of three (3) years following the reduc񐟀on. 20‐2‐1 Teachers will be hired in reverse order of reduc񐟀on provided the teacher is cer񐟀fied and endorsed for the vacancy. 20‐2‐2 The District will send a registered or cer񐟀fied leer to the teacher's last known permanent address. It shall be the teacher's responsibility to no񐟀fy the District of any change in their permanent address. 20‐2‐3 Teachers must accept the assignment within ten (10) days of the postmark date of the recall no񐟀ce, or the posi񐟀on will be offered to the next cer񐟀fied and endorsed teacher. The liability of the District to recall employees whose employment contracts have been canceled shall terminate if the employee does not accept reemployment. 20‐2‐4 When the former employee is re‐employed, all accrued benefits at the 񐟀me of the non‐renewal shall be restored, including all eligible credit on the salary schedule.

Replacement Policy

The Innova񐟀on School will not participate in the district Reduction in Force process and will not be required to accept direct placement of district employees who have been reduced. New staff members will be employed at the school based on their qualifica񐟀ons and posi񐟀on requirements.

School Proposal

Ar񐟀cle 32: Extra Duty Compensa񐟀on Teaching: Human Resources Management: Compensa񐟀on

Ar񐟀cle Summary

See Extra Duty Compensa񐟀on schedule in Ar񐟀cle 32 Various tables that specify compensa񐟀on levels for ac񐟀vi񐟀es that include: subs񐟀tute pay, hourly rates, ac񐟀vity salaries with steps and schedules.

School’s Replacemen

t Policy

The School has the authority to determine its own compensation structure for

additional work provided the school submits a replacement policy to their CSC and HR for annual review ensuring sustainability, transparency and equity.

The School has the authority to establish its own compensa񐟀on system to provide stipends as necessary for all employees. The School will meet or exceed the rates of pay set in the DPS/DCTA Collec񐟀ve Bargaining Agreement.

The principal, in consulta񐟀on with the CSC, will determine extra duty compensa񐟀on rates for extended day and year as well as any new or addi񐟀onal roles and responsibili񐟀es and merit pay. School leadership will work with the DPS HR department to ensure that all necessary processes are followed in these

110

areas and is consistent with the innova񐟀on plan. In no event shall this determina񐟀on be made later than the date of the final budget submission for the following school year, on or around April 1 st .

School Proposal

Ar񐟀cle 7: Grievance Policy Teaching: Human Resources Management

Ar񐟀cle Summary

6 pages. Sec񐟀ons include: 1. Defini񐟀ons, Purpose, Procedure (Level 1, Level 2, Level 3 Media񐟀on/arbitra񐟀on), Rights of teachers to representa񐟀on, miscellaneous

School’s Replacemen

t Policy

The school shall maintain the following Grievance Policy: 7‐1 Defini񐟀ons. 7‐1‐1 A "grievance" shall mean a wrien complaint by a school staff member that there has been a viola񐟀on, a misinterpreta񐟀on, or inequitable applica񐟀on of any of the provisions of the School’s Employment Contract or the School’s Employee Handbook. 7‐1‐2 Unless provided otherwise in this Agreement, all administra񐟀ve procedures, prac񐟀ces and wrien personnel policies that affect staff are grievable. 7‐1‐3 The term "grievance" shall not apply to any maer as to which (1) the method of review is prescribed by law, (2) the Board is without authority to act, or (3) a grievance is specifically prohibited or limited by the terms of the Employment Contract or School Handbook. 7‐1‐4 An "aggrieved person" is a school staff member asser񐟀ng a grievance. 7‐2 Purpose. The purpose of this grievance procedure is to secure equitable solu񐟀ons at the lowest possible administra񐟀ve level to problems that may arise. To this end, grievance proceedings will be kept informal and confiden񐟀al and both par񐟀es will work toward a resolu񐟀on to avoid li񐟀ga񐟀on. 7‐3 Procedure. Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level is a maximum, and every effort should be made to expedite the process. The 񐟀me limits specified may, however, be extended by mutual agreement. Informa񐟀on. The School agrees to make available to the aggrieved person and the aggrieved person’s representa񐟀ve, all per񐟀nent informa񐟀on not privileged under law, in its possession or control, and which is relevant to the issues raised by the grievance. The grievant agrees to make available to the School and its representa񐟀ves, all per񐟀nent informa񐟀on not privileged under law in its possession or control, and which is relevant to the issue raised by the grievant. Timing. No grievance shall be recognized by the District or the School unless it is presented at the appropriate level within fieen (15) school days aer the aggrieved person knew, or should have known, of the act or condi񐟀on on which the grievance is based. No grievance shall be recognized at Level Two unless it is filed with the Department of Human Resources within at least twenty (20) school days aer the act or condi񐟀on upon which it is based occurred. Grievances not 񐟀mely presented will be considered as waived. 7‐3‐1 Level One. A grievance first will be discussed with the aggrieved person's principal to aempt to resolve the maer informally, at which 񐟀me the aggrieved person (1) may discuss the grievance personally, (2) may be accompanied by a District Human Resource Representa񐟀ve, or (3) may request that the District Human Resource Representa񐟀ve act on behalf of the aggrieved person. No wrien documenta񐟀on of the grievance or administra񐟀ve response will be required if the grievance is seled at Level One.

111

7‐3‐2 If the aggrieved person is not sa񐟀sfied with the results of the informal conference, the aggrieved person may then file a grievance in wri񐟀ng on the proper form with the principal or supervisor within seven (7) school days. The grievance must refer to the specific Ar񐟀cles of the Employment Contract and/or School Handbook and explain how they were violated and indicate the reason why the Level One decision is unsa񐟀sfactory. The principal shall also have the opportunity to provide comment related to the Level One in wri񐟀ng. The grievant shall send a copy of the wrien grievance and the principal response to the Department of Human Resources. All known documenta񐟀on related to the grievance must be provided prior to the Level Two mee񐟀ng. 7‐3‐3 Level Two. The Human Resources Director or Instruc񐟀onal Superintendent will go to the school and meet with the teacher and principal to facilitate a resolu񐟀on. Such mee񐟀ng will take place within seven (7) school days aer receipt of the wrien grievance by the Department of Human Resources. Any resolu񐟀on determined by the Human Resources Director or Instruc񐟀onal Superintendent will be considered final. 7‐4 Rights of Teachers to Representation. All teachers who file a grievance shall do so with full knowledge and assurance that they are en񐟀tled to be represented by the Associa񐟀on and/or the Associa񐟀on's designee(s) if they so choose. Level One representa񐟀on will normally be provided by the Associa񐟀on's building‐level Associa񐟀on Representa񐟀ve. 7‐5 Miscellaneous. If the 񐟀me limits for processing a grievance are not met by the administrator responding to the grievance, the grievance may be moved to the next level at the request of the aggrieved. The Department of Human Resources may take appropriate ac񐟀on on whether to grant the grievant’s requested remedy based on its review of the situa񐟀on.

State Statute Waivers WAIVER REQUESTS – COLORADO STATE STATUTES

School Proposal

Colorado State Statutes: Sec񐟀on 22‐9‐106: Local Board Du񐟀es Concerning Performance Evalua񐟀on for Licensed Personnel

Leadership: Human Resource Management: Teacher Evalua񐟀ons

Policy

(1.5) (a) A local board or board of coopera񐟀ve services may adopt the state model performance evalua񐟀on system established by the rules promulgated by the state board pursuant to sec񐟀on 22‐9‐105.5 or may develop its own local licensed personnel evalua񐟀on system that complies with the requirements established pursuant to this sec񐟀on and the rules promulgated by the state board. If a school district or board of coopera񐟀ve services develops its own local licensed personnel evalua񐟀on system, the local board or board of coopera񐟀ve services or any interested party may submit to the department, or the department may solicit and collect, data related to said personnel evalua񐟀on system for review by the department. (4) (a) Except as provided in paragraph (b) of this subsec񐟀on (4), no person shall be responsible for the evalua񐟀on of licensed personnel unless the person has a principal or administrator license issued pursuant to ar񐟀cle 60.5 of this 񐟀tle or is a designee of a person with a principal or administrator license and has received educa񐟀on and training in evalua񐟀on skills approved by the department of educa񐟀on that will

112

enable him or her to make fair, professional, and credible evalua񐟀ons of the personnel whom he or she is responsible for evalua񐟀ng. No person shall be issued a principal or administrator license or have a principal or administrator license renewed unless the state board determines that such person has received educa񐟀on and training approved by the department of educa񐟀on.

Replacement Policy

The School will implement the district licensed personnel evalua񐟀on system (LEAP) and may make modifica񐟀ons that comply with the requirements established in State law.

The School in consulta񐟀on with the District LEAP team and HR partner shall have the ability to develop and implement a modified LEAP Framework as the tool for teacher evalua񐟀on and growth.

The principal has the authority to iden񐟀fy, prepare, and designate school‐based evaluators to conduct staff evalua񐟀ons. Principal designated evaluators of professional staff members may or may not possess an administra񐟀ve cer񐟀ficate issued by CDE. All evaluators will receive approved training in evalua񐟀on skills by the district personnel or school’s principal. The school’s evalua񐟀on system will meet the standards of Colorado Senate Bill 10‐191.

Evalua񐟀on instruments for all non‐licensed evaluators who evaluate school staff including professional educators shall indicate on the evalua񐟀on whether or not the evaluator possesses an administra񐟀ve cer񐟀ficate. The Superintendent or his/her designee shall review all evalua񐟀ons conducted by non‐licensed administrators when necessary and shall discuss with them procedure and form.

All teachers will receive at least one formal evalua񐟀on each year and will receive the minimum number of observa񐟀ons necessary to generate an end‐of‐year LEAP score.

The school’s principal shall receive an annual evalua񐟀on by the Superintendent or his/her designee.

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

Duties Concerning Selection of

Personnel and Pay

Teaching: Human Resource Management: Staff Hiring, Compensa񐟀on

Policy

22‐32‐109. Board of educa񐟀on ‐ specific du񐟀es. (1) …each board of educa񐟀on shall have and perform the following specific du񐟀es: (f) (I) To employ all personnel required to maintain the opera񐟀ons and carry out the educa񐟀onal program of the district and to fix and order paid their compensa񐟀on...A board of a district of innova񐟀on…may delegate the duty specified in this paragraph (f) to an innova񐟀on school

Replacement Policy

Pursuant to state law, the DPS board will delegate the duty specified in this paragraph to the innova񐟀on school.

The principal, in consulta񐟀on with the CSC, will select classroom teachers directly. The school shall u񐟀lize the nego񐟀ated salary structures for all posi񐟀ons that are part of a bargaining unit and shall also have the right to establish stipends and incentives that exceed the negotiated salary scales provided the school submits a replacement policy to their CSC and HR for annual review to ensure sustainability, transparency and equity.

113

For all unique job descrip񐟀ons, the Principal in consulta񐟀on with the CSC and HR shall determine the rate of pay during the budget cycle each Spring for the following year.

The school will use support staff posi񐟀ons that have been established by the Board, when applicable. When unique support staff roles are needed to effec񐟀vely implement the innova񐟀on plan, the School will establish new

positions and create job descriptions for these roles. The school principal or his designee will consult with the district Human Resources department on the language of the job descrip񐟀on. The job descrip񐟀on will set forth the qualifica񐟀ons for the job, a detailed list of performance responsibili񐟀es and any required physical capabili񐟀es. The school shall also set the salary or hourly wage for the unique posi񐟀on in consulta񐟀on from the district Human Resources department. The school may create, revise, or remove any unique job descrip񐟀ons necessary to implement the school’s innova񐟀on plan.

School Proposal Section 22­32­109(1)(g): Handling of

Money Governance: Budget

Policy (g) To require any employee or other person who may receive into his custody moneys which properly belong to the district to deliver such moneys to the treasurer of the district, or to deposit such moneys in a depository designated by the board;

Replacement Policy

The School has the authority to manage its receipt of money and will meet performance expecta񐟀ons provided by the District.

In accordance with the innova񐟀on plan, the school may receive moneys and deposit such moneys into a school account.

The School will establish an account to manage receipt of locally raised money and will have autonomy in making deposits in and withdrawals from the account when such ac񐟀ons are taken to further the academic achievement of students at the school.

The school will account for all moneys that it receives directly and will report to the DPS board by providing quarterly trial balances to their DPS budget partner.

School Proposal Section 22­32­109(1)(n)(I): Schedule

and Calendar Educa񐟀onal Program: Calendar and Schedule

Policy

(n) (I) To determine, prior to the end of a school year, the length of 񐟀me which the schools of the district shall be in session during the next following school year, but in no event shall said schools be scheduled to have fewer than one thousand eighty hours of planned teacher‐pupil instruc񐟀on and teacher‐pupil contact during the school year for secondary school pupils in high school, middle school, or junior high school or less than nine hundred ninety hours of such instruc񐟀on and contact for elementary school pupils or fewer than four hundred fiy hours of such instruc񐟀on for a half‐day kindergarten program or fewer than nine hundred hours of such instruc񐟀on for a full‐day kindergarten program. In no case shall a school be in session for fewer than one hundred sixty days without the specific prior approval of the commissioner of educa񐟀on. In extraordinary circumstances, if it appears to the sa񐟀sfac񐟀on of the commissioner that compliance with the provisions of this subparagraph (I) would require the scheduling of hours of instruc񐟀on and contact at a 񐟀me when pupil aendance will be low and the benefits to pupils of holding such hours of instruc񐟀on will be minimal in rela񐟀on to the cost thereof, the commissioner may waive the provisions of this subparagraph (I) upon applica񐟀on therefore by the board of educa񐟀on of the district.

114

Replacement Policy

The School has the authority to determine its own annual calendar and daily schedule , provided it meets or exceeds minimum statutory requirements.

School has the authority to determine the number of professional development days, days off, and late starts/early release days.

In accordance with the innova񐟀on plan, the school’s principal, in consulta񐟀on with the CSC shall determine, prior to the end of a school year, the length of 񐟀me the school will be in session during the next school year. The school shall submit their calendar to the district in a 񐟀meframe as requested by the district in order to meet requirements for alignment with hiring/onboarding, transporta񐟀on, facili񐟀es and other service provision.

The actual hours of teacher‐pupil instruc񐟀on and teacher‐pupil contact shall meet or exceed the minimum hours set by the district and state for public instruc񐟀on.

School Proposal Section 22­32­109 (1)(n)(II)(A):

Actual Hours of Teacher­Pupil

Instruction and Contact

Educa񐟀onal Program: Calendar and Schedule

Policy

(II) (A) The actual hours of teacher‐pupil instruc񐟀on and teacher‐pupil contact specified in subparagraph (I) of this paragraph (n) may be reduced to no fewer than one thousand fiy‐six hours for secondary school pupils, no fewer than nine hundred sixty eight hours for elementary school pupils, no fewer than four hundred thirty‐five hours for half‐day kindergarten pupils, or no fewer than eight hundred seventy hours for full‐day kindergarten pupils, for parent‐teacher conferences, staff in‐service programs, and closing deemed by the board to be necessary for the health, safety, or welfare of students.

Replacement Policy

The School has the authority to determine teacher pupil contact, which will meet or exceed the minimum standards of the District and state.

In accordance with the innova񐟀on plan, the principal, in consulta񐟀on with the CSC shall determine, prior to the end of a school year, the length of time the school will be in session during the next school year. The school shall submit their calendar to the district in a 񐟀meframe as requested by the district in order to meet requirements for alignment with hiring/onboarding, transporta񐟀on, facili񐟀es and other service provision.

The actual hours of teacher‐pupil instruc񐟀on and teacher‐pupil contact shall meet or exceed the minimum hours set by the district and state for public instruc񐟀on.

School Proposal Section 22­32­109 (1)(n)(II)(B):

School Calendar Educa񐟀onal Program: Calendar and Schedule

Policy

(B) Prior to the beginning of the school year, each district shall provide for the adop񐟀on of a district calendar which is applicable to all schools within the district…A copy of the calendar shall be provided to the parents or guardians of all children enrolled…Such calendar shall include the dates for all staff in‐service programs…[The] school administra񐟀on shall allow for public input from parents and teachers prior to scheduling …staff in‐service programs. Any change in the calendar…shall be preceded by adequate and 񐟀mely…of not less than thirty days.

115

Replacement Policy

The school has the authority to develop its own annual calendar that aligns with the Innova񐟀on Plan and that meets or exceeds the minimum standards of the District and state.

No later than May 1st before the end of the school year , the principal in consulta񐟀on with the CSC will determine the following year's school calendar and school day schedule that meets or exceeds district and state determina񐟀ons of the length of 񐟀me during which schools shall be in session during the next school year.

Input from parents and teachers will be sought prior to scheduling in‐service programs and other non‐student contact days. This calendar and schedule shall serve as the academic calendar and schedule for the school. All calendars shall include planned work dates for required staff in‐service programs. Any change in the calendar except for emergency closings or other unforeseen circumstances shall be preceded by adequate and 񐟀mely no񐟀ce of no less than 30 days.

A copy of the upcoming school‐year calendar and school day schedule shall be provided to all parents/guardians of students who are currently enrolled. The approved upcoming school year calendar and school day hours will be placed on the school’s website prior to May 1 of the prior academic year and a copy shall be provided to the school’s Instruc񐟀onal Superintendent.

In no case shall changes to the schedule or calendar violate teacher rights provided in the replacement policy for Ar񐟀cle 8 of the DCTA contract.

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

Educational Program and Prescribe

Textbooks Educa񐟀on Program

Policy (t) To determine the educa񐟀onal programs to be carried on in the schools of the district and to prescribe the textbooks for any course of instruc񐟀on or study in such programs;

Replacement Policy

The DPS Board authorizes the school to develop an educational program that aligns to

the mission and vision of the school and enables the school to implement the innova񐟀on plan. The school’s curriculum will provide a program of instruc񐟀on that enables students to meet or exceed the CCSS and CAS. The school will regularly evaluate its educa񐟀on program and make changes to curriculum content, instruc񐟀on, and assessments.

Curriculum development will be carried out by school personnel, consistent with the school’s innova񐟀on plan, using all available resources, including replacement core instruc񐟀onal textbooks where textbook waivers are granted.

The school curriculum will provide a program of instruc񐟀on that enables students to meet or exceed the CCSS and CAS. The school will regularly evaluate its educa񐟀on program and make changes to curriculum content, instruc񐟀on, and assessments.

The district will evaluate the impact of the school’s educa񐟀on program as part of its 3 year review of the school’s innova񐟀on plan in addi񐟀on to the annual UIP review by the CSC.

116

Substan񐟀ve interim changes must be approved by the Principal and District Staff.

School Proposal

Section 22­32­109(1)(aa): Adopt

Content Standards and Plan for

Implementation of Content

Standards

Educa񐟀on Program

Policy (aa) To adopt content standards and a plan for implementa񐟀on of such content standards pursuant to the provisions of sec񐟀on 22‐7‐407 ;

Replacement Policy

The DPS Board authorizes the school to develop an educational program that aligns to

the mission and vision of the school and enables the school to implement the innova񐟀on plan. The school’s curriculum will provide a program of instruc񐟀on that enables students to meet or exceed the CCSS and CAS. The school will regularly evaluate its educa񐟀on program and make changes to curriculum content, instruc񐟀on, and assessments.

Curriculum development will be carried out by school personnel, consistent with the school’s innova񐟀on plan, using all available resources, including replacement core instruc񐟀onal textbooks where textbook waivers are granted.

The school curriculum will provide a program of instruc񐟀on that enables students to meet or exceed the CCSS and CAS. The school will regularly evaluate its educa񐟀on program and make changes to curriculum content, instruc񐟀on, and assessments.

The district will evaluate the impact of the school’s educa񐟀on program as part of its 3 year review of the school’s innova񐟀on plan in addi񐟀on to the annual UIP review by the CSC.

Substan񐟀ve interim changes must be approved by the Principal and District Staff.

School Proposal Section 22­32­109(1)(jj): Identify

Areas in which the Principal/s

Require Training or Development

Teaching: Human Resource Management: Professional Development

Policy

(jj) To iden񐟀fy any areas in which one or more of the principals of the schools of the school district require further training or development. The board of educa񐟀on shall contract for or otherwise assist the iden񐟀fied principals in par񐟀cipa񐟀ng in professional development programs to assist the iden񐟀fied principals in improving their skills in the iden񐟀fied areas.

Replacement Policy

In accordance with the innova񐟀on plan, the Principal will par񐟀cipate in district‐provided coaching and professional development except when such

coaching or professional development contradicts the successful implementation

of the innovation plan and/or the mission /vision of the school. In determining the Principal’s PD and coaching schedule, the Instruc񐟀onal Superintendent will collaborate with the Principal to ensure that district PD and coaching supports the school leader and/or leadership team in implemen񐟀ng the goals of the innova񐟀on plan. The standard district offered professional development for members of the Professional Development team will be aended in the instances in which it

117

supports the implementa񐟀on of the innova񐟀on plan and/or the mission and vision of the school. District professional development for teachers, teacher leaders, and other instruc񐟀onal or opera񐟀onal leaders will be aended when the school’s

principal determines that such professional development is in the best interest of

the school to successfully implement the innova񐟀on plan.

School Proposal 22­32­110(1)(ee) Local Board

Powers­Employ teachers' aides and

other noncertificated personnel

Teaching:

Human Resource Management: Hiring Teacher

Aides

Policy

(1) In addi񐟀on to any other power granted to a board of educa񐟀on of a school district by law, each board of educa񐟀on of a school district shall have the following specific powers, to be exercised in its judgment: (ee) To employ on a voluntary or paid basis teachers' aides and other auxiliary, nonlicensed personnel to assist licensed personnel in the provision of services related to instruc񐟀on or supervision of children and to provide compensa񐟀on for such services rendered from any funds available for such purpose, notwithstanding the provisions of sec񐟀ons

Replacement Policy

The DPS board grants autonomy to the principal, in consulta񐟀on with the CSC, to make staffing decisions consistent with waivers for district policies GCF and GDF. The school may employ non­licensed personnel to provide instruction or supervision of children

that is supplemental to the core academic program.

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

Concerning Employment

Termination of School Personnel

Teaching: Human Resource Management: Staff Dismissals

Policy

(1) In addi񐟀on to any other power granted to a board of educa񐟀on of a school district by law, each board of educa񐟀on of a school district shall have the following specific powers, to be exercised in its judgment: (h) To discharge or otherwise terminate the employment of any personnel. A board of a district of innova񐟀on, as defined in sec񐟀on 22‐32.5‐103 (2) , may delegate the power specified in this paragraph (h) to an innova񐟀on school, as defined in sec񐟀on 22‐32.5‐103 (3) , or to a school in an innova񐟀on school zone, as defined in sec񐟀on 22‐32.5‐103 (4) .

Replacement Policy

In accordance with the innova񐟀on plan, the DPS board delegates the power specified in statute to the school leader.

All dismissals that occur during the school year must follow procedures established in District policy GDQD and regula񐟀on GDQD‐R. Teachers may be non‐renewed at the end of the school year for a lawful reason.

School Proposal 22­32­126: Employment and

authority of principals Leadership: Management

Policy

(1) The board of educa񐟀on may employ through wrien contract public school principals who shall hold valid principal licenses or authoriza񐟀ons and who shall supervise the opera񐟀on and management of the school and such property as the board shall determine necessary. (2) The principal shall assume the administra񐟀ve responsibility and instruc񐟀onal leadership, under the supervision of the superintendent and in accordance with the rules and regula񐟀ons of the board of educa񐟀on, for the planning, management, opera񐟀on, and evalua񐟀on of the educa񐟀onal program of the schools to which he is assigned. (3) The principal shall submit recommenda񐟀ons to the superintendent regarding the appointment, assignment, promo񐟀on, transfer, and dismissal of all personnel assigned to the school under his supervision. (4) The principal shall perform such other du񐟀es as may be assigned by the superintendent pursuant to the rules and regula񐟀ons of the board of educa񐟀on.

118

(5) (a) The principal or the principal's designee shall communicate discipline informa񐟀on concerning any student enrolled in the school to any teacher who has direct contact with the student in the classroom and to any counselor who has direct contact with the student. Any teacher or counselor who receives informa񐟀on under this subsec񐟀on (5) shall maintain the confiden񐟀ality of the informa񐟀on and does not have authority to communicate the informa񐟀on to any other person. (b) Each school district shall include in its discipline code adopted in accordance with sec񐟀on 22‐32‐110 (2) procedures to inform the student and the student's parent or guardian when disciplinary informa񐟀on is communicated and to provide a copy of the disciplinary informa񐟀on to the student and the student's parent or guardian. The discipline code shall also establish procedures to allow the student and the student's parent or guardian to challenge the accuracy of the disciplinary informa񐟀on.

School’s Replacement

Policy

In the event of a change in leadership, the priority is maintaining building leadership that supports the mission and vision of the school and ensures that student achievement is supported. Members of the school community, including staff, parents and community members will be involved in the principal hiring process.

Principal candidates are provided to the CSC and superintendent or his/her designee from the district’s principal hiring pool using the LEAD in Denver evalua񐟀on process.

The district superintendent or his/her designee will manage the principal selec񐟀on process in collabora񐟀on with the CSC and shall recommend at

least two final candidates to the superintendent for hiring.

The superintendent (or his/her representa񐟀ve) may redirect the CSC and his/her designee to con񐟀nue the search for beer qualified candidates should none of the proposed candidates meets his/her approval.

In the event that the principal posi񐟀on is vacant, the superintendent (or his/her representa񐟀ve) may appoint an interim principal un񐟀l such a 񐟀me that the above described hiring process results in a principal candidate that is agreeable to the CSC and the Superintendent or his/her designee.

Interviews and selec񐟀on follow the DPS Human Resource hiring procedures.

School Proposal

Teacher Employment,

Compensation and Dismissal Act of

1990 Section

22­63­201: Employment ­ License

Required – Exception

Teaching:

Human Resource Management: Hiring and

Teacher Qualifications

Policy

( 1) Except as otherwise provided in subsec񐟀on (2) of this sec񐟀on, the board of a school district shall not enter into an employment contract with any person as a teacher, except in a junior college district or in an adult educa񐟀on program, unless such person holds an ini񐟀al or a professional teacher's license or authoriza񐟀on issued pursuant to the provisions of ar񐟀cle 60.5 of this 񐟀tle. (2) (a) The general assembly hereby recognizes that many persons with valuable professional exper񐟀se in areas other than teaching provide a great benefit to students through their experience and func񐟀onal knowledge when hired by a school district. To facilitate the employment of these persons and comply with the requirements of federal law, the general assembly has statutory provisions to create an alterna񐟀ve teacher license and alterna񐟀ve teacher programs to enable school districts to employ persons with exper񐟀se in professions other than teaching. These provisions enable a school district to employ a person with

119

professional exper񐟀se in a par񐟀cular subject area, while ensuring that the person receives the necessary training and develops the necessary skills to be a highly qualified teacher. The general assembly strongly encourages each school district to hire persons who hold alterna񐟀ve teacher licenses to provide a wide range of experience in teaching and func񐟀onal subject maer knowledge for the benefit of the students enrolled in the school district. (b) A school district may hire a person who holds an alterna񐟀ve teacher license to teach as an alterna񐟀ve teacher pursuant to an alterna񐟀ve teacher contract as described in sec񐟀on 22‐60.5‐207 . (3) The board of a school district may enter into an employment contract with any person to serve as an administrator based upon qualifica񐟀ons set by the board of the school district. Nothing in this ar񐟀cle shall be construed to require that an administrator, as a condi񐟀on of employment, possess any type of license or authoriza񐟀on issued pursuant to ar񐟀cle 60.5 of this 񐟀tle.

Replacement Policy

The school will employ licensed teachers for teaching of core content. Core content teachers that are the primary provider of instruc񐟀on will be highly qualified in their par񐟀cular content area(s), Language Arts; Math; Science; Foreign language; Social Studies (Civics, Government, History, Geography, Economics); Arts (Visual Arts, Music). The school may employ non­licensed teachers for supplemental and enrichment

instruction consistent with the innova񐟀on plan and the DPS board may enter into employment contracts with non‐licensed teachers and/or administrators at the school as necessary to implement the school’s innova񐟀on plan. All teachers will, at a minimum, hold a bachelor’s degree.

School Proposal

Teacher Employment, Compensation

and Dismissal Act of 1990 Section

22­63­202: Contracts in Writing Duration

Damage Provision

Teaching: Human Resource Management: Hiring, Contracts and Employment Offer Leers

Policy

(1) Except for a part‐񐟀me or subs񐟀tute teacher, every employment contract entered into by any teacher or chief administra񐟀ve officer for the performance of services for a school district shall be in wri񐟀ng. (2) (a) A teacher or chief administra񐟀ve officer and the board may mutually agree to terminate the teacher's or chief administra񐟀ve officer's employment contract at any 񐟀me. (b) Each employment contract executed pursuant to this sec񐟀on shall contain a provision sta񐟀ng that a teacher or chief administra񐟀ve officer shall not terminate his or her employment contract with the board without the agreement of the board unless: (I) If the teacher or chief administra񐟀ve officer intends to terminate his or her employment contract for the succeeding academic year, the teacher or chief administra񐟀ve officer gives wrien no񐟀ce to the board of his or her intent no later than thirty days prior to the commencement of the succeeding academic year or, if a school district operates an alterna񐟀ve year program, not less than thirty days before the commencement of services under the employment contract; or (II) If the teacher or chief administra񐟀ve officer intends to terminate his or her employment contract for the current academic year aer the beginning of the academic year, the teacher or chief administra񐟀ve officer shall give wrien no񐟀ce to the board of his or her intent at least thirty days prior to the date that the teacher or chief administra񐟀ve officer intends to stop performing the services required by the employment contract. (b.5) Each employment contract executed pursuant to this sec񐟀on shall contain a provision sta񐟀ng that a teacher or chief administra񐟀ve officer shall accept the terms of the employment contract for the succeeding academic year within thirty days of receipt of the contract, unless the teacher or chief administra񐟀ve officer and the district have reached an alterna񐟀ve agreement. If a teacher or chief administra񐟀ve officer does not accept the terms of the employment contract within thirty days of receipt, the district shall be authorized to open the posi񐟀on to addi񐟀onal candidates. (c) Each employment contract executed pursuant to this sec񐟀on shall contain a damages provision whereby a teacher or chief administra񐟀ve officer who violates the provision required by paragraph (b) of this subsec񐟀on (2) without good cause

120

shall agree to pay damages to the school district, and the board thereof shall be authorized to collect or withhold damages from compensa񐟀on due or payable to the teacher or chief administra񐟀ve officer, in an amount equal to the lessor of: (I) The ordinary and necessary expenses of a board to secure the services of a suitable replacement teacher or chief administra񐟀ve officer; or (II) One‐twelh of the annual salary specified in the employment contract. (c.5) (I) The general assembly finds that, for the fair evalua񐟀on of a principal based on the demonstrated effec񐟀veness of his or her teachers, the principal needs the ability to select teachers who have demonstrated effec񐟀veness and have demonstrated qualifica񐟀ons and teaching experience that support the instruc񐟀onal prac񐟀ces of his or her school. Therefore, each employment contract executed pursuant to this sec񐟀on shall contain a provision sta񐟀ng that a teacher may be assigned to a par񐟀cular school only with the consent of the hiring principal and with input from at least two teachers employed at the school and chosen by the faculty of teachers at the school to represent them in the hiring process, and aer a review of the teacher's demonstrated effec񐟀veness and qualifica񐟀ons, which review demonstrates that the teacher's qualifica񐟀ons and teaching experience support the instruc񐟀onal prac񐟀ces of his or her school. (II) Repealed. (III) (A) Any ac񐟀ve nonproba񐟀onary teacher who was deemed effec񐟀ve during the prior school year and has not secured a mutual consent placement shall be a member of a priority hiring pool, which priority hiring pool shall ensure the nonproba񐟀onary teacher a first opportunity to interview for a reasonable number of available posi񐟀ons for which he or she is qualified in the school district. (B) When a determina񐟀on is made that a nonproba񐟀onary teacher's services are no longer required for the reasons set forth in subparagraph (VII) of this paragraph (c.5), the nonproba񐟀onary teacher shall be no񐟀fied of his or her removal from the school. In making decisions pursuant to this paragraph (c.5), a school district shall work with its local teachers associa񐟀on to develop policies for the local school board to adopt. If no teacher associa񐟀on exists in the school district, the school district shall create an eight‐person commiee consis񐟀ng of four school district members and four teachers, which commiee shall develop such policies. Upon no񐟀ce to the nonproba񐟀onary teacher, the school district shall immediately provide the nonproba񐟀onary teacher with a list of all vacant posi񐟀ons for which he or she is qualified, as well as a list of vacancies in any area iden񐟀fied by the school district to be an area of cri񐟀cal need. An applica񐟀on for a vacancy shall be made to the principal of a listed school, with a copy of the applica񐟀on provided by the nonproba񐟀onary teacher to the school district. When a principal recommends appointment of a nonproba񐟀onary teacher applicant to a vacant posi񐟀on, the nonproba񐟀onary teacher shall be transferred to that posi񐟀on. (C) This subparagraph (III) shall take effect at such 񐟀me as the performance evalua񐟀on system based on quality standards established pursuant to this sec񐟀on and the rules promulgated by the state board pursuant to sec񐟀on 22‐9‐105.5 has completed the ini񐟀al phase of implementa񐟀on and has been implemented statewide. The commissioner shall provide no񐟀ce of such implementa񐟀on to the revisor of statutes on or before July 1, 2014, and each July 1 thereaer un񐟀l statewide implementa񐟀on occurs. (IV) If a nonproba񐟀onary teacher is unable to secure a mutual consent assignment at a school of the school district aer twelve months or two hiring cycles, whichever period is longer, the school district shall place the teacher on unpaid leave un񐟀l such 񐟀me as the teacher is able to secure an assignment. If the teacher secures an assignment at a school of the school district while placed on unpaid leave, the school district shall reinstate the teacher's salary and benefits at the level they would have been if the teacher had not been placed on unpaid leave. (V) Nothing in this sec񐟀on shall limit the ability of a school district to place a teacher in a twelve‐month assignment or other limited‐term assignments, including, but not limited to, a teaching assignment, subs񐟀tute assignment, or instruc񐟀onal support role during the period in which the teacher is aemp񐟀ng to secure an assignment through school‐based hiring. Such an assignment shall not cons񐟀tute an assignment through school‐based hiring and shall not be deemed to interrupt the period in which the teacher is required to secure an assignment through school‐based hiring before the district shall place the teacher on unpaid leave. (VI) The provisions of this paragraph (c.5) may be waived in whole or in part for a renewable four‐year period by the state board of educa񐟀on pursuant to sec񐟀on 22‐2‐117 , provided that the local school board applying for the waiver, in conjunc񐟀on with the superintendent and teachers associa񐟀on in a district that has an opera񐟀ng master employment contract, if applicable, demonstrates that the waiver is in the best interest of students enrolled in the school district, supports the equitable distribu񐟀on of effec񐟀ve teachers, and will not result in placement other than by mutual consent of the teacher in a school district or public school that is required to implement a priority improvement plan or turnaround plan pursuant to ar񐟀cle 11 of this 񐟀tle. Notwithstanding the provisions of this paragraph (c.5), a waiver shall not be granted for a request that extends the 񐟀me for securing an assignment through school‐based hiring for more than two years. (VII) This paragraph (c.5) shall apply to any teacher who is displaced as a result of drop in enrollment; turnaround;

121

phase‐out; reduc񐟀on in program; or reduc񐟀on in building, including closure, consolida񐟀on, or recons񐟀tu񐟀on. (d) The department of educa񐟀on may suspend the license, endorsement, or authoriza񐟀on of a teacher or chief administra񐟀ve officer who fails to provide the no񐟀ce required by paragraph (b) of this subsec񐟀on (2) and who abandons, fails, or refuses to perform required services pursuant to an employment contract, without good cause. (3) A teacher may be suspended temporarily during the contractual period un񐟀l the date of dismissal as ordered by the board pursuant to sec񐟀on 22‐63‐302 or may have his or her employment contract cancelled during the contractual period when there is a jus񐟀fiable decrease in the number of teaching posi񐟀ons. The manner in which employment contracts will be cancelled when there is a jus񐟀fiable decrease in the number of teaching posi񐟀ons shall be included in any contract between the board of educa񐟀on of the school district and school district employees or in an established policy of the board, which contract or policy shall include the criteria described in sec񐟀on 22‐9‐106 as significant factors in determining which employment contracts to cancel as a result of the decrease in teaching posi񐟀ons. Effec񐟀ve February 15, 2012, the contract or policy shall include considera񐟀on of proba񐟀onary and nonproba񐟀onary status and the number of years a teacher has been teaching in the school district; except that these criteria may be considered only aer the considera񐟀on of the criteria described in sec񐟀on 22‐9‐106 and only if the contract or policy is in the best interest of the students enrolled in the school district. (4) (a) Notwithstanding the provisions of sec񐟀on 24‐72‐204 (3) (a), C.R.S. , upon a request from a school district or a school concerning a person applying for a posi񐟀on as a teacher, a school district may disclose to the reques񐟀ng school district or school the reason or reasons why a teacher le employment with the original school district. Upon the specific request of a school district at which a teacher has applied for employment, a school district may disclose any per񐟀nent performance record or disciplinary record of a teacher that specifically relates to any negligent ac񐟀on of the teacher that was found to have endangered the safety and security of a student or any disciplinary record that relates to behavior by the teacher that was found to have contributed to a student's viola񐟀on of the school district's conduct and discipline code. The informa񐟀on disclosed pursuant to this paragraph (a) shall only be disclosed to personnel authorized to review the personnel file in the school district or school and to the person applying for a posi񐟀on as a teacher. (b) No employment contract executed pursuant to this sec񐟀on shall contain a provision that restricts or prohibits a school district from disclosing to another school district or school the reason or reasons why a teacher le employment with the original school district or from disclosing to another school district any of the teacher's disciplinary or performance records pursuant to paragraph (a) of this subsec񐟀on (4).

Replacement Policy

All teachers will be employed pursuant to an annual contract . The annual contract expires at the end of each contract year. All contracts will be in wri񐟀ng. If an employee intends to resign from their posi񐟀on aer the beginning of the academic year, the employee shall give wrien no񐟀ce of his or her intent at least thirty days prior to the date that he or she intends to stop performing the services required by the employment contract.

Dismissal of a teacher mid‐contract will follow the dismissal procedures outlined in the DPS policy GDQD and GDQD‐R. In all situa񐟀ons related to teacher dismissal, a teacher on an annual contract may only be dismissed mid‐year for cause.

End of the year employment decisions will be made pursuant to the non‐renewal process.

Teachers do not acquire or lose non‐proba񐟀onary status while at the school. Teachers leaving employment at the school and transferring to a posi񐟀on in

another District school shall be subject to the District's policy regarding transfers from innova񐟀on schools in determining their proba񐟀onary or non‐proba񐟀onary status.

122

The school principal has the authority to make employment offers to qualified candidates. The school will not provide first opportunity to interview rights to priority hiring pool candidates, but will consider them for employment. The school will not contribute teachers to the district hiring pool. The school has the right to refuse direct assignments or mandatory transfers of teachers from the district (with the excep񐟀on of ADA placements).

School Proposal Teacher Employment, Compensation and Dismissal

Act of 1990 Section 22­63­203: Renewal and

Nonrenewal of Employment Contract

Teaching: Human Resources Management: Dismissals

Statute Descrip񐟀on

(1) (a) Except as provided for in paragraph (b) of this subsec񐟀on (1), the provisions of this sec񐟀on shall apply only to proba񐟀onary teachers and shall no longer apply when the teacher has been reemployed for the fourth year, except as provided for in paragraph (a.5) of subsec񐟀on (4) of this sec񐟀on. This paragraph (a) is repealed, effec񐟀ve July 1, 2014. (b) For any school district that has implemented the performance evalua񐟀on system based on quality standards pursuant to sec񐟀on 22‐9‐106 and the rules adopted by the state board pursuant to sec񐟀on 22‐9‐105.5 , the provisions of this sec񐟀on shall apply only to proba񐟀onary teachers and shall no longer apply when the teacher has been granted nonproba񐟀onary status as a result of three consecu񐟀ve years of demonstrated effec񐟀veness, as determined through his or her performance evalua񐟀ons and con񐟀nuous employment. (2) (a) During the first three school years that a teacher is employed on a full‐񐟀me con񐟀nuous basis by a school district, such teacher shall be considered to be a proba񐟀onary teacher whose employment contract may be subject to nonrenewal in accordance with subsec񐟀on (4) of this sec񐟀on. A school district may also consider a teacher employed on a part‐񐟀me con񐟀nuous basis by such district and by a board of coopera񐟀ve services to be a proba񐟀onary teacher whose contract may be subject to nonrenewal in accordance with subsec񐟀on (4) of this sec񐟀on. An employment contract with a proba񐟀onary teacher shall not exceed one school year.

School’s Replacement

Policy

Teachers are hired on an annual contract even if they acquired non‐proba񐟀onary status in the District prior to being hired at the school . The district HR office will work with the school to ensure teacher contracts are consistent with the approved innova񐟀on plan.

School Proposal Teacher Employment, Compensation and Dismissal

Act of 1990 Section 22­63­206: Transfer of Teachers ­ Compensation

Teaching: Human Resource Management: Direct Placement of Teachers

Statute Descrip񐟀on

(1) A teacher may be transferred upon the recommenda񐟀on of the chief administra񐟀ve officer of a school district from one school, posi񐟀on, or grade level to another within the school district, if such transfer does not result in the assignment of the teacher to a posi񐟀on of employment for which he or she is not qualified by virtue of academic prepara񐟀on and cer񐟀fica񐟀on and if, during the then current school year, the amount of salary of such teacher is not reduced except as otherwise provided in subsec񐟀ons (2) and (3) of this sec񐟀on. There shall be no discrimina񐟀on shown toward any teacher in the assignment or transfer of that teacher to a school, posi񐟀on, or grade because of sex, sexual orienta񐟀on, marital status, race, creed, color, religion, na񐟀onal origin, ancestry, or membership or nonmembership in any group or organiza񐟀on. (2) Notwithstanding the provisions of subsec񐟀on (1) of this sec񐟀on, a teacher who has been occupying an administra񐟀ve posi񐟀on may be assigned to another posi񐟀on for which he or she is qualified if a vacancy exists in such posi񐟀on, and, if so assigned, with a salary corresponding to the posi񐟀on. If the school district has adopted a general salary schedule or a combina񐟀on salary schedule and policy, the board may consider the years of service accumulated while the teacher was occupying the administra񐟀ve posi񐟀on when the board determines where to place the teacher on the schedule for the assigned posi񐟀on. (3) Notwithstanding the provisions of subsec񐟀on (1) of this sec񐟀on, the salary of a teacher who has received addi񐟀onal compensa񐟀on for the performance of addi񐟀onal du񐟀es may be reduced if said teacher has been relieved of such

123

addi񐟀onal du񐟀es. (4) A teacher may enter into an agreement for an economic work‐learn program leave of absence with a board of educa񐟀on that shall not affect the teacher's employment status, posi񐟀on on the salary schedule if the school district has adopted a general salary schedule or combina񐟀on salary schedule and policy, or insurance and re񐟀rement benefits. (5) Nothing in this sec񐟀on shall be construed as requiring a receiving school to involuntarily accept the transfer of a teacher. All transfers to posi񐟀ons at other schools of the school district shall require the consent of the receiving school.

School’s Replacement

Policy

The school may refuse direct placements or mandatory transfers of teachers from the

district . District teachers who are qualified for a vacant posi񐟀on at the school may apply for the posi񐟀on, and, if hired, will be compensated with a salary corresponding to the posi񐟀on and the years of service using the district salary schedule as a base. The school will accept transfers that are being placed under District compliance with the Americans with Disability Act (ADA).

School Proposal Teacher Employment, Compensation and Dismissal

Act of 1990 Section 22­63­301: Grounds for

Dismissal

Teaching: Human Resource Management: Dismissals

Policy

A teacher may be dismissed for physical or mental disability, incompetency, neglect of duty, immorality, unsa񐟀sfactory performance, insubordina񐟀on, the convic񐟀on of a felony or the acceptance of a guilty plea, a plea of nolo contendere, or a deferred sentence for a felony, or other good and just cause. No teacher shall be dismissed for temporary illness, leave of absence previously approved by the board, or military leave of absence pursuant to ar񐟀cle 3 of 񐟀tle 28, C.R.S.

Replacement Policy

All teachers are employed on annual contracts, even if they acquired non‐proba񐟀onary status in the District prior to being hired at the school or the school conver񐟀ng to Innova񐟀on status

Annual contracts can be non‐renewed at the end of the contract term for lawful reasons.

In all situa񐟀ons related to teacher dismissal, a teacher on an annual contract may only be dismissed mid‐year for cause in accordance with DPS policy GDQD and regula񐟀on GDQD‐R.

School Proposal

Teacher Employment, Compensation and Dismissal

Act of 1990 Section 22­63­302: Procedure for

dismissal ­ judicial review

Teaching: Human Resource Management: Dismissals

Statute Descrip񐟀on

(1) Except as otherwise provided in subsec񐟀on (11) of this sec񐟀on, a teacher shall be dismissed in the manner prescribed by subsec񐟀ons (2) to (10) of this sec񐟀on. (2) The chief administra񐟀ve officer of the employing school district may recommend that the board dismiss a teacher based upon one or more of the grounds stated in sec񐟀on 22‐63‐301 . If such a recommenda񐟀on is made to the board, the chief administra񐟀ve officer, within three days aer the board mee񐟀ng at which the recommenda񐟀on is made, shall mail a wrien no񐟀ce of intent to dismiss to the teacher. The no񐟀ce of intent to dismiss shall include a copy of the reasons for dismissal, a copy of this ar񐟀cle, and all exhibits which the chief administra񐟀ve officer intends to submit in support of his or her prima facie case against the teacher including a list of witnesses to be called by the chief administra񐟀ve officer, addresses and telephone numbers of the witnesses, and all per񐟀nent documenta񐟀on in the possession of the chief administra񐟀ve officer rela񐟀ve to the circumstances surrounding the charges. Addi񐟀onal witnesses and exhibits in support of the chief administra񐟀ve officer's prima facie case may be added as provided in subsec񐟀on (6) of this sec񐟀on. The no񐟀ce and copy of the charges shall be sent by cer񐟀fied mail to said teacher at his or her address last known to the secretary of the board. The no񐟀ce shall advise the teacher of his or her rights and the

124

procedures under this sec񐟀on. (3) If a teacher objects to the grounds given for the dismissal, the teacher may file with the chief administra񐟀ve officer a wrien no񐟀ce of objec񐟀on and a request for a hearing. Such wrien no񐟀ce shall be filed within five working days aer receipt by the teacher of the no񐟀ce of dismissal. If the teacher fails to file the wrien no񐟀ce within said 񐟀me, such failure shall be deemed to be a waiver of the right to a hearing and the dismissal shall be final; except that the board of educa񐟀on may grant a hearing upon a determina񐟀on that the failure to file wrien no񐟀ce for a hearing was due to good cause. If the teacher files a wrien no񐟀ce of objec񐟀on, the teacher shall con񐟀nue to receive regular compensa񐟀on from the 񐟀me the board received the dismissal recommenda񐟀on from the chief administra񐟀ve officer pursuant to subsec񐟀on (2) of this sec񐟀on un񐟀l the board acts on the hearing officer's recommenda񐟀on pursuant to subsec񐟀on (9) of this sec񐟀on, but in no event beyond one hundred days; except that the teacher shall not receive regular compensa񐟀on upon being charged criminally with an offense for which a license, cer񐟀ficate, endorsement, or authoriza񐟀on is required to be denied, annulled, suspended, or revoked due to a convic񐟀on, pursuant to sec񐟀on 22‐60.5‐107 (2.5) or (2.6). If the final disposi񐟀on of the case does not result in a convic񐟀on and the teacher has not been dismissed pursuant to the provisions of this sec񐟀on, the board shall reinstate the teacher, effec񐟀ve as of the date of the final disposi񐟀on of the case. Within ten days aer the reinstatement, the board shall provide the teacher with back pay and lost benefits and shall restore lost service credit. (4) (a) If the teacher requests a hearing, it shall be conducted before an impar񐟀al hearing officer selected jointly by the teacher and the chief administra񐟀ve officer. The hearing officer shall be selected no later than five working days following the receipt by the chief administra񐟀ve officer of the teacher's wrien no񐟀ce of objec񐟀on. If the teacher and the chief administra񐟀ve officer fail to agree on the selec񐟀on of a hearing officer, they shall request assignment of an administra񐟀ve law judge by the department of personnel to act as the hearing officer. (b) Hearing officers shall be impar񐟀al individuals with experience in the conduc񐟀ng of hearings and with experience in labor or employment maers. (c) Expenses of the hearing officer shall be paid from funds of the school district. (5) (a) Within three working days aer selec񐟀on, the hearing officer shall set the date of the prehearing conference and the date of the hearing, which shall commence within the following thirty days. The hearing officer shall give the teacher and the chief administra񐟀ve officer wrien no񐟀ce of the dates for the prehearing conference and for the hearing including the 񐟀me and the place therefor. (b) One of the purposes of the prehearing conference shall be to limit, to the extent possible, the amount of evidence to be presented at the hearing. (c) The par񐟀es and their counsel shall be required to aend the prehearing conference with the hearing officer. (6) (a) Within ten days aer selec񐟀on of the hearing officer, the teacher shall provide to the chief administra񐟀ve officer a copy of all exhibits to be presented at the hearing and a list of all witnesses to be called, including the addresses and telephone numbers of the witnesses. Within seven days aer the teacher submits his or her exhibits and witness list, the chief administra񐟀ve officer and the teacher may supplement their exhibits and witness lists. Aer comple񐟀on of the seven‐day period, addi񐟀onal witnesses and exhibits may not be added except upon a showing of good cause. (b) Neither party shall be allowed to take deposi񐟀ons of the other party's witnesses or to submit interrogatories to the other party. The affidavit of a witness may be introduced into evidence if such witness is unavailable at the 񐟀me of the hearing. (7) (a) Hearings held pursuant to this sec񐟀on shall be open to the public unless either the teacher or the chief administra񐟀ve officer requests a private hearing before the hearing officer, but no findings of fact or recommenda񐟀ons shall be adopted by the hearing officer in any private hearing. The procedures for the conduct of the hearing shall be informal, and rules of evidence shall not be strictly applied except as necessitated in the opinion of the hearing officer; except that the hearing officer shall comply with the Colorado rules of evidence in excluding hearsay tes񐟀mony.

125

(b) The hearing officer may receive or reject evidence and tes񐟀mony, administer oaths, and, if necessary, subpoena witnesses. (c) At any hearing, the teacher has the right to appear in person with or without counsel, to be heard and to present tes񐟀mony of witnesses and all evidence bearing upon his proposed dismissal, and to cross‐examine witnesses. By entering an appearance on behalf of the teacher or the chief administra񐟀ve officer, counsel agrees to be prepared to commence the hearing within the 񐟀me limita񐟀ons of this sec񐟀on and to proceed expedi񐟀ously once the hearing has begun. All school district records pertaining to the teacher shall be made available for the use of the hearing officer or the teacher. (d) An audiotaped record shall be made of the hearing, and, if the teacher files an ac񐟀on for review pursuant to the provisions of subsec񐟀on (10) of this sec񐟀on, the teacher and the school district shall share equally in the cost of transcribing the record; except that, if a party is awarded aorney fees and costs pursuant to paragraph (e) of subsec񐟀on (10) of this sec񐟀on, that party shall be reimbursed for that party's share of the transcript costs by the party against whom aorney fees and costs were awarded. (e) Any hearing held pursuant to the provisions of this sec񐟀on shall be completed within six working days aer commencement, unless extended by the hearing officer on a showing of good cause, and neither party shall have more than three days to present its case in chief. Neither party may present more than ten witnesses at the hearing, except upon a showing of good cause. (8) The chief administra񐟀ve officer shall have the burden of proving that the recommenda񐟀on for the dismissal of the teacher was for the reasons given in the no񐟀ce of dismissal and that the dismissal was made in accordance with the provisions of this ar񐟀cle. Where unsa񐟀sfactory performance is a ground for dismissal, the chief administra񐟀ve officer shall establish that the teacher had been evaluated pursuant to the wrien system to evaluate licensed personnel adopted by the school district pursuant to sec񐟀on 22‐9‐106 . The hearing officer shall review the evidence and tes񐟀mony and make wrien findings of fact thereon. The hearing officer shall make only one of the two following recommenda񐟀ons: The teacher be dismissed or the teacher be retained. A recommenda񐟀on to retain a teacher shall not include any condi񐟀ons on reten񐟀on. The findings of fact and the recommenda񐟀on shall be issued by the hearing officer not later than twenty days aer the conclusion of the hearing and shall be forwarded to said teacher and to the board. (9) The board shall review the hearing officer's findings of fact and recommenda񐟀on, and it shall enter its wrien order within twenty days aer the date of the hearing officer's findings and recommenda񐟀on. The board shall take one of the three following ac񐟀ons: The teacher be dismissed; the teacher be retained; or the teacher be placed on a one‐year proba񐟀on; but, if the board dismisses the teacher over the hearing officer's recommenda񐟀on of reten񐟀on, the board shall make a conclusion, giving its reasons therefor, which must be supported by the hearing officer's findings of fact, and such conclusion and reasons shall be included in its wrien order. The secretary of the board shall cause a copy of said order to be given immediately to the teacher and a copy to be entered into the teacher's local file. (10) (a) If the board dismisses the teacher pursuant to the provisions of subsec񐟀on (9) of this sec񐟀on, the teacher may file an ac񐟀on for review in the court of appeals in accordance with the provisions of this subsec񐟀on (10), in which ac񐟀on the board shall be made the party defendant. Such ac񐟀on for review shall be heard in an expedited manner and shall be given precedence over all other civil cases, except cases arising under the "Workers' Compensa񐟀on Act of Colorado", ar񐟀cles 40 to 47 of 񐟀tle 8, C.R.S., and cases arising under the "Colorado Employment Security Act", ar񐟀cles 70 to 82 of 񐟀tle 8, C.R.S. (b) An ac񐟀on for review shall be commenced by the service of a copy of the pe񐟀񐟀on upon the board of the school district and filing the same with the court of appeals within twenty‐one days aer the wrien order of dismissal made by the board. The pe񐟀񐟀on shall state the grounds upon which the review is sought. Aer the filing of the ac񐟀on for review in the court of appeals, such ac񐟀on shall be conducted in the manner prescribed by rule 3.1 of the Colorado appellate rules. (c) The ac񐟀on for review shall be based upon the record before the hearing officer. The court of appeals shall review such record to determine whether the ac񐟀on of the board was arbitrary or capricious or was legally impermissible.

126

(d) In the ac񐟀on for review, if the court of appeals finds a substan񐟀al irregularity or error made during the hearing before the hearing officer, the court may remand the case for further hearing. (e) Upon request of the teacher, if the teacher is ordered reinstated by the court of appeals, or upon request of the board, if the board's decision to dismiss the teacher is affirmed by the court of appeals, the court of appeals shall determine whether the nonprevailing party's appeal or defense on appeal lacked substan񐟀al jus񐟀fica񐟀on. If the court of appeals determines that the nonprevailing party's appeal or defense on appeal lacked substan񐟀al jus񐟀fica񐟀on, the court of appeals shall determine the amount of and enter a judgment against the nonprevailing party for reasonable aorney fees and costs incurred on appeal to the court of appeals. Any judgment entered pursuant to this paragraph (e) may be subject to stay as provided in rule 41.1 of the Colorado appellate rules. (f) Further appeal to the supreme court from a determina񐟀on of the court of appeals may be made only upon a writ of cer񐟀orari issued in the discre񐟀on of the supreme court. Upon request of the teacher, if the teacher is ordered reinstated by the supreme court, or upon mo񐟀on of the board, if the board's decision to dismiss is affirmed by the supreme court, the supreme court shall determine whether the nonprevailing party's appeal or defense on appeal to the supreme court lacked substan񐟀al jus񐟀fica񐟀on. If the supreme court determines that the nonprevailing party's appeal or defense on appeal to the supreme court lacked substan񐟀al jus񐟀fica񐟀on, the court shall determine the amount of and enter a judgment against the nonprevailing party for reasonable aorney fees and costs incurred on appeal to the supreme court. Any judgment entered pursuant to this paragraph (f) may be subject to stay as provided in rule 41.1 of the Colorado appellate rules. (11) (a) The board of a school district may take immediate ac񐟀on to dismiss a teacher, without a hearing, notwithstanding subsec񐟀ons (2) to (10) of this sec񐟀on, pending the final outcome of judicial review or when the 񐟀me for seeking review has elapsed, when the teacher is convicted, pleads nolo contendere, or receives a deferred sentence for: (I) A viola񐟀on of any law of this state or any counterpart municipal law of this state involving unlawful behavior pursuant to any of the following statutory provisions: Sec񐟀ons 18‐3‐305 , 18‐6‐302 , and 18‐6‐701, C.R.S. , or sec񐟀on 18‐6‐301, C.R.S. , or part 4 of ar񐟀cle 3, part 4 of ar񐟀cle 6, and part 4 of ar񐟀cle 7 of 񐟀tle 18, C.R.S.; or (II) A viola񐟀on of any law of this state, any municipality of this state, or the United States involving the illegal sale of controlled substances, as defined in sec񐟀on 18‐18‐102 (5), C.R.S. (b) A cer񐟀fied copy of the judgment of a court of competent jurisdic񐟀on of a convic񐟀on, the acceptance of a guilty plea, a plea of nolo contendere, or a deferred sentence shall be conclusive evidence for the purposes of this subsec񐟀on (11).

Replacement Policy

The School will follow District Policy GDQD and regula񐟀on GDQD‐R if it is necessary to terminate a teacher’s employment during the school year. In all situa񐟀ons related to teacher dismissal, a teacher on an annual contract may only be dismissed mid‐year for cause in accordance with DPS policy GDQD and regula񐟀on GDQD‐R.

School Proposal

Teacher Employment, Compensation and Dismissal

Act of 1990 Section 22­63­401:Teachers Subject to

Adopted Salary Schedule

Teaching: Human Resource Management: Compensa񐟀on

Policy

(1) The board of a school district shall adopt by resolu񐟀on a salary schedule that may be by job descrip񐟀on and job defini񐟀on, a teacher salary policy based on the level of performance demonstrated by each teacher, or a combina񐟀on of the salary schedule and salary policy. Such salary schedule, salary policy, or combina񐟀on schedule and policy shall be adopted in conjunc񐟀on with or prior to the adop񐟀on of the budget for the following fiscal year. The schedule, policy, or combina񐟀on schedule and policy shall remain in effect un񐟀l

127

changed or modified by the board. All teachers employed by the district shall be subject to such salary schedule, policy, or combina񐟀on schedule and policy.

Replacement Policy

The School will meet or exceed the DPS salary schedule set in the Collec񐟀ve Bargaining Agreement. The School’s Principal, in consulta񐟀on with the CSC, has the authority to develop a supplemental compensa񐟀on system separate from district policies to reimburse employees for extra duty pay, and compensa񐟀ng employees based on school priori񐟀es including ac񐟀vi񐟀es such as, but are not necessarily limited to addi񐟀onal 񐟀me, addi񐟀onal responsibili񐟀es, coaching, tutoring, professional development or for performance incen񐟀ve pay. This flexibility will be granted provided the school leader submits a replacement policy annually to CSC and HR for review to ensure sustainability, transparency and equity.

Non‐teaching staff will be compensated for any addi񐟀onal hours in accordance with Fair Labor Laws.

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

Policy

No order or warrant for the disbursement of school district moneys shall be drawn in favor of any person for services as a teacher, except for services performed for a junior college district or in an adult educa񐟀on program, unless the person holds a valid teacher's license or authoriza񐟀on from the department of educa񐟀on. Such license or authoriza񐟀on shall be duly registered in the administra񐟀ve office of the school district wherein the services are to be rendered. A teacher shall hold a valid license or authoriza񐟀on during all periods of employment by a school district. A person who performs services as a teacher without possessing a valid teacher's license or authoriza񐟀on shall forfeit all claim to compensa񐟀on out of school district moneys for the 񐟀me during which services are performed without the license or authoriza񐟀on.

Replacement Policy

The school may employ either licensed or non‐licensed teachers for non‐core subject areas. All core subject area teachers will be licensed under the requirements of state law. School district moneys will be used to pay both licensed and non‐licensed teachers hired to perform services consistent with the innova񐟀on plan. Prior to hiring any person, in accordance with state law the district shall conduct background checks.

School Proposal 22­7­1207:Advancement – decision – parental

involvement

Educational Program:

Promotion, Retention and

Acceleration of Students

Policy

(1) Within 45 days before the end of the school year prior to the student’s fourth grade year, a teacher finds that a student has a significant reading deficiency, personnel of the local educa񐟀on provider shall provide to the student’s parent the wrien no񐟀ce… (a) except for students with disabili񐟀es substan񐟀ally impac񐟀ng their progress developing reading skills; (b) the student is a student with limited English proficiency … and the deficiency is due primarily to the student’s language skills; (c) the student is comple񐟀ng a second school year at the same grade level. (2) Wrien no񐟀ce to parents shall include:

128

(a) no񐟀fica񐟀on of serious implica񐟀ons to a student entering fourth grade with a significant reading deficiency and a mee񐟀ng request… (b)…work with the parents to schedule a mee񐟀ng… (c) if the parent does not aend the mee񐟀ng, the teacher and personnel of the local educa񐟀on provider will decide whether the student will advance to the next grade level in the next school year. (4) specific informa񐟀on that should be discussed with parents: serious implica񐟀ons of aending fourth grade without reading proficiency, importance of achieving reading proficiency by end of third grade, the student’s body of evidence and the likelihood that the student, despite having a significant reading deficiency, will be able to maintain adequate academic progress at eh next grade level, the increased level of interven񐟀on instruc񐟀on the student will receive in the next school year regardless of whether the student advances to the next grade level, the poten񐟀al effects on the student if he or she does not advance to the next grade level, (b) …the parent, teacher, and other personnel shall decide whether the student will advance to the next grade level in the next school year. If the parent, teacher and other personnel are not in agreement, the parent shall decide whether the student will advance to the next grade level unless otherwise specified in the policy adopted by the local educa񐟀on provider. (5) parents will be given wrien no񐟀fica񐟀on of the decision to retain or not retain the student… (6) …beginning in 2016‐17…if the superintendent, or his or her designee, or the principal… does not approve the decision to advance the student, the student shall not advance to fourth grade in the next school year. … (7) Each local educa񐟀on provider shall … oral and wrien communica񐟀ons to a parent… in a language that the parent understands.

Replacement Policy

The school will follow the school’s replacement policy IKE/IKE‐R regarding reten񐟀on and promo񐟀on of students. Reten񐟀on and promo񐟀on decisions for students performing below or above grade‐level in core content areas will be made based on reading and math achievement levels as determined by performance on standardized assessments. The principal, deans, teacher, and parents will confer at least three months prior to the end of the school year about the student’s progress, with addi񐟀onal mee񐟀ngs at least every 6 weeks thereaer. If students are making insufficient progress, an academic plan will be prepared and grade reten񐟀on or promo񐟀on may be recommended to school leadership by any member of the school community.

If school leadership approves the grade reten񐟀on or promo񐟀on of a student, the student will be retained or promoted.

All reten񐟀on and promo񐟀on decisions will be finalized by May 1st. The school will regularly communicate student performance to parents/guardians.

School Proposal

22­63­403, C.R.S. Teacher employment,

compensation and dismissal act of 1990;

payment of salaries

Teaching: Payment of Salaries

129

Policy Districts are required to pay teachers according to a schedule or according to a performance policy. Salaries are not to be changed un񐟀l the end of the year. Individual teachers cannot have their salaries cut unless all teachers have salaries cut.

Replacement Policy

The school will use the district salary schedule for determining pay for teachers and staff; however, they will have discre񐟀on on how the budget is impacted for paying staff (actuals vs. averages). The school principal reserves the right to develop a supplemental compensa񐟀on system to reimburse employees for extra duty pay as it may arise for mandated extended school year, mandated PD outside of school year, mandated addi񐟀onal 񐟀me, or s񐟀pends for school iden񐟀fied priori񐟀es. This may also include ac񐟀vi񐟀es such as coaching, tutoring, external professional development or for performance incen񐟀ve pay. This flexibility will be granted provided the school leader submits a replacement policy annually to CSC and HR to ensure sustainability, transparency and equity.

School Proposal 22­33­102(1) Definition of "Academic Year" Educa񐟀on Program: Calendar

Policy

As used in this ar񐟀cle, unless the context otherwise requires: (1) "Academic year" means that por񐟀on of the school year during which the public schools are in regular session, beginning about the first week in September and ending about the first week in June of the next year, or that por񐟀on of the school year which cons񐟀tutes the minimum period during which a pupil must be enrolled.

Replacement Policy

“Academic year” refers to the year as it is established by the innova񐟀on school’s developed academic calendar for the School. The calendar will be posted publicly by May 1 st for the following school year. The school’s CSC will provide input into the calendar.

Compensation Philosophy

The school will offer s񐟀pends for certain roles, responsibili񐟀es, and staff qualifica񐟀on guided by their compensa񐟀on philosophy. The compensa񐟀on philosophy can be revised annually with school leadership developing school compensa񐟀on replacement policy in collabora񐟀on with their HR partner. Upon revision, the CSC will review and provide feedback on the school compensa񐟀on replacement policy. When changes are made, the school will submit its revised compensa񐟀on replacement policy to the district (HR) for review and to ensure legal compliance.