dr. martin luther king, jr. early college · 2019-08-08 · dr. martin luther king, jr early...

Dr. Martin Luther King, Jr Early College pg. 1

Dr. Martin Luther King, Jr. Early College

Innovation School Renewal Application

School Name: Dr. Martin Luther King, Jr., Early College

Location: Far Northeast Area of Denver; 19535 E. 46th Ave Denver, CO 80249

Plan Contact: Kimberly Grayson, Principal

Email: [email protected]

Phone: 720.424.0420

mailto:[email protected]


Contents Cover Page – for Colorado Department of Education Letter from School Leader DR. MARTIN LUTHER KING, JR., EARLY COLLEGE - EXECUTIVE SUMMARY OVERVIEW Executive Summary Narrative

Section I: SCHOOL CULTURE 1.A. Vision and Mission Statements 1.B. Targeted Student Population 1.C. Stakeholder Participation in the Planning Process 1.D. School Culture and Student Engagement 1.E. Student Discipline Policy Appendix A: Discipline Policy 1.F. Student Recruitment & Enrollment 1.G. Student Attendance & Satisfaction 1.H. Ongoing Parent/Guardian Involvement & Satisfaction

Section II: LEADERSHIP 2.A. Leadership Team Personnel Leadership Succession Plan 2.B. Leadership Team Coaching & Evaluation 2.C. School Personnel Structure Appendix B: School Organization Chart Appendix C: Staff Roster 2.D. Employment Policies 2.E. Operations – Transportation 2.F. Operations – Food Services 2.G. Operations – Safety and Security

Section III: EDUCATION PROGRAM 3.A. Curriculum 3.B. Scope and Sequence 3.C. Class Size 3.D. School Schedule and Calendar Appendix D: School Calendar Appendix E: Teacher and Student School Day Scheduling 3.E. Progress Monitoring and Assessment School Performance Goals 3.F. Academic Intervention 3.G. English Language Learners 3.H. Students with Disabilities 3.I. Gifted and Talented Students 3.J. Supplemental Programming

Section IV: TEACHING 4.A. Teacher Recruitment, Hiring & Retention 4.B. Teacher Coaching 4.C. Teacher Evaluation 4.D. Professional Development 4.E. Pedagogy

Section V: GOVERNANCE & FINANCE 5.A. School Governance 5.B. Budget & Policy Narrative 5.C. F


November 5, 2018

Dear Denver Public Schools and Colorado State Board of Education,

It is with sincere gratitude that I present to you this Innovation Plan

for Dr. Martin Luther King, Jr. Early College. A core group of seventeen teachers

and administrators worked on the attached plan, and we believe that the impact it

will have on our students, community, and faculty will be transformational. We have

already begun a significant amount of work on changing the culture of our school

and have made significant progress.

In reading and reviewing the plan, you will notice how passionate we are

about our students, family and community. This is driving all of our work to ensure

that Dr. Martin Luther King, Jr. Early College prepares students for college

beginning in 6th grade. We recognize that our school is considered a “Hard to Serve”

school, and we work with the most at-risk student population within Denver Public

School. This unique challenge calls for an innovative approach in our budget design,

calendar, and governance in order for us to continue to build equity and equalize the

playing field for all of our students.

I encourage all of you to join me at Dr. Martin Luther King, Jr. Early College as we

strive to meet the needs of all of our students.

Sincerely,

Kimberly Grayson Kimberly Grayson Principal


Dr. Martin Luther King Jr. Early College – EXECUTIVE SUMMARY OVERVIEW

Name of School Dr. Martin Luther King, Jr. Early College

School Type Innovation

Grade Configuration 6th - 12th grades

Model or Focus State accredited Early College

Region and/or Neighborhood Far Northeast Denver

Primary Contact Person

Kimberly Grayson

[email protected]

Enrollment Projections:

GRADE 2018-19 2019-20 2020-21 2021-22 2022-23

6 134 150 150 150 150

7 128 150 150 150 150

8 163 150 150 150 150

9 244 210 210 210 210

10 205 190 190 190 190

11 148 170 170 170 170

12 160 150 150 150 150

13 41 40 0* 0 0

14 0 35 0 0 0

Total # students 1223 1245 1170 1170 1170

* funding for 13/14 students is ending, by statute, as of SY 20-21




Student Demographics:

FRL SPED ELL Hispanic African

American

White Other

Student

Demographics 80.6% 12.3% 39% 61.6% 22.6% 5.4% 10.5%

Other students include American Indian, Asian American, Hawaiian/Pacific Islander, and Biracial students.


Dr. Martin Luther King, Jr. Early College need for Innovation Status

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

following areas:

Curriculum • To fully implement an Early College Model.

• To allow the school autonomy over the education program including selecting curriculum and

textbooks, unit planning, pacing guides, assessments, etc.

Professional Development

• To direct more PD time for teachers and administrators to effectively implement the

Early College Model at their school and provide targeted staff development.

• To allow the school to determine the PD of its staff and allow teachers to refuse

participation in district required PD that is not aligned with the school’s priorities.

• To allow peer evaluators or other designated evaluators to conduct staff evaluations.

• To allow for a minimum of one full LEAP observation and one partial.

• To allow the principal flexibility from attending district PD.

Time

• To modify the annual calendar for staff to access more intensive PD offerings and extend

student learning time, to implement the school’s model.

• To set collaborative planning time to plan and participate in PD with content and grade-level

teams.

Human Resources

• To recruit and select teachers that demonstrates characteristics of the model.

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

• To make Reduction in Building (RIB) decisions based on performance, professionalism, and/or

seniority.

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

• To not require a teaching license for supplemental and enrichment instruction (not core

instruction).

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

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

• To provide coaching and evaluation that is aligned to the model and makes use of peer

observations and evaluations.

• To use annual contracts for all teachers, with appropriate

supports to address poor performance.

•

Governance & Finance

• To merge responsibilities & membership of school committees into one group (CSC and SLT

into one), provide SGB principal selection authority.

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

• To allow schools to seek financial sponsorships, create associated accounts, and seek

501C3 nonprofit status.

• To determine extra compensation for extended time, additional responsibilities, and possible

incentives.

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


Executive Summary Narrative

DMLK Middle School

2016 2017 2018

ELA Overall MGP 45 69 45

ELA ELL MGP 41 58 40

ELA FRL MGP 44.5 69 43.5

ELA SPED Growth Comparison 21 67 28

Math Overall MGP 48 64 43

Math ELL MGP 44 54.5 44

Math FRL MGP 44 64 43

Math Growth Comparison 26 41.5 31.5

ELA Overall Status 19.8 30.3 20.9

ELA ELL 4.6 7.8 2.4

ELA FRL 17.7 28 19.5

ELA Sped 0 1.9 9.5

Math Overall Status 11.5 18.3 11.2

Math ELL 6.3 7.8 3.1

Math FRL 10.4 17.2 10.1

Math Sped 0 0 4.8


DMLK High School Data

Test

2017 % of

Students

meeting college

readiness

benchmarks

2017 MGP

2018 % of

Students

meeting college

readiness

benchmarks

2018 MGP

PSAT 9 ELA No Data No Data 38.9 32.5

PSAT 10 ELA 27 No Data 40.4 25

SAT ELA 31 47 24.8 46.5

PSAT 9 Math No Data No Data 32.3 53

PSAT 10 Math 18 No Data 21.9 36

SAT Math 32 54 9.6 40

Overview of School-Based Flexibilities in this Plan:

A. Culture

Vision Statement: To graduate great leaders, great thinkers and great communicators.

Mission Statement: In the Spirit of Dr. Martin Luther King, Jr. our early college community offers rigorous and meaningful education while empowering our students to become agents of change in our community and global society.

Our Model:

An Early College enables students to complete their high school graduation requirements while earning college credit through articulation agreements, concurrent enrollment, and advanced placement courses.

As a State approved Early College, DMLK must offer the opportunity for every student to earn an Associate’s degree or 60 college credits within 7 years. This opportunity applies to the Class of 2021 and beyond. For the Class of 2018, 2019, and 2020, DMLK is striving to offer as many college credits as possible and as feasible; however, we cannot guarantee the chance to earn an Associate’s.


Our Pathways: DPS CareerConnect offers engaging, project-based courses and experiential learning opportunities in relevant career pathways. These aren’t your typical lecture-style classes; you’ll get to demonstrate what you’ve learned through hands-on projects. You’ll typically take introductory courses in the beginning of high school and then progress to more specialized classes in your industry of choice. You can graduate from DPS with college credit, industry experience, and invaluable soft skills. School Governing Board: Our School Governing Board (SGB) is the main stakeholder in the Innovation Plan Renewal Application. The SGB is made up of 18 members: English Senior Team Lead, 1 Social Studies Team Lead, 1 Science Senior Team Lead, 1 Math Senior Team Lead, 1 Culture Senior Team Lead, 1 Electives Senior Team Lead, 6th Grade Team Lead, 1 7th Grade Team Lead, 1 8th Grade Team Lead, 1 classified employee, 1 community member, 1 student representative, 1 Special Education representative, 1 support staff representative, 2 parents, 1 administrator and 1 principal designee, 1 financial officer, 1 non-voting board facilitator.

The SGB operates on written bylaws which are reviewed during a summer retreat prior the school year to determine if any revisions need to be approved. SGB’s decision making falls into the following categories:

● Building the master calendar; o Teacher/student start/end dates

o Comp. Days

o Schedule (start/end times and modified schedules) ● Identifying issues that affect the majority of the school community and

propose solutions

● Recommend changes to the Student, Parent, and Faculty Handbook, as needed

● Monitoring and communicating progress toward major improvement strategies from UIP

● Collaborating with stakeholders on community and parent involvement activities; o Includes structure of parent teacher conferences and strategies to engage

parents

● Review and make recommendations of the school budget ● Identify strategies to maintain or increase enrollment o Includes, but not limited to, participating and promoting expos, visiting

feeder schools, and creating community partnerships

● Overseeing other areas of school policy if appropriately amended to these bylaws as needed.

SGB also plans and completes the revision of the Innovation Renewal process.

● Phase 1 – Evaluate and edit the current renewal plan.

● Phase 2 – Identify and indicate a need for change with staff positions and new initiatives.


● Phase 3 - Draft innovation plan is presented to staff for review

● Phase 4 - Faculty votes on final approval of the application

B. Leadership

In addition to the essential responsibilities of Denver Public School, the school leader must also be innovative, transformative, and adaptive. The primary role is to maintain safety for students and faculty as well as bringing life to the mission and vision statement while graduating 100% of students, college and career ready, without the need for remediation.

This leader must embrace the Early College Model and lead for equity for all of our students, and have experience working at a secondary level with a proven track record of increasing student achievement and closing the opportunity gap.

Finally, the leader must be able to demonstrate the School Leader Competencies in the areas that are aligned to the DPS School Leadership Framework:

1. Instructional Expertise a. Builds, develops and empowers the school’s Instructional Leadership

Team to ensure all students engage in joyful, rigorous and personalized learning and demonstrate high academic achievement.

2. Vision and Strategy a. Implements a school wide compelling vision of equity through strategic

planning, change management and school improvement and innovative practices.

3. People and Culture a. Recruits, retains and grows a highly effective leadership team and staff,

developing a culture of continuous learning that maximizes staff morale and performance.

4. Community and Equity a. Leads a positive, inclusive school community that supports the

development of the Whole Child and meaningfully engages families and community members.

5. Personal and Values a. Inspires others through values-drive, reflective and resilient leadership

6. Operational and Organizational a. Achieves school goals by driving results, maximizing resources and

ensuring effective management of school systems and operations

Principal Bio

Kimberly Grayson has been an educator for more than 23 years, 6 of which have been in DPS. She graduated from high school as a junior in May 1993 and immediately began taking college courses that summer. She graduated from Newman University in Feb of 1997 with her Bachelor’s degree and began teaching in August 1997 as a 4th grade teacher at Ingalls Edison School. As a classroom teacher, she taught 4th and 5th grade at the elementary level and 6th,


7th, and 8th grade at the middle school level. While teaching, Kimberly also was employed as a curriculum coordinator for Edison Schools Inc. From 2003- 2005, she took a position as an educational consultant for Edison Alliance and relocated to Charleston, South Carolina. During this time she supervised two elementary schools, one middle school and one high school in the area of student achievement, learning environment, and language arts. At the conclusion of the 2004-2005 school year, she moved back home to Wichita, Kansas to serve as a dean of instruction for a middle school for one school year. Following that year, she began her principalship. She was employed as an assistant principal for one year and a building principal for five years prior to relocating to Denver, Colorado.

She understands and has a strong belief that meeting students where they are at, whether advanced and ready to achieve the next level, or extra necessary supports is what schools should be. She firmly believes that each day that she walks into her office, it is her utmost priority to use every bit of talent, skill, knowledge, and resources available to instill self-confidence in students and faculty, remain relentless in helping them succeed, and to endorse and promote the value of professional collaboration and effective leadership.

C. Education Plan Dr. Martin Luther King, Jr. Early College will increase the opportunities for qualified students to attain an Associate’s, Post-Secondary credential, or 60 college credits prior to graduation. This should include the education plan in Middle School, Competencies, Common Core State Standards, MTSS, Special Education and ELL information. Throughout grades 6-8, students complete formative short cycle assessments in Language Arts and Mathematics through Intervention Reading and Intervention Math classes. Language Arts Intervention and Math Intervention teachers share data on standards based short cycle assessments with core Language Arts and core Math teachers to plan instruction that meets students’ needs. These standards based short cycle assessments are given with a pre-test and then a post-test every two weeks. In addition to testing in Intervention, core Language Arts and core Math provide three practice CMAS tests throughout the year. Students get to see their preliminary scores with a proficiency band and make goals for the next practice test. Students track their scores and make plans with their core teachers on how to achieve their score goals. Teachers are required to track their conversations and keep data for students. In addition, middle school students complete tasks showing proficiency on DPS competencies and then upload their completed work to digital portfolios. These tasks are referred to as artifacts. Students upload one artifact for each class per quarter. Their portfolios are presented during Student Led Conferences (6th and 7th grade) and during 8th Grade Defenses.

In regards to Common Core State Standards, all content areas adhere to Common Core State Standards. For example, all curriculum used in Language Arts and English classes, 6-12, are chosen to ensure high rigor lessons that are aligned to Common Core State Standards. At the middle school level, Engage NY is an open-source literacy curriculum created by Expeditionary Learning to exemplify Common Core instructional shifts and prepare all students for college and career. DPS purchased this curriculum. Each grade level consists of four “modules” of instruction, each approximately eight weeks long. Each module includes three “units,” or sections that build up to a rich performance task. In the course of a module, students read both whole-class and independent books. The extended texts include, but are not limited to, the following:


● Sixth grade: The Lightning Thief, Bud, Not Buddy, Dragonwings, Frightful’s Mountain

● Seventh grade: A Long Walk to Water, Lyddie, Narrative of the Life of

Frederick Douglass, The Big Thirst

● Eighth grade: Inside Out and Back Again, A Midsummer Night’s Dream.

Teachers attend a required training for this curriculum (6th Grade: October 12,

January 12, and February 25; 7th Grade: October 13, January 13, and March 2; 8th

Grade: October 14, January 14, and March 3).

In science, middle school teachers utilize Amplify Science, a new NGSS-designed core

curriculum for grades 6-8. This curriculum is aligned to the Next Generation Science

Standards and is technology-based; all middle school science teachers are assigned a

classroom set of Chromebooks to use daily in their classrooms.

The Social Studies department is aligned to Denver Public Schools scope and sequence

utilizing the various resources provided from the district that work in tandem with CCSS and

CAS. Social Studies at Dr. Martin Luther King, Jr. Early College centers on using themes of

social and cultural historical events as a lever to become critical thinkers. Students typically

follow this trajectory: World Geography (6); World History (7); US History (8).

The math program at Dr. Martin Luther King, Jr. Early College focuses on preparing students

for college mathematics without the need for remediation and to be critical thinkers. All

courses will be aligned to the CCSS and SAT suite assessments, with the specific goal of

exposing students to the rigorous critical thinking tasks.

Middle school teachers will build their own curriculum, utilizing resources the school has

acquired (Pearson Realize (6- 12), Connected Mathematics (6-8), Engage NY (6-8)). To

ensure norming across the school, all grade level teachers will give common assessments to

their students.

If a student seems to acquire a need academically in the classroom, behaviorally, or socio-

emotionally, that student is begun on the Mutli-Tiered System of Support (MTSS) process.

Grade Levels meet every two weeks and review students who have Ds and Fs, multiple

behavior instances, or frequent absences and team leads begin filling out a MTSS referral if a

teacher has multiple concerns with a student. From that point, the team lead is in charge of

having the proper Special Service Providers fill out health, attendance, and behavior

information about the student. After receiving all of this information, grade level teams will get

together and come up with interventions for the student and track how that student with that

intervention for two weeks. If that student is not progressing toward improving behavior,

attendance, or academics after two weeks, the team will reconvene and come up with more

interventions. If the same result occurs, the grade level lead will then suggest for the MTSS

team to look at the student’s case and come up with an appropriate plan for that student (504

or SPED testing, more interventions, etc.). This process helps the student stay on track and

achieve educational goals and well-being.


Students that are English Language Learners are tested yearly via the ACCESS test. If a

student scores under a specific target, they are put into an English Language Development

Class, Spanish Language Arts, or an English Language Development push in Language Arts

class depending on their ACCESS scores and need for English Language development.

Students are at varying levels at Dr. Martin Luther King, Jr. Early college and we provide

individualized routes to English proficiency.

D. Teaching

To support the design of prioritization of teacher effectiveness and teacher leadership, it is essential for the school to have clear systems that ensure students have a high quality educator in every classroom. One of the most powerful leverage points DMLK possess is be the ability to strategically identify and recruit teachers who empower students and families, reflect the cultural diversity of community, and actualize the Early College mission, vision, and instructional model. Teacher effectiveness that accomplishes these ends is supported through the following systems: strategic teacher recruitment, Teacher Leadership and Collaboration (TLC) roles, growth focused observation-feedback cycles, differentiated professional development, daily collaboration time, data-driven feedback conversations, coaching on planning rigorous and authentic standards-based project-based learning lessons and units, and strong implementation of the Leading Effective Academic Practice (LEAP) Framework, which includes student achievement outcomes, professionalism, student perceptions, teacher leadership, and potential performance remediation components.

In addition, DMLK is pursuing Innovation Status for hiring teachers outside of Denver Public School timeline and process, and for incorporating unique roles and responsibilities into the job descriptions of teachers and faculty members.

All open positions are posted, and each department is notified of the opening. Administrators reach out to the personnel committee to begin choosing and interviewing appropriate candidates. All potential hires follow District vetting through Human Resources. The Early College also uses external job sites and leverages partnerships with colleges and teacher preparatory programs in addition to the district website to hire. When hiring, the SGB designs a personnel committee that works closely with the administration as well as the department in which the position is open. The committee evaluates applicants’ credentials, views resumes, and interviews potential hires. The committee generates a list of guiding questions that align with the school's vision, mission, and purpose and uses these ideals when choosing the best candidate. Previously, many of the questions also aligned with college readiness and classroom management goals.

E. Governance

DMLK will retain the SGB model which is a merged committee of Collaborative School Committee (CSC) and the School Leadership Team (SLT). This committee is merged in order to reduce redundancy. The SGB is a decision-making body that meets on a monthly basis to discuss the school’s progress towards accomplishing its strategic goals, as identified in the Unified Improvement Plan (UIP). The committee will also provide the school leaders with feedback and guidance on decisions that impact school programming and services to students and the community. In addition, the SGB will review and provide feedback on the


proposed budget for each upcoming academic year and ensure that the budgetary resources are aligned to the strategic priorities that are identified in the school’s UIP.

F. Budget DMLK will continue to be strategic by using financial resources in the highest leverage areas of teacher effectiveness, student individual education plans, and maximum spending on instructional programming to promote successful implementation of the school’s instructional and Early College model. The school will ensure sound financial management through collaboration with the school’s leadership team, the school’s budget partner, DPS Budget Department and the SGB. Finally, the school will have budget flexibilities including the ability to waive district services in lieu of funds, ability to budget on actual teacher salary instead of average teacher salary, flexibility to secure sponsorships and donation independent of the district.

G. Expected Outcomes a. Leadership and Governance Through Innovation status, the Early College has the flexibility to govern ourselves in a way that keeps us focused on our mission. Our SGB is responsible in ensuring that programs we adopt, personnel we hire, schedules we set and policies we implement are vetted and scrutinized to ensure they are beneficial to our students. We are intervening to demonstrate proficiency, accelerating when possible, teaching in a culturally responsive manner, and providing equity to a community that is economically and educationally disadvantaged. Further, Innovation status has enabled us to customize our Leadership team. We have unique positions such as our Financial Officer, Restorative Justice Coordinator, Communication Specialist, Trauma Specialist and Senior Team Leads who can quickly, efficiently, forcefully, innovatively and professionally steer our faculty and staff toward best practices for our students.

b. Hiring

2018-19 2019-20 2020-21 2021-22 2022-23

Number of Students 1214 1241 1278 1278 1278

Per pupil revenue $ 8,166,186 $ 8,151,328 $ 8,262,637 $ 8,408,626 $ 8,545,675

State and Federal Grant Funds

and ML Funds $ 1,194,385 $ 1,249,405 $ 1,275,913 $ 1,280,299 $ 1,284,769

Total Revenue $ 9,360,571 $ 9,400,733 $ 9,538,550 $ 9,688,925 $ 9,830,444

Instructional Salaries and

Benefits $ 6,069,363 $ 6,190,750 $ 6,314,566 $ 6,440,856 $ 6,569,674

Instructional Services/Supplies

$ 1,426,830 $ 1,489,516 $ 1,468,802 $ 1,457,479 $ 1,434,062

Total Instructional

Expenditures $ 7,496,193 $ 7,680,266 $ 7,783,368 $ 7,898,335 $ 8,003,736

Supporting Services Salaries and Benefits

$ 1,701,692 $ 1,620,467 $ 1,655,182 $ 1,690,590 $ 1,726,708

Other Supporting Services

Expenses $ 162,686 $ 100,000 $ 100,000 $ 100,000 $ 100,000

Total Supporting Services Expenses

$ 1,864,378 $ 1,720,467 $ 1,755,182 $ 1,790,590 $ 1,826,708

Total Expenses $ 9,360,571 $ 9,400,733 $ 9,538,550 $ 9,688,925 $ 9,830,444

NET INCOME $ - $ - $ - $ - $ -


Through Innovation status, the Early College has the flexibility to hire in a non-traditional manner to fill positions that our mission requires. We are able to hire faculty and staff for our Pathways programs, paraprofessionals for our ELLs, and other professionals who can propel our students into academic proficiency and toward college and career readiness. The “actuals” budgeting gives us significant flexibility to spend money on the right programs for the right reasons.

c. Scheduling Through Innovation status, the Early College has the flexibility to manipulate the calendar and manipulate our daily schedule to provide culturally relevant, best practices professional development to our teachers as well as necessary interventions (or accelerated classes and concurrent enrollment) that our students need to be successful.

DMLK expects to exceed the average Proficiency and Growth (MGP) as well as Accuplacer scores

of high schools in Denver Public Schools in 2018-2019

Type of Assessment 2017-2018

Baseline

2018-2019

Goal

2019-2020

Goal

2020-2021

Goal

Innovation Plan and

Statue Alignment:

Why the Innovation

Plan and Status can

be expected to

support progress

towards this goal

Expected CMAS

Math MGP

(Grades 6-8)

44 70 75 75

Flexible schedule,

hiring, curriculum

design, competency-

based and early college

model will support

students to master skills

and meet and exceed

the competencies

assessed on PSAT and

SAT, ensuring students

are college and career

ready.

Expected % of

proficient students 11.2 20 30 40

Expected CMAS

Literacy MGP

(Grades 6-8)

45 70 75 75

Expected % of

proficient students 20.9 30 40 50

Expected PSAT 9

and PSAT 10

MGP (Grades 9-

10) EBRW

28.8 50 70 75

Expected % of

Students meeting 39.7 45 50 60


College Readiness

benchmark

PSAT9/10 EBRW

Expected PSAT 9

and PSAT 10

MGP (Grades 9-

10) Math

44.5 70 75 75

Expected % of

Students meeting

College Readiness

benchmark

PSAT9/10 Math

27.1 35 45 55

Expected SAT

MGP EBRW 46.5 70 75 75

Expected % of

Students meeting

College Readiness

benchmark SAT

EBRW

24.8 35 45 55

Expected SAT

MGP Math 41.5 55 70 75

Expected % of

Students meeting

College Readiness

benchmark SAT

Math

9.6 20 30 40

Section I. SCHOOL CULTURE

1.A. Vision and Mission Statements Vision: To graduate great leaders, great thinkers, and great communicators.

Mission: In the Spirit of Dr. Martin Luther King, Jr. our early college community offers rigorous and meaningful education while empowering our students to become agents of change in our community and global society.


1.B. Targeted Student Population

The current student demographics of Dr. Martin Luther King, Jr. Early College are as follows:

80.6% FRL, 39% ELL, 12.3% Special Education and 94.6% Students of Color.

FRL Race and Ethnicity ELL SPED

SY Enrollment

FRL

% FRL

Hispanic

White African America

n

Asian/ Pacific

Islander

American Indian

Multiple

Races

% Minorit

y

ELL Student

s

% ELL

SPED Student

s

% Sped

18-19 1223 986 80.6 753 66 276 87 4 37 94.6 452 39% 151 12.3%

To be a highly innovative and successful school, the principal, faculty and staff at Dr. Martin

Luther King, Jr. Early College believe that a quality education depends primarily on the day-to-

day efforts and expertise of the people who work in the school – from the support staff, who

make sure the school is an inviting and secure place to learn, to the teachers and staff, who

work directly to ensure that students learn, to the principal and assistant principals, who

provide the leadership, resources and support needed for all staff to do their jobs well. The key

to success is the collective efforts of the faculty, staff and administrative team, who have

sufficient freedom and opportunity to make decisions that best meet the needs of our school

community.

Due to our programs and curriculum model, we anticipate and desire to increase our student

population by at least 10% each year. Our Early College model, draws heavily on work based

internship experiences and access to off campus college courses. DMLK will retain our broad

group of student along lines of ethnicity, learning style, language, and socio-economic status.

ACCESS Level:

DMLK Intentionally supports English Learner through personalized ELD supports based on

ACCESS Levels. As such, the ACCESS Levels of current ELL students at DMLK are provided

below and will be used as a guide in planning individualized ELD supports.

No Score ACCESS

(1)

ACCESS

(2)

ACCESS

(3)

ACCESS

(4)

ACCESS

(5)

ACCESS

(6)

MS 8 (6.6%) 4 (3.3%) 17

(13.9%)

59

(48.4%)

26

(21.3%) 6 (4.9%) 2 (1.6%)

HS 13

(5.4%)

11

(4.6%) 24 (10%)

113

(47.3%) 67 (28%)

11

(4.6%)

Obtaining flexibilities in the areas of curricula, seat time, course sequences, term length

measures, teacher licensure, and waiver of elements of the DCTA collective bargaining

agreement through pursuit of Innovation Status is directly related to effectively serving

underserved students to ensure we are able to meet the college level rigor of the Common

Core State Standards (CCSS) and the demands of the 21st Century workplace.


1.C. Stakeholder Participation in the Planning Process

Our School Governing Board (SGB) was the main stakeholder in the Innovation Plan

Renewal Application. SGB is made up of 18 members: 1 English Senior Team Lead, 1 Social

Studies Team Lead, 1 Science Senior Team Lead, 1 Math Senior Team Lead, 1 Culture

Senior Team Lead, 1 Electives Senior Team Lead representing each content area, 1 6th

Grade Team Lead, 1 7th Grade Team Lead, 1 8th Grade Team Lead, 1 Financial Officer, 1

Classified Employee Representative, 1 Principal Designee, 1 Special Education

Representative, 1 Community Representative, 1 Student Representative, 1 Support Service

Representative, and 2 Parent Representatives. The entire teaching staff was solicited for

input in small discussion groups at a staff meeting and their input was added to the

application. The total number of faculty present for this meeting was 80. This was face to face

where suggestions, comments, and questions were written on flipchart paper and typed into

Word form for later reference. SGB will vote, and the entire staff will vote on the final approval

of this application. SGB also has the task of evaluating and analyzing the previous Innovation

Application and rewriting the new application that the staff will approve. Our Community and

Family Liaison was also a strong contributor to this application.

1.D. School Culture and Engagement Plan

DMLK culture supports the school’s mission by providing a well-rounded education and a

dynamic learning environments in which all students become great leaders, great thinkers

and great communicators. Our culture reinforces student’s emotional and social development

by providing a safe and productive learning environments that encourages students to

challenging the status quo and advocating for themselves.

DMLK culture promotes high levels of collective responsibility, relationships and trust

amongst students, faculty, and families through the following routines:

Ninth Grade Academy

Ninth Grade Academy is a mandatory week-long requirement for all ninth grade students. As

a part of our strong culture, students spend the week prior to school starting attending the

academy and becoming oriented with the campus and the high school expectations. All

students are able to meet and receive instruction from some of their ninth grade teachers as

well as a jump start into their curriculum for the freshman year. Incoming ninth grade

students are required to attend ninth grade academy to help them be successful as they

transition from middle school to high school. All students that complete all requirements will

receive 2.5 elective credits to use towards their graduation requirements.

College Camp Week

College Camp Week is a Middle School program that focuses on preparing students for

college. The week focuses on team building activities with students and teachers, creating

camaraderie in grade levels. Each grade level tailors specific lessons for their students

regarding college entrance requirements, GPA, and the benefits of college. Each week is

finished off with a college campus visit.


Welcoming Environment

Each morning students are greeted and welcomed to the school by teachers and leaders.

Teachers greet all of their students at their classroom door with a handshake and by name.

The school is bright and vibrant on the outside; consisting of honoring student and campus

achievements, and on the inside, with clean and colorful displays of student work lining the

hallways along with college pennants and banners from around the country. All classrooms

have social contracts and areas devoted to affirmations. Campus culture is kept positive by

incorporating ongoing professional development, focus on equity, culturally responsive

practices and pedagogy.

Weekly Advisement

Extensive research points to the value of small advisement groups in secondary programs in

order to build student-student and student-teacher relationships, help students develop

academic habits, and ensure that students’ social-emotional needs are addressed. Through

the advisory, each student will have an adult who knows them and helps them navigate

school so that they leave with a meaningful, personalized plan and are prepared for

postsecondary options. Also, the advisor will act as a bridge between school and home,

keeping families updated on successes, concerns and relevant calendar events. All students

will use advisory to set goals, monitor progress and conference with teachers. During these

weekly meetings students will articulate general goals beyond high school focusing on

college and career (ICAP) goals.

Denver Urban Debate League

Using the power of speech and debate the Dr. Martin Luther King Jr. Early College section of

the Denver Urban Debate League is a successful squad of debaters who use literacy,

learning, and life skills which prepare youth to succeed in the information age. Debaters are

registered on the Novice or Varsity Debate and take a daily class where they learn the

necessary skills to perform in debate tournaments through the Denver Urban Debate League,

which is a regional program that encompasses school teams from all over Denver. DMLK’s

debate team is routinely successful in their season with team members winning tournaments

in the Denver area and going as far as participating in National Debate tournaments for the

past two years.

Warriors Athletics (High School)

Dr. Martin Luther King Jr. Early College participates in the Far Northeast Warriors is a Regional

Athletic Program. This is an interscholastic Co-op athletic program made up of eight high

schools within the Montbello/Green Valley Ranch area. This program is in an effort to ensure

that our student athletes have the best opportunity to display their talents alongside the best in

the state.

Panther Athletics (Middle School)


Dr. Martin Luther King, Jr. Early College after school athletics is a full comprehensive athletic

program in the DPS Nuggets/ Avalanche Prep League. The Athletic program competes against

middle schools throughout the far northeast and the rest of DPS.

Technology Integration

At Dr. Martin Luther King Jr. we have been able to provide classrooms with 1:1 access to technology in every classroom.

Student-Led Conferences

Students will lead their own conferences two times a year during which they will highlight their

growth and learning. Students share their grade level portfolio to their parents/ guardians; work

for each subject area is uploaded and students reflect on their learning, what they are proud of,

and how they could have improved.

Student Leadership

Student Leadership Committee - Advisories will select two representatives to participate in a student leadership committee with the principal and/or a sponsoring staff member. Students will also have the opportunity to participate in the DPS Student Board of Education (SBOE). This student-led effort will include looking at student leadership models in other schools both locally and nationally. Student Board of Education (SBOE)- Past Student Board representatives from DMLK will select new Student Board members who will have to go through an interview process to get the position. The representatives meet at North High School every other Wednesday. This team is in charge of bringing social justice issues to the attention of the school and to come up with policies to fix those issues. STARS Mentoring

STARS is a student-led, peer-mentoring program in which older high school students mentor younger high school and middle school students. The high school mentors are equipped with leadership skills through weekly meetings with their program coordinators, who serve as adult mentors. The program coordinator and mentors meet weekly with mentees, grouped in a 1:4 ratio, and through intentional activities, build supportive relationships, do community service projects, create public service announcements to educate about and advocate for critical issues facing teens today, and focus on skills necessary for setting positive futures in motion.

Industry Aligned Experience -

DMLK CTE classes have partnered with Goodwill Industries and CareerConnect to provide

Work Based Learning (WBL) opportunities for students in pathway classes. Currently, students

are participating in 3 WBL programs: CareerX, CareerCoach, and CareerLaunch. CareerX

(explore) provides opportunities to visit work sites in various careers. CareerCoach provides

mentoring opportunities with employees in industry. Partners travel to DMLK and meet with

students for mentoring sessions. CareerLaunch provides DMLK students with opportunities in

internships. Internships are aligned to engineering, manufacturing, and education.

Student Digital Portfolio


Each DMLK student in grades 6-12 have a digital portfolio which houses their 4 best artifacts from each class. Artifacts are a demonstration of multiple standards-based skills. in 2021, these artifacts serve as evidence of competency in English, Math, or CTE for Colorado graduation requirements. Students also share their portfolios in Student Led Conferences twice a year. 8th, 10th, and 12th grade students share their portfolio in Defenses.

Student Defenses

Students present artifacts from their portfolios in defenses in grades 8, 10, and 12. Students

create a presentation against a rubric to defend their body of evidence to prove their

competency in subjects. Parents, teachers, and community members score defenses and

provide individual feedback for each student. Seniors must score ‘satisfactory’ on their

defenses to meet senior checklist requirements. If they don’t, they have the opportunity to

redo their presentations. Starting in 2021, students will also use their artifacts to prove

competency for graduation requirements.

Junior Internship Program

Students that apply to take part in the Junior Internship Program are supported by several

staff members in their Advisory class to prepare and participate for their two week long

internships in the Spring. The Internship Program creates an opportunity for our junior

students to experience a career in which they may have passion. Junior Interns are placed in

professional environments around the city to learn and participate with on-the-job training in

industries that they hope to follow after high school.

Community Events

Community events encourage students, families, and community members, and faculty to

come together at the school to learn about the programs and celebrate the successes and

have fun together. This may include:

• Home visits

• Open House

• Fall Festival

• Day of the Dead

• Student of the Month

• Exhibition Night

• Music Concerts

• Grade Level Assemblies

• Senior Family Nights

• Senior Application Day

• Content Specific Family Nights

• College Fairs and College Visits

• Strengthen Families

• Career Fair

• ELA Parent Advisory Committee The community liaison in conjunction with counselors is instrumental in the development of these events, as well as parent engagement involved in executing these events.


Community and Business Partnerships

DMLK strives to provide family and community resources at many of our school-wide events.

The following is a list of educational institutions that Dr. Martin Luther King, Jr. Early College

partners with to provide information and resources to students as well as to promote a college

readiness attitude:

● Community College of Aurora provides concurrent enrollment classes. ● The University of Colorado at Denver through CU Succeed program provides

concurrent enrollment classes.

● Western State University provides concurrent enrollment classes. ● University of Denver supports the Denver Urban Debate League. ● Metro State University provides an after school tutoring program. ● The University of Colorado provides a pre-Collegiate program for 7th through 12th

grade students.

● Numerous college representatives during Senior Application Day (Counselors)

Student Clubs

DMLK also seeks to foster a positive culture through student clubs. Below you will find a

sampling of the current student clubs.

Club Name Meeting Times Purpose

Debate Team (Denver Urban Debate League)

Periods 7,8 and some Saturdays

Our mission aligns because we work to graduate students who are college ready. (Additionally, we provide an educational niche for gifted & talented students even though all students are welcome to join the team.) Competitive speech & debate provides an intensive way for students to gain critical thinking, public speaking, and technology skills that are important for career readiness.

Art Club Thursday after school Our mission is to create a connection between culture, self-expression, and academic achievement by taking a look at social issues through the lens of our youth. Students will be able to express themselves through various forms of art once our series of study is complete.

TSA (Technology Student Association

Meets once per week The Technology Student Association fosters personal growth, leadership, and opportunities in Science, Technology, Engineering, and Mathematics (STEM); members apply and integrate these concepts through co-curricular activities, competitions, and related programs.

Student Senate Period 7, and specific events

Increase student leadership with connections to school wide activities (i.e., dances, food drive, etc.) and community service.


Theater Club Once per week, after school

Girls’ Yoga Club MS - Mondays after school in Gym HS - Thursdays after school in Gym

Open to all girls in MS & HS; some students are recommended to participate by staff members, including therapists.

GSA (Gay Straight Alliance) - MS & HS

Third Tuesday per month

The GSA (Gay/Straight Alliance) is here to create and ensure that the Early College is a safe place for all students, families, and staff regardless of their real or perceived orientation or gender identity. We will collectively plan campus events to promote student safety and awareness.

International- Multicultural Club

Weekly meetings after school; provides dance demonstration and food during certain events.

International Club celebrates student and staff cultural diversity. Members participate in school events, by sharing food from various cultures as prepared by students and staff, and hosting dance exhibitions at school events.

Equity Team

Our Equity Team, consisting of faculty, conducts school wide Professional Development in which all teachers are expected to participate. By doing this type of work, the Early College hopes to retain teachers of color and support all teachers who are working with students of color. The DMLK equity team works cooperatively in service of students, staff and families providing a model and resources for staff to celebrate differences, build relationships, value change, and challenge ideas. The equity team provides resources and facilitates intentional discourse about resources, access, discipline, trauma, and relationships.

The Equity Team also facilitates an equity book study among staff members. Staff select from a variety of texts and equity topics, including teaching students of color, history of educational policies, immigration, the school-to-prison pipeline, and social justice. Teachers read and answer discussion questions about their book and topic, and meet in small groups to apply the new information to their classrooms and students. The list of books for the staff equity book study can be found here.

A similar book study is facilitated among students in advisory classrooms. Each month during advisory, teachers read a different book about a culture represented at DMLK. Advisory teachers plan lessons for reflection, recognition, and celebration of these different cultures, perspectives, and experiences. The list of books for the student equity book study can be found here.

https://drive.google.com/file/d/1B6rDsklDegLtsbxk6iyf3hc7vTMn6wWa/view?usp=sharing

https://drive.google.com/file/d/13lNFYXWTT3Ae9NYqA9dwsU1sd2KR084w/view?usp=sharing


1.E. Student Discipline Policy

DMLK will follow the district’s discipline policy (JK-R), including suspension, expulsion and

dismissal processes. Our discipline focus has not been on punishing students for their

behavior. Instead, our philosophy is to utilize discipline interventions to modify unwanted

behavior and replace not only the student’s behavior with more positive actions, but to

modify their thought process and goals to bring about a more positive and productive

environment. This goal has been reached by providing swift, well thought-out

interventions that are tailored to the offense instead of punishments handed out without

being intentional about its outcome.

Positive Behavioral Reinforcements: The Early College prides itself on positive behavioral reinforcement. Incentives such as

Weekly Caught in the Act (CIA), Class Affirmations, Panther Dinners, Attendance

rewards, Student of the Month, and dress down incentives have proven to reinforce and

develop an interest/ desire to display positive actions while in the school and community.

Classroom Discipline & Referral Procedure: We value restorative approaches that encourage students and teachers to reflect on the

underlying causes of undesired behaviors, generate solutions to restore imbalance or

harm caused, and communicate effectively to build relationships and empower students.

In order to be proactive in supporting students, we use our trauma-based approach,

PBIS, Capturing Kids Hearts and Culturally Responsive Teaching methods to support

student behavior in the classroom. When these supports are not enough to influence

student behavior, we will initiate the classroom discipline ladder.

The classroom discipline ladder will consist of the following Tiered interventions:

● LEVEL 1- Teachers will be supported in handling student misconduct first in

high leverage low-impact ways through in-class interventions. Teachers will

support the “3 R’s” system: Redirect, Remind, Refocus. The Refocus process, as

an intervention intended to give the student the chance to reflect, think about the

cause for the undesired behavior and generate a plan to “right their wrong,”

change their behavior and return to class. The grade level team (GLT) will discuss

best practices and plan strategically for highest opportunity of success using

restorative strategies.

● LEVEL 2- If the first level of intervention is ineffective, the student will be given a

referral to meet with a member of the discipline team. This may be administration,

the Dean of Students, or Restorative Coordinators and/or Support staff. If the

student responds well to the RA option, the student will fulfill his/her RA obligation

and return to class. If this is ineffective, the Dean of Students will contact parents

to involve them in the process.

● LEVEL 3 - While suspension will be used in accordance to the district’s

discipline matrix and ladder of consequences, it will be reserved primarily for


situations where student safety is a concern. Depending on the extent of their

behavior, students may complete multiple days of restorative approaches which

may include, but are not limited to: apology letter(s)/ public restoration to the

school community, mediation with students or faculty, lunch or after school

detention, or Saturday school.

Professional Development

Through constant training and education teachers are presented with an understanding of

the needs of each culture represented at the Early College. Professional Developments

(PDs) in the area of cultural competency and equity are regularly conducted through

faculty meetings facilitated by the Equity Team and additional/optional PD meetings. The

Early College has monitored student disciplinary data/records and address any real or

perceived disproportionality of consequences among students of color and students with

disabilities through district data and Infinite Campus.

1.F. Student Recruitment and Enrollment

Enrollment Policies

During the past few years, we have improved the quality of our marketing to attract and retain students. The Early College’s social media sites attract more than 1,400 followers. The goal of our social media is to communicate with our families and students and inform them of upcoming events. Additionally, many teachers and staff have created classroom social networking sites to stay in touch with students and to keep them updated on assignments. We hold Open Houses for the community, travel to feeder schools to recruit future students, participate in regional and district-wide expos, and grade-level assemblies. We celebrate student successes with showcasing artwork, Athlete of the Month, posting seniors’ postsecondary acceptances. To increase parent and community participation, we host information events for families, hold Exhibition Nights each semester, Portfolio and Defense presentations, distribute parent surveys, and encourage participation. We identify additional outreach programs through Family and Community Engagement. We host annual meetings with the Office of School Choice and Enrollment between January and March of the recruitment season. During these meetings, the Office of School and Enrollment identifies the enrollment targets. Over the last three years, our high school enrollment has increased while our middle school enrollment has slightly decreased. The growth of our career course (“pathways” courses) has allowed many students to gain exposure and understanding of various career fields.

The transformation from traditional District school to Innovation Status has enabled Dr. Martin Luther King, Jr. Early College to develop a seven-year academic program that meets students’ needs at the middle school level and prepares them for a rigorous high school curriculum, focused on college and career readiness. To support students in the quest for college and career readiness, all middle school students take a math and literacy support/intervention


course, which provides every student an opportunity to increase his or her proficiency in math and English.

The Early College registers high school students via the district’s Choice & Enrollment

procedures. The Early College prioritizes enrollment as follows:

(a)current MLK students; (b)students residing in the MLK middle school attendance area; (c) other district students; then (d)non-residents.

In accordance with district policies, transportation is provided to students in the FNE area via the Success Express school bus loop.

Student Recruitment

The Communication Specialist, with support from the Community Liaison, executes the

following student recruitment activities:

● Communication with Feeder Elementary and Middle School leaders

● Attendance at registration

● Participation at Back to School Night

● Participation at School Choice Events

● Recruitment materials in all languages that are representative of the school

● Develop brochures, postcards, ad video marketing for the school

● Develop a social media presence on Facebook, Instagram, Snapchat and

Twitter

1.G. Student Attendance and Satisfaction

Student Attendance

Our Year End Goals mirror the goal of Denver Public Schools and represents best practices

that will engage our students to meet expectations for mandated seat time. We will ensure

implementation of systems and procedures that have been deemed as best practice. These

systems and procedures have been proven to engage students in their academic

achievement and self-awareness. We know the first level of student engagement is initiated in

the classroom from teacher-to-student interactions and relationships. The next two tiers of

interventions are in place to get the student invested in their education through self-

awareness of actions as they see the negative repercussions of truancy. The remaining

interventions are in place as a system of checks for potential legal action for any students as

they move towards truancy court.

Student attendance is promoted through the following research-based strategies:

1. Clear and consistent attendance expectations and follow through

a. Automated calls home each time a student is absent


b. Expectations that students make up missed work or participate in out of

school time tutoring

2. Targeted interventions for students with chronic attendance problems

a. Student advisor or social worker makes a call home after five absences

within one semester and sends a warning letter home to the parent/guardian.

b. Student advisor will assign student to Attendance Watch to monitor their

attendance for two weeks.

c. After ten absences the student advisor will require an attendance contract to

be signed by both the parent and student.

d. After fifteen absences the student advisor will send a second warning letter

home to the parent/guardian.

e. After twenty absences the social worker will file truancy paperwork with the

Denver Juvenile Courts due to lack of attendance.

3. Strategies to increase engagement and participation

a. Family involvement

b. Student collaboration

c. Culturally responsive school culture

d. Advisory classes and establishing positive relationships with teachers

e. Personalized learning to appropriately challenge students academically

f. Interesting and engaging electives and enrichments

g. Incentives for attendance including participation in monthly activities

h. Recognition for attendance, achievement, and other goals in monthly

assemblies

The attendance secretary manages the student attendance line and enters and monitors daily

student attendance data. The Dean of Student monitors attendance data weekly and

reports to the leadership team. The leadership team uses this data to determine if

systematic changes are needed to increase student attendance or address attendance

concerns. Students who are identified with attendance concerns will have individual outreach

and customized support. If the target numbers for our school are not met, the

administrative team will analyze the data, determine root causes of the low numbers, and

determine the plan of action to address the root causes, and then act on our agreed upon

course of action.

High School Attendance (as of October 23, 2018)

YEG 93%

MTD 83.9%

YTD 86.5%

PYD 92.3%

Prior Year 88.3%


Middle School Attendance (as of October 23, 2018)

YEG 95%

MTD 92.8%

YTD 93.1%

PYD 92.7%

Prior Year 90.5%

Student Satisfaction

For most indicators, DMLK is performing similarly to the District. Looking at the data below,

DMLK will improve areas where we are below the District and increase all areas to at least

85% over the next three years. The actions needed to make this happen will be to increase

and stakeholder communication and involvement in future school decisions, and provide

opportunities for parents to voice concerns and be a part of the problem solving process,

develop student focus/leadership groups that will enable them to voice concerns and positive

frame future action steps to increase student engagement.

High school - Student Satisfaction Rates

HS 2016 2017 2018 Difference

Overall 89.09 89.54 90.51 -0.3

General 86.61 87.38 88.88 -0.15

Academics 90.35 91.86 91.76 -0.7

Discipline 83.88 83.51 83.24 -0.1

Culture General 86.22 85.57 88.34 0.3

Culture Classroom 92.83 91.57 94.87 0.1

Family 84.75 89.49 90.2 0.5


Safety 89.74 89.28 89.55 -0.7

Future 94.56 94.68 95.97 0

Middle school - Student Satisfaction Rates

Student MS 2016 2017 2018 Difference

Overall 84.75 80.24 84.19 -0.81

General 84.82 75.86 81.53 1.09

Academics 86.18 82.88 85.69 1.7

Discipline 86.42 76.87 81.92 -0.05

Culture General 79.81 76.11 80.63 -2.91

Culture Classroom 89.63 84.93 89.15 1.66

Family 84.16 84.57 87.9 1.23

Safety 81.11 75.8 80.53 -1.63

Future 93.96 90.73 92.94 2.28


1.H. Ongoing Parent/Guardian Involvement & Satisfaction

High School - Parent Satisfaction Rates

Parent HS 2016 2017 2018 Difference

Overall 71.53 77.83 75.28 1.1

General 69.44 76.25 74.68 1

Involvement

Opportunities

70.37 75.87 71.73 0.9

Communication 62.93 71.93 68.45 2.1

Academics 79.24 84.35 83.77 0.8

School Environment 76.84 81.66 80.01 0.3

Middle School - Parent Satisfaction Rates

Parent MS 2016 2017 2018 Difference

Overall 70.91 76.2 73.81 -8.4

General 68.93 70.95 67.88 -12.8

Involvement

Opportunities

69.91 75.91 74.41 -7.18

Communication 66.51 73.22 69.02 -8.34

Academics 76.36 79.69 78.13 -7.85

School Environment 73.4 78.5 76.94 -8.37


In order to exceed standards on the SPF, DMLK has set a goal of 80% or higher positive

response rate for DPS parent satisfaction surveys. To ensure a high response rate,

DMLK administration will: 1. Convey the importance and purpose of the parent

satisfaction surveys to parents and students through the use of various communication

channels; and 2. Develop an incentive program for students and parents to ensure

response rates of 80% or higher from the online platform. DMLK Administration will

survey parents/families throughout the school year during strategic time periods to seek

feedback on the school’s progress to date. The questions contained in the survey will be

pertinent to the school’s various initiatives, activities, daily operations and student

progress. Parent satisfaction data will be reviewed and a strategic plan of action will be

developed by the SGB if the positive response rates do not meet the standard on the SPF

rubric. Adjustments will be made based on specific areas of improvement as outlined in

parent satisfaction surveys and by getting feedback from parents and students on steps

for improvement.

Principal Advisory Committee

Parents/guardians are involved in school leadership and decision-making through the SGB which is the schools governance committee that replaced CSC and SLT. The SGB will, (but is not limited to):

• Analyze school data and school needs as they relate to Dr. Martin Luther King, Jr. Early

College’s unified improvement plan (UIP);

• Review and approve the fiscal priorities of Dr. Martin Luther King, Jr. Early College’s budget

and advise the principal before the budget is submitted;

• Participate in the hiring process of the school principal or other administrators of Dr. Martin

Luther King, Jr. Early College by conducting interviews of candidates;

• Assist the principal in making programmatic and operational changes to improve Dr. Martin

Luther King, Jr. Early College’s achievement;

• Work with school administrators in developing ways that parents and school personnel can

build a partnership to improve student learning

The board is comprised of the following elected members:

Building principal, Special Education Representative, 6th Grade Middle School Team Lead, 7th Grade

Middle School Team Lead, 8th Grade Middle School Team Lead, Principal Designee, Classified

Employee Representative, Senior Team Lead Math, Senior Team Lead Social Studies, Senior Team

Lead Electives, Senior Team Lead English, Senior Team Lead Science, Senior Team Lead Classroom

Culture, Support Services Representative, Community Representative, Student Representative, and

Parent Representatives.

SGB meetings will take place on the 3rd Monday, and/or as needed—beginning in August and

ending in June during the school year. Future meeting times will be determined by the SGB at

the first meeting in order to accommodate all member schedules to the best of the board’s

ability. Meetings will be held in the school. Meetings will be open to the school community and

noted as such on the monthly calendar. In the event a meeting cannot be held, members may

be contacted by phone or e-mail to reach a decision. Meetings with personnel sub-committees

will be closed.


School committees will be expected to communicate at an SGB meeting as needed. The SGB

will create subcommittees to determine specific goals and areas of concerns. Chairmanships

of subcommittees will be held by SGB members. The chairs shall facilitate meetings.

Members of the subcommittees will be selected at regular meetings and can include anyone

from the school community, not just members of the SGB. Members will be selected by a

process as determined by the SGB that will vary depending on the sub-committee’s content.

Any school community member may bring suggestions in writing for consideration.

Committees will reflect the needs of the school. Notification of the formation of committees will

be made known to the entire school community. The five (5) standing committees must report:

Personnel, Scheduling, Family Engagement, Multi-Tier System of Support (MTSS), and

Social.


Section I. LEADERSHIP

2.A. Leadership Team Personnel

Principal Profile

In addition to the essential responsibilities of Denver Public School, the school leader must also be innovative, transformative, and adaptive. The primary role is to maintain safety for students and faculty as well as bringing life to the mission and vision statement while graduating 100% of students, college and career ready, without the need for remediation.

This leader must embrace the Early College Model and lead for equity for all of our students, and have experience working at a secondary level with a proven track record of increasing student achievement and closing the opportunity gap.

Finally, the leader must be able to demonstrate the School Leader Competencies in the areas that are aligned to the DPS School Leadership Framework:

1. Instructional Expertise a. Builds, develops and empowers the school’s Instructional

Leadership Team to ensure all students engage in joyful, rigorous and personalized learning and demonstrate high academic achievement.

2. Vision and Strategy a. Implements a school wide compelling vision of equity through

strategic planning, change management and school improvement and innovative practices.

3. People and Culture a. Recruits, retains and grows a highly effective leadership team

and staff, developing a culture of continuous learning that maximizes staff morale and performance.

4. Community and Equity a. Leads a positive, inclusive school community that supports the

development of the Whole Child and meaningfully engages families and community members.

5. Personal and Values a. Inspires others through values-drive, reflective and resilient

leadership 6. Operational and Organizational

a. Achieves school goals by driving results, maximizing resources and ensuring effective management of school systems and operations

Leadership Succession Plan The successful sustainability of Dr. Martin Luther King, Jr. Early College is not centered on a

single leader. The expectation is to develop leadership and capacity amongst all faculty.

Distributed leadership is the cornerstone of DMLK. The Administrative Leadership Team

distributes core instructional and operational skills amongst Senior Team Teacher Leaders,


Teacher Specialist, Grade Level Leads and Deans. This structure ensures maintenance of the

schools historical knowledge in preparation of leadership succession. In addition, teachers

continue to grow and take on more leadership roles within the building. This leads to better

teacher retention and a succession for leadership.

A recommended model for when a principal search is necessary begins with developing the list

of principal knowledge, skills and attributes is developed by faculty as well as parents and

community. An interview team will be selected with input from the SGB and district leadership.

Interview questions and “look fors” will be developed by the interview team, which align with the

list of knowledge, skills and attributes. Finalists will be identified through an interview process,

which will include a building walkthrough. Parents and community will be able to meet and ask

questions of the finalist at a public community event and provide input at the conclusion of the

event. The interview team will forward no less than two finalist to the Superintendent. Final

recommendation for hire will be the responsibility of the Superintendent. The actual model would

be developed and confirmed by the current faculty and the SGB to be truly collaborative.

2.B. Leadership Team Coaching and Evaluation

School leaders are most effective when they receive transparent and constructive feedback from a variety of expert sources both within and outside of the school community. One powerful aspect of the DMLK Leadership Team is that many of the members already have well-established relationships of trust and mutual respect, as the group already has a track record of effectively working together. Furthermore, the team members have common pedagogical philosophies on learning and shared beliefs, as the majority of the team members have completed, are currently engaged in, or will enter Relay GSE. As the principal, Kimberly Grayson will receive feedback from the leadership team, teachers, her Instructional Superintendent and her Operational Superintendent. Other Leadership Committee members will receive coaching and feedback from the principal, each other, and the Instructional Superintendent. Additionally, feedback, coaching, and supervision in regards to specific academic and program areas will be distributed based upon each member’s areas of strength. Lastly, each leadership team member will engage in an ongoing and in-depth professional development strand that relates to her or his leadership area, whenever possible.

2.C. School Personnel Structure

Vital positions that the school will fill to ensure alignment to our mission include:

• Classroom teachers

• Restorative Justice Coordinators

• Communication Specialist

• Family and Community Liaison

• Teacher Interventionist who will support math and literacy intervention

• Special Education teachers who can collaborate with classroom teachers in

support of students with special learning needs


• Special Service Provider staff who can provide specialized services on a case and

part-time basis (Nurse, Psychologist, Social Worker, Trauma Social Worker and

Speech Therapist)

• Office staff who will monitor and maintain school systems, welcome and engage

parents and students, and support maintenance of a positive culture at DMLK

Adjuncts to serve our early college concurrent enrollment staffing needs DMLK will follow the

DPS salary and employee benefits structure for all positions, but shall create unique job

descriptions to meet the goals of this innovation plan. DMLK will have the ability to offer

school determined stipends to staff members for providing additional time, duties, and meeting

performance-based outcomes as determined by the Compensation Philosophy linked HERE

held at the school level and reviewed annually by the SGB. DMLK leadership will work with the

DPS HR department to ensure that all necessary processes are followed in these areas. See

the waivers attached to this plan for all of the flexibilities that DMLK is seeking in the area of

staffing.

2.D. Employment Policies

DMLK is pursuing flexibility in the area of employment policies. These flexibilities are highlighted and explained in greater depth in the waivers that follow the plan and are included in the Employee Handbook. All teachers are hired on annual contracts. Annual contract status shall be maintained as long as the teacher continues to receive effective or distinguished ratings, and abides by both DMLK and DPS’ standards of professionalism. The work day for all faculty members is 8 hours including lunch. The school calendar will be revised annually and may include an extended school day and/or year for all staff and students. The procedures for determining the school calendar are described in the innovation plan. Teachers will be compensated for the additional work days. All classified employees retain their existing status of at-will and will not be eligible to attain the status of continuing service.

2.E. Operations - Transportation

Dr. Martin Luther King, Jr. Early College will continue to utilize DPS transportation as a service

to students; however, we utilize other transportation services to serve our students’ needs. Dr.

Martin Luther King, Jr. Early College utilizes charter busses and our own activity bus as a

means of additional transportation for our students. DMLK will ensure that a number of faculty

members are certified to drive these vehicles, per district protocol.

We have been able to modify our bell schedules to work within the already available DPS

transportation services. The School Governing Board decides the bell schedules for the school

and works with DPS transportation to decide when services are available. Bell times may be

adjusted, if needed, to work with the District’s availability so we can continue to use DPS

transportation in addition to other transportation services, such as charter busses and our

activity bus.

https://docs.google.com/document/d/1beJNyhzgcVcwOQjSMfOiiepIY99GE-PXdyWIU1vZyXs/edit?usp=sharing


Dr. Martin Luther King, Jr. Early College follows the DPS calendar for days off. When DPS

transportation is closed, the school will also be closed and students will not require

transportation to school. The innovation plan has allowed DMLK to add additional non-

contact days and off days in the school year, but these days are selected on days the district

is open and transportation is available.

2.F. Operations – Food Services DMLK intends to participate in the district nutrition program, which is in compliance with all state and federal rules and regulations. Additionally, DMLK reserves the right to explore other food service options that may be mutually beneficial to DMLK students, other DPS schools, and the community.

2.G. Operations – Safety and Security

The principal will have responsibility to create and maintain the District required Emergency

Management Plan in collaboration with DPS Office of Safety and Security. In addition, the Dean

of Students will be a key partner in plan development and implementation. The Dean of

Students will be responsible for maintenance and compliance of the EMP. These two leaders

will develop the details of the plan. The building principal, Dean of Students, and Leadership

Team members will take part in the DPS 4 module ERCM video trainings and pass all quizzes

aligned to the trainings. The school will hold monthly fire drills as well as 2 lockdown drills, 2

lockout drills, 2 shelter in place drills per year, and provide documentation of these. Additionally,

the school will ensure ongoing safety by using electronic and video-controlled intercom door

openers and video cameras located on the exterior of the building.

Section III: EDUCATION PROGRAM

3.A. Curriculum

Focus/Model: Language Arts

All curriculum used in Language Arts and English classes, 6-12, are chosen to ensure high

rigor lessons that are aligned to Common Core State Standards. At the middle school level,

Engage NY is an open-source literacy curriculum created by Expeditionary Learning to

exemplify Common Core instructional shifts and prepare all students for college and career.

DPS purchased this curriculum. Each grade level consists of four “modules” of instruction,

each approximately eight weeks long. Each module includes three “units,” or sections that

build up to a rich performance task. In the course of a module, students read both whole-class

and independent books. The extended texts include, but are not limited to, the following:

● Sixth grade: “The Lightning Thief,” “Bud, Not Buddy,” “Dragonwings,” “Frightful’s Mountain”

● Seventh grade: “A Long Walk to Water,” “Lyddie,” “Narrative of the Life of Frederick

Douglass,” “The Big Thirst”


● Eighth grade: “Inside Out and Back Again,” “A Midsummer Night’s Dream.”

Teachers attend a required trainings for this curriculum (6th Grade: October 12, January 12,

and February 25; 7th Grade: October 13, January 13, and March 2; 8th Grade: October 14,

January 14, and March 3).

High school English courses will be aligned to the Common Core standards and to the District specified scope and sequence. The exceptions will be in cases where students are enrolled in Concurrent Enrollment courses. In these instances, curriculum will mimic the curriculum and methods used on the campus of the partner institution offering the Concurrent Enrollment course. Teachers model the form and rigor of questions students will students will experience with in the collegiate classroom. Qualified students at Dr. Martin Luther King, Jr. Early College also have the option of taking Concurrent Enrollment courses through Community College of Aurora and Western State University. The curricula for such courses are dictated by the postsecondary campus.

Focus/Model: Science

The science department uses the recently adopted Colorado Academic Standards, which

are closely aligned with the Next Generation Science Standards to guide their curriculum

and planning.

Middle school teachers utilize Amplify Science, a new NGSS-designed core curriculum for

grades 6-8. This curriculum is aligned to the Next Generation Science Standards and is

technology-based; all middle school science teachers are assigned a classroom set of

chromebooks to use daily in their classrooms.

High school teachers can choose to use the formal district curriculum and assessments, or

to supplement with more engaging, hands on, or culturally responsive materials.

Additionally, the DPS curriculum is lacking in reading material, specifically that is aligned to the

SAT, and teachers supplement this material as necessary. All supplemental materials align to

the CAS, NGSS, or SAT.

Science teachers turn in unit and lesson plans on a weekly basis, and are required to outline

when their plans deviate from the traditional DPS scope and sequence.

The following science courses are offered to high school students: Biology, Physics,

Chemistry, Biotechnology, Concurrent Enrollment Environmental Science and Concurrent

Enrollment Biology. When a student exceeds proficiency on grade level science standards,

they are progressed to the appropriate science course.

Focus/Model: Social Studies

The Social Studies department is aligned to Denver Public Schools scope and sequence

utilizing the various resources provided from the district that work in tandem with CCSS and

CAS. Social Studies at Dr. Martin Luther King, Jr. Early College centers on using themes of

social and cultural historical events as a lever to become critical thinkers. Students typically

follow this trajectory: World Geography (6); World History (7); US History (8); Human

Geography (9); US History (10); Concurrent Enrollment or Civics & Economics (11);


Concurrent Enrollment or Psychology (12).

Because of our flexibility due to our current Innovation status, the Social Studies department

can best choose which resources we will use to meet our students at their level. This means

we search for those tools that focus on increasing our students’ literacy skills that will allow

them to access content at a deep level. Each staff member is encouraged to attend District

training on aligning course work within the provided and recommended scope and sequence.

The Social Studies department works closely with the Language Arts departments and

provides direct literacy support in all Social Studies classes, utilizing materials and tools that

will reinforce reading and writing skills while also allowing students to access foundational and

relevant content.

Focus/Model: Math

The math program at Martin Luther King, Jr. Early College focuses on preparing students for

college mathematics without the need for remediation and to be critical thinkers. All courses

will be aligned to the CCSS and SAT suite assessments, with the specific goal of exposing

students to the rigorous critical thinking tasks.

Middle school teachers will build their own curriculum, utilizing resources the school has

acquired (Pearson Realize (6- 12), Connected Mathematics (6-8), Engage NY (6-8)). To

ensure norming across the school, all grade level teachers will give common assessments to

their students. High School teachers will utilize the district curriculum and improvise as

necessary to meet student needs.

Instructional Materials

Language Arts: Middle School teachers follow the Engage NY curriculum including the novels

and extended texts listed above. Considering that the writing process is of high importance,

all teachers are provided with Step Up to Writing materials to meet student needs. For high

school teachers, the district has created and provided curriculum and materials to support

students attainment of college and career readiness.

All middle and high school instructional materials are chosen with Common Core State

Standards in mind, keeping rigor high. Skill development is focused on reading, writing,

speaking and listening.

Science:

The middle school science department utilizes the Amplify curriculum, which includes

printed student work books and the use of computers. The Amplify curriculum includes

prepared classroom sets for labs, experiments, and other hands on activities.

The high school science department utilizes many of the materials provided by the district

for labs and activities. In addition, teachers supplement science materials using the science

department budget to allow students to participate in inquiry-based and culturally responsive

labs and activities not currently offered by the DPS curriculum.


The Early College offers concurrent enrollment courses outside of the DPS course catalog

through partnerships with community colleges; textbooks and supplies are purchased

separately for these courses.

Social Studies: All materials used in social studies are determined by a collaborative team of

teachers. A majority of the material is intertwined to current events and the material used is

relevant media, primary/secondary sources, guest speakers, visual sources, and various

historical documents.

Middle school Social Studies teachers utilize the National Geographic and Pearson American

History textbooks to support instruction, in addition to AVID, Step Up to Writing, and teacher-

created supplemental resources.

High school Social Studies teacher utilize National Geographic textbooks for US History,

Myers’ Psychology AP textbook, AVID, and teacher found supplemental resources.

The mission of the usage of materials is to best prepare our students for postsecondary

options through the rigors of their first to second years of college and immediate career

readiness.

Math: All middle school teachers are responsible for collaboratively designing lessons that

appropriately support and challenge students. Teachers are encouraged to utilize resources

including CMP3 (grades 6-8), and Pearson Realize (grades 6-12), which the school has

purchased.

High school math teachers will utilize district curriculum and supplement as necessary to meet

student needs in order to be prepared for SAT assessments and concurrent enrollment

courses. Teachers will focus on ensuring students are introduced to rigorous tasks.

Cultural Relevance

All teachers are responsible for ensuring that their lessons are engaging and culturally

responsive. This includes providing appropriate supports and extensions to ensure that all

students are required to think critically and develop college and career readiness skills.

DPS’s chosen Middle School curriculum, Engage NY, incorporates novels that are not only

high in rigor, but also involve lessons that touch on culturally rich content. High school novels

and corresponding lessons are high in rigor and carefully chosen as to touch on culturally

relevant themes. The themes discussed in class fulfill the objective that students will learn

about the world and its people through reading.

The science curriculum provided through DPS is in the process of being updated, but it has

many weaknesses in providing culturally relevant material that is both rigorous and engaging

to our student population. Through the use of project-based learning, DMLK science teachers


have more flexibility in designing projects and units that relate to the lived experiences,

learning styles, and interests of our students. DMLK students are consistently challenged not

only to learn science, but also to use science to face a problem, seek out potential solutions,

communicate them as problem-solvers and critical thinkers, as we empower students to

become agents of change in their communities and global society.

The social studies curriculum is constantly evolving to incorporate the use of relevant current

events, which are analyzed by our students through multiple ethnic lenses and interpretations

as they question each other and seek a deeper understanding of cause and effect to

personal impact. All social studies teachers intentionally and critically place emphasis on

students asking clarifying questions and initiating conversations that will push other students

to extend their thinking. Through the use of project-based learning, DMLK Social Studies

teachers have more flexibility in designing projects and units that relate to the lived

experiences, learning styles, and interests of our students while empowering students to

become agents of change in our community and global society.

3.B. Scope and Sequence In general Dr. Martin Luther King, Jr. Early College uses the DPS scope and sequence for

each of its courses. However, teachers maintain the flexibility to supplement materials as

they see fit as long as the materials are standards aligned, research-based, and culturally

responsive. The instructional leadership team has an integral role in approving supplemental

materials to ensure they are grade-level appropriate.

Use of Non-Adopted Curriculum or Teacher-Developed Curriculum

See Curriculum Waivers, Appendix D.

3.C. Class Size

DMLK class sizes will be budgeted to be under 30 students in middle school core

classes (including language arts and math intervention), 33 students in high school core classes,

25 students concurrent enrollment classes and

mild/moderate special education teacher caseloads of 1:21 students per

teacher, significantly more service than required by policy as well as full time

Psychologist, Social Worker, and SPED dedicated to supporting this population. Our elective

classes will follow the high school procedures guide in regards to class size, with exceptions

made for available materials, teacher preference, graduation requirements, environment

limitations, and school need.

3.D. School Schedule & Calendar

As an Innovation School we have the authority to determine its own annual calendarand daily

schedule, provided it meets or exceeds minimum statutory requirements.

In turn, we will determine the number of professional development days, days off, and late

starts/early release days. In accordance with this innovation plan, the school’s principal,


in consultation with the SGB shall determine, prior to the end of a school year, the length

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

their calendar to the district in a timeframe as requested by the district in order to meet

requirements for alignment with hiring/onboarding, transportation, facilities and other

service provision. The actual hours of teacher pupil instruction and teacher pupil

contact shall meet or exceed the minimum hours set by the district and state for public

instruction.

3.E. Progress Monitoring and Assessment School Performance Goals

Assessment Plan

Assessment is how we determine if we are living our mission. High-stakes accountability assessments, such as SAT and CMAS, through final exams, unit tests, projects, quizzes, daily exit tickets, and even the questions we ask in class give us a constant flow of information about how well our students are learning and growing. At DMLK, we use layered assessments throughout the year to inform our conversations, to push our practice to the next level, and to ensure that every student is on track to meet their full potential and to chase their dreams.

Accountability

Accountability assessments are the BIG tests that we always talk about. They are BIG tests because they represent the best measures of how well students are learning in comparison to other schools, districts, and states. They are also BIG because they all show up in the School Performance Framework (SPF), which is how our school is rated annually. Our SPF results are tied to our evaluation and pay. In high school, these are the SAT, PSAT 10, and PSAT 9 assessments, as well as the Accuplacer assessments. These tests tell us the degree to which students are ready for college. The scores are used to make college admission and scholarship decisions, so the results are critically important to our students. These tests are administered in April, with the exception of the PSAT 8, which is administered in January and does not appear on our SPF. In middle school, the Colorado Measures of Academic Success (CMAS) assessments in language arts and math occur in March. The scores on this assessment tell us the degree to which each student has mastered essential grade level standards. Additionally, there are social studies and science CMAS tests, with science being tested in 8th and 11th grades and social studies tested in 7th and 11th grades. Finally, all of our English language learners (EL’s) are required to take the ACCESS test in January. This test gives us information about how well a student is mastering English language in the domains of speaking, listening, reading, and writing. It also tells us how well students are progressing through the expected trajectory for learning the English language. These results inform the levels of service EL’s receive in the form of English language development (ELD) courses and courses that receive Spanish translation support.

Interim


Interim (sometimes called “benchmark”) assessments occur three times throughout the year before the CMAS, SAT, and ACCESS tests. They are comprehensive tests that mimic the length, rigor, content, and format of the accountability assessments to which they are aligned. In the high school, students take actual PSAT 9, PSAT 10, or SAT benchmark assessments that have been released by CollegeBoard. In the middle school, students take the CMAStery tests in math and language arts. These interims take place in September, November, and February. The ACCESS benchmark tests take place in ELD classes periodically throughout the year. Teachers should expect to engage in detailed analysis and action planning after each round of interim testing.

Summative Assessments and Projects

Within each teacher’s course context, there will be summative tests and projects that fall at the end of units of study. Final exams, unit tests, extended essays, research reports, and culminating projects and presentations are examples of this type of assessment. The assessments are used to assess a student’s mastery of a variety of related standards or competencies all at once. Teachers should review the DMLK grading policy to ensure that they are giving the appropriate number of this type of assessment throughout each quarter and semester.

Formative Assessments

Formative assessments are the quizzes, mastery checks, essays, short projects, and other student work that allows you to assess their progress while still learning within a unit of study. Teachers should review the DMLK grading policy to ensure that they are giving the appropriate number of this type of assessment throughout each quarter and semester.

Short Cycles

On the assessment calendar, you will find periods labeled as “Short Cycle” assessments. These are windows in which we will engage in intensive review of assessment design, data analysis protocols, and action planning for reteach of standards. The assessments themselves could be your summative assessments or formative assessments as described above. Your instructional coach (administrator or senior team lead) will provide you with more guidance as to their expectations for these assessments.

Departmental Expectations

Math Math teachers are expected to implement the district-provided final exams and unit assessments that are identified in the scope and sequence documents. Teachers are expected to review these assessments to ensure that they meet the scope and rigor of their accountability assessment (P/SAT or CMAS) and to add supplemental questions as needed to ensure that the district assessments are appropriately rigorous. Teachers should use these summative assessments to backwards plan their formative assessments, which should take place at least once every two weeks. Individual test items should never be repeated – instead, a teacher should take an item and revise the scenario and the numbers in order to generate a new item that matches the rigor and content of the item on the summative assessment. Teachers may


also seek new items from external sources when designing formative assessments. Additionally, each assessment should include open-ended responses, with an SAT-style grid-in box in the high school, and prompts and space for rationale that aligns to CMAS problems in the middle school. Short cycles in math classes will occur during the short cycle windows specified on the assessment calendars, and will contain items that mirror CMAS items (MS) or P/SAT items (HS) for a given focus standard.

Science Science teachers are expected to implement the district-provided final exams (when they exist) and review the district-provided assessment materials to ensure that the items meet the scope and the rigor of the most-relevant language arts accountability assessment (P/SAT or CMAS). Science teachers should supplement the district unit tests to ensure that students have a claims-evidence-reasoning (CER) response and they should add items to ensure that the unit tests are appropriate in rigor and scope. Teachers should use the summative assessments to backwards plan formative assessments that occur at least once every two weeks, and which provide a CER writing response. The CER writing responses will be the focus of short cycles in science.

HS Language Arts High school English teachers are expected to implement the district-provided final exams that are identified in the scope and sequence documents. Teachers are expected to review these assessments to ensure that they meet the scope and rigor of their accountability assessment (PSAT 9, PSAT 10, or SAT) and to add supplemental questions as needed to ensure that the district assessments are appropriately rigorous. Teachers should use these summative assessments and the Benchmark PSAT/SAT to backwards plan their formative assessments, which should take place at least once every two weeks. Teachers should not reuse reading passages or writing/language passages. Instead, teachers shall include different passages and questions that measure the same standard/competency. Teachers may also seek new items from external sources when designing formative assessments. All formative assessment should include questions assessing both reading skills and writing.

MS Language Arts Middle School Core LA teachers will use district curriculum and planning and pacing guides as need be. Teachers are allowed to supplement materials, extend or shorten curriculum units, etc. as long as Common Core standards are being taught and rigorous text is forward facing. Middle School intervention teachers use the district curriculum as a guide for creating their own reading-heavy units. Core Middle School English teachers are expected to administer district provided CMAS practice exams in Illuminate. These are the assessments in which core AND intervention teachers are backwards planning from. It is required that teachers map out their Reading and writing standards on standards maps and focus on those in intervention AND core. This year we will have a heavier emphasis on the three CMAS writing genres, ensuring that students have deep exposure to all and engage in the writing process. Short cycle assessments will be administered every two weeks – ie: Pretest on a Monday and Posttest two weeks later (same assessment). These short cycles will be created in Anet or Illuminate.

Social Studies DMLK Social Studies teachers will use DPS curriculum guides to inform unit planning. Middle School Social Studies teachers’ plans will be literacy heavy with a focus on Common Core State Standards. Common writing rubrics will be used in all classrooms along with a DMLK teacher created rubric focusing on textual evidence (R1). Language Arts teachers will share their standards maps with Social Studies teachers to indicate which literacy standard should be the


foci each week. High School Social Studies will also be literacy heavy. Common Writing rubrics are used in the department based on CMAS. Teachers will also dive into SAT vocabulary and readings at the rigor level of the SAT.

Electives Electives teachers will emphasize literacy and technology in assessments in order to achieve our vision to deliver quality “instruction beyond the core”. The particular requirements vary by content area, and will be communicated through coaching conversations, collaboration with core teachers, and through department meetings.

CTE CTE Pathways will emphasize content specific competencies as well as Traits of a Young Professional Essential Skills. Each Connect area will assess scaffolded skills and area of knowledge through Project Based Learning, skill rubrics, benchmark demonstrations, and end of unit assessments.

ELA High school and Middle School English language development classes will incorporate benchmark ACCESS testing leading up to the ACCESS test in January. Short cycles will be based on the WIDA rubrics with heavy emphasis on speaking, reading, and writing. Students will use the pre-loaded assessments in Illuminate and Schoology to do this work.

State Mandated Assessments

The Early College will administer each of the state mandated assessments (CMAS 6th – 8th

Math and Literacy, PSAT 8/9, PSAT 10/NMSQT, SAT, W-APT, WIDA, ACCESS, CMAS

Science, CO-ALT) in accordance with state and district mandates and time windows. Data

from these assessments will be examined at the course level, class level, and individual

student level at the beginning of the school year when made available.

Accuplacer Twice a year, DMLK will provide students with an opportunity to take the Accuplacer test. This provides useful information about academic skills in reading, sentence skills and math and be aligned to our early college model, preparing students for concurrent enrollment class access. The results of the assessment, along with your academic background, goals, and interests, are used by advisors to determine student course selection. Students need specific "cut" scores to access concurrent enrollment classes. Advanced Placement Exams Advanced Placement End of Course assessments will be administered for AP courses. Whether students take the exam will be dependent on course performance, student and family choice, and teacher discretion.

School Performance Goals Our efforts each year are driven by our wildly important goals (WIG’s), which are developed collaboratively by our ILT and with other leaders in the Early College Network. Our three WIG’s in 2018-2018 are:


1. Satisfaction - 90% of teachers will be effective or distinguished on LEAP

observations. 95% of students, parents, and teachers report satisfaction with DMLK.

2. Engagement - MS: 80% or more of DMLK students will attend at least 95% of the time. HS: 75% of DMLK students will attend at least 93% of the time.

3. MS: 80% will increase CMAS proficiency level. HS: 80% will increase PSAT/SAT score by at least 30 points.

New Graduation Requirements

Dr. Martin Luther King, Jr. Early College graduation requirements are in alignment with the

District, and we have implemented no changes to District policy regarding promotion, or

retention. For example, students must accrue 30 credits per semester and pass required

courses, to be considered on-track to graduate. Our graduation requirements prepare

students to become college and career ready by ensuring that students have received

appropriate advising by the counseling team, received standard course content,

participated in career pathways courses, engaged in college and career exploration

opportunities, and enrolled in college-level coursework

Dr. Martin Luther King, Jr. Early College students have exit standards that ensure

preparedness for college and career. All students 6-12 will track their mastery of

competencies/graduation requirements in their online portfolios. To help support students in

their preparedness for college and career, students will be required to meet benchmark

standards for their portfolios at the end of 8th grade, 10th grade, and 12th grade. Additionally,

all 12th grade student portfolios will include a checklist of required activities they must

complete during, or by, their 12th grade year; includes the requirement to choose and explore

in depth a future pathway; and includes a portfolio of evidence that supports their 12th grade

requirements as well as will support them in their next steps past the Early College. This

evidence includes academic records, essays, applications, pre-collegiate programs,

scholarships, etc. specifically from, English, Math and CTE capstones, and documents that

are relevant and necessary for their choice of pathways.

3.F. Academic Intervention Dr. Martin Luther King, Jr. Early College utilizes a Multi-Tiered System of Support process

that is conducted by the MTSS Team which contains both the Middle School and High School

educators across content areas and grade levels, implementation of Tier I and Tier II

interventions, progress monitoring and data collection and then moves to the MTSS Team if

adequate progress was not made for more intensive intervention (Tier III). The MTSS Team

determines which students should be referred for special education assessment based on

student need after a minimum of 4 weeks of intervention (Tier I and Tier II). When a student is

referred for special education testing the IEP team assesses the student using norm

referenced assessments, curriculum based measures, work samples, interviews and

observations in the areas of academics, general intelligence, speech, motor skills, health,

vision, hearing and social emotional to determine if the student qualifies as a student with a

disability, the services that will be provided by the IEP team to meet student needs, and the


student’s baseline data point. The staff responsible for evaluation include special education

teachers, school social worker, school psychologist, occupational therapist, speech language

pathologist, hearing specialist, vision specialist, physical therapist, and school nurse. The IEP

team (including all evaluators, parents, general educators, and any agencies affiliated with the

family) conducts a meeting to present the evaluation and assessment results and then

completes a determination of eligibility checklist based on federal and state law as set forth by

the Colorado Department of Education for the specific disabilities being considered by the IEP

team

The Early College’s assessment system identifies areas in which there is an achievement

gap and provides students with appropriate interventions. If adequate progress is not made, a

referral to assess the students for disabilities is implemented, and the IEP process is initiated.

The IEP team and school administrators are involved in this process.

The Early College implements Edgenuity credit recovery and support from the student

counselors and the school social worker for students that are at risk of dropping out. Students

that have low attendance are put on Panther Watch and monitored for an increase in

attendance and academic performance. The Early College also implements the district Work

Education Study program that allows students on an IEP to earn high school credits toward

graduation for working.

3.G. English Language Learners Our school secretary and administrator over ELA will review students as they enroll and work

with the Northeast Enrollment center to ensure proper identification. The DPS Home

Language Questionnaire is given to parents either by the Northeast Enrollment Center or our

school secretary. We use the Home Language Questionnaire to identify students who

speak a language other than English at home. If the parent selects that another language is

spoken at home, students are given the W-APT test to determine their English language

proficiency. We will then consult their Parent Permission Form in order to correctly place them

in classes. The ISA team will meet on a regular basis to analyze data and writing samples of

our ELLs and make recommendations regarding the services that students will receive. After

each ISA team meeting, we will make phone calls to the parents of ELLs that we discuss at

the meeting and inform them of any next steps moving forward. We also hold ELA PAC

meetings throughout the year where parents can receive information about the placement of

their student and their progress through the program.

When students enter our school and are identified as an English Language Learner, we will

administer the WIDA Screener test to determine English language proficiency (if they are new

to the district and have not yet been tested). The administrator over ELA will work with the

SAL to make sure the testing happens within 10 days of the student enrolling in our school.

Each year we will administer the ACCESS test to all ELLs. This will be a primary piece of

evidence to determine their language proficiency. We will ensure that their placement and

program matches with their language proficiency level and parent preference by reading the

parent permission form that they completed at the time of enrollment and using their WIDA

Screener, ACCESS, and CMAS scores to determine the level of support need. We will assess


English language proficiency once a year with the ACCESS administration and informally

throughout the year in the English Language Development classes. The ISA team will also

monitor progress reports and report cards of ELLs on an ongoing basis. The ISA team will

reach out to parents after we meet to discuss changing their student’s placement and services.

All core content teachers will be ELA-E designated and will receive training from the

district on sheltered instruction strategies. Teachers will use strategies such as building

background, explicit vocabulary instruction, intentional grouping and clear delivery of each

lesson. Our middle school and high school English Language Development teachers will plan

from Inside and Edge curriculum for the ELD seminar classes (level 3 and 4 ELLs).

Newcomers are enrolled in a double block of ELD A. For students who scored very high on

ACCESS, we enroll in co-taught classes where they are immersed in Core LA alongside

English speaking peers and an additional teacher in the room for language support. We will

use the WIDA standards for performance objectives for our ELL students. We will measure

progress of ELL students using their classroom grades and writing samples scored on the

WIDA rubric. As a TNLI program school, we will monitor Spanish language proficiency through

classroom grades and assessments from ELA-S classrooms.

Teachers will use explicit vocabulary instruction to develop and understand the academic

vocabulary. Some example strategies are completing the Frayer model for new vocabulary

words, using a word wall in class and providing scaffolds such as a word bank when needed

for ELLs. We will offer native language supports such as Spanish instruction, vocabulary

words in Spanish and building on cognates when possible. The administrator over ELA will

work with the district ELA network partner to ensure that ELLs receive

necessary curricular materials.

Our TNLI program goal is early exit model. We provide native language instruction to

students based on their language proficiency level and parent permission form through ELA-S

classroom teachers and ELA- S resource teachers.


DPS Language Development Goals for TNLI Programs

EXPECTED RESULTS/GOALS TNLI PROGRAM

TYPE

• High levels of academic achievement in all curricular areas

• Sufficient academic foundation in Spanish literacy and content areas

until instruction in English is appropriate (for Spanish-speaking

English learners)

Early-exit

• High levels of academic achievement in all curricular areas • Full academic proficiency in English and Spanish for native

Spanish speakers

Late-exit

• High levels of academic achievement in all curricular areas • Full academic proficiency in English and Spanish for native

Spanish speakers and native English speakers

Dual language

The administrator over ELA will be responsible for managing the ELA program, which includes

teacher certifications and using the language allocation guidelines to ensure ELA-S

classrooms are meeting the needs of the students. All administrators will participate in the

district ELA Professional Development in order to become ELA-E certified. All administrators

will be responsible for ensuring that sheltered instruction strategies are used on a consistent

basis through observation and feedback cycles.

The ISA team will meet during each re-designation window to review ACCESS scores,

progress reports, writing samples and classroom teacher recommendations to determine what

the best next step is for our ELL students. An overall ACCESS level of 5 will trigger a

re-designation, and the ISA team will make sure that their grades show that they are on grade

level before making a decision. We will also look at the four scores for each language domain

from the ACCESS assessment to make sure they are showing proficiency in each area. We

will use the same process to monitor students for two years following their re-designation.

Students must show grade-level proficiency in all subject areas through report card grades or


major assessment grades. We will also analyze a writing sample using the WIDA writing

rubric, CMAS rubric, or competency rubric to determine if their writing is on grade level and

similar to a native English speaking peer. If students do not show grade level proficiency using

these measures, then the ISA team will recommend that they continue to receive services in

the ELA program. All decisions will be communicated with the parents and teachers of the

students to ensure that all stakeholders stay informed with what is needed for each student.

3.H. Students with Disabilities Dr. Martin Luther King Jr. Early College offers a variety of special educational services

ranging from mild moderate services to center programs. Students with learning disabilities,

multiple disabilities, autism and intellectual disabilities are provided explicit instruction

services in academics, independent living skills and vocational skills. Dr. Martin Luther King,

Jr. Early College has a Multi-Intensive Autism program for Middle School that is taught by one

special educator and support from three paraprofessionals, a Multi- Intensive Autism program

for High School that is taught by one special educator and support from three

paraprofessionals, a Multi-Intensive program for Middle School that is taught by one special

educator and support from two paraprofessionals and a Multi-Intensive Severe program for

Middle School that is taught by one special educator and support from three

paraprofessionals. At the Early College, all of the center based students are integrated in a

co-taught class which is taught by both the general education teacher, special education

teacher, and paraprofessionals in the areas of Science, Social Studies, and AVID.

Mild/Moderate disabilities range from disabilities but not limited such as: specific learning

disabilities (reading, writing and math), serious emotional disability, other health impairment,

hearing impairment, and autism. The Early College provides direct support classes taught by a

special educator outside of the general education classroom for academics (reading, writing

and math) and direct support by a special educator within the general education classroom for

literacy and math. Special educators and special service providers also provide consultation

services to general educators. At this time, Dr. Martin Luther King, Jr. Early College is

implementing a co-teaching model for the direct special education services (push-in) within the

general education classroom in both the areas of math and literacy to better support our

student’s needs.

The Early College provides qualified staffing for students with Mild/Moderate needs by

following the Denver Public Schools’ hiring protocol in which all applicants are reviewed first

by Denver Public Schools Human Resources Department. Applicants viewed as qualified

then become active for the school to view. Dr.Martin Luther King, Jr. Early College

administration reviews all applicants within a job posting. Then all applicants are reviewed by

the school’s personnel committee. The personnel committee consists of administration and

teachers within the respective department.

Early College students are regularly assessed in special education based on their specific IEP

goals on a bi-weekly basis using curriculum based measurements for the student’s identified

disability. For academics (reading, writing and math) progress monitoring tools utilized include


but are not limited to Easy CBMs, Moby Max, AimsWeb Reading Fluency probes and

AimsWeb Writing probes.

The Early College designates the Principal to oversee the entire special education program

and staff. The special education department meets bi-weekly to discuss students and to

monitor IEP compliance.

Based on projected enrollment of students with disabilities, the Early College’s staffing structure

to serve students with disabilities is based on Denver Public School’s pupil teacher ratio of 21:1

for middle school and 23:1 for high school (Note: The Early College’s recruitment speaks for

itself because our special education caseload is high. The community is aware that we provide

a myriad of services).

The Early College requires teachers to attend a two week training/introduction session prior

to the first day of school. This two week training includes culture, classroom management,

planning and pacing guidelines as well as an introduction to understanding IEP snapshots,

504 documents and differentiating instruction to best meet student’s needs per teacher

roster.

The Early College places students on an IEP in courses with their typical peers, and class

sizes are adjusted to implement best practices for differentiation, accommodation, and

scaffolding. Additional courses will be identified in the areas of electives to provide

alternatives to core subjects which is discussed at IEP meetings.

The Early College also has a Child Study Team that meets weekly and includes

administrators, school psychologist, school nurse, school social worker, speech language

pathologist, physical therapist and deans of students (when appropriate). The Child Study

Team reviews the students who are in the MTSS process, students who are in the initial

evaluation and re-evaluation for special education services process, the students who are

currently on behavior intervention plans, the students who are on 504 Plans, students who

have been referred through the Trauma Referral process and the completed special

education evaluations as well as any updates on high risked students.

3.I. Gifted and Talented Students The District provides a list to campuses via principal portal that recommends students that have been tested for the Gifted and Talented program. Currently, students are being monitored in the middle school by a district coordinator. In the high school, students are recommended for advanced placement and concurrent enrollment courses. Students are also recruited onto the competitive debate team. District and national assessments are used to place students in advanced courses.

The Early College’s schedule has not been changed to solely support gifted and talented students. However, the high school is designed to accommodate and encourage students who are ready to accelerate into concurrent enrollment courses.


3.J. Supplemental Programming

DMLK will offer a comprehensive menu of supplemental programs to foster mental, emotional and physical health for students and their families.

• Colorado High School Activities Association (CHSAA) sanctioned sports by trying out for the Regional Far North East athletic teams. Students attending DMLK will be able to try out for that school’s teams if they so choose.

• Summer School is an option for both Middle School and High School students. Middle School students attend for 2 weeks in the summer to would on academic interventions to prepare them for the following school year. High School students attend gain course credit.

• Edgenuity is an option for high school students designed to help students who have failed a required course and need to gain course credit.

• Leadership class involves high school students getting paired with middle school students to promote positive mentorship

• Tutoring is offered by students who attend Metropolitan State University (MSU), referred to as Metro Tutors. College students come to DMLK weekly, Monday-Thursday after school to assist students in their school work.

• The Strengthening Families Program is an option for students and their families. Sessions occur every Monday after school. During these sessions, families are given a “mini” lesson on how to strengthen their personal family and then interact in an activity/discussion after. The purpose of the program is to bring families together to build strong bonds and foundations between the school and their community.

Section IV: TEACHING

4.A. Teacher Recruitment, Hiring & Retention Dr. Martin Luther King, Jr. Early College follows district policy with regard to teacher

qualifications and hiring. The administration values qualified teachers in all subject areas. All

open positions are posted, and each department is notified of the opening. Once a resignation

letter is submitted, administrators reach out to the personnel committee and begin choosing

and interviewing appropriate candidates. All potential hires follow district vetting through

Human Resources. We also use external job sites (such as Ziprecruiter) and leveraging

partnerships with colleges and teacher preparatory programs have been successful practices

as well. The hiring process is started early in the school year to ensure the best candidates

are hired.

When hiring, the SGB designs a personnel committee that works closely with the

administration as well as the department in which the position is open. The committee

evaluates applicants’ credentials, views resumes, and interviews potential hires. The

committee generates a list of guiding questions that align with the school's vision, mission, and


purpose and uses these ideals when choosing the best candidate. Many of the questions also

aligned with college readiness, classroom management goals, project-based learning, and the

importance of equity and building relationships with our children.

When hiring, the Early College looks for a well-rounded teacher in both instruction and

classroom management. Additionally, the personnel committee looks for teachers who are

willing to grow and adapt to the vision and purpose of Dr. Martin Luther King, Jr. Early College,

the early college model, and the school’s belief in equity and serving all of our students well.

With a predominantly Latino and African-American student population, the committee realizes

the importance of hiring teachers of color.

The committee also knows that experienced teachers and those with the best credentials are

crucial factors that lead to teacher and student success. In addition, to the above mentioned

practices, the Early College has an Equity Team who conducts school wide Professional

Development in which all teachers are required to participate. By doing this type of work, the

Early College hopes to retain teachers who use culturally relevant teaching and support all

teachers who are working with students of color. The Equity Team's purpose is to provide

resources and deep discourse with regards to closing the opportunity gap (pedagogy,

discipline, disproportionalities). Some of these cultural competencies include raising

consciousness, acknowledging bias, and discussing privilege and disproportionalities with

regards to student achievement. Previous sessions also focused on restorative justice and

best practices for discipline.

4.B. Teacher Coaching In the initial Differentiated Roles application, Dr. Martin Luther King, Jr. Early College hired six

total senior team leads to serve as coaches and evaluators. Currently, in the newest program,

Teacher Leader and Collaboration (TLC), there are four core content Senior Team Leads

(STLs); one each in math, English, social studies, and science; there is also one elective STL.

An additional STL serves all contents in classroom management and school culture. The

application for TLC is renewed year-to-year with built-in flexibility for role changes.

Caseloads for each department are divided up with the administrative team. STLs are led by

an Assistant Principal whose duty is to supervise, plan, coordinate, and provide

professional development for the team. The STL coach and provide feedback half-time and

teach classes half-time.

Currently, each Early College teacher is observed once a week and provided a scheduled

See it, Name it, Do it weekly feedback session. The current system uses the Observation and

Feedback protocol through the Relay School of Education. In each coaching conversation,

teachers are provided with praise, follow-up from previous goals, guiding questions to reflect

on lesson, videotaped section of lesson for analysis, and a high leverage action step to take

immediately in next lesson and planning. Teachers take notes from the conversation in their


paper spreadsheet for praise, reflection, and specific next steps. Feedback is leveraged and

aligned to LEAP indicators. In LEAP feedback and observations, teachers receive LEAP

scores, bite-sized feedback, and follow-up feedback.

Teacher A Sample Schedule

1st Period Personal Planning (Flexible with O & F)

2nd Period Teach Intro to Lit

3rd Period Teach Intro to Lit

4th Period Teach Intro to Lit

5th Period Observation/Feedback/ MS Lunch

6th Period HS Lunch/Observation/Feedback

7th Period Team Collaboration

8th Period Observation/Feedback

Sample Weekly LEAP Observation and Feedback Cycle

The Whetstone application(below) is completed by each coach and administrator indicating

the current key lever, mastery or evidence of change from last observation, and summary of


observation. The tracker is a district application and all ILT and admin are trained on its use.

4.C. Teacher Evaluation DMLK will use the LEAP framework as the major staff evaluation system. All DMLK teachers

receive 6 total formal LEAP observations per year. 3 of those observations are full

observations where each indicator is scored. The other three observations are partial

observations where only several indicators, including personal teacher growth indicators as

well as school wide focus indicators are scored. Teacher evaluations will be completed by

DMLK administrators and senior teacher leaders, and each evaluation will be followed up with

a formal debrief to discuss the scores. Aside from these formal debriefs, administration and

senior team leads will also engage in three evaluation conversations with teachers throughout

the year. These evaluation conversations take place during the beginning, middle and end of

the year. During these conversations, teachers focus on their LEAP evaluations: observations,

professionalism, teacher leadership, student satisfactions surveys, and academic growth

outcomes, coaching observation and debrief conversations, and Student Learning Outcomes

(SLOs). At the end of year conversation, teachers will receive a final rating based on their

performance in all of those measures.

4.D. Professional Development Dr. Martin Luther King, Jr. Early College teachers return before the official District start day and

participate in various Professional Development opportunities targeted to our specific school

context. This includes new teacher orientation where new hires attend sessions to orient them

to the school culture and other foundational information. When all staff returns, these whole-

staff offerings also include sessions about school culture, behavior management, rituals and

routines, staff and student expectations, grading policies and other beginning-of-the-year

information.

Throughout the year, Dr. Martin Luther King, Jr. Early College offers a variety of Professional Development opportunities for teachers within the building. Professional Development opportunities are driven by the needs of the students and teachers and changes based on student needs. As a school, the focus is on increasing teacher effectiveness, increasing student achievement and closing the opportunity gap through equity work. Most Professional Developments are delegated amongst various teams within the building and allotted time on a monthly map. Listed below are the current professional development opportunities offered:

A. iTeach: These monthly professional developments focus on different indicators from the LEAP framework. Each professional development session is designed to provide teachers with a deeper understanding of the indicator and specific effective strategies. These are all aligned to LEAP and its indicators of effective instruction.

B. Equity Team Professional Development: Each year, the equity teams selects a text to develop professional learning around. Professional development is provided on a monthly basis, and includes topics such as: disproportionality, access to resources, LGBTQ, teaching students of color, opportunity gaps, undocumented immigrants, privilege and bias, language, and culture and relationship building.

C. Collaboration: Currently, on a daily basis, teachers have time designated for collaboration. The cycle, set by administration, includes reviewing student data for data-driven instruction and differentiated professional development. The


differentiated professional development includes, but not limited to: competencies, AVID (Advancement Via Individual Determination), strategy-aligned lesson study, district English Language Acquisition course certification, standards-based backwards planning, short-cycle assessment creation, teacher-directed work time, etc.

D. Professional Development Unit: Typically, a school-wide professional development unit option is available for all teachers. It is led by teachers and aligns to district standards.

E. District Options: Additionally, the Early College sends staff members to various district led professional developments including, but not limited to: Teal Days, DPS ASPIRE, Equity Boot Camp, Creating Connections, etc.

F. Other: The Early College has the potential to implement professional development sessions to meet the needs of students and teachers. Occasionally, time during weekly staff meetings is designated for professional development. Teachers are encouraged to seek out professional development opportunities.

The school calendar is currently modified to accommodate teachers returning to school before

the District start date. Teachers are given compensation days throughout the school year to

accommodate this. Daily, all teachers have a collaboration period built into the school day.

Administrative staff is available to design and facilitate professional development and assist

teachers

4.E. Pedagogy

Dr. Martin Luther King Jr. Early College also implements AVID strategies building-wide. The

strategies are explicitly delivered during time in collaboration. Teachers engage in

collaborative conversations around the strategies, practice the strategies, and discuss how

they will commit to using them in their classrooms. Such strategies have included Cornell

notes, AVID binders for organization purposes, Writing in the Margins, and Marking the Text.

More strategies will be delivered this year. AVID strategies are also delivered and modeled

during our monthly iTeach sessions (tied to LEAP indicators).

During daily collaboration time, teachers often use a variety of planning tools to prepare

lessons. Teachers work in collaborative teams and use some of the following materials: data,

teacher-designed trackers, Common Core State Standards, district-provided scope and

sequence documents, teacher- selected supplemental texts, etc. As a part of collaboration,

teachers frequently assess student work and develop a plan to target and reteach skills

based on the data. Teachers develop targeted questions and a clear plan for individual or

small groups of students. Teachers follow a similar process for summative assessments. It is

during this time that teachers are expected to reflect and implement the school-wide

professional development strategies.

41

Section V: GOVERNANCE &

FINANCE

5.A. School Governance Dr. Martin Luther King, Jr. Early College merged

its Collaborative School Committee (CSC)

and School Leadership Team (SLT) to create the

School Governing Board (SGB) as part of

the original Innovation plan. The SGB is a

decision-making body that meets monthly. It

provides opportunities for teachers, staff, parents

or community members, administration, and

a student representative to have input on

important governing decisions. SGB

representatives

along with administration and teachers reach out

to community members, parents, and

guardians at the beginning and end of the school

year to participate in governance of the

school. This provides parents, guardians, and

community members the opportunity to have

input and a voice in the direction of the school.

Meaningful accountability of the SGB is

provided through detailed monthly minutes shared

with teachers and staff. Additionally, all meetings

are open to any school or community members,

as well as non-SGB staff members, as a venue to

voice concerns, bring issues, and clarify

questions or issues brought to the board.

The SGB is comprised of 6 Senior Team Leads

(LA, math, social studies, science, 2 electives),

Grade Level Team leads that are not supported

by ILT reps, 1 support staff, 1 SPED

representation, 1 Para, 2 parents, 1 student,

Principal, Principal Designee, 1 community

member

● Building the master calendar ● Identifying issues that affect the majority of

the school community and propose solutions

● Recommending changes to the Student, Parent, and Faculty Handbook as needed

● Monitoring and communicating progress toward major improvement strategies from UIP

● Reviewing and making

recommendations for the school

budget September, November, and

March

● Identifying strategies to maintain or increase enrollment

● Overseeing other areas of school policy if appropriately amended to these by-laws as needed

Instructional Leadership Team (ILT) The ILT is made up of the senior team lead from each core department (LA, SS, Science, Math and Electives), Dean of Students, Teacher Specialist, Grade Level Leads and New Teacher Ambassadors. It is chaired by the Principal. The purpose of the ILT is to monitor the impact of instruction school-wide and to discuss/plan for instructional methods that can improve teacher effectiveness and student achievement. Evidence of student learning that this group will draw on should be standards-based, normed assessment data, short cycle assessments, interim and end of course assessments, adaptive software student reports, Accuplacer, and mandated assessments, such as PSAT/SAT or ACCESS. This committee meets bi-monthly during a consistent agreed upon time throughout the year. The work of this committee is disseminated over the course of the subsequent weeks during weekly Collaboration time.

ELA Parent Advisory Committee (PAC) The ELA Parent Advisory Committee (PAC) meets once a semester and are chaired by a parent that is voted in by the group. The ELA PAC will help keep the school connected with parents and the home life of students. Student Leadership Committee Advisories will select two representatives to participate in a student leadership committee with the principal and/or a sponsoring staff member. Students will also have the opportunity to participate in the DPS Student Board of Education (SBOE). This student-led effort will include looking at student leadership models in other schools both locally and nationally.

42

Student Board of Education (SBOE) Student Board at DMLK is a student led group that works directly under the Denver Public School’s Board of Education. Past Student Board representatives from DMLK will select new Student Board members who will have to go through an interview process to get the position. The representatives meet at North High School every other Wednesday. This team is in charge of bringing social justice issues to the attention of the school and to come up with policies to fix those issues.

5.B. Budget & Policy Narrative: Budgeting on Actual Salaries A 5-year balanced budget was developed by DMLK Principal Kimberly Grayson, in collaboration with Tyler Phillips, the District Budget Partner. The allocation of resources is driven by the school’s mission and educational plan. Budget priorities include: professional development for faculty, postsecondary readiness opportunities, college and university exposure, providing on and off-site concurrent enrollment course offerings, college textbooks, transportation and technology. Additional resources that the school will seek including school improvement grants and donations are not factored into the budget to ensure conservation budgeting practices. As an Innovation school, DMLK plans to budget based on actual versus average faculty salaries, recuperating an estimated $306,095 in school based discretionary funding to support the school’s plan. The majority of the DMLK revenue is generated from Student Based Budgeting including supplemental and mill levy funding for specific programs and services. In order to ensure sound financial management and the financial plan is executed with fidelity, SGB will review and make recommendations to the school budget in September, November, January and March.

The school has the authority to collect revenue directly from sponsorships, maintain a bank account, and manage purchasing and accounting related to funds, subject to District oversight through routine reporting to the Office of Budget.

2018-19 2019-20 2020-21 2021-22 2022-23 Number of Students

1214 1241 1278 1278 1278

Per pupil revenue

$ 8,166,186

$ 8,151,328

$ 8,262,637

$ 8,408,626

$ 8,545,675

State and Federal Grant Funds and ML Funds

$ 1,194,385

$ 1,249,405

$ 1,275,913

$ 1,280,299

$ 1,284,769

Total Revenue

$ 9,360,571

$ 9,400,733

$ 9,538,550

$ 9,688,925

$ 9,830,444

Instructional Salaries and Benefits

$ 6,069,363

$ 6,190,750

$ 6,314,566

$ 6,440,856

$ 6,569,674

Instructional Services/Supplies

$ 1,426,830

$ 1,489,516

$ 1,468,802

$ 1,457,479

$ 1,434,062

Total Instructional Expenditures

$ 7,496,193

$ 7,680,26

6

$ 7,783,36

8

$ 7,898,33

5

$ 8,003,73

6

Supporting Services Salaries and Benefits

$ 1,701,692

$ 1,620,467

$ 1,655,182

$ 1,690,590

$ 1,726,708

Other Supporting Services Expenses

$ 162,686

$ 100,000

$ 100,000

$ 100,000

$ 100,000

Total Supporting Services Expenses

$ 1,864,378

$ 1,720,46

7

$ 1,755,18

2

$ 1,790,59

0

$ 1,826,70

8

Total Expenses

$ 9,360,571

$ 9,400,733

$ 9,538,550

$ 9,688,925

$ 9,830,444

NET INCOME

$ -

$ -

$ -

$ -

$ -

43

5.C. Facility Dr. Martin Luther King, Jr. Early College plans to

stay in the current facility and make an addition of

“Dr.” to its current name. The Early College, at

present, has enough classroom space, and there

are no significant construction projects necessary

to implement this Innovation plan.

44

DPS Policy Waivers

Section VI: WAIVERS - DMLK Early College

Policy Waived Area of Impact

WAIVER REQUESTS - DPS BOARD POLICIES

School

Proposal

BDF-R4: Collaborative School Committees Governance

Policy

There shall be at each school a collaborative school committee with representation from parents, community, faculty, administrators

and classified staff.

Purposes and Scope:

- to enhance student achievement and school climate by engaging the school community in collaborative efforts supporting the

school and District's goals.

- to provide strategic direction in support of the school's mission and vision as stated in the School Improvement Plan (SIP). The SIP,

with the school's program design, should serve as the strategic plan for the school.

- to be in compliance with state and federal law, regulations of the Colorado Department of Education, applicable U.S. District Court

orders, the District Affirmative Action plan, the DPS/DCTA Agreement, other contracts and District mandates.

The collaborative school committee will:

- work collaboratively with the school community that includes the building principal, teachers, staff, students, parents, civic and

business leaders, service and neighborhood representatives, and other community members;

- focus on the SIP as its primary responsibility at the school;

- use Multiple Measures and align resources to support the SIP and the school's program design;

- provide guidance, evaluation and approval for the SIP;

- provide guidance, evaluation, and approval for the annual school budget to insure its alignment with the SIP and the school's

program design;

- act as the School Improvement and Accountability Council (SIAC) for the building;

- establish relationships with parents, community members, civic, service and neighborhood organizations to increase involvement in

the school and provide a forum for community input;

- provide guidance, evaluation, and approval for the use of the staffing allocations provided by the District as it relates to the SIP,

school budget, and school program design, including consultation regarding adjustments that may be made due to pupil-count issues;

- participate in the principal-selection process by interviewing candidates and recommending candidates to the superintendent;

- participate in the principal's annual evaluation by giving input on the principal's involvement in and support of the collaborative

committee process;

- review, and when appropriate, approve discipline and safety procedures;

- review, and when appropriate, revise the school calendar and/or schedule;

- make recommendations regarding any changes to the school design to the District Board of Education through the building

principal.

The collaborative school committee will not:

- participate in the day-to-day operations of the school;

- be involved in issues relating to individuals (staff, students, or parents) within the school;

- be involved in personnel issues.

45

Replacement

Policy

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

School Governance Board. SGB will comply with State Law on School Accountability Committees.

The membership of SGB will include 12 voting members determined through the following

process.

MEMBERSHIP: The SGB will be comprised of teachers, staff, parents, and administration and a student

representative. Each member will be selected through an election process except for the

Principal and the parent SGB member. There will be a representation, not exceeding the total of

18. Teachers and para-professionals will elect a representative from the various departments of

the staff, through a confidential vote of the representative group. Representation is required for

all MLK staff positions. Terms of all positions except the administrator or designee are from

June 1 to May 31. Choosing from the lists below:

1. 1 English Senior Team Lead (STL) 2. 1 Math STL 3. 1 Social Studies STL 4. 1 Science STL 5. 1 Electives STL 6. 1 Culture STL 7. 1 6th Grade Team Lead (TL) 8. 1 7th Grade TL 9. 1 8th Grade TL

10. 1 Student representative

11. 1 paraprofessional or classified employee

12. 1 Community member

13. 1 Financial Officer

14. 1 Support Services (including Guidance Counselors, ESL, Deans)

15. 1 SPED representative

16. 1 Parent

17. 1 Administration

18. 1 Principal Designee SGB will follow and amend its own set of Bylaws to be reviewed annually.

* The SGB shall have the following responsibilities:

Meeting at least once a month

Recommending 2 final candidates to DPS for the principal position (When a vacancy exists)

Providing advice and recommendations to the principal regarding all responsibilities of the SGB detailed in Policy BDFR3 in addition to the following:

Advising on the school’s annual budget

Advising on the school’s master calendar and schedule

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

46

School

Proposal

KHBA: Sponsorship Agreements

Policy

The district may maintain a corporate sponsorship program designed to provide a mutually beneficial relationship between the district and the business community. It is the goal of this program to achieve additional revenues to support district programs in a manner that will limit the commercial exposure associated with this program and comply with district policy KHB, Advertising in Schools/Revenue Enhancement. The program may also be used in school cafeterias related to the Food Services program.

The Superintendent or his designee shall have the authority enter into sponsorship agreements. Official sponsors will receive certain rights and opportunities that may include the right to be an exclusive provider of services or products for the period of time addressed by the sponsorship agreement. All sponsorship agreements will allow the district to terminate the agreement at least on an annual basis if it is determined that it will have an adverse impact on implementation of curriculum or the educational experience of students.

Revenue derived from the sponsorship program will be formally identified as consideration for advertising rights or as sponsorship revenues.

Rights and benefits in addition to advertising may be granted to individual sponsors. The rights will become part of the negotiated sponsorship agreement.

All sponsorship activities will comply with district policies.

Replacement

Policy

DMLK has the authority to collect revenue directly from sponsorships, maintain a bank

account, and manage purchasing and accounting related to funds, subject to District

oversight through routine reporting to the Office of Budget.

The School shall have the ability to request and secure school-based sponsorships independent

of the district according to the following policies:

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

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

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

The sponsorship agreement will be reported to the district budget office at least 30 days before

an agreement is to take effect. The budget office will have the ability to refuse the agreement

only in situations where said agreement will adversely impact funding arrangements for other

schools in the district more than it would benefit the School or because it would be in conflict

with existing fund regulations (such as federal grants). DMLK has the authority to collect

revenue directly from sponsorships, maintain a bank account, and manage purchasing and

accounting related to funds subject to District oversight through routine reporting to the Office

of Budget.

47

School

Proposal

IC/ICA: School Year/School Calendar Governance / Budget

Policy

Prior to the end of the school year, the Board of Education shall determine the length of time during which district schools shall be in

session during the next school year…All calendars shall include the dates for all staff in-service programs scheduled for the coming

school year…Any change in the calendar except for emergency closings or other unforeseen circumstances shall be preceded by

adequate and timely notice of no less than 30 days.

Replacement

Policy

The school has the authority to develop its own annual calendar that aligns with the Innovation

Plan and that meets or exceeds the minimum standards of the District and state.

No later than 60 calendar days before the end of the school year, the principal in

consultation with the SGB will determine the following year's school calendar and

school day schedule that meets or exceeds district and state determinations of the

length of time during which schools shall be in session during the next school year.

Input from parents and teachers will be sought prior to scheduling in-service programs

and other non-student contact days. This calendar and schedule shall serve as the

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

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

emergency closings or other unforeseen circumstances shall be preceded by adequate

and timely notice of no less than 30 days.

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

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

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

May 1 of the prior academic year and a copy shall be provided to the school’s

Instructional Superintendent.

4. In no case shall changes to the schedule or calendar violate teacher rights provided in

the replacement policy for Article 8 of the DCTA contract.

48

School

Proposal

IKE / IKE-R: Promotion, Retention and

Acceleration of Students

Education Program

49

Policy

When grade retention or acceleration of a student is considered as provided for in Policy IKE,

procedural guidelines are as follows:

1. The teacher will confer with the parents at least four months before the end of the school year

about the reasons that grade retention or acceleration may be recommended.

2. The parents, principal, teacher, and other appropriate staff will confer about the student's

educational needs at least three months before the end of the school year. If retention or

acceleration is to be a consideration, academic interventions to address the student's needs will

be developed and implemented.

3. The principal, teacher, and parents will confer prior to the end of the school year about the

student's progress. Based on this, the student will be retained or accelerated if the principal and

parents concur that it is in the best interests of the student. In such instances, an academic plan

will be prepared that includes the following:

a. A summary of the school's interventions during the current year to meet the student's

academic needs

b. The interventions to be implemented during the next school year to meet the student's

academic needs.

4. If the principal approves the grade retention or acceleration of the student and the parents do

not concur, a letter stating the principal's recommendation and rationale will be placed in the

student's record, and the student will not be retained or accelerated.

Replacement

Policy

Retention and promotion decisions for students performing below or above grade-level in core

content areas will be made based on reading and math achievement levels as determined by

performance on standardized assessments and a body of evidence which could include but not

limited to grades, attendance, interventions, conferences, credit standing.. The principal,

administrators, teacher, and parents will confer at least three months prior to the end of the

school year about the student’s progress, with additional meetings at least every 6 weeks

thereafter. Based on the student’s progress, an academic plan will be prepared and grade

retention or promotion may be recommended to school leadership by any member of the school

community.

If school leadership approves the grade retention or promotion of a student, the student

will be retained or promoted. Parents will not have the ability to override the decision of

school leadership. Parents will be made aware of this policy at orientation, or at the time

of registration for all mid-year enrollees.

All retention and promotion decisions will be finalized by May 1st. The school will

regularly communicate student performance to parents/guardians.

School

Proposal

GCF/GDF: Staff Recruitment/ Hiring Educational Program:

Promotion, Retention and Acceleration of

Students

Policy

Hiring

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

gender identity, transgender status, religion, national origin, ancestry, age, marital status, veteran status or disability.

50

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

paraprofessional positions, the Board directs that recruitment procedures will give preference to candidates who meet the definition

of highly qualified pursuant to the Elementary and Secondary Education Act.

All interviewing and selection procedures shall ensure that the administrator directly responsible for the work of a staff member has

an opportunity to aid in the selection and that, where applicable, the school principal has an opportunity to consent to the selection.

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

teaching personnel and school leaders.

Nominations of teaching personnel and administrators shall be made at meetings of the Board of Education. The vote of a majority of

the Board shall be necessary to approve the appointment of teachers and administrators in the school district.

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

to the appropriate state agency.

Background checks

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

of Education and previous employers regarding the applicant's fitness for employment. In all cases where credit information or

reports are used in the hiring process, the district shall comply with the Fair Credit Reporting Act and applicable state law.

Replacement

Policy

The Innovation School will follow District Policy GDF/GCF; however, the Innovation School will

have autonomy to recruit staff and make offers to candidates outside of the traditional district

hiring calendar.

The principal or his/her designee will work with the district Human Resources office to

post teaching positions through the district website. The school will also engage in

independent outreach efforts to recruit candidates outside of the centralized

recruitment channels, but will require that any interested candidates apply through the

district site. All eligible applications for posted teaching positions will be provided to the

school principal for selection using locally-designed processes.

The principal or his/her designee will consider candidates from the direct placement

process; however, the school shall not be required to select or accept teachers through

direct placement or to alter the hiring schedule or selection process in a way that gives

preference to direct placement teachers.

The principal will consult with district HR staff and incorporate hiring best practices at

the school level where it is found to be appropriate.

Teaching positions that are responsible for supplemental or enrichment instruction will

not require a teacher certificate.

Background checks will be administered using the existing systems and processes for the

district.

The School shall conduct reference checks.

52

Collective Bargaining Agreement Articles Waivers WAIVER REQUESTS - DCTA COLLECTIVE BARGAINING AGREEMENT

School

Proposal

DCTA:

Article 1-2: Definition of Teacher

Teaching:

Human Resources: Teacher Licensure

Policy

The term "teacher" as used in this Agreement shall mean all non-administrative teaching

personnel, employed half-time or more, who are licensed by the Colorado Department of

Education as teachers, including others who are authorized to teach by statute.

Replacement

Policy

The term “teacher” will include teaching personnel who are licensed by the CDE as well as

teaching personnel who are not licensed and are providing supplemental or enrichment

instruction. All core content teachers will be qualified and licensed according to State and

Federal law.

School

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

Educational Program:

Calendar & Schedule

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

calendar.

Replacement

Policy

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

by the innovation school. This definition will include both an identification of days and a typical

daily schedule.

School

Proposal Article 2-4-1: Waivers from Agreement

Teaching:

Waiver Request Procedure

Policy

2-4 No change, rescission, alteration or modification of this Agreement in whole or in part shall

be valid unless the same is ratified by both the Board and the Association.

2-4-1 Unless otherwise provided in this Agreement, requests for waivers from this Agreement

shall be made by the principal and the Association Representative to the Board of Education and

the Association.

Replacement

Policy

Consistent with the Innovation Schools Act, requests for waivers from the Collective Bargaining

Agreement will be made by the School to the Board of Education with documented support from

teachers through an amendment or revision of the innovation plan.

School

Proposal Article 5-5 School Leadership Team

Governance:

Management

Policy

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

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

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

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

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

Replacement

Policy

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

School Governance Board. SGB will comply with State Law on School Accountability Committees.

53

The membership of SGB will include 18 voting members determined through the following

process.

MEMBERSHIP

The SGB will be comprised of teachers, staff, parents, and administration and a student

representative. Each member will be selected through an election process except for the

Principal and the parent SGB member. There will be a representation, not exceeding the total of

18. Teachers and para-professionals will elect a representative from the various departments of

the staff, through a confidential vote of the representative group. Representation is required

for all MLK staff positions. Terms of all positions except the administrator or designee are from

June 1 to May 31.

Choosing from the lists below: 1 English Senior Team Lead (STL)

1 Math STL 1 Social Studies STL 1 Science STL 1 Electives STL 1 Culture STL 1 6th Grade Team Lead (TL) 1 7th Grade TL 1 8th Grade TL

1 Student representative

1 paraprofessional or classified employee

1 Community member

1 Financial Officer

1 Support Services (including Guidance Counselors, ESL, Deans)

1 SPED representative

1 Parent

1 Administration

1 Principal Designee

54

*SGB will follow and amend its own set of Bylaws to be

reviewed annually.

* The SGB shall have the following responsibilities:

Meeting at least once a month

Recommending 2 final candidates to DPS for the principal position (when a vacancy exists)

Providing advice and recommendations to the principal regarding all responsibilities of the SGB detailed in Policy BDFHR3 in addition to the following:

Advising on the school’s annual budget

Advising on the school’s master calendar and schedule

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

50

School

Proposal

Article 8: Professional Standards

Sets Teacher Calendar, Work Year, Work Day,

Class Size and Teaching Load


Calendar & Schedule

Article

Summary

Article 8 - Professional Standards

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

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

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

of the majority of the faculty. Changes will not be made to the length of the lunch period or

secondary teaching load without a positive majority confidential vote of the faculty. Information

about such changes will be sent to the Instructional Issues Council for tracking purposes.

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

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

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

the contract year.

8-1-1 In addition to the one hundred eighty-seven (187) days, newly hired teachers may be

required to attend pre-session orientation meetings and shall be paid in accordance with Article

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

continues the benchmark assessment program, three (3) or more days shall be set aside to grade

and analyze data from benchmarks and other related assessments…

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

and other related assessments.

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

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

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

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

weeks of July, c. written notice is given ninety (90) days prior to the end of the school year, d. the

educational reason is sound, e. teachers attending are paid in accordance with Article 32, f.

adequate alternate opportunities are provided.

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

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

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

teacher will be an addendum to the initial employment contract.

8-2 Forty (40) Hour Work Week.

51

8-3 Planning Time. 8-7 Non-Teaching Duties.

8-7 Assignment of teachers to non-teaching duties not done by aides will be rotated so that no

teachers will have the same assignment for more than four (4) consecutive semesters, unless the

teacher agrees to such assignment.

8-8-3 Lesson Plans

School’s

Replacement

Policy

Provisions specified in Article 8 will not apply to the School. The school leader in consultation

with the SGB will make decisions as described in the innovation plan.

The School has the authority to establish its own calendar and daily schedule, provided it

meets or exceeds minimum statutory standards.

The School has the authority to establish class sizes and teaching loads that support the

Innovation Plan.

The School has the authority to establish any necessary committees, which may include

replacing the Professional Standards Committee, that support the Innovation Plan.

8-1-Contract Year: The contract year for teachers may be extended to include additional

mandatory professional development days prior to the start of the school year. In addition, the

contract year for some teachers may be extended to provide a summer academy for students

who are not yet achieving at grade level. . Teachers will be compensated for additional days via

extra duty pay that is determined by the principal in consultation with the SGB annually in the

school compensation philosophy. Non-student contact days, planning days, assessment days,

and professional development days will be determined by the principal in consultation with the

SGB annually, consistent with the innovation plan, as part of the adoption of the school

calendar. Student school contact days will be extended to increase instructional time and the

teacher work week may be extended beyond 40 hours to include extended student time as well

as additional collaborative planning and professional development time.

8-2 - The teacher work week may be extended beyond 40 hours to include extended student time

as well as additional collaborative planning and professional development time. The principal

shall have authority to permit teachers to diverge from the regular school day. Evening meetings

can be scheduled, as necessary, to implement the innovation plan in accordance with the

innovation plan.

8-3 : Teachers in grades 6-12 will be given a minimum of 200 minutes of undirected teacher

planning time per week, and an additional minimum 100 minutes of directed common

planning time.

52

8-7 : Teachers will be assigned non-teaching duties, as necessary, to implement the innovation

plan with the intent being to maximize the time that the most effective teachers spend teaching

students.

8-8-3 The School’s teachers will be responsible for lesson plans for the entire length of

any absence.

School

Proposal

Article 10: Performance Evaluations:

Describes the Evaluation Process for

Teachers

Leadership:

Human Resource Management: Teacher

Evaluation

Policy

Policy

10-2-7 “Evaluators” include the Principal, Assistant Principal(s), Teacher Leaders,

or other individuals designated by the District (e.g. Peer Observers) to conduct observations in the LEAP Evaluation and/or Performance Improvement Process. Evaluators must be certified under the District’s certification system to conduct observations.

10-6 Performance Improvement Process

53

School’s

Replacement

Policy

Teachers will be hired on annual contracts.

The district HR office will work with the school to ensure teacher contracts are consistent

with the approved innovation plan.

10-2-7 Evaluator refers to a supervisor who is responsible for the evaluation of personnel.

While the principal will oversee all evaluations in the building, other evaluators as

determined by the principal will have primary evaluation responsibilities for some

personnel. The principal has the authority to identify, prepare, and designate school-

based evaluators to conduct staff evaluations.

10-6 When the school leader determines that a teacher is not meeting performance expectations,

the Principal may choose to place the teacher on a Plan of Improvement. The duration of the

plan of improvement will typically be thirty (30) days, but may be extended beyond the (30) days

as determined by the Principal and/or Assistant Principal. The teacher will be required to show

improvement under the Principal and/or Assistant Principal’s supervision within the designated

period of time. The plan of improvement may list the areas for improvement that the teacher

will be required to improve on to the satisfaction of the Principal and/or Assistant

Principal. Resources and supports may be made available to the teacher in an effort to assist the

teacher in correcting the performance concerns by the Principal and/or Assistant principal. If, at

the end of the plan, the principal deems, in his/her sole discretion, that the teacher has failed to

make sufficient improvement, then the teacher may be dismissed from employment. An

improvement plan is not an entitlement or employment right. Annual contract status may be

maintained as long as the teacher continues to receive effective or distinguished ratings.

Additionally all teachers may be videotaped within the classroom and the video will be

used solely for professional development and coaching purposes. Teachers will be given

DPS consent document annually.

54

School

Proposal

Article 11: Complaints Against

Teachers/Administrative Leave/Corrective

Action

Leadership:

Human Resources Management

Policy

11-1 Complaints Against Teachers. When a person makes a written or verbal complaint against a teacher, the principal or designee shall promptly notify the teacher of the complaint, the identity of the complainant, and the teacher shall be given the opportunity to respond. The principal or designee shall investigate the complaint and attempt to resolve the complaint informally if appropriate.

11-1-1 If appropriate, the principal or designee shall arrange a meeting with the complainant, the teacher and the principal or designee in an attempt to resolve the situation.

11-1-2 If any record of the complaint, or its formal or informal resolution, is placed in the teacher’s files, the teacher shall have the right to file a written response within twenty (20) school days.

11-2 Administrative Leave. If a principal decides to place a teacher on administrative leave

for…the principal or designee shall meet with the teacher to give specific allegation(s) and the

basic reason why the administrative leave for investigation is necessary, when possible.

11-2-1 The meeting shall take place at the end of the school day or whenever it is appropriate.11-

2-2 The principal shall provide the teacher a copy of the administrative leave checklist and review

it with the teacher. The teacher shall sign the form only as acknowledgement of receipt..11-2-3 At

the teacher’s request a meeting will be held within three (3) school days...to give the teacher an

opportunity to respond. The teacher may have Association representation at the meeting. 11-2-

4…If an investigation must extend beyond seven (7) calendar days…the teacher and the

Association will be notified by phone calls…[with]…the reasons for the extension and the

expected date of completion…11-2-5

During the investigation, the teacher…will… receive full pay. 11-2-6 Following completion…the

principal or designee shall…share the results…and give the teacher an opportunity to

respond…11-2-7 Administrative leave should be considered as an option to be used only when

necessary to protect the students or staff or to conduct an appropriate investigation…There will be

no record of the leave in a teacher's personnel file…11-2-8 The Agreement Review Committee

(ARC) will review on an annual basis administrative leaves for the prior year to ensure that the

above procedures have been implemented appropriately.

11-3 Corrective Action. Before taking a corrective action against a teacher, the principal shall

investigate the situation, meet with the teacher and give the teacher an opportunity to respond.

Replacement

Policy

The school will follow the district’s policy for complaints, basic fairness and due process

guidelines in issuing corrective action to employees at the innovation school.

School

Proposal

Article 13-7 Hiring timelines

Teaching:

Human Resources Management: Hiring & Staff

Assignments

55

Article

Summary

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

market staffing cycle as early as practicable after schools have submitted their staffing vacancies

and needs…

Key dates and activities:

• Teachers verify consideration group…

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

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

• Recommendation for non-renewal of probationary teachers.

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

Committees. (Articles 13-10,13-15)

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

• Teachers apply to transfer for vacancies. (Article 13-18) • Schools review qualified applicants’ applications and resumes, schedule interviews, extend

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

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

• End of open market staffing cycle.

13-8 Personnel Committee.

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

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

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

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

by the SGB.

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

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

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

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

13-8-6 The Personnel Committee shall operate during the school year. Outside of the school year

the principal may fill positions without consultation.

13-8-7 The Personnel Committee shall operate during the school year. During school breaks, the principal can fill positions without attempting to consult the personnel committee or the school’s replacement for the personnel committee. 13-17 Unassigned teachers and Limited Term Assignments:

13-17-6 Probationary teachers reduced during the fall adjustment process may be placed, at District discretion, into temporary instructional support positions for the remainder of the year. Their contract shall be honored for the remainder of the school year.

56

School’s

Replacement

Policy

13-7. The innovation school will not adhere to the district staffing cycle. It will post vacancies when they

become open. The school will work with the district Human Resources office to post positions through the

district website. In addition to this posting, the school will engage in independent outreach efforts to recruit

candidates outside of the centralized recruitment channels. The school will consider all eligible applicants,

including teachers who apply to transfer for vacancies, but will uphold district policy in ensuring mutual

consent between principals.

Transfers will not receive priority consideration. The innovation school will not accept direct

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

Teachers who leave the innovation school in order to return to a district school will be subject to the

District policies for implementation of SB 191 with regards to probationary or non- probationary status.

13-17-6 Transfers will not receive priority consideration. The innovation school will not accept direct placements from the district or assignment of unassigned non-probationary teachers. The Innovation School will not participate in the district Reduction in Force process and will not accept direct placement of district employees who have had their contracts canceled. New staff members will be employed at the school based on their qualifications and fit with the school innovation plan and position requirements.

School

Proposal

Article 13-8 Personnel Committee

Teaching:

Human Resources Management: Hiring & Staff

Assignments

57

Article

Summary

13-8 Personnel Committee.

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

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

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

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

appointed by the SGB.

13-8-3 Teacher members will be chosen by the faculty. The Personnel Committee may have one (1) or more of the teacher assignments filled, on a rotating basis, by (a) teacher(s) in the grade, team, or department in which the vacancy exists. The Personnel Committee will determine whether more than one (1) Personnel Committee is necessary to meet the needs of the school.

13-8-4 The Personnel Committee will make decisions by consensus, if possible. If the Personnel Committee is unable to reach a decision by consensus, the principal shall make an impasse decision.

• A consensus decision is either unanimous or a majority decision that

the entire Committee (including the dissenters) will support.

• The District in collaboration with the Association will establish and

provide resources for training and effective functioning of the Personnel Committee.

13-8-5 The decision or results of the Personnel Committee shall not be grievable. The failure to comply with the procedure contained in this Article is subject to grievance.

13-8-7 The Personnel Committee shall operate all year, with the exception that outside of the school year the principal shall make a good faith effort to assemble as many of the Personnel Committee members or alternates as may be available. During the assignment of unassigned non-probationary teachers, the principal will communicate with the Personnel Committee without the necessity of an interview process.

58

School’s

Replacement

Policy

13-8. The school leader shall be responsible for hiring all staff and shall implement a hiring

process that best meets the needs of the innovation school. A hiring committee will be

constructed by the principal to provide input into hiring decisions. When this is not possible,

and during school breaks, the principal can fill positions without attempting to consult the

personnel committee or the school’s replacement for the personnel committee. To the

extent possible, the hiring committee shall include representatives from staffing areas that will

be affected by the new hire.

All candidates must pass a DPS background check, which will be conducted through the district

Human Resources process.

The principal, in consultation with the personnel committee established by the SGB

membership, will make decisions related to Reduction in Building Staff (RIBS) and selection of

candidates for vacancies. Once the principal determines that the school will undergo a RIBS, all

candidates currently in the position being reduced will be considered and the principal, in

consultation with the personnel committee, will make RIBS decisions based on performance,

professionalism, and merit.

The innovation school will not accept direct placement of district employees as a result of

RIB, RIF or have had their contracts canceled. New staff members will be employed at the

school based on their qualifications and fit with the school innovation plan and position

requirements.

School

Proposal

Article 14-1: Summer School and Evening School

Teaching:

Human Resource Management: Hiring & Staff

Assignments

Policy

14-1 Summer School and Evening School. Summer and evening school programs shall be

provided flexibility of design and implementation following the guidelines set forth below.

14-1-1 Staffing. The purpose of all staffing procedures is to find the most suitable candidates for

the teaching positions needed to run the summer school.

14-1-1-1 Summer school teaching positions shall be posted.

14-1-1-2 Postings shall include the following basic components: descriptions of any teaching

position that may be included in the summer school, and an explanation of the selection process.

14-1-1-3 All teaching positions in summer school programs will be filled first by teachers currently

in the District.

14-1-2 Compensation. Teachers will be paid for summer and evening work as provided in Article

32.

Replacement

Policy

The Innovation School will fill summer school positions with its own teachers to the extent

possible. Should additional teachers be necessary, the school will fill those positions with the

best possible candidates, not necessarily teachers currently in the District. Teachers will be

compensated for summer school time as determined by SGB during the budgeting process.

59

School

Proposal

Article 25: Procedures for Arranging Job

Sharing Assignments and Half-Time

Teaching:

Human Resource Management: Staff

Assignments

Policy

25-1 Job sharing, or converting from a full-time employee to a half-time employee, may be

requested by regularly assigned full-time equivalent non-probationary teachers who wish to

work only half-time. Procedures for assignment to a job sharing or half-time position will be

available upon request from the Department of Human Resources.

25-1-1 An application for a job sharing or half-time position must be made in writing to

the Department of Human Resources by the published date.

25-1-2 Teachers wishing to job share must find another teacher who also wishes to job share.

25-1-3 Job share and half-time assignments, when possible, shall be for one (1) year at a time.

25-1-4 Salary, benefits, accrued service and other employment entitlements shall be half their

usual value, as applicable.

25-1-5 To be effective, the job sharing or half-time assignments must be approved by the SGB at

the school to which the teachers are assigned.

25-2 Teachers will be notified of placement during the teacher staffing process.

School’s

Replacement

Policy

Job sharing, or converting from a full-time employee to a half-time employee, may be requested

by regularly assigned full-time equivalent teachers who wish to work only half time. Teachers

who wish to request job sharing or half-time positions shall submit their request in writing to the

school’s principal. The principal, in consultation with the SGB, shall review and determine

whether any requests for job sharing, or converting to half-time positions are approved or

denied. All approved job sharing or half-time positions shall be for one (1) year at a time.

CBA

Article/Sectio

n

Article 28: Extra Duty Compensation

Teaching:

Human Resources Management: Compensation

Article

Summary

See Extra Duty Compensation schedule in Article 32

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

rates, activity salaries with steps and schedules.

60

School’s

Replacement

Policy

The School has the authority to determine its own extra duty pay structure for additional work through use of a Compensation Philosophy developed by the SGB and revisited and approved annually.

• The School has the authority to establish its own compensation system to provide

stipends as necessary for all employees. JSS will meet or exceed the rates of pay set in

the DPS/DCTA Collective Bargaining Agreement.

• The principal, in consultation with the SGB, will determine extra duty compensation

rates for extended day and year as well as any new or additional roles and

responsibilities and merit pay that will be applied equitably across the school.

• School leadership will work with the DPS HR department to ensure that all necessary

processes are followed in these areas and is consistent with the Compensation

Philosophy.

• In no event shall the compensation philosophy determination be made later than

March 15th for the following school year.

60

State Statute Waivers WAIVER REQUESTS – COLORADO STATE STATUTES

School

Proposal

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

Concerning Selection of Personnel and Pay

Leadership:


Evaluations

Policy

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

perform the following specific duties:

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

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

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

Replacement

Policy

Pursuant to state law, the DPS board will delegate the duty specified in this paragraph to the

innovation school. The principal, in consultation with the SGB, will select classroom teachers

directly and rates of pay will be at or above the district schedule. For all unique job descriptions

the Principal in consultation with the SGB shall determine the rate of pay during the budget cycle

each Spring for the following year.

School

Proposal

Section 22-32-109(1)(g): Handling of Money

Teaching:

Human Resource Management: Staff Hiring,

Compensation

Policy

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

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

deposit such moneys in a depository designated by the board;

Replacement

Policy

The School has the authority to manage its receipt of money and will meet performance

expectations provided by the District.

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

moneys into a school account.

The School will establish an account to manage receipt of locally raised money and will

have autonomy in making deposits in and withdrawals from the account when such

actions are taken to further the academic achievement of students at the school.

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

providing quarterly trial balances to their DPS budget partner.

School

Proposal

Section 22-32-109(1)(n)(I): Schedule and

Calendar

Governance:

Budget

Policy

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

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

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

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

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

and contact for elementary school pupils or fewer than four hundred fifty hours of such

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

instruction for a full-day kindergarten program. In no case shall a school be in session for fewer

61

than one hundred sixty days without the specific prior approval of the commissioner of

education. In extraordinary circumstances, if it appears to the satisfaction of the commissioner

that compliance with the provisions of this subparagraph (I) would require the scheduling of

hours of instruction and contact at a time when pupil attendance will be low and the benefits to

pupils of holding such hours of instruction will be minimal in relation to the cost thereof, the

commissioner may waive the provisions of this subparagraph (I) upon application therefore by

the board of education of the district.

Replacement

Policy

The School has the authority to determine its own annual calendar and daily schedule, provided

it meets or exceeds minimum statutory requirements.

School has the authority to determine the number of professional development days,

days off, and late starts/early release days.

In accordance with the innovation plan, the school’s principal, in consultation with the

SGB 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 actual hours of teacher-pupil instruction and teacher-pupil contact shall meet or

exceed the minimum hours set by the district and state for public instruction.

School

Proposal

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

Teacher-Pupil Instruction and Contact


Calendar and Schedule

Policy

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

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

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

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

no fewer than eight hundred seventy hours for full-day kindergarten pupils, for parent-teacher

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

health, safety, or welfare of students.

Replacement

Policy

The School has the authority to determine teacher pupil contact, which will meet or exceed the

minimum standards of the District and state.

In accordance with the innovation plan, the principal, in consultation with the SGB 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 actual hours of teacher-pupil instruction and teacher-pupil contact shall meet or

exceed the minimum hours set by the district and state for public instruction.

School

Proposal

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

Calendar



Policy

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

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

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

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

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

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

62

Replacement

Policy

The School has the authority to create its own annual calendar.

The School’s annual calendar will meet or exceed the minimum standards for the District

and State.

No later than 60 days before the end of the school year, the principal, in consultation

with the SGB, will determine the following year's school calendar and school day

schedule that meets or exceeds district and state determinations of the length of time

during which schools shall be in session during the next school year.

Input from parents and teachers will be sought prior to scheduling in-service programs

and other non-student contact days. This calendar and schedule shall serve as the

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

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

emergency closings or other unforeseen circumstances shall be preceded by adequate

and timely notice of no less than 30 days.

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

to all parents/guardians of students who are currently enrolled.

The approved upcoming school year calendar and school day hours will be placed on the

school’s website prior to May 1 of the prior academic year and a copy shall be provided

to the school’s Instructional Superintendent.

School

Proposal

Section 22-32-109(1)(t): Determine

Educational Program and Prescribe Textbooks



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

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

Replacement

Policy

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

mission and vision of the school and enables the school to implement the innovation plan.

The school’s curriculum will provide a program of instruction that enables students to meet or

exceed the CCSS and CAS. The school will regularly evaluate its education program and make

changes to curriculum content, instruction, and assessments.

Curriculum development will be carried out by school personnel, consistent with the

school’s innovation plan, using all available resources, including replacement core

instructional textbooks where textbook waivers are granted.

The school curriculum will provide a program of instruction that enables students to

meet or exceed the CCSS and CAS. The school will regularly evaluate its education

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

The district will evaluate the impact of the school’s education program as part of its 3

year review of the school’s innovation plan in addition to the annual UIP review by the

CSC.

Substantive interim changes must be approved by the Principal and District Staff.

School

Proposal

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

Standards and Plan for Implementation of

Content Standards

Education Program

63

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

pursuant to the provisions of section 22-7-407;

Replacement

Policy

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

mission and vision of the school and enables the school to implement the innovation plan.

The school’s curriculum will provide a program of instruction that enables students to meet or

exceed the CCSS and CAS. The school will regularly evaluate its education program and make

changes to curriculum content, instruction, and assessments.

Curriculum development will be carried out by school personnel, consistent with the

school’s innovation plan, using all available resources, including replacement core

instructional textbooks where textbook waivers are granted.

The school curriculum will provide a program of instruction that enables students to

meet or exceed the CCSS and CAS. The school will regularly evaluate its education

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

The district will evaluate the impact of the school’s education program as part of its 3

year review of the school’s innovation plan in addition to the annual UIP review by the

SGB.

Substantive interim changes must be approved by the Principal and District Staff.

School

Proposal

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

which the Principal/s Require Training or

Development

Education Program

Policy

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

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

otherwise assist the identified principals in participating in professional development programs

to assist the identified principals in improving their skills in the identified areas.

Replacement

Policy

In accordance with the innovation plan, the Principal will participate in district-provided

coaching and professional development except when such coaching or professional

development contradicts the successful implementation of the innovation plan and/or the

mission /vision of the school.

In determining the Principal’s PD and coaching schedule, the Instructional Superintendent will

collaborate with the Principal to ensure that district PD and coaching supports the school leader

and/or leadership team in implementing the goals of the innovation plan.

The standard district offered professional development for members of the

Professional Development team will be attended in the instances in which it

supports the implementation of the innovation plan and/or the mission and

vision of the school. District professional development for teachers, teacher

leaders, and other instructional or operational leaders at PBA will be

attended when the school’s principal determines that such professional

development is in the best interest of the school to successfully implement

the innovation plan.

64

School

Proposal

22-32-110(1)(ee) Local Board Powers-Employ

teachers' aides and other non-certificated

personnel

Teaching:

Human Resource Management: Professional

Development

Policy

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

each board of education of a school district shall have the following specific powers, to be

exercised in its judgment:

(ee) To employ on a voluntary or paid basis teachers' aides and other auxiliary, nonlicensed

personnel to assist licensed personnel in the provision of services related to instruction or

supervision of children and to provide compensation for such services rendered from any funds

available for such purpose, notwithstanding the provisions of sections

Replacement

Policy

The DPS board grants autonomy to the principal, in consultation with the SGB, to make staffing

decisions consistent with waivers for district policies GCF and GDF. The school may employ non-

licensed personnel to provide instruction or supervision of children that is supplemental to the

core academic program and incompliance with NCLB HQT requirements.

School

Proposal

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

Concerning Employment Termination of

School Personnel

Teaching:

Human Resource Management: Hiring

Teacher Aides

Policy

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

each board of education of a school district shall have the following specific powers, to be

exercised in its judgment:

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

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

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

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

Replacement

Policy

In accordance with the innovation plan, the DPS board delegates the power specified in statute

to the school leader. All processes for dismissal must meet the minimum standards established

in District policy GDQD and regulation GDQD-R.

School

Proposal

22-32-126: Employment and authority of

principals

Teaching:

Human Resource Management: Staff

Dismissals

Policy

22-32-126.

(1) The board of education may employ through written contract public school principals who

shall hold valid principal licenses or authorizations and who shall supervise the operation and

management of the school and such property as the board shall determine necessary.

(2) The principal shall assume the administrative responsibility and instructional leadership,

under the supervision of the superintendent and in accordance with the rules and regulations of

the board of education, for the planning, management, operation, and evaluation of the

educational program of the schools to which he is assigned.

(3) The principal shall submit recommendations to the superintendent regarding the

appointment, assignment, promotion, transfer, and dismissal of all personnel assigned to the

school under his supervision.

65

(4) The principal shall perform such other duties as may be assigned by the superintendent

pursuant to the rules and regulations of the board of education.

(5) (a) The principal or the principal's designee shall communicate discipline information

concerning any student enrolled in the school to any teacher who has direct contact with the

student in the classroom and to any counselor who has direct contact with the student. Any

teacher or counselor who receives information under this subsection (5) shall maintain the

confidentiality of the information and does not have authority to communicate the information

to any other person.

(b) Each school district shall include in its discipline code adopted in accordance with section 22-

32-110 (2)procedures to inform the student and the student's parent or guardian when

disciplinary information is communicated and to provide a copy of the disciplinary information to

the student and the student's parent or guardian. The discipline code shall also establish

procedures to allow the student and the student's parent or guardian to challenge the accuracy

of the disciplinary information.

School’s

Replacement

Policy

In the event of a change in leadership, the priority is maintaining building leadership that

supports the mission and vision of the school and ensures that student achievement is

supported. Members of the school community, including staff, parents and community

members will be involved in the principal hiring process.

Principal candidates are provided to the SGB and superintendent or his/her

designee from the district’s principal hiring pool using the LEAD in Denver

evaluation process.

The district superintendent or his/her designee will manage the principal selection

process and collaborate with the SGB in recommending at least three final candidates

to the superintendent for hiring.

The superintendent (or his/her representative) may redirect the SGB and his/her

designee to continue the search for better qualified candidates should none of the

proposed candidates meets his/her approval.

In the event that the principal position is vacant, the superintendent (or his/her

representative) may appoint an interim principal until such a time that the above

described hiring process results in a principal candidate that is agreeable to the SGB

and the Superintendent or his/her designee.

Interviews and selection follow the DPS Human Resource hiring procedures.

School

Proposal

Teacher Employment, Compensation and

Dismissal Act of 1990 Section 22-63-

201: Employment - License Required –

Exception

Leadership:

Management

Policy

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

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

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

professional teacher's license or authorization issued pursuant to the provisions of article 60.5 of

this title.

66

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

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

experience and functional knowledge when hired by a school district. To facilitate the

employment of these persons and comply with the requirements of federal law, the general

assembly has statutory provisions to create an alternative teacher license and alternative

teacher programs to enable school districts to employ persons with expertise in professions

other than teaching. These provisions enable a school district to employ a person with

professional expertise in a particular subject area, while ensuring that the person receives the

necessary training and develops the necessary skills to be a highly qualified teacher. The general

assembly strongly encourages each school district to hire persons who hold alternative teacher

licenses to provide a wide range of experience in teaching and functional subject matter

knowledge for the benefit of the students enrolled in the school district.

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

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

207.

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

serve as an administrator based upon qualifications set by the board of the school district.

Nothing in this article shall be construed to require that an administrator, as a condition of

employment, possess any type of license or authorization issued pursuant to article 60.5 of this

title.

Replacement

Policy

All teachers will be qualified and licensed according to State and Federal law

Core content teachers that are the primary provider of instruction will be highly

qualified in their particular content area(s), Language Arts; Math; Science; Foreign

language; Social Studies (Civics, Government, History, Geography, Economics); Arts

(Visual Arts, Music). The school will otherwise meet all Title III licensing expectations.

The school may employ non-licensed teachers for supplemental and enrichment

instruction consistent with the innovation plan.

The DPS board may enter into employment contracts with non-licensed teachers and/or

administrators at the school as necessary to implement the school’s innovation plan.

School

Proposal



202: Contracts in Writing Duration Damage

Provision

Teaching:

Human Resource Management: Hiring and

Teacher Qualifications

Policy

(1) Except for a part-time or substitute teacher, every employment contract entered into by any

teacher or chief administrative officer for the performance of services for a school district shall

be in writing.

(2) (a) A teacher or chief administrative officer and the board may mutually agree to terminate

the teacher's or chief administrative officer's employment contract at any time.

(b) Each employment contract executed pursuant to this section shall contain a provision stating

67

that a teacher or chief administrative officer shall not terminate his or her employment contract

with the board without the agreement of the board unless:

(I) If the teacher or chief administrative officer intends to terminate his or her employment

contract for the succeeding academic year, the teacher or chief administrative officer gives

written notice to the board of his or her intent no later than thirty days prior to the

commencement of the succeeding academic year or, if a school district operates an alternative

year program, not less than thirty days before the commencement of services under the

employment contract; or

(II) If the teacher or chief administrative officer intends to terminate his or her employment

contract for the current academic year after the beginning of the academic year, the teacher or

chief administrative officer shall give written notice to the board of his or her intent at least

thirty days prior to the date that the teacher or chief administrative officer intends to stop

performing the services required by the employment contract.

(b.5) Each employment contract executed pursuant to this section shall contain a provision

stating that a teacher or chief administrative officer shall accept the terms of the employment

contract for the succeeding academic year within thirty days of receipt of the contract, unless

the teacher or chief administrative officer and the district have reached an alternative

agreement. If a teacher or chief administrative officer does not accept the terms of the

employment contract within thirty days of receipt, the district shall be authorized to open the

position to additional candidates.

(c) Each employment contract executed pursuant to this section shall contain a damages

provision whereby a teacher or chief administrative officer who violates the provision required

by paragraph (b) of this subsection (2) without good cause shall agree to pay damages to the

school district, and the board thereof shall be authorized to collect or withhold damages from

compensation due or payable to the teacher or chief administrative officer, in an amount equal

to the lessor of:

(I) The ordinary and necessary expenses of a board to secure the services of a suitable

replacement teacher or chief administrative officer; or

(II) One-twelfth of the annual salary specified in the employment contract.

(c.5) (I) The general assembly finds that, for the fair evaluation of a principal based on the

demonstrated effectiveness of his or her teachers, the principal needs the ability to select

teachers who have demonstrated effectiveness and have demonstrated qualifications and

teaching experience that support the instructional practices of his or her school. Therefore, each

employment contract executed pursuant to this section shall contain a provision stating that a

teacher may be assigned to a particular school only with the consent of the hiring principal and

with input from at least two teachers employed at the school and chosen by the faculty of

teachers at the school to represent them in the hiring process, and after a review of the

teacher's demonstrated effectiveness and qualifications, which review demonstrates that the

teacher's qualifications and teaching experience support the instructional practices of his or her

school.

(II) Repealed.

68

(III) (A) Any active non-probationary teacher who was deemed effective during the prior school

year and has not secured a mutual consent placement shall be a member of a priority hiring

pool, which priority hiring pool shall ensure the non-probationary teacher a first opportunity to

interview for a reasonable number of available positions for which he or she is qualified in the

school district.

(B) When a determination is made that a non-probationary teacher's services are no longer

required for the reasons set forth in subparagraph (VII) of this paragraph (c.5), the non-

probationary teacher shall be notified of his or her removal from the school. In making decisions

pursuant to this paragraph (c.5), a school district shall work with its local teachers association to

develop policies for the local school board to adopt. If no teacher association exists in the school

district, the school district shall create an eight-person committee consisting of four school

district members and four teachers, which committee shall develop such policies. Upon notice to

the non-probationary teacher, the school district shall immediately provide the non-

probationary teacher with a list of all vacant positions for which he or she is qualified, as well as a

list of vacancies in any area identified by the school district to be an area of critical need. An

application for a vacancy shall be made to the principal of a listed school, with a copy of the

application provided by the non-probationary teacher to the school district. When a principal

recommends appointment of a non-probationary teacher applicant to a vacant position, the

non-probationary teacher shall be transferred to that position.

(C) This subparagraph (III) shall take effect at such time as the performance evaluation system

based on quality standards established pursuant to this section and the rules promulgated by the

state board pursuant to section 22-9-105.5 has completed the initial phase of implementation

and has been implemented statewide. The commissioner shall provide notice of such

implementation to the revisor of statutes on or before July 1, 2014, and each July 1 thereafter

until statewide implementation occurs.

(IV) If a non-probationary teacher is unable to secure a mutual consent assignment at a school of

the school district after twelve months or two hiring cycles, whichever period is longer, the

school district shall place the teacher on unpaid leave until such time as the teacher is able to

secure an assignment. If the teacher secures an assignment at a school of the school district

while placed on unpaid leave, the school district shall reinstate the teacher's salary and benefits

at the level they would have been if the teacher had not been placed on unpaid leave.

(V) Nothing in this section shall limit the ability of a school district to place a teacher in a twelve-

month assignment or other limited-term assignments, including, but not limited to, a teaching

assignment, substitute assignment, or instructional support role during the period in which the

teacher is attempting to secure an assignment through school-based hiring. Such an assignment

shall not constitute an assignment through school-based hiring and shall not be deemed to

interrupt the period in which the teacher is required to secure an assignment through school-

based hiring before the district shall place the teacher on unpaid leave.

(VI) The provisions of this paragraph (c.5) may be waived in whole or in part for a renewable

four-year period by the state board of education pursuant to section 22-2-117, provided that the

local school board applying for the waiver, in conjunction with the superintendent and teachers

69

association in a district that has an operating master employment contract, if applicable,

demonstrates that the waiver is in the best interest of students enrolled in the school district,

supports the equitable distribution of effective teachers, and will not result in placement other

than by mutual consent of the teacher in a school district or public school that is required to

implement a priority improvement plan or turnaround plan pursuant to article 11 of this title.

Notwithstanding the provisions of this paragraph (c.5), a waiver shall not be granted for a

request that extends the time for securing an assignment through school-based hiring for more

than two years.

(VII) This paragraph (c.5) shall apply to any teacher who is displaced as a result of drop in

enrollment; turnaround; phase-out; reduction in program; or reduction in building, including

closure, consolidation, or reconstitution.

(d) The department of education may suspend the license, endorsement, or authorization of a

teacher or chief administrative officer who fails to provide the notice required by paragraph (b)

of this subsection (2) and who abandons, fails, or refuses to perform required services pursuant

to an employment contract, without good cause.

(3) A teacher may be suspended temporarily during the contractual period until the date of

dismissal as ordered by the board pursuant to section 22-63-302 or may have his or her

employment contract cancelled during the contractual period when there is a justifiable

decrease in the number of teaching positions. The manner in which employment contracts will

be cancelled when there is a justifiable decrease in the number of teaching positions shall be

included in any contract between the board of education of the school district and school district

employees or in an established policy of the board, which contract or policy shall include the

criteria described in section 22-9-106 as significant factors in determining which employment

contracts to cancel as a result of the decrease in teaching positions. Effective February 15, 2012,

the contract or policy shall include consideration of probationary and non-probationary status

and the number of years a teacher has been teaching in the school district; except that these

criteria may be considered only after the consideration of the criteria described in section 22-9-

106 and only if the contract or policy is in the best interest of the students enrolled in the school

district.

(4) (a) Notwithstanding the provisions of section 24-72-204 (3) (a), C.R.S., upon a request from a

school district or a school concerning a person applying for a position as a teacher, a school

district may disclose to the requesting school district or school the reason or reasons why a

teacher left employment with the original school district. Upon the specific request of a school

district at which a teacher has applied for employment, a school district may disclose any

pertinent performance record or disciplinary record of a teacher that specifically relates to any

negligent action of the teacher that was found to have endangered the safety and security of a

student or any disciplinary record that relates to behavior by the teacher that was found to have

contributed to a student's violation of the school district's conduct and discipline code. The

information disclosed pursuant to this paragraph (a) shall only be disclosed to personnel

authorized to review the personnel file in the school district or school and to the person applying

for a position as a teacher.

70

(b) No employment contract executed pursuant to this section shall contain a provision that

restricts or prohibits a school district from disclosing to another school district or school the

reason or reasons why a teacher left employment with the original school district or from

disclosing to another school district any of the teacher's disciplinary or performance records

pursuant to paragraph (a) of this subsection (4).

Replacement

Policy

The School has authority to issue its own employment offer letters. The district HR office

will work with the school to ensure teacher contracts are consistent with the approved

innovation plan.

All teachers are hired on annual contracts. Annual contracts shall be maintained as long

as the teacher continues to receive effective or distinguished ratings.

Teachers on annual contracts may be dismissed mid-year for cause. Mid-year

termination of teachers will follow the dismissal procedures outlined in the DPS policy

GDQD and GDQD-R.

All contracts will be in writing. The school will provide contract language to the district

HR office for feedback before any initial employment contracts are signed.

Mutual terminations will be negotiated between the teacher and the school principal. If

a teacher on an annual contract intends to terminate a contract after the beginning of

the academic year, the employee shall give written notice of his or her intent at least

thirty days prior to the date that he or she intends to stop performing the services

required by the employment contract.

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.

School

Proposal



203: Renewal and Nonrenewal of Employment

Contract

Teaching:

Human Resource Management: Hiring,

Contracts and Employment Offer Letters

Statute

Description

(1) (a) Except as provided for in paragraph (b) of this subsection (1), the provisions of this section

shall apply only to probationary teachers and shall no longer apply when the teacher has been

reemployed for the fourth year, except as provided for in paragraph (a.5) of subsection (4) of this

section. This paragraph (a) is repealed, effective July 1, 2014.

(b) For any school district that has implemented the performance evaluation system based on

quality standards pursuant to section 22-9-106 and the rules adopted by the state board

pursuant to section 22-9-105.5, the provisions of this section shall apply only to probationary

teachers and shall no longer apply when the teacher has been granted non-probationary status

as a result of three consecutive years of demonstrated effectiveness, as determined through his

or her performance evaluations and continuous employment.

(2) (a) During the first three school years that a teacher is employed on a full-time continuous

basis by a school district, such teacher shall be considered to be a probationary teacher whose

employment contract may be subject to nonrenewal in accordance with subsection (4) of this

71

section. A school district may also consider a teacher employed on a part-time continuous basis

by such district and by a board of cooperative services to be a probationary teacher whose

contract may be subject to nonrenewal in accordance with subsection (4) of this section. An

employment contract with a probationary teacher shall not exceed one school year.

School’s

Replacement

Policy

Teachers are hired on an annual contract. Annual contract status may be maintained as

long as the teacher continues to receive effective or distinguished ratings. The district HR

office will work with the school to ensure teacher contracts are consistent with the

approved innovation plan.

School

Proposal

Teacher Employment, Compensation and Dismissal

Act of 1990 Section 22-63-206: Transfer of Teachers –

Compensation

Teaching:

Human Resources Management:

Dismissals

Statute

Description

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

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

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

which he or she is not qualified by virtue of academic preparation and certification and if, during

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

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

shown toward any teacher in the assignment or transfer of that teacher to a school, position, or

grade because of sex, sexual orientation, marital status, race, creed, color, religion, national

origin, ancestry, or membership or non-membership in any group or organization.

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

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

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

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

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

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

teacher on the schedule for the assigned position.

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

has received additional compensation for the performance of additional duties may be reduced

if said teacher has been relieved of such additional duties.

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

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

position on the salary schedule if the school district has adopted a general salary schedule or

combination salary schedule and policy, or insurance and retirement benefits.

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

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

shall require the consent of the receiving school.

School’s

Replacement

Policy

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

district. District teachers who are qualified for a vacant position at the school may apply

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

position and the years of service.

72

School

Proposal


Act of 1990 Section 22-63-301: Grounds for Dismissal

Teaching:

Human Resource Management: Direct

Placement of Teachers

Policy

A teacher may be dismissed for physical or mental disability, incompetency, neglect of duty,

immorality, unsatisfactory performance, insubordination, the conviction of a felony or the

acceptance of a guilty plea, a plea of nolo contendere, or a deferred sentence for a felony, or

other good and just cause. No teacher shall be dismissed for temporary illness, leave of absence

previously approved by the board, or military leave of absence pursuant to article 3 of title 28,

C.R.S.

Replacement

Policy

All teachers are hired on annual contracts. Annual contract status may be maintained as

long as the teacher continues to receive effective or distinguished ratings.

Annual contracts can be non-renewed at the end of the contract term for any reason.

In all situations related to teacher dismissal, a teacher on an annual contract may be

dismissed for cause in accordance with the dismissal policies outlined in the replacement

policy for 22-63-302.

School

Proposal


Act of 1990 Section 22-63-302: Procedure for

dismissal - judicial review

Teaching:

Human Resource Management:

Dismissals

Statute

Description

(1) Except as otherwise provided in subsection (11) of this section, a teacher shall be dismissed in the manner

prescribed by subsections (2) to (10) of this section.

(2) The chief administrative officer of the employing school district may recommend that the board dismiss a teacher

based upon one or more of the grounds stated in section 22-63-301. If such a recommendation is made to the board,

the chief administrative officer, within three days after the board meeting at which the recommendation is made, shall

mail a written notice of intent to dismiss to the teacher. The notice of intent to dismiss shall include a copy of the

reasons for dismissal, a copy of this article, and all exhibits which the chief administrative officer intends to submit in

support of his or her prima facie case against the teacher including a list of witnesses to be called by the chief

administrative officer, addresses and telephone numbers of the witnesses, and all pertinent documentation in the

possession of the chief administrative officer relative to the circumstances surrounding the charges. Additional

witnesses and exhibits in support of the chief administrative officer's prima facie case may be added as provided in

subsection (6) of this section. The notice and copy of the charges shall be sent by certified mail to said teacher at his or

her address last known to the secretary of the board. The notice shall advise the teacher of his or her rights and the

procedures under this section.

(3) If a teacher objects to the grounds given for the dismissal, the teacher may file with the chief administrative officer

a written notice of objection and a request for a hearing. Such written notice shall be filed within five working days

after receipt by the teacher of the notice of dismissal. If the teacher fails to file the written notice within said time,

such failure shall be deemed to be a waiver of the right to a hearing and the dismissal shall be final; except that the

board of education may grant a hearing upon a determination that the failure to file written notice for a hearing was

due to good cause. If the teacher files a written notice of objection, the teacher shall continue to receive regular

compensation from the time the board received the dismissal recommendation from the chief administrative officer

pursuant to subsection (2) of this section until the board acts on the hearing officer's recommendation pursuant to

subsection (9) of this section, but in no event beyond one hundred days; except that the teacher shall not receive

regular compensation upon being charged criminally with an offense for which a license, certificate, endorsement, or

authorization is required to be denied, annulled, suspended, or revoked due to a conviction, pursuant to section 22-

60.5-107 (2.5) or (2.6). If the final disposition of the case does not result in a conviction and the teacher has not been

dismissed pursuant to the provisions of this section, the board shall reinstate the teacher, effective as of the date of

73

the final disposition of the case. Within ten days after the reinstatement, the board shall provide the teacher with back

pay and lost benefits and shall restore lost service credit.

(4) (a) If the teacher requests a hearing, it shall be conducted before an impartial hearing officer selected jointly by the

teacher and the chief administrative officer. The hearing officer shall be selected no later than five working days

following the receipt by the chief administrative officer of the teacher's written notice of objection. If the teacher and

the chief administrative officer fail to agree on the selection of a hearing officer, they shall request assignment of an

administrative law judge by the department of personnel to act as the hearing officer.

(b) ) Hearing officers shall be impartial individuals with experience in the conducting of hearings and with experience

in labor or employment matters.

(c) ) Expenses of the hearing officer shall be paid from funds of the school district.

(5) (a) Within three working days after selection, the hearing officer shall set the date of the prehearing conference

and the date of the hearing, which shall commence within the following thirty days. The hearing officer shall give the

teacher and the chief administrative officer written notice of the dates for the prehearing conference and for the

hearing including the time and the place therefor.

(b) ) One of the purposes of the prehearing conference shall be to limit, to the extent possible, the amount of

evidence to be presented at the hearing.

(c) The parties and their counsel shall be required to attend the prehearing conference with the hearing officer.

(6) (a) Within ten days after selection of the hearing officer, the teacher shall provide to the chief administrative

officer a copy of all exhibits to be presented at the hearing and a list of all witnesses to be called, including the

addresses and telephone numbers of the witnesses. Within seven days after the teacher submits his or her exhibits

and witness list, the chief administrative officer and the teacher may supplement their exhibits and witness lists. After

completion of the seven-day period, additional witnesses and exhibits may not be added except upon a showing of

good cause.

(b) Neither party shall be allowed to take depositions of the other party's witnesses or to submit interrogatories to the

other party. The affidavit of a witness may be introduced into evidence if such witness is unavailable at the time of the

hearing.

(7) (a) Hearings held pursuant to this section shall be open to the public unless either the teacher or the chief

administrative officer requests a private hearing before the hearing officer, but no findings of fact or recommendations

shall be adopted by the hearing officer in any private hearing. The procedures for the conduct of the

hearing shall be informal, and rules of evidence shall not be strictly applied except as necessitated in the opinion of the

hearing officer; except that the hearing officer shall comply with the Colorado rules of evidence in excluding

hearsay testimony.

(b) The hearing officer may receive or reject evidence and testimony, administer oaths, and, if necessary, subpoena

witnesses.

(c) At any hearing, the teacher has the right to appear in person with or without counsel, to be heard and to present

testimony of witnesses and all evidence bearing upon his proposed dismissal, and to cross-examine witnesses. By

entering an appearance on behalf of the teacher or the chief administrative officer, counsel agrees to be prepared to

commence the hearing within the time limitations of this section and to proceed expeditiously once the hearing has

begun. All school district records pertaining to the teacher shall be made available for the use of the hearing officer or

the teacher.

(d) An audiotaped record shall be made of the hearing, and, if the teacher files an action for review pursuant to the

provisions of subsection (10) of this section, the teacher and the school district shall share equally in the cost of

transcribing the record; except that, if a party is awarded attorney fees and costs pursuant to paragraph (e) of

subsection (10) of this section, that party shall be reimbursed for that party's share of the transcript costs by the party

against whom attorney fees and costs were awarded.

(e) Any hearing held pursuant to the provisions of this section shall be completed within six working days after

commencement, unless extended by the hearing officer on a showing of good cause, and neither party shall have

more than three days to present its case in chief. Neither party may present more than ten witnesses at the hearing,

except upon a showing of good cause.

(8) The chief administrative officer shall have the burden of proving that the recommendation for the dismissal of the

teacher was for the reasons given in the notice of dismissal and that the dismissal was made in accordance with the

74

provisions of this article. Where unsatisfactory performance is a ground for dismissal, the chief administrative officer

shall establish that the teacher had been evaluated pursuant to the written system to evaluate licensed personnel

adopted by the school district pursuant to section 22-9-106. The hearing officer shall review the evidence and

testimony and make written findings of fact thereon. The hearing officer shall make only one of the two following

recommendations: The teacher be dismissed or the teacher be retained. A recommendation to retain a teacher shall

not include any conditions on retention. The findings of fact and the recommendation shall be issued by the hearing

officer not later than twenty days after the conclusion of the hearing and shall be forwarded to said teacher and to the

board.

(9) The board shall review the hearing officer's findings of fact and recommendation, and it shall enter its written order

within twenty days after the date of the hearing officer's findings and recommendation. The board shall take

one of the three following actions: The teacher be dismissed; the teacher be retained; or the teacher be placed on a

one-year probation; but, if the board dismisses the teacher over the hearing officer's recommendation of retention,

the board shall make a conclusion, giving its reasons therefor, which must be supported by the hearing officer's

findings of fact, and such conclusion and reasons shall be included in its written order. The secretary of the board shall

cause a copy of said order to be given immediately to the teacher and a copy to be entered into the teacher's local file.

(10) (a) If the board dismisses the teacher pursuant to the provisions of subsection (9) of this section, the teacher may

file an action for review in the court of appeals in accordance with the provisions of this subsection (10), in which

action the board shall be made the party defendant. Such action for review shall be heard in an expedited manner and

shall be given precedence over all other civil cases, except cases arising under the "Workers' Compensation Act of

Colorado", articles 40 to 47 of title 8, C.R.S., and cases arising under the "Colorado Employment Security Act", articles

70 to 82 of title 8, C.R.S.

(b) An action for review shall be commenced by the service of a copy of the petition upon the board of the school

district and filing the same with the court of appeals within twenty-one days after the written order of dismissal made

by the board. The petition shall state the grounds upon which the review is sought. After the filing of the action for

review in the court of appeals, such action shall be conducted in the manner prescribed by rule 3.1 of the Colorado

appellate rules.

(c) The action for review shall be based upon the record before the hearing officer. The court of appeals shall review

such record to determine whether the action of the board was arbitrary or capricious or was legally impermissible.

(d) ) In the action for review, if the court of appeals finds a substantial irregularity or error made during the

hearing before the hearing officer, the court may remand the case for further hearing.

(e) Upon request of the teacher, if the teacher is ordered reinstated by the court of appeals, or upon request of the

board, if the board's decision to dismiss the teacher is affirmed by the court of appeals, the court of appeals shall

determine whether the non-prevailing party's appeal or defense on appeal lacked substantial justification. If the court

of appeals determines that the non-prevailing party's appeal or defense on appeal lacked substantial justification, the

court of appeals shall determine the amount of and enter a judgment against the non-prevailing party for reasonable

attorney fees and costs incurred on appeal to the court of appeals. Any judgment entered pursuant to this paragraph

(e) may be subject to stay as provided in rule 41.1 of the Colorado appellate rules.

(f) Further appeal to the supreme court from a determination of the court of appeals may be made only upon a writ of

certiorari issued in the discretion of the supreme court. Upon request of the teacher, if the teacher is ordered

reinstated by the supreme court, or upon motion of the board, if the board's decision to dismiss is affirmed by the

supreme court, the supreme court shall determine whether the non-prevailing party's appeal or defense on appeal to

the supreme court lacked substantial justification. If the supreme court determines that the non-prevailing party's

appeal or defense on appeal to the supreme court lacked substantial justification, the court shall determine the

amount of and enter a judgment against the non-prevailing party for reasonable attorney fees and costs incurred on

appeal to the supreme court. Any judgment entered pursuant to this paragraph (f) may be subject to stay as provided

in rule 41.1 of the Colorado appellate rules.

(11) (a) The board of a school district may take immediate action to dismiss a teacher, without a hearing,

notwithstanding subsections (2) to (10) of this section, pending the final outcome of judicial review or when the time

for seeking review has elapsed, when the teacher is convicted, pleads nolo contendere, or receives a deferred

sentence for:

(I) A violation of any law of this state or any counterpart municipal law of this state involving unlawful behavior

75

pursuant to any of the following statutory provisions: Sections 18-3-305, 18-6-302, and 18-6-701, C.R.S., orsection 18-

6-301, C.R.S., or part 4 of article 3, part 4 of article 6, and part 4 of article 7 of title 18, C.R.S.; or

(II) A violation of any law of this state, any municipality of this state, or the United States involving the illegal sale of

controlled substances, as defined in section 18-18-102 (5), C.R.S.

(b) A certified copy of the judgment of a court of competent jurisdiction of a conviction, the acceptance of a guilty

plea, a plea of nolo contendere, or a deferred sentence shall be conclusive evidence for the purposes of this

subsection (11).

Replacement

Policy

The School will follow District Policy GDQD and regulation GDQD-R if it is necessary to

terminate a teacher’s employment during the school year.

School

Proposal


Act of 1990 Section 22-63-401:Teachers Subject to

Adopted Salary Schedule

Teaching:


Dismissals

Policy

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

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

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

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

conjunction with or prior to the adoption of the budget for the following fiscal year. The

schedule, policy, or combination schedule and policy shall remain in effect until changed or

modified by the board. All teachers employed by the district shall be subject to such salary

schedule, policy, or combination schedule and policy.

Replacement

Policy

The School will meet or exceed the DPS salary schedule set in the Collective Bargaining

Agreement. The School’s Principal, in consultation with the SGB, has the authority to develop a

compensation philosophy separate from district policies to reimburse employees for extra duty

pay, and compensating employees based on school priorities including activities such as, but are

not necessarily limited to additional time, additional responsibilities, coaching, tutoring,

professional development or for performance incentive pay.

Non-teaching staff will be compensated for any additional hours in accordance with Fair Labor

Laws.

School

Proposal

22-63-402. Services - Disbursements

Teaching:


Compensation

Policy

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

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

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

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

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

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

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

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

during which services are performed without the license or authorization.

76

Replacement

Policy

The school may employ either licensed or non-licensed teachers for non-core subject areas. All

teachers will be qualified and licensed according to State and Federal law

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

background checks.

School

Proposal

22-7-1207:Advancement – decision – parental

involvement

Teaching:


License

Policy

(1) Within 45 days before the end of the school year prior to the student’s fourth grade year, a

teacher finds that a student has a significant reading deficiency, personnel of the local education

provider shall provide to the student’s parent the written notice…

(a) except for students with disabilities substantially impacting their progress developing reading

skills;

(b) the student is a student with limited English proficiency … and the deficiency is due primarily

to the student’s language skills;

(c) the student is completing a second school year at the same grade level.

(2) Written notice to parents shall include:

(a) notification of serious implications to a student entering fourth grade with a significant

reading deficiency and a meeting request…

(b)…work with the parents to schedule a meeting…

(c) if the parent does not attend the meeting, the teacher and personnel of the local education

provider will decide whether the student will advance to the next grade level in the next school

year.

(4) specific information that should be discussed with parents: serious implications of attending

fourth grade without reading proficiency, importance of achieving reading proficiency by end of

third grade, the student’s body of evidence and the likelihood that the student, despite having a

significant reading deficiency, will be able to maintain adequate academic progress at eh next

grade level, the increased level of intervention instruction the student will receive in the next

school year regardless of whether the student advances to the next grade level, the potential

effects on the student if he or she does not advance to the next grade level,

(b) …the parent, teacher, and other personnel shall decide whether the student will advance to

the next grade level 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 education provider.

(5) parents will be given written notification of the decision to retain or not retain the student…

(6) …beginning in 2016-17…if the superintendent, or his or her designee, or the principal… does

not approve the decision to advance the student, the student shall not advance to fourth grade

in the next school year. …

77

(7) Each local education provider shall … oral and written communications to a parent… in a

language that the parent understands.

Replacement

Policy

The school will follow the school’s replacement policy IKE/IKE-R regarding retention and

promotion of students. Retention and promotion decisions for students performing below or

above grade-level in core content areas will be made based on reading and math achievement

levels as determined by performance on standardized assessments and a body of evidence which

could include but not limited to grades, attendance, interventions, conferences, credit standing.

The principal, deans, teacher, and parents will confer at least three months prior to the end of

the school year about the student’s progress, with additional meetings at least every 6 weeks

thereafter. If students are making insufficient progress, an academic plan will be prepared and

grade retention or promotion may be recommended to school leadership by the any member of

the school community.

If school leadership approves the grade retention or promotion of a student, the student

will be retained or promoted. Parents will not have the ability to override the decision of

school leadership. Parents will be made aware of this policy at orientation, or at the time

of registration for all mid-year enrollees.

All retention and promotion decisions will be finalized by May 1st. The school will regularly

communicate student performance to parents/guardians.

School Proposal

22-63-403, C.R.S. Teacher employment,

compensation and dismissal act of 1990; payment of

salaries


Promotion, Retention and Acceleration

of Students

Policy Districts are required to pay teachers according to a schedule or according to a performance policy.

Salaries are not to be changed until the end of the year. Individual teachers cannot have their salaries

cut unless all teachers have salaries cut.

Replacement

Policy

The school will use the district salary schedule for determining pay for teachers and staff;

however, they will have discretion on how the budget is impacted for paying staff

(actuals vs. averages). The school principal reserves the right to develop a compensation

philosophy with the approval of the SGB to reimburse employees for extra duty pay as it

may arise for mandated extended school year, mandated PD outside of school year,

mandated additional time, or stipends for school identified priorities. This may also

include activities such as coaching, tutoring, external professional development or for

performance incentive pay.

School Proposal 22-33-102(1) Definition of "Academic Year" Teaching: Payment of Salaries

Policy

As used in this article, unless the context otherwise requires:

(1) "Academic year" means that portion of the school year during which the public schools are in regular

session, beginning about the first week in September and ending about the first week in June of the next

year, or that portion of the school year which constitutes the minimum period during which a pupil must be

enrolled.

Replacement

Policy

“Academic year” refers to the year as it is established by the innovation school’s developed

academic calendar for the School. The calendar will be posted publically by May 1st for the

following school year. The school’s SGB will provide input into the calendar.

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