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TRANSCRIPT
Innovation Plan
2016
School Name: Valverde Elementary Location: 2030 West Alameda Avenue, Denver, CO 80223 Plan Contact: Andrew Schutz, Principal Email: [email protected] Phone: 7204243252
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Cover Page – for Colorado Department of Education (CDE)
Direct innovation plan questions to Kelly Rosensweet ([email protected]) Innovation School Name: Valverde Elementary School
Location (address): 2030 West Alameda Avenue, Denver, CO 80223
Plan Contact (name and position): Andrew Schutz, Principal
Email: [email protected]
Phone: 7204243252 Please answer the following questions to help us review the innovation plan as efficiently as possible.
Is this plan for a new school or an existing school? Existing ➢ If this plan is a new school, is the new school (check one) : N/A
Has the school submitted a request for to CDE for a new school code, grade change, name change,
etc.? No
➢ If so, when was the request made and what was it for? N/A
Has the school been granted status as an Alternate Education Campus (AEC)? No
➢ If the school does not have AEC status, does the school plan on submitting an application for AEC
status before opening? (Please note that the deadline is July 1 st . ) N/A
Is the school in Priority Improvement or Turnaround? Yes ➢ Is the school a recipient of the federal School Improvement Grant (10039g))? No
Will the school be seeking a waiver for graduation guidelines? No
➢ Please indicate in the plan if the school will follow district requirements and include the district
graduation policy as an appendix. Yes the school will follow district graduation requirements.
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Letter from school leader or planning team leader
Dear Superintendent Boasberg & Board of Education Members,
Valverde Elementary is proud to present our Innovation plan to you! A passionate and committed
group of Valverde families, school and DPS staff have collaborated over the last year on the attached
plan. Our Innovation Plan is based on best practice and evidenced based models. We believe our
decisions, strategies, and practices will dramatically impact the student achievement at Valverde
Elementary School. Valverde’s Innovation plan is intended to develop a strong academic program
supported and elevated by a community of engaged stakeholders.
Valverde has long benefitted from an intensely engaged school community. The community provided
feedback, input, and inspiration for our plan. We invite you to visit our school and see our work in
action. We are making TRACKS!!
Tenacity
Responsibility
Academic Achievement
Curiosity
Kindness
Show Respect
Sincerely,
Andrew Schutz, Principal Valverde Elementary School
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Table of Contents
Cover Page – for Colorado Department of Education (CDE)
Letter from school leader or planning team leader
Executive Summary
Executive Summary Narrative
Section I: CULTURE
Section II: LEADERSHIP
Section III: EDUCATION PROGRAM
Section IV: TEACHING
Section V: GOVERNANCE & FINANCE
Section VI: WAIVERS
DPS Policy Waivers
Collective Bargaining Agreement Articles Waivers
State Statute Waivers
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Executive Summary
Name of School Valverde Elementary School
School Type Innovation / Redesign
Grade Configuration ECE – 5th grade
Model or Focus ProjectBased Learning & Community Partnerships, TNLI
Region and/or Neighborhood Valverde
Primary Contact Person Andrew Schutz, [email protected]
Enrollment:
GRADE 201516 201617 201718 201819 201920 202021
ECE 39 39 39 45 45 45
K 45 39 39 42 44 44
1 48 40 38 38 41 43
2 55 47 39 37 37 40
3 40 55 46 38 36 36
4 47 37 53 45 37 35
5 35 33 33 49 43 35
Total #
students 309 290 287 294 283 278
Enrollment provided by the DPS Dept. of Planning and Analysis Student Demographics:
FRL SPED ELL Hispanic White African
American
Asian/Pacific
Islander
Multiple
Races
Student Demographics
97% 9.6% 48% 85.5% 4.5% 8% 1% 1%
Summary Budget:
Valverde and the entire Southwest region of Denver is anticipating significant declines in student
enrollment at the elementary level as part of a 5 year enrollment forecast. At the same time, Valverde is
expecting to significantly improve student performance and attract new families. While this demographic
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reality has influenced our planning, we have conservatively projected realistic declines in population as
part of our 5 year budget and prioritized core programmatic integrity as we move from a school of 3 to
four rounds to 2 rounds over the next 5 years. The Innovation plan includes additional support from the
district in order to fund core priorities of distributed leadership, effective teaching, additional time for
learning, projectbased and personalized learning, safe and healthy students, and family and community
engagement. A primary financial benefit of converting to Innovation Status is the approximate annual
savings from budgeting based on actual salaries.
This savings ranges from $138,000 $176,400 which allows us to maintain our focus areas even as
enrollment declines and we redesign into a smaller school.
Key Waivers Needed to Implement this Innovation Plan The school needs flexibility in order:
● To allow schools to seek financial sponsorships, create associated accounts, and seek 501C3 nonprofit status.
● To determine extra compensation for extended time, additional responsibilities, incentives. ● To develop a schoolspecific calendar. ● To allow the school autonomy over the education program including selecting curriculum and
textbooks, unit planning, pacing guides etc. ● To allow the principal flexibility from attending district PD. ● To recruit and make offers to applicants outside the district hiring timeline & process. ● To allow refusal of direct placement of teachers from the district. ● To not require a teaching license for supplemental and enrichment instruction. ● To hire employees on schooldetermined (annual contracts). ● 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 unique job descriptions based on the needs of the school.
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Executive Summary Narrative
Context: Valverde Elementary School serves a small but deeply engaged community in Southwest Denver. Recently Valverde has experienced declining student enrollment, persistent low academic performance, and community dissatisfaction. In 2015, DPS notified the school community that Valverde Elementary School would enter turnaround and school redesign. Principal Andrew Schutz was selected to lead the school beginning in 2015. The Redesign Committee was established in summer 2015 and consisted of Valverde Elementary parents, Valverde teachers, Valverde staff and DPS staff. Through implementation of the redesign plan, Valverde Elementary School will be able to address existing barriers to student achievement by focusing school decisions on data, student need, teacher performance and the voice of all stakeholders.
Turnaround Priorities in this Innovation Plan
Root Cause Analysis Federal Turnaround Principles
Prior to designing this Innovation plan,
a comprehensive evaluation of the
current school was commissioned by
DPS and conducted by an outside
organization, SchoolWorks. Findings
from SchoolWorks’ Root Cause Analysis
of Valverde’s key areas of concern that
have guided this redesign plan. The root
causes identified by SchoolWorks are as
follows:
1. Instruction / Teaching:
Classroom instruction is not
intentional, engaging and
challenging for all students;
Assessment results are not used
in a systematic way to make
decisions about instruction.
2. Students’ Opportunities to
Learn: The school’s culture does not reflect high levels of
academic expectation for
learning; The school does not
have a formal process or system
to identify special education
students, struggling students, or
atrisk students.
3. Educators’ Opportunities to
Learn: The school’s culture does not yet indicate strong levels of
collective responsibility, trust
and efficacy for student academic
outcomes.
Research and best practice continues to guide our thinking. Valverde utilizes the
Department of Education Turnaround Principles to create a strong platform on which we
will continue to build our school improvement efforts. Each principle is defined below.
Strong Leadership: Valverde is under new leadership and teachers are hired in alignment with the school’s revised mission and vision which includes:
● Focus on a Distributive leadership model: Principal, Assistant Principal, Student
Advisor, Teacher Leaders, Community Liaison
● Focus on Academics and Instruction: Observation/Feedback cycles, Data driven
instruction, Personalized Learning
● Focus on School Culture: Schoolwide systems and structures, Community Liaison
(Spanish speaking), prevention and intervention program, Restorative
Approaches, Student leadership and mentoring
Effective teachers: Valverde is committed to ongoing professional development and personalized coaching of all teachers.
● Distributive leadership/ talent development pipeline
● Recruitment and Retention of high quality teachers (incentives)
● Professional Development and extended planning and onboarding
● Observation feedback with immediate real time coaching
Redesigned schedules for additional time: The Valverde school community creates time in the school day to meet the unique needs of the students we serve.
● Daily Language Arts, English Language Development, and Spanish Language
Development to promote biliteracy.
● Daily personalized intervention and supports (Literacy, Math, ELD, MTSS)
● Lower student to teacher ratios (Spanish speaking paraprofessionals, SPED
paraprofessionals)
● Daily learning community (program and advisor to support social emotional
needs)
● Personalized Learning 1:1 to optimize instructional time
Rigorous and aligned instructional program: Rigorous instruction is at the heart of the Valverde redesign plan and impacts everything from staffing to professional development.
● Projectbased, hands on learning
● Personalized learning/ 1:1 technology
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4. Leadership and Community:
School leadership does not guide
instructional staff in the central
processes of improving teaching
and learning.
● Spanish language development for all levels of learners
● Differentiated ELD for all ELLs based on ACCESS levels
Safe and healthy students: The Valverde community values the development of the wholechild and has intentionally planned and hired to support all students.
● Wrap around services with clear lines of accountability
● Student advisor
● Mental health staff (Psychologist)
● RESPECT Curriculum & Daily learning community (advisory)
● Restorative approaches with effective discipline system
● Monthly celebrations
Family and community engagement: Valverde values the parent and surrounding community deeply and create numerous opportunities to connect with community each
month.
● Community Liaison
● Parent Welcome Center & inviting space
● Parent education classes
● Monthly newsletter
● Community/ Family celebrations and events
● PTLT
● Website updated with ongoing events
● Weekly parent/guardian coffee with teachers and administrators
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Section I: CULTURE
A. Vision and Mission Statement:
The Valverde Elementary School vision and mission align with the DPS mission, vision and shared values below.
● DPS Mission: To provide all students the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our society.
● DPS Vision: Every child succeeds.
● DPS Shared Values: Students First, Integrity, Equity, Accountability, Collaboration, Fun.
Valverde’s Vision: The Valverde community joyfully nurtures an inclusive, academically focused
environment with high expectations to prepare our students for success.
Valverde’s Mission: The mission of Valverde Elementary is to deliver rigorous, personalized
instruction paired with strong character development and socialemotional learning supports through
projectbased learning focused on cultivating 21st century skills to prepare our student for success.
The representation below includes each of the key priorities established for Valverde Elementary
School. Valverde also works to actively integrate community partnership to support implementation
of these priorities.
● Strong community
● Passionate staff
● Highly qualified staff
● Rigorous
● Personalized
● Culturally responsive
● Character development
● 21st century skills ● Projectbased learning
● Data driven
B. Targeted Student Population:
With a current enrollment of 311 students in the 20152016 school year, Valverde Elementary
School’s demographic makeup consists of 97% free and reduced lunch families/students, 48% English
Language Learners, and 10% special education students. The student community includes 85.5%
Latino students, 8% African American students, 4.5% White students, 1% Asian students, and 1%
students of multiple races.
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Student Demographics Total
Students FRL SPED ELL Hispanic White African
American Asian/ Pacific Islander
American Indian
Multiple Races
311 97% 10% 48% 85.5% 4.5% 8% 1% >1% 1%
Enrollment has declined significantly since the 20132014 school year. From 20102014 enrollment
held steady at approximately 400 students each year. In 20142015 enrollment dropped to 353
students, and current enrollment is 311 students. Most demographics within the student population
have remained fairly consistent throughout the period of declining enrollment (for example 912%
special education students from 20102015, 9698% minority students) but English Language Learners
have declined from 72% in 2010 to the current 48%.
The Valverde school boundary represents the area bordered by West Second Avenue to the north,
West Center Avenue to the south, U.S. Highway 87 to the east, and South Canosa Court/North Bryant
Way to the west. It is a small geographic area, and as a result no transportation services are available
to Valverde Elementary School students except for students attending the centerbased program for
ECE and Kinder students with autism. For the last five years approximately half of all elementary aged
students living in the boundary area have choicedout of boundary to attend another school with a
heavy concentration of students attending the Math and Science Leadership Academy (MSLA), a DPS
school located next door, and KIPP Sunshine Peak Academy, a DPS 5th8th grade charter school also located less than a block from Valverde Elementary. Through a strong implementation of the plan
coupled with strategic marketing and effective communications neighborhood students will
increasingly see Valverde as their number one educational option.
In general, Valverde Elementary students have demonstrated persistent low academic performance
across grades and in content areas. Over the past two years, status and growth have declined in all
content areas. Steadily declining trend in SPF performance which went from “Accredited On Watch”
in 2012 down to “Accredited On Probation” in 2014; TCAP achievement trend in Reading Growth
(went down from 46.5 percentile in 2012 down to 35 percentile in 2014), Reading Status (went down
from 32% in 2012 to 29% in 2014), Math Growth (went down from 50 percentile in 2012 to 39
percentile in 2014), Writing Growth (went down from 65 percentile in 2012 to 41 percentile in 2014),
and Writing Status (went down from 30% in 2012 to 27% in 2014); and a declining enrollment trend
(394 in 2012 down to 346 in projected 2015).
The decline in academic performance is the result of several issues including inconsistent instructional
practices. The lack of systems to support instructional improvement and professional learning
contributed to the inconsistent instructional practices. Opportunities for teachers to improve their
practice were limited or difficult to access.
Valverde Elementary’s Innovation Plan will allow the school community to provide more rigorous and
personalized instruction in literacy and mathematics to better meet the needs of the culturally diverse
student population. The Innovation Plan is designed to bring back families who have choicedout of
enrolling at Valverde due to consistently low academic performance in recent years and establish the
strength of our program within the community. By adding more time for enrichment opportunities
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and increasing the amount of time students attend school, Valverde Elementary School will fulfill its
commitment to the community by joyfully nurturing an inclusive, academically focused environment
with high expectations to prepare students for success.
C. Parent/Guardian & Community Participation in Application Process
The Valverde Innovation plan was created by the Valverde community. It is a reflection of the strategic planning and values of our school community including teacher, administrators, parents, and community members.
Administration Approval: On August 15, 2016 the school administration consisting of 3 members approved the innovation plan with 100% approval.
Teacher Approval: On August 15, 2016 the Valverde teachers voted via secret ballot to approve the innovation plan with 80% approval.
CSC Approval: On August 16, 2016 the school CSC/ PAC consisting of 7 members approved the innovation plan with 100% approval.
Teacher, Administration, and Parent/Guardian Input: The submission of this innovation plan is the culmination of a full redesign process, which included the following key steps:
● The School’s Planning Team included teachers, parents, and administrators who created the Innovation Plan. Upon being fully staffed and enrolled the existing teachers and parents provided additional input and revision into the final innovation plan. Parent/Guardian (CSC) and Teacher input into the Innovation Plan included involving teachers, parents, and administrators in the innovation planning process. Founding teachers, staff, and administrators were part of the initial school planning process from 2015present. Teachers were informed about the school plan and prospect of seeking innovation status as part of the hiring process. Initial concepts and drafts of the school plan were publically available.
● Teachers provided meaningful opportunities for input into the innovation plan. Teachers and staff provided dedicated time and energy to (writing, editing, revising the school plan) writing the school’s redesign plan during the fall of 2015. This plan was used as the basis for the school’s innovation plan. The innovation components were presented during meetings in May and June and the staff was allowed opportunities for ongoing input via meetings, a Google doc, and email. Meetings were held for additional planning and finalization of the plan on August 11th, 12th, and 15th. On August 15th, the staff held a secret ballot vote in which 80% of staff voted to approve the innovation plan.
● Parents/Guardians provided input on the school plan through the school planning team and as members of the CSC. The school redesign team included a core group of parents who met weekly during the fall of 2015. During this process, multiple meetings were held to provide information to the larger community and solicit input. Information on the innovation components was shared with the larger community during registration on August 8th and 9th.
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● The CSC voted unanimously to approve this innovation plan on August 16th, 2016.The School’s leadership team and CSC members met regularly with parents, teachers, and community members during the redesign and innovation planning process. These meetings created connections and were opportunities to exploring the community’s goals and values. Through this open community process, each of the key elements of the school design and innovation plan were vetted and developed.
Additionally, the Valverde Elementary community has been deeply engaged in improvement and planning efforts. Regular community meetings and stakeholder engagement interviews have been held with district and school leaders. When new principal Andrew Schutz was identified in spring 2015, he immediately began meeting with parents, staff and other stakeholders to understand their concerns and points of view. He also requested volunteers and invited engaged stakeholders to participate with the Valverde Redesign Committee. The Redesign Committee was established and consisted of Valverde Elementary parents, Valverde teachers, Valverde staff and DPS staff who identified core priorities and direction that informed the ultimate decision to apply for Innovation Status. Fifteen members of the school community participated consistently with the Valverde Redesign Committee:
Name Community Role
Andres Escamilla Valverde Elementary Kinder & 1st Grade Parents
Ahmed Al Tarawi Valverde Elementary 1st & 2nd Grade Parent
Ana Munoz Valverde Elementary 2nd Grade Parent
Genevieve & David Kawamoto Valverde Elementary Kinder Parents
Joana Gutierrez Valverde Elementary 3rd Grade ELAS Teacher
Barb Jones Valverde Elementary Gifted Talented Teacher
Edie Pena Valverde Elementary Special Education Interventionist
Janelle Martinez Valverde Elementary Student Advisor
Landon Mascarenaz DPS Family & Community Engagement
Kim Price DPS Culture, Equity & Leadership Team
Joe Amundsen DPS School Design & Implementation Manager
La Dawn Baity DPS Instructional Superintendent, Network 2
Mike Rowley Valverde Elementary Assistant Principal
Andrew Schutz Valverde Elementary Principal
Valverde’s Redesign Committee met throughout the school year. Additional community input was
provided via the Community Desires Survey distributed during Back to School Night. The
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Community Desires Survey provided an opportunity to share academic program priorities and
extended learning opportunity preferences.
Redesign Planning Updates were provided to the school community throughout the fall planning
process including Academic Standards Night, staff meetings and Parent Teacher Leadership Team
meetings. These updates provided an opportunity to share and receive feedback on the proposed
mission and vision, proposed educational program priorities, and proposed schedule adjustment.
(See Appendix D Evidence of Support)
D. School Culture & Student Leadership
Valverde Elementary School utilizes current research to create a positive school culture that sets
high expectations for all students. Research shows that students learn best within a strong
culture of achievement where there are opportunities to build relationships and celebrate
successes. Valverde Elementary School utilizes several researchbased strategies to support the
development of the school culture:
● Positive Behavioral Intervention Systems (PBIS)
● Reflection and Homework Support
● Daily Behavior Reports
● Home Visit Program
● Culturally Responsive Practices
● No Nonsense Nurturing (NNN)
● Restorative Justice (RJ)
● Personal Success Factors
Valverde Elementary School staff, including teachers, paraprofessionals, and support staff,
receive professional development on the above programs to ensure common language and
expectations surrounding these researchbased strategies. In addition to ongoing professional
development staff members will be provided with regular coaching and feedback to support
their increased capacity. We create an atmosphere where students, staff, families and
community members all understand and adhere to consistent and clear expectations, as well as
joyfully nurture an inclusive, academically focused environment. All Valverde Elementary School
staff members explicitly teach, model, and reinforce behaviors related to the school’s core
values at all times as part of the regular academic program. Every portion of the educational
plan, including class time, extracurricular opportunities, and community events, is an
opportunity for students and staff to model, support and practice Valverde Elementary School’s
core values.
In order to successfully serve all students, we have multiple structures in place for
differentiation, support and involvement. English Language Learners are a large and valued part
of our community. Therefore, all oral and written communications with families are translated
into Spanish, as well as other languages whenever possible. In order to foster English language
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development in all classrooms, Sheltered English Instructional Strategies are used to ensure all
students are able to access content and instruction.
Students with special needs and those in need of special education services are supported through
accommodations, modifications, and specialized instruction based on their individual needs.
Special education and classroom teachers meet weekly to collaborate around the needs of all
students and plan strategies for future lessons. Both educators monitor progress in order to ensure
instruction, supports, and accommodations are effective.
Additional support has been provided to enhance school culture and increase student engagement
through strategic facility, brand and communications enhancements. During summer 2015
significant facility enhancements were provided in part thanks to support from Arrow Electronics
and Parallon Workforce, two local corporate partners. Donated materials and volunteer hours
enabled Valverde Elementary to receive a significant refresh including new paint, a large mural on
the playground, new signage throughout the school including the recently updated Valverde logo,
and other physical enhancements to the historic school building. The DPS Communications Office
also worked to update and enhance the Valverde Elementary School website to reflect the updated
logo, highlight key information and strengthen community relations through improved
communications.
E. Student Discipline Policy: The Valverde Way includes comprehensive behavior management and discipline procedures to
support our school community. At Valverde Elementary the behavior management system seeks to
educate and support our students by equipping them with an understanding of their behavior and
how it effects their education, relationships, and opportunities. It gives them the tools to understand
the perspectives of others, advocate for themselves, and stay focused on achieving their goals.
Students who cause harm repair the harm and take responsibility for their actions.
Research on student populations with similar demographics to Valverde indicate that student
behavior improves when students are invested in and empowered to take ownership of their learning.
Valverde Elementary School follows the district’s discipline ladder of consequences outlined in district
policies JK, JKR, and JFK. As described above, we cultivate an environment of high standards, social
emotional competencies, and accountability. The school culture and discipline systems are defined by
a unique mixture of Positive Behavior Intervention Supports (PBIS), the Personal Success Factors
Program, NoNonsense Nurturing, and Restorative Justice.
The staff at Valverde works collaboratively to create stable, predictable, consistent, high expectation
environments to reinforce The Valverde Way :
o High level expectations are clearly defined with a common language o Build a sense of community and connection o Student/teacher relationships improve because each staff member holds the same
expectations o NoNonsense Nurturing (NNN) Narrate the positive o 35 positively stated expectations
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▪ Simple, clear, reasonable, enforceable ▪ Taught frequently, reviewed consistently ▪ Connection to TRACKS
o Greet all students at the door with a handshake and joyful greeting o Clearly defined expectations/directions before each activity o Praise and consequence as necessary o Address noncompliance immediately
Positive Behavioral Intervention Systems (PBIS)
A positive school culture of high expectations is maintained at Valverde Elementary School using
the Positive Behavior Intervention Systems (PBIS) model. We chose the PBIS approach based on
a strong body of research that shows, “schools that are effective in their implementation [of
PBIS] have (a) more than 80% of their students and staff who can indicate the desired positive
behavioral expectations for a given school setting, (b) high rates of positive acknowledgements
for contributing to a positive and safe school climate, (c) have more than 7080% of their
students who have not experienced an office discipline referral for a disciplinary rule infraction,
(d) a good idea about which students require more intensive behavior supports, and (e) systems
for regular review of their schoolwide behavior data to guide their PBIS action planning and
implementation decision making” (Lewis & Sugai, 1999; Sugai et al., 2000; TaylorGreene et al.,
1997).
The Valverde PBIS Committee led by the Student Advisor supports schoolwide efforts to create
positive school culture with high expectations for all. The PBIS Committee meets weekly and
includes four teachers and three support staff members (school psychologist, teacher
effectiveness coach and special education interventionist).
The Core Principles of PBIS are as follows: (pbis.org)
● Teach appropriate behavior to all children and intervene early ● Use a multitiered model of service delivery
● Use researchbased, scientifically validated interventions
● Monitor student progress to inform interventions
● Use data to make decisions
● Use of assessment for different purposes
Valverde Elementary School uses a variety of strategies to implement PBIS, including:
● Clear behavioral expectations, including posted expectations in classrooms and hallways
● Using common language throughout the school, with key vocabulary terms in both
English and Spanish
● Labeling and teaching positive behaviors (No Nonsense Nurturing)
● Consistent response to and consequences for negative behaviors
● Rewards and recognition program – See below
● PBIS Committee to monitor and adjust the system
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● PBIS specific gradelevel bulletin boards to recognize and reinforce students for showing
TRACKS
● Monthly PBIS assemblies to honor students from each class for showing TRACKS
● Positive referrals to the office with accompanying parent phone calls
Universal Strategies: ● Attendance and behavior rewards/recognition ● Community Meetings in classrooms each morning to talk about the day’s schedule,
address classroom concerns, and teach social/emotional skills
● Matrices of behavior (see district discipline ladder and matching interventions)
● Teach and practice behavioral expectations for each setting
● Continued expectations posted throughout the building
● Continue “Teach Tos” in the beginning of the year and after long breaks
● Staff consistency of discipline
● Time that includes reflection and restorative conversations
● Schoolwide documentation of behavior practices (possibly through a common form or time
for teachers to enter behavior data) for evaluating the effectiveness and fidelity of
interventions
● Bully prevention program (tier II classroom)
● Common schoolwide classroom behavior system (classroom stoplight with individual
incentives and consequences)
● PBIS Committee created to: monitor student behavior and disciplinary actions, adjust the
system to ensure that all students are supported, address any real or perceived
disproportionality of consequences in different student populations or demographics
Targeted Interventions:
● Small group ● Data tracking ● More classroom support (inclass interventions) – support in Community Meetings
● Student Intervention Team (SIT) referral
● Students empowered to model and teach prosocial behaviors
Intensive Interventions:
● Small group or individual
● Behavior Plan looking at the function of the behavior
● Behavior contracts, point systems, home/school logs, checkin/checkouts, mentoring,
“build on the positive”
● SIT referral
Behavior data will be monitored monthly by leadership and the Student Advisor to analyze trends and identify any areas of disproportionality in order to ensure equitable application of the behavior plan. Cognitive Social Emotional Learning: Valverde Elementary is adopting the Personal Success Factors as a Tier 1 or Universal Cognitive
Social Emotional Learning intervention. This program aims into instill the values of grit, social
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intelligence, selfcontrol, gratitude, curiosity, optimism, and zest into elementary school students.
As a school, the Positive Behavior Intervention (PBIS) team develops the personal success factors by
discovering how to name, teach, honor, recognize and build understanding for the students,
teachers and the community. In addition, Valverde embraces a Growth Mindset versus a Fixed
Mindset. The staff is trained during the blue/green week at the start of each school year to
understand that mindsets are the assumptions and expectations we have for ourselves and how
these attitudes guide our behavior and influence our responses to daily events. Periodic
reinforcement is provided throughout the year in the professional development plan. By
differentiating how each mindset impacts learning and personal growth teachers are able to use
growth mindset praise and selftalk to foster student’s selfconfidence.
In addition, Valverde implements Mindfulness as a Tier II and Tier III Cognitive Social Emotional
Learning intervention. Mindfulness is an evidencebased program that brings awareness to one’s
experience. Mindfulness can be applied to sensory experience, thoughts, and emotions by using
sustained attention and noticing our experience without reacting. The goal of this program is to help
students change their impulsive reactions to thoughtful responses. Some of the benefits of teaching
mindfulness are: better focus and concentration, increased sense of calm, decreased stress &
anxiety, improved impulse control, increased selfawareness, skillful responses to difficult emotions,
increased empathy and understanding of others, development of natural conflict resolution skills.
These skills are explicitly taught in a small group environment. The Student Advisor and School
Psychologist will coordinate training for all staff and support for implementation including resources
to support morning meetings, application throughout the school day and targeted student and
parent support.
No Nonsense Nurturing (NNN):
The Behavior Management Cycle from No Nonsense Nurturing is used to track student behavior and
ensure consistent disciplinary actions across school settings. Student behavior is visually tracked in
each classroom through the use of a behavior meter that follows students throughout the day,
tracking their behavior using a system of colors, blue, green, yellow, orange and red with clothes
pins with student names. All students begin each day with their pins on green. The behavior meter
moves with students throughout the building as they transition, including electives and lunch.
Student behavior is reinforced at Valverde Elementary School through the use of acronyms that are
explicitly taught, such as SLANT and HALL (SLANT=Sit up, Listen, Ask and answer questions, Nod if
you understand, Track the speaker; HALL=Hands at your side, All eyes facing forward, Lips zipped,
Legs moving safely). Students also receive class points for demonstrating positive behaviors. These
acronyms will be explicitly taught to English Language Learners to ensure genuine understanding of
the vocabulary and the behavioral expectations.
Our schoolwide behavioral goal is to have uniform acknowledgment of desired behaviors and
rewards and consequences for both desired and undesired behaviors in order to create a
predictable, safe environment that is conducive to learning. The behavior system is transparent and
made explicit to all stakeholders through the Valverde Elementary School orientation process.
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During the first weeks of school, students receive explicit instruction on schoolwide expectations.
Valverde will design a school culture rubric to monitor progress toward the goal for uniform
acknowledgement. School leadership in conjunction with the Student Advisor and PBIS Team will
work to create the rubric, build staff understanding and monitor progress.
At Valverde, we sweat the small stuff and address low level misbehavior consistently across all
environments. We collectively set the bar high since when one person lowers the bar it affects us
all.
In addition to the monthly PBIS award assemblies, each classroom creates an appropriate incentive
structure where students can earn behavioral recognition for demonstrating extraordinary choices
and leadership, as well as academic achievement and growth. These incentives vary with different
classrooms, but can include choice seating during reading time, center choice, and student of the
week. Students’ families are involved with and notified of all student recognition, both in the
community and in the classroom.
Valverde’s TRACKS
Tenacity (perseverance)
Responsibility
Academic Achievement
Curiosity
Kindness
Show Respect
Please see Valverde PBIS Matrix.
RITUALS & ROUTINES
Gestures ➢ Crossed fingers = bathroom ➢ V(with first and second fingers)=
Please speak louder
Voice Levels – all directions include a voice level ➢ 0Silent ➢ 1Whisper ➢ 2Partner ➢ 3Strong ➢ 4Outside
Restorative Justice (RJ):
Restorative Justice (RJ) is a set of practices that are philosophically rooted in the belief that
wrongdoing is best addressed through collectively identifying the harm done by one's actions and
taking steps to repair the harm. RJ is not a curriculum or program; it is a philosophical shift in
approach to handling misbehavior and conflict. The goal for Restorative Justice is for all
stakeholders to accept responsibility for actions and understand their impact on the community.
Through the RJ system, students are held accountable to one another and the school community so
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that they begin to take ownership of their behaviors. All staff receives training and coaching on
implementing Restorative Justice. In order to help students internalize the process, common RJ
language is used throughout the school and issues are addressed in classroom community
meetings. Students who cause harm repair the harm and take responsibility for their actions.
DPS Personal Success Factors Program:
Valverde Elementary School also participates in the DPS Personal Success Factors program to
support the development of the whole child. The researched based model emphasizes Curiosity,
Gratitude, Grit, Optimism, SelfControl, Social Intelligence, and Zest. These indicators of
academic and career success are tightly linked to a student’s personal skills and strengths. The
Personal Success Factors Program is designed to support schools and teachers as they
determine how to name, teach, honor, recognize, celebrate and give feedback on Personal
Success Factors with students, while building a deep understanding of the personal success
factors for students, teachers and communities. The Personal Success Program connects to all
facets of the school and provides another valuable support to the Valverde school community to
enhance school culture and student success. Staff will be trained on the Personal Success
Factors during the blue/green week at the beginning of the academic year by DPS CELT team
members and provided ongoing support by the Valverde Student Advisor and leadership team.
The PBIS Team will monitor implementation of the program throughout the year.
(See Appendix E – Discipline policy)
F. Student Recruitment & Enrollment:
Throughout the “zeroyear” planning time, the Valverde Redesign Committee and the school
leadership team have hosted open houses, attended all DPS School of Choice fairs, conducted home
visits, and attended community engagement meetings. Regular parent meetings have been held to
keep families up to date on the school planning process and provide opportunities for feedback and
questions. These meetings have also provided opportunities for families to have a voice in planning
decisions. We have also partnered with district departments, district network partners, and various
community organizations throughout the Valverde neighborhood and Southwest Denver that
specifically support families of poverty and students with disabilities. We have actively sought to
recruit underrepresented populations of students for enrollment.
All parent information and correspondence at Valverde Elementary School are translated into Spanish
and other languages whenever possible. All open houses and resource fairs include team members
from the Valverde team that can speak Spanish. If parents request forms or linguistic support in a
language other than English or Spanish, Valverde is committed to work with the Multicultural
Outreach Office to provide translation in the language requested. Valverde also offers a freeapp for
smartphones and tablets that can be used to access information, receive push notification and
respond to school surveys.
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The enrollment practices for Valverde Elementary School provide equal access to any student in its
attendance boundary who is interested in attending the school, including students living in poverty,
academically lowachieving students, students with disabilities, advanced students and other youth
atrisk of academic failure. Widespread and multimodal promotion throughout the Valverde
community is conducted in multiple languages through newsletters, neighborhood fliers, fliers at
neighborhood businesses, and DPS communication tools and publications. All families receive the
information regardless of special education status or past academic performance.
Strategies for Recruitment and Retention:
● Recruit families through facetoface visits
● Ask current and former students & families to help with recruitment
● Hold meetings for parents during nontraditional hours, including weekends and evenings
● Visit parents in community locations
● Provide transportation, infant care, and meals at meetings
● Ensure that staff members are culturally sensitive
● Understand the beliefs, values, and attitudes of the community
● Help staff to think of recruitment and retention as a routine and ongoing process
Valverde Elementary School’s goal for annual reenrollment is at least 85% or more, in line with the
SPF target for this metric.
G. Student Attendance and Satisfaction:
Valverde Elementary School has set an annual attendance goal of 96% across all grade levels. In a
school where students are engaged, motivated, and invested, more students will attend school each
day. Families receive information in their handbook and during family orientation at the beginning of
the year, showing the correlation between attendance and academic achievement. In cases of poor
attendance, school leadership, teachers and staff engage with families to support improvement,
including attendance contracts as necessary. Valverde has an AmeriCorps Member present two days a
week to support with attendance interventions. Valverde Elementary School’s Parent Liaison,
Community Engagement Specialist, and Student Advisor are responsible for collecting and monitoring
attendance data, which are reviewed monthly by the Principal and Administrative Leadership Team.
Additional support is also provided by the school Psychologist to work with priority families to address
attendance challenges.
Students are recognized at regular achievement ceremonies for attendance that meets or exceeds
the school goals. In addition, daily announcements recognize classes with 100% attendance from
the prior day. Significant incentive prizes including bicycles and computers have been awarded to
recognize strong attendance including parent activities such as conferences and academic standards
nights.
Elementary students are highly dependent on their parents to maintain a high rate of attendance.
Therefore, the attendance plan for Valverde Elementary School includes a strong partnership with
parents. High expectations for parents have been set in the Parent/Student compact and handbook.
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Like their parents, students complete an annual satisfaction survey. A goal of this survey is to
provide students a means to reflect on their learning, achievement and growth. The survey
measures the degree to which students feel connected to their school through learning experiences
and relationships with their teachers. Response to the survey follows the same process as the
parent satisfaction survey outlined in this application. The Administrative Leadership Team analyzes
student satisfaction data annually, determine next steps, and share the results with Valverde’s staff
and community. The strategies outline within our redesign plan will significantly enhance school
culture and student engagement. These efforts should have a direct impact on student attendance,
increased positive relationships with school staff, and overall improved student satisfaction.
Additionally a DPS AmeriCorps Student Engagement Advocate supports Valverde Elementary
specifically around attendance and student engagement goals supervised by the Student Advisor.
The AmeriCorps Student Engagement Advocate manages a rotating caseload of 1824 students with
attendance concerns and works to provide support to improve those students’ attendance.
H. Ongoing Parent/Guardian Involvement & Satisfaction:
Valverde families have the opportunity each year to complete the DPS Parent Satisfaction Survey.
Valverde has set a goal of 90% or higher satisfaction on the surveys to ensure that we meet the
needs of all families. It has been shown that schools with strong family/school partnerships
experience higher test scores, better student grades, higher levels of homework completion, more
positive student motivation, and improved attitudes about school work. Valverde Elementary
School teachers and leaders know that parent involvement is a crucial element to a student’s
academic success. Therefore, parent engagement is a priority for the school. Every parent or
guardian receives a copy of the Parent Handbook. Parents also receive bi weekly communications
from their teacher, an academic progress report every six weeks, and invitations to a number of
school events, including backtoschool night, Academic Standards Nights, parent conference nights,
awards ceremonies and events. Parents are required to pick up student report cards in person,
either by attending the conference night or visiting the school.
In order to receive 100% participation by parents on the DPS Parent Satisfaction Survey, students
receive incentives to ensure the return of parent satisfaction surveys (i.e. students who return the
survey receive a ticket for a “free dress” day). The DPS Parent Satisfaction Survey data is also analyzed
at the question level in order to identify specific areas for needed growth. Any areas of potential
growth identified by the survey are reviewed by the Collaborative School Committee (CSC) to receive
teacher and parent feedback on possible next steps to strengthen future parent satisfaction with the
school.
In addition, we conduct schoolcreated surveys for parents at strategic times throughout the school
year to receive feedback on the school’s progress. Surveys include questions that are pertinent to the
time of year the survey was administered (i.e., parent teacher conferences, backtoschool night, etc.).
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VALVERDE APP:
We are able to use our Valverde App for smartphones and tablets to administer surveys to our
community. The results of these surveys are shared with the CSC to review and propose possible
solutions for areas where the data may show a need for improvement.
Valverde Elementary School’s Administrative Leadership Team builds relationships with families and
seeks valuable input on ways to improve community relationships and the academic success for all
students. We empower a strong parentschool partnership in many ways, including the following:
● A Parent Teacher Leadership Team (PTLT) that holds monthly bilingual meetings in order to
improve communication between teachers and parents and share ideas about how to build
strong connections between students, parents and staff. PTLT includes parent representatives
from each class and offers support to the PBIS program enhanced academic partnership
between teachers and parents to support Valverde students. The team plans Academic
Standards Nights, Parent/Student workshops and the Valverde Volunteer Program.
● Ongoing parenteducation classes sponsored by school staff, PTLT, and community
partnerships.
● Academic Standards Nights for families to learn how to support their students in reading,
math, writing, and science.
● Bilingual front office staff trained to cultivate and support strong parent partnership
● Regularly provide materials in Spanish and English as well as other languages as needed
To ensure the effectiveness of Valverde’s parent and family involvement, a fulltime bilingual School
Parent Liaison fosters parent and community involvement in the school. This staff member also
coordinates parent volunteerism and community provider services. The Parent Liaison is charged
with facilitating the coordinating parent training and volunteer work, scheduling and overseeing
student enrichments and community providers, scheduling classes for families, communicating with
parents and community organizations, and administering the parent satisfaction survey. The Parent
Liaison reports directly to the school principal and serves on the Collaborative School Committee.
A Community Engagement Specialist from the DPS Office of Family and Community Engagement
also supports Valverde Elementary School in order to strategically focus resources toward enhanced
community engagement and parent satisfaction to achieve academic goals for all students. The
Community Engagement Specialist is another bilingual specialized staff leader to cultivate strong
parent relationships and provide increased supports to the school community.
Valverde Elementary School also participates in the Parent Teacher Home Visit (PTHV) Program to
strengthen the relationships between students, parents and school staff. The PTHV Program is an
evidence based best practice model for parent engagement linked to student achievement. This
unique program trains and compensates teachers across all grades to conduct home visits. This
model encourages and builds partnerships between parents and educators. Through these visits
parents and teachers build trust, take time to share dreams, expectations and resources regarding
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the student’s academic success. All Valverde Elementary teachers are expected to participate in the
PTHV program.
Valverde Elementary now offers new ways to communicate with the school community to increase
engagement and satisfaction including a mobile app from Blue Tree Apps. The Valverde App offers
updates and announcements, a directory of school staff, calendar and event information, the parent
handbook, direct access to the DPS portal, an opportunity to collect survey information from
families and direct notifications of important announcements. The Valverde App is free and content
is available in both English and Spanish.
Finally the Collaborative School Committee (CSC), the school governance structure, in order to
formalize community engagement, requires parent and community membership. This committee has
review and input authority regarding budget; Unified Improvement Plan development,
implementation, and progress; staff positions; recruitment of partnerships; and principal evaluation. A
detailed description of the CSC is located in the Governance and Finance section of this plan.
I. Community Partnerships:
Valverde is currently working with City Year and other partner organizations to support the extended
learning opportunities for students after school. Additional partners include Lego Engineering, Stem
Scouts, and the Denver Zoo.
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Section II: LEADERSHIP
A. Leadership Team Personnel
The Valverde Elementary School leader requires excellent leadership skills appropriate to enhance the
school culture and implement a strong school redesign to ensure high quality education for all
students. The principal must ensure this by being...
Instructionally Focused: ● guides the use of student data, both formative and summative, to address
students’ mastery and/or gaps in standards
● has a deep understanding of how to support the instructional development for all teachers
through professional development opportunities, collaborative planning, coaching,
observation and feedback, and evaluation
● understands the requirements for college and career readiness for the 21st century
● demonstrates the leadership skills necessary for effective planning and alignment of
resources to meet academically and instructionally focused goals for all students, including
professional development for staff
● provides structures to support the social/emotional development of all students
Thinker and Problem Solver: ● uses creative problem solving skills and resourcefulness to act on the needs of individual
students, colleagues and the school community
● utilizes current research and data, both qualitative and quantitative, for effective
decisionmaking as part of a system of continuous improvement
● understands and engages complex problems, collects, analyzes and synthesizes
information from a range of sources, tolerates ambiguity and uncertainty, and produces
viable solutions as they relate to the success of the learning community
● advises and advocates for students to support their successes and help them overcome
challenges
Culturally Aware: ● leads staff in researchbased best practices for a culturally diverse student population
● recognizes her/his responsibility to encourage a continuing diversity in the recruitment and
sustainability of a diverse staff and student body
● recognizes, values, and respects the broad spectrum of ethnicities and cultures represented
in the school community
● utilizes the assets in the school culture and assist members of the community in valuing
each other
● supports the development of parent involvement and accountability
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Collaborative Leader: ● is an excellent communicator, valuing her/his role as a listener, evidence gatherer,
coach and supporter of high caliber learning for all students
● provides opportunities for stakeholders to communicate and share ideas and/or
concerns
● shares authentic decision making opportunities with members of the staff in order to
build their capacity as teacher leaders
● participates actively in with local, state and national leaders to share ideas and searching
for solutions to contribute to the field of education
● provides the necessary leadership, time and resources for jobembedded continuous,
intentional professional development that meets the expressed instructional needs of the
school community
Responsible and Ethical: ● makes decisions that are fair and equitable and keeps the students and their learning in
the center of all she/he does
● acts ethically and responsibly to support the school, its students, DPS, and the community
The Valverde Elementary School Principal is Andrew Schutz. Mr. Schutz has spent the last 10 years
working within Denver Public Schools as a successful ELAS teacher at McMeen Elementary and
Assistant Principal at Sabin World School. McMeen is a school with over 40 different languages
spoken and a wonderfully diverse community. In this environment, Mr. Schutz learned about strong
instruction and the importance of supporting the socioemotional needs of every child. At Sabin, Mr.
Schutz gained valuable experience supporting teachers as they made learning engaging through the
use of innovation, student inquiry and technology. Mr. Schutz completed the Ritchie Program for
School Leaders at the University of Denver Morgridge College of Education, earning his Masters in
Educational Policy. Mr. Schutz has a track record of success as a teacher and leader. As a teacher
Mr. Schutz’s class exceeded expectations in reading, writing and math every year of his tenure. As a
leader at Sabin he supported teachers and students in attaining the second highest ACCESS MGP in
the district and worked to reverse the declining student achievement trends. Mr. Schutz also
worked to drastically reduce the number of referrals and suspensions at Sabin during his tenure. Mr.
Schutz has received leadership training from national experts in school leadership, school reform,
and datadriven instruction. He holds a degree in psychology from the University of Colorado and
completed his teacher licensure program at Metropolitan State University. Mr. Schutz is a proud
Denver native and DPS graduate who looks forward to implementing this plan to achieve the vision
of Valverde to provide an inclusive, academically focused environment with high expectations to
prepare our students for success.
Other members of the immediate administrative team will include Assistant Principal, Parent
Liaison, Teacher Effectiveness Coach, Facilitator, Student Advisor, and other teacher leaders with
additional responsibilities for directly supporting the implementation of the redesign plan. All
positions will be posted following the approval of the plan for the 20162017 school year.
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School Management Team (SMT):
Valverde’s School Management Team includes the principal, assistant principal, facility manager,
and lunchroom manager. This team meets monthly or as needed to discuss the implemented
systems that ensure efficient and effective operations and promote clear communications
throughout the school community. The SMT develops a First Responder List for school wide
managerial responsibilities and coordinates school wide emergency management response.
Instructional Leadership Team (ILT):
Valverde’s Instructional Leadership Team (ILT) includes the principal, assistant principal, Senior
Team Lead and other teacher leaders with additional responsibilities for directly supporting the
implementation of the redesign plan. ILT meets weekly on Monday mornings to discuss current
instructional need, calibrate expectations and plan for all appropriate supports.
Valverde Elementary School expands leadership opportunities by providing a developmental
pipeline for teacher leaders and prospective school leaders. Teachers have opportunities to lead professional development, data teams, and Response to Intervention and/or Student Intervention
Team structures and systems. All teachers participate in at least one school committee: PBIS, PTLT,
or SLT. Additionally each grade level team holds weekly data team meetings following the Valverde
data team protocol. Prospective school leaders can serve as administrative interns to gain insights
into maximizing student achievement, budget management and development, development of
school culture, professional development for staff, and community and stakeholder engagement.
Leadership Team Job Descriptions:
Assistant Principal: The AP is responsible for observing teachers and providing appropriate feedback and instructional guidance, as well as evaluating teacher performance. The AP is also responsible for
overseeing the schoolwide discipline program, assessment procedures, and interventions. The AP
receives training in providing instructional feedback and evaluating teacher performance.
Student Advisor / Parent Liaison: The (.5) Parent Liaison is responsible for communicating regularly
with parents, facilitating the Parent Teacher Leadership Team (PTLT), securing community
resources, coordinating parent training and volunteer work, scheduling and overseeing student
enrichments and community providers, and scheduling classes for families. The (.5) Student Advisor
is responsible for overseeing the schoolwide discipline program and for providing professional
development in NNN, Restorative Justice, and PBIS. The Student Advisor is also supports the RtI
process and SIT teams in developing behavioral management plans and structures.
Teacher Leaders: Priority focus areas are identified each year and teachers have opportunities to take on additional leadership responsibilities as a teacher leader. Teacher Leaders will be provided
release time from teaching responsibilities to provide professional development, coaching, and
modeling of best practices for other teachers and students. Senior Lead and Team Specialist
positions will be created to support staff and build the instructional capacity of the school. In
201617 Valverde will have one Team Lead beginning in 2016. The Team will support the ELAS
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vertical team as well oversee the implementation of SPED and Intervention systems. In addition,
Valverde will have two Team Specialists to facilitate grade level planning and the data team process
(noted as teachers in the budget).
(See Appendix F – Job descriptions of leadership team)
(See Appendix G – Resumes for identified school leaders)
Leadership Succession Plan:
The Valverde Elementary Collaborative School Committee works with district leadership to manage
the principal selection process. Principal candidates are reviewed by the CSC and IS and come from
the district’s principal hiring pool. The principal assumes the administrative responsibility and
instructional leadership of the school under the supervision of the superintendent. The ideal
selection process will include:
● A work group to identify characteristics and criteria of desired new leader that are consistent
with the redesign plan.
● A parent/community meeting to identify characteristics and criteria of desired new
leader.
● Posting of position on DPS’s website and other external outlets.
● Development of interview questions and selection criteria rubric based on job
description and key leader attributes.
● Application screening and scoring.
● Conduct interviews, including performance tasks, such as classroom observations and
feedback sessions.
● Reference checks of top candidates.
● Host a public symposium for finalists.
● Conduct site visits to finalists’ current schools.
● IS with input from the CSC selects final candidates and submits recommendations to DPS
Superintendent for hiring.
● Announce position acceptance to staff, students, parents, and community.
While the school will recruit principal candidates from a variety of national and local sources, the
school’s Assistant Principals and Administrative Interns will be wellprepared candidates as they will
have taken on multiple aspects of the school’s leadership in their roles on the school leadership team,
including teacher supervision and evaluation. In addition, they will already have relationships with
staff, students, parents and the community.
B. Leadership Team Coaching & Evaluation:
The Valverde Elementary Principal reports to a district Instructional Superintendent. Leadership
performance is evaluated primarily on the effectiveness of the implementation of the redesign plan,
achievement of plan goals and student achievement. The DPS Leadership Effectiveness Rubric is used
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to provide focused feedback to the principal on leadership competencies and to identify leadership
goals and professional development needs.
The principal is also provided coaching and feedback weekly by the Instructional Superintendent of
Network 2 and executive coaching by Sally Edwards. The focus of that coaching is established at the
beginning of each year through a series of meetings between the principal and the executive coach.
The executive coach, principal, and evaluator meet at least once each semester to align the support in
a way that it is potent, efficient, avoids duplication of effort, and makes best use of the principal’s
time.
Professional development opportunities include school visits within and outside Denver Public
Schools, professional development opportunities offered by the district that can pertain to a variety of
topics such as developing data cycles, best practices educating ELLs, etc (when determined by the
principal and his/her supervisor to be appropriate), and other leadership development aligned to the
school’s vision, mission, and goals.
Twice annually, the DPS supervisor completes a formal evaluation of the principal using the DPS
School Leadership Framework and the Plan. The Valverde Elementary CSC provides feedback to the
principal related to the leadership responsibilities outlined in the redesign plan and provides input
into the principal’s evaluation. Valverde teachers also provide the principal and assistant principal(s)
with satisfaction reports in the spring of each year. This data is shared with school community to
evaluate the effectiveness of the administrators and set leadership priorities for the upcoming year.
C. School Personnel Structure:
(See Appendix H & I – School organization chart/ Staff roster)
Valverde Elementary School will recruit top leadership and teacher talent, provide
targeted/relevant professional development, reward teachers for performance (monetary or
nonmonetary), and hold teachers individually accountable for increasing student
achievement. To meet the needs of all students and to achieve the academic performance
goals outlined, Valverde requires maximum flexibility to design and implement human
resource policies and procedures that align with the vision, mission and educational plan of the
school.
Valverde is committed to hiring outstanding individuals who understand and are prepared to
meet the demands of creating a school that produces significant gains in academic
achievement for all students.
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Valverde 5 Year Planning Staff Roster
As our student population changes from 34 rounds per grade to 2 we intentionally and
conservatively reduced positions that are not necessary as we phase into this new school size.
Should we see additional enrollment, or revenue we will seek to maintain our year1 staffing
model.
D. Employment Policies:
Valverde was designated for redesign status in 201516 Valverde resulting in full hiring authority of
the school staff for 201617. Ongoing, Valverde will follow the employment terms and policies
detailed in the Innovation Plan as well as those not waived and required by state statute, collective
bargaining agreements, and district policy. Valverde has engage founding staff in identifying any
necessary flexibilities required to design and implement human resource policies and procedures that
align with the vision, mission and education plan of the school.
In order to actualize the vision outlined in this Innovation plan, Valverde has the following school
autonomies which are further detailed in the waivers and replacement policies section of this plan.
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Our employment policy waivers are specific to the following:
● Recruiting and hiring all staff, including teachers, administrators, and other support personnel,
using practices that will ensure employee commitment to the school‘s plan
● Utilizing annual employment contracts
● Posting all vacant positions, recruiting and hiring all staff as the need arises, even if such need
falls outside DPS‘s standard hiring cycle and process
● Not being required to receive direct placements of teachers by DPS
● Creating nontraditional job descriptions, which may include adding roles and responsibilities
to any job
● Establishing the calendar, work year, work week, work day, job assignments, and teaching
loads to align with the plan
● Partnering with community organizations, without licensed educators, to provide students
more enrichment opportunities during the day
● Providing additional compensation and other methods of rewarding performance
Salary ranges and employment benefits for all employees, as well as any incentives or reward structures that are part of the compensation system are aligned and consistent with DPS. Stipends are provided as compensation for any work that is performed beyond the contract and will be paid at a rate determined annually by the school leader and CSC. There are no other modifications to employment benefits (such as health insurance and pension systems), and there are no modifications related to holidays and leave payouts.
Such flexibilities will be limited only by federal law, the statutes, the Collective Bargaining Agreement
provisions and District Board policies not waived through any future waiver process.
(Appendix J – Personnel Policies or Employee Manual) 2.E Operations Transportation
Valverde uses DPS transportation services to ensure that students living in the boundary have
transportation to and from school as needed. If the calendar or schedule varies from the DPS calendar
or schedule, the principal will work with DPS transportation to make the necessary arrangements to
ensure that all students have equitable access to transportation to and from school. The principal will
be responsible for scheduling additional transportation for field trips and activities and for monitoring
the quality of transportation services provided to students.
2.F Operations Safety and Security
The Principal and DPS Office of Safety and Security, creates and maintains an Emergency Response
Crisis Management (ERCM) Plan for the school. Key components of the ERCM include, but are not
limited to:
● Document/update emergency drill logs
● Implement staff preparedness training
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● Identify the names and roles the names of all members of the School Emergency Response
Team
● Ensure readiness of all ERCM equipment such as twoway radios and megaphones.
Valverde holds monthly fire drills and one lockdown and shelterinplace drill per semester, and
provides documentation of these drills as well as feedback to teachers and students. Additionally,
Valverde ensures ongoing safety by using electronic controlled intercom door openers and video
cameras located on the exterior and interior of the building, and following a strict policy of visitor
identification.
The Principal, Facility Manager and founding leadership team members take part in the DPS
fourmodule ERCM video trainings and are expected to pass all 4 quizzes included in the trainings.
2.G Operations – Food Services
Valverde participates in the DPS food services program, which complies with state and federal rules
and regulations (including free and reduced lunch procedures). Breakfast is served to all students
through the Breakfast in the Classroom program. Healthy choices are served to all students at lunch.
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Section III: EDUCATION PROGRAM As an Innovation school, Valverde has the authority to develop an educational program that aligns to
the mission and vision of the school and enables the school to implement the Innovation Plan.
The school’s curriculum will provide a program of instruction that enables students to meet or exceed
the CCSS and CAS. The school will regularly evaluate its education program and make changes to
curriculum content, instruction, and assessments. Curriculum development will be carried out by
school personnel, consistent with the school’s innovation plan, using all available resources, including
replacement core instructional textbooks where textbook waivers are granted. The 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/PAC. Substantive interim changes must be approved by the Principal and District Staff.
A. Pedagogy
All instruction at Valverde Elementary will be aligned with the Common Core State Standards and
Colorado Academic Standards. Lesson planning will utilize a backwardsplanning approach,
implementing the Understanding by Design framework, shown to provide a deeper understanding for
students. The instructional methodology for Valverde Elementary School is closely aligned with the
descriptors in the LEAP Frameworks for effective teaching, with an emphasis on student achievement
and datadriven instruction. Valverde teachers use an adapted version of DPS’s Unit of Planning
Template and schoolwide daily lesson template aligned with the LEAP Framework. Teachers’ lesson
plans are completed using the Valverde Lesson Plan Template and are reviewed by administration.
Instructional Methods
Valverde Elementary School implements instructional methodologies that include: direct instruction,
inquirybased collaboration, and technologybased instruction. Using a varied instructional model,
teachers plan, direct, and guide student learning. These three instructional methods will be used to
support increased student learning as the school moves to more project based learning opportunities.
Direct Instruction Approach
In the direct instruction approach, teachers will gradually release responsibility to students (e.g. “I
do, we do, you do.”), which requires students to participate, think and work during a lesson plan.
The direct instruction approach starts with “I do.” The teacher provides new content to students
while modeling thinking and problem solving strategies in an explicit fashion. Next, the teacher
provides opportunities for students to work with the teacher on a problem similar to the one just
presented, which is the “we do” part of gradual release. Students are encouraged to ask questions
and discuss their thought processes during the group dialogue. Finally, in the “you do” part of the
approach, students address a similar problem independently or as part of a small group, and are
encouraged to take time for critical thinking before asking for help. During the “you do” part of the
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approach, the teacher circulates in order to check student understanding and mastery of standards
and/or to identify and correct student misconceptions of concepts.
InquiryBased Learning Approach
Instruction at Valverde Elementary School also emphasizes an inquirybased workshop model.
Students will be given the opportunity to apply concepts and critical thinking independently, in
pairs, or in groups. Students are taught and provided schoolwide structures for collaboration and
giving and receiving feedback to and from peers. Valverde’s instructional approach requires
students to go deeper in their learning and allows teachers to evaluate mastery of essential
learning goals through authentic assessments and demonstrations of learning.
Blended Learning Approach
Valverde also provides blended learning opportunities for students to engage in technologybased
content, instruction, assessments, and performances. Computers, tablets/iPads, and video
technologies allow students to have access to rigorous content and instruction adapted to their
individual learning needs. Students also use technology for additional intervention to accelerate
learning and master grade level standards or for expanded learning opportunities to advance
learning beyond grade level standards. Students’ performance and achievement during blended
learning opportunities are tracked, evaluated, and considered to evaluate students’ mastery of
standards, achievement growth, and possible reteaching. The Blended Learning approach will
include:
1) Technology Access
● 1:1 technology for students – (beginning with Chromebooks and iPads in 2015 3rd – 5th)
● Computers in all classrooms
● Promethean boards for instruction
3) Blended Learning – Teacher Led Instruction / Technology Based Instruction
● Differentiated skills blocks in reading & math using digital instructional resources
● Technology enrichments
4) Learning Management System
*not currently in place, but school will continue to explore best options for implementation
● Assessing and tracking student progress, short cycle every 6 weeks
● Student collaboration and portfolio of work
● Digital dictionary of digital lesson plans, videos, and other resources
5) Professional Development and Support for Implementation for Blended Learning
● Blended Learning Teacher Leader Role
● Blended Learning Committee
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● Technical support for technology maintenance and use
6) Technology Based Communications
● School and class websites and push communications
● Digital bulletin boards
● Facebook and other digital marketing and networking
Blended Learning time is built into the schedule for literacy and math instruction, as outlined below.
In addition, blended learning will support the implementation of science, social studies, language,
visual art, music, physical education, and enrichment classes through the use of digital texts and
multimedia demonstrations of learning.
Grouping of Students and Collaborative Structures
Valverde Elementary School students work in homogeneous, heterogeneous, and strategically
leveled groups (i.e.: one high, one low, and two mediums). Teachers use a variety of techniques to
support the successful implementation of collaborative group structures, including strategies
found in the Kagan works on cooperative learning, as well as approaches found in Teach Like a Champion and Great Habits Great Readers. Whole and small group structures are leveraged to
increase student engagement, student talk, and student accountability. Group activities are
focused on pushing student thinking to higher levels and encouraging students to problem solve
within a team structure.
Valverde teachers use flexible groupings to support the mastery and reteaching of lesson and unit
objectives. Students who struggle to grasp a concept may be grouped together to receive more
personal attention from the teacher or support teacher and/or paraprofessional. Simultaneously,
students who understood the concept initially may be asked to perform a more challenging
exercise or be provided with an enrichment opportunity related to the lesson.
Academic achievement and content mastery is essential to preparing students for college and
career. The use of high student accountability and engagement strategies serve to increase
students’ investment in their learning. When learning is studentdriven, students are more
invested. Valverde students’ are asked take ownership of their learning by setting short and
longrange academic and behavior goals. Valverde Elementary School dedicates time in daily and
weekly morning and community meetings to teach character and leadership development, as well
as academic strategies such as perseverance, collaboration, and global citizenship.
Culturally Responsive Strategies
Teachers and support staff receive regular professional development and feedback on ways to meet
the needs of our culturally diverse student population. Teachers receive training on ways to interact
with students that validate, respect and encourage their cultural preference in order to ensure
equitable access to education. Valverde students are explicitly taught strategies to persevere in the
face of difficulty, whether the challenge is academic or behavioral.
Project Based Learning
34
Valverde intends to transition to project based learning over the course of Innovation Plan
implementation. To date, sufficient resources have not been identified to support the adequate
amount of teacher planning required to fully implement this element in 20162017. Instead,
implementation will include one projectbased unit per grade in year one of implementation followed
by gradual expanded project based learning opportunities in later years. We will begin discussing
project based learning during blue/green professional development before the 20162017 school
year, building our the professional training as the resources and expertise becomes available.
Valverde will continue to add one project based unit per grade, per year until each grade completes a
quarterly project based unit at full build out in 201920.
Data Driven Instructional Planning
Valverde teachers need to internalize lesson objectives and curricular materials and be able to make
the necessary datadriven adjustments to better serve their specific group of students. With that in
mind, support around lesson plan development and curriculum implementation will be a focus of
professional development. A substantial amount of time will be spent working collaboratively to
develop lesson and unit plans that align with CCSS and draw from the researchbased curricular
materials. Teachers will collaborate to ensure that there is both horizontal and vertical alignment
around their unit plans to best support student growth. Weekly horizontal planning time is available
to all staff and monthly vertical planning time will also be provided. This will be an ongoing
conversation throughout the school year, where teachers are spending time together to assess
progress on the curriculum and effectiveness of specific unit plans. Moreover, teachers will receive
professional development for each of the various curricular materials with a focus on excellent
implementation. The Instructional Leadership Team will create or adopt lesson plan templates to
provide teachers with a structure for how to develop their individual lesson plans. Teachers will
receive feedback and support on the creation and implementation lesson plans. In order to support
sustainability amongst staff, as well as best practices, collaboration will be fundamental to curriculum
development. Teachers submit lesson plans weekly (through submission to the Google drive) for
Instructional Leadership Team review and feedback. Daily Team Time will be used to collaborate on
the development of lesson plans and evaluate the effectiveness of lessons on advancing student
achievement.
Valverde lesson plans include: daily content and language objectives, aligned standards, I Do / We Do
/ You Do instruction, differentiation plans, and assessment of learning. Valverde created a lesson plan
checklist aligned to LEAP that will be used to guide the development and evaluation of lesson plans.
Teachers use daily assessments of learning to guide and adjust daily instructional practices.
Collaborative teams meet multiple times a week to review student learning progress on lesson and
unit assessments and to plan instruction and make adjustments to future lesson and unit plans and
student grouping to ensure that all students are making adequate gains. In addition, teachers
conference with students to discuss progress on academic and behavioral goals.
35
Instructional Leadership Team members will evaluate lesson plans and instructional practices as part
of the observation and feedback cycle and will work with teachers to adjust lesson plans to increase
the impact on student learning.
B. Curriculum
The mission of Valverde Elementary is to deliver rigorous, personalized instruction paired with strong
character development and socialemotional learning supports through projectbased learning
focused on cultivating 21st century skills to prepare our student for success. The curriculum at
Valverde Elementary is the cornerstone to carrying out this mission successfully. The below discussed
curricular materials are drawn from the best practices of schools across the country serving similar
demographics and achieving excellent results. Valverde will use researchbased programs that are
proven effective working with similar student populations.
Selected Curriculum
K 1 2 3 4 5
Literacy Benchmark Benchmark Benchmark Expeditionary Learning
Expeditionary Learning
Expeditionary Learning
Math Bridges Bridges Bridges Bridges Bridges Bridges
Social Studies
History Alive History Alive History Alive History Alive History Alive History Alive
Science Tracks/FOSS Tracks/FOSS Tracks/FOSS Tracks/FOSS Tracks/FOSS Tracks/FOSS
ELD EL Achieve EL Achieve EL Achieve EL Achieve EL Achieve EL Achieve
Literacy
At Valverde Elementary School, students will engage in 180 minutes of literacy instruction each day
including English Language Development time. The literacy curriculum will be developed by the school
by aligning the scope and sequence and essential learning goals of lessons to the Common Core State
Standards and using a variety of researchbased curricular materials.
The literacy block will include: writing, direct instruction, guided reading, independent reading, and
blended reading time. Students will remain in their homeroom for writing, independent reading, and
their blended reading block. Students will be grouped based on ability for direct instruction and
guided reading, ensuring that students’ individualized needs are met. Reading groups will be fluid,
students will be regrouped regularly based on student data.
Direct Instruction:
Valverde will be using the Expeditionary Learning literacy curriculum for grades 3 through 5.
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Overview
Expeditionary Learning is a comprehensive literacy program that includes topicallybased
modules with clearly sequenced units designed to lead students up a staircase of complexity
throughout within a given module and throughout the year. There are extensive opportunities
for students to discuss, read, and write about complex texts in a variety of ways. Expeditionary
Learning’s curriculum is heavily researchbased and built to meet the demands of the common
core.
Key Features
Quality and Alignment of the Reading Program
● All students have opportunities to read and comprehend complex texts around a topic to
build world knowledge and academic vocabulary
● Textdependent questions are sequenced to lead students to deep understanding
● Consumable texts are available for students to read
● Lessons build to authentic performance tasks at the end of each unit and module
Quality and Alignment of the Writing Program
● Students are exposed to a variety of writing genres, including opinion, informative, and
narrative writing
● Lessons build to authentic performance tasks at the end of each unit and module
● Student exemplar writing models are provided
ELL Supports
● Teacher resources have built in scaffolds for multiple language levels
● Vocabulary instruction
● Curriculum includes supplemental guide for supporting language learners that offer
targeted supports for language arts
● Spanish Parity
● Lessons are completed for 4th and 5th grade classrooms for 1516 school year
● Lessons are in the process of being created for 3rd grade classrooms and will be ready for
1617 school year
Other
● The organization has partnered with DPS to ensure high quality professional learning
experiences
Valverde will be utilizing the Benchmark Advance literacy curriculum for grades Kindergarten through
2nd.
Overview
Benchmark Advance is a comprehensive literacy program that includes a clearly sequenced
alignment of reading, writing, phonics and language instruction. Units are topicbased with a
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comprehensive literacy approach that addresses the CCSS English Language Arts shifts. Each
unit has text sets aligned to science and social studies topics that support the building of
background knowledge and vocabulary. The foundational skills program is comprehensive.
Benchmark has a cohesive assessment program that includes formative, summative, and
performancebased tasks that mirror PARCC.
Key Features
Foundational Skills
● Foundational reading skills are systematically integrated into the curriculum
Quality and Alignment of the Reading Program
● All students have opportunities to read and comprehend complex texts around a topic to
build world knowledge and academic vocabulary
● Textdependent questions are sequenced to lead students to deep understanding
● Consumable texts are available for students to read and annotate
● Quality and Alignment of the Writing Program
● Opportunities for students to experience the craft of writing as well as writing to sources
ELL Supports
● Program has a complimentary English Language Development (ELD) curriculum
● Spanish Parity
● Fully equivalent English and Spanish curriculum with inclusion of authentic Spanish
literature
Other
● Digital component with interactive student and teacher materials that will be ready for
1617 school year
Guided Reading:
Guided reading is a researchbased approach that allows children to develop as individual readers
within the context of a small group. This approach is used at many high performing schools, such as
Uncommon Schools, with positive results and can be implemented in both English and Spanish. The
approach places students in groups that are similar in their development of a reading process and are
able to read about the same level of text. Guided reading provides the opportunity to match reading
instruction to the individual. Tailored small group instruction allows the teacher to model and prompt
the student to think about the reading process supported by independent reading strategies.
Teachers may begin a guided reading lesson by introducing the text, practicing unfamiliar vocabulary,
or drawing the group’s attention to the book’s special features. Students then read on their own while
the teacher moves from student to student listening to small sections of text read aloud. During
reading the teacher is assessing progress, observing reading behaviors and further guiding students as
necessary. After the students have read independently, the group returns to the text to answer
questions as a group and explore the book’s meaning together. Lastly, students summarize, extend
meaning, and interpret the text, often with a graphic organizer or written response. Valverde
Elementary is committed to making cultural connections in all subject areas. In reading, teachers will
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draw from texts that are relatable for students’ demographic and cultural backgrounds. Students will
be grouped and regrouped in a dynamic process that involves ongoing observation and assessment.
Teachers will benefit from a guided reading leveled library as well as lesson structure guidance.
Independent Reading:
Students will be given daily blocks of time to read independently at their independent level. Students
will be asked to write a reading response to increase accountability and intentionality.
Blended Reading:
Online and digital content, instruction, and assessments will be used during the blended reading time.
Digital leveled books and passages are also available in English and Spanish through RazKids, NEWS
ELA, Reading AZ, and TumbleBooks.
Writing
Components of Writer's Workshop , and the district adopted curriculum, will be used during writing
instruction. Similar to the guided reading approach, the writing workshop includes: minilessons,
guided writing, independent writing, individual conferencing, and sharing. This approach allows for
students to conference with a teacher and to get small group, and oneonone attention. Valverde
teachers can draw from multiple already established writing curricular resources and therefore can
spend more time tailoring their lessons, responding to data, and planning for how to address
individual student needs.
Mathematics
Valverde students will receive up to 90 minutes of math instruction daily. The math block will include
direct instruction, collaborative problemsolving, technologybased instruction, and opportunities for
practice to develop fluency in computation. Students who are in need of intervention in grades 2nd
through 5th will receive daily small group instruction with Valverde’s Math Fellows. This intervention
will be in addition to the core content instruction.
Valverde will be using the Bridges Math curriculum Bridges in Mathematics is a comprehensive K–5 curriculum that equips teachers to fully implement
the Common Core State Standards for Mathematics in a manner that is rigorous, coherent, engaging,
and accessible to all learners. The curriculum focuses on developing students’ deep understandings of
mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems.
Bridges blends direct instruction, structured investigation, and open exploration. It taps into the
intelligence and strengths of all students by presenting material that is as linguistically, visually, and
kinesthetically rich as it is mathematically powerful.
Blended Math:
A portion of each daily math block will be dedicated to math skill development using the blended
learning approach. Teachers will use technologybased programs that are adaptive to the students’
skill level, and provide formative data to inform the teachers’ instruction. Potential programs include:
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Khan Academy , IXL Math and DreamBox Learning Math, online programs that provide students with
math practice and problemsolving opportunities aligned to the Common Core State Standards.
Technologybased programs will be used during the daily blended math skills block to support student
mastery of key math concepts and to accelerate math learning.
Science
Students at Valverde Elementary School will engage in hands on science every other day for 45
minutes or the equivalent over the course of the calendar year. Using the Full Option Science System
(FOSS) science curricular materials as a foundation, teachers will use an Understanding by Design
approach to develop lesson plans that align to the CCSS. FOSS is a researchbased science program for
grades K8 which was designated by the University of California at Berkeley in collaboration with the
National Science Foundation. The FOSS program is focused both on science content and processes;
builds critical thinking, literacy and inquiry skills; and has been shown to be effective with lowincome
students. Science instruction will include direct instruction, inquirybased collaboration, and
technologybased instruction.
Social Studies
Social Studies Alive! is a theory and research based active instruction curriculum published by TCI.
These curricular materials provide strong content and instruction balanced with handsonexperiences
to ensure students are building critical thinking skills, while mastering content that is aligned with the
CCSS. Social Studies Alive! programs teach students about the world around them in ways that make
them excited to learn every day. The curricular materials include resources such as Big Books
(navigable text & instructional images), Lesson Guides that include assessments, Lesson Masters
(reproducible student and teacher masters for activities), Solutions for Effective Instruction, Visuals,
and Poster Placards (fullcolor picture cards that support handson activities), and Audio Tracks
(musical recordings, dramatic readings, and audio effects), as well as Spanish translations of Student
Handouts in all Teacher Editions. These and other materials will make up the Valverde Elementary
social studies curriculum which will be delivered for 45 minutes every other day or the equivalent
across the calendar year. Social studies instruction will include direct instruction, inquirybased
collaboration, and technologybased instruction.
Electives
Valverde Elementary School will provide a variety of electives and enrichment opportunities for
students. Electives will include: physical education, art, and music with curricula aligned to the
Colorado Academic Standards. Additionally, a wide variety of enrichment classes will be provided by
teachers and community providers to accelerate and expand student learning and expose students to
a variety of extended learning opportunities.
Curriculum Development
40
Curricula must be engaging, academically rigorous, and aligned with the Colorado Model Content
Standards and the Common Core State Standards. In reviewing curricula, we will asked the following:
● Is it aligned with Colorado’s Model Content Standards? It is aligned with the Common Core State Standards?
● Is it grounded in scientific research/methods successful with similar populations?
● Are other highperforming schools using it?
● Are the teaching materials well organized?
● Are the student materials well organized, engaging and easy to understand?
● Is the vocabulary developmentally appropriate and simultaneously demanding?
● For Science and Social Studies, does it reinforce gradeappropriate literacy skills?
In addition to the specific curricular resources outlined in the previous section, we will augment the
curriculum with other resources as needed to meet the needs of our students.
Curriculum Implementation Monitoring
The Instructional Leadership Team will monitor implementation of the curriculum, reviewing student
achievement on interim assessments compared to 1) standards, 2) unit and lesson objectives, and 3)
observation and feedback data and make adjustments as necessary.
C. Scope & Sequence
A full scope and sequence will be developed following the approval of the redesign plan and
completion of curriculum development.
Appendix K – Course Scope and Sequence for One Grade Level
D. Class Size
Class sizes will be consistent with the minimum requirements in the DPS Budget Guidance Manual,
with class sizes budgeted based on 28 students in ECE5 classrooms and special education teacher to
student ratios of 19:1.
E. School Schedule & Calendar
(See Appendix L – School calendar)
(See Appendix M – Teacher and student daily schedules)
Valverde Elementary School will develop a school calendar annually that meets or exceeds district and
state length of time requirements and supports the implementation of the Innovation Plan.
As an Innovation School we have the authority to determine its own annual calendar and daily schedule, provided it meets or exceeds minimum statutory requirements. In turn, we will determine
the number of professional development days, days off, and late starts/early release days. In
accordance with this innovation plan, the school’s principal, in consultation with the CSC shall
41
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 teacherpupil instruction and teacherpupil
contact shall meet or exceed the minimum hours set by the district and state for public instruction.
In 201617 Valverde will follow the district calendar and exceeds the Colorado Department of
Education classroom time requirements to support the implementation of the turnaround plan.
Student Schedule
The daily schedule will be developed annually, with input from parents and teachers. Extended
learning time will be incorporated through an extended day and longer instructional blocks.
The proposed student schedule for the 20162017 year for grades 15 is 8:00am to 4:00pm four days a
week and 8:00am to 3:00pm for ECE and Kinder students. The school day on Friday will be 8:00am to
3:00pm for all grades. This provides students with 39 hours of instruction a week, 6.5 hours more
instruction a week and 223 hours more instruction a year than a traditional 6.5 hour day schedule.
The ECE program and Kindergarten may maintain a shorter day with an afterschool childcare option
available at the school. Additional schedule details will be determined early in 2016.
Optional child care or enrichment opportunities will be offered during the late start or early release
time to support families who may not be able to make adjustments to their schedules.
Extended time, when used effectively, has resulted in significantly increased academic achievement in
schools across the country and is expected to be a major contributor to increasing achievement for
students at Valverde Elementary School. ELL students who qualify for ELD instruction will receive a
minimum of 45 minutes a day.
Teacher Schedule
Teacher schedules will be developed annually to accommodate the scheduling needs of students. In
addition, teachers will be provided with extended professional development and collaboration time to
support the implementation of the plan. The proposed teacher schedule for the 20162017 year is
7:45am to 3:45pm. Community partnerships, staggered teacher schedules and other programs will
supplement supervision and instructional time for students at the end of the day and as needed.
F. Progress Monitoring and Assessment
At Valverde Elementary School, student achievement is our top priority. Therefore, regular student
assessment is an essential tool to ensure our students catch up and keep up academically. Valverde
Elementary School is planning to administer different assessments throughout the year to evaluate the
progress of students and the performance of the school.
Valverde Elementary School will adhere to the district recommended timeline for PARCC and
WIDAACCESS testing as an absolute bar of progress and point of comparison with other schools. In
42
addition to the PARCC recommended timeline, Valverde will participate in the ANet assessment cycle.
Students at Valverde Elementary School will be assessed four times per year using the CCSS for grades K
through 5. Valverde will determine annually with the support of the Instructional Superintendent what
district interims will be utilized. ECE is not included. ECE will use the T.S. Gold assessments following
state and district timelines.
Valverde implements all state mandated assessments and any assessments required by the District SPF
including, but not limited to: TCAP, PARCC, WIDA/ACCESS, and DRA (and/or replacement selected by
the District in coordination with the READ Act). In addition, Valverde administers interim assessments
that are aligned with Common Core and Colorado Academic standards and provide data that is suitable
for use for informing instruction, progress monitoring student progress including English language
learners and in informing teacher compensation decisions in lieu of SLO's. In order to meet this goal
Valverde administers four assessments per year. Valverde also partners with ANet, Achievement
Network, to provide additional assessment resources and data analysis support.
Students are assessed, grouped, regrouped, and progress monitored using formative and summative
data sources throughout the school year. Teachers monitor progress on an ongoing basis to measure
growth towards goals for all students and bring relevant student data to data team meetings. Special
educators and interventionists actively participate in shared data conversations with general education
teachers. Student data is captured on a schoolwide data wall and assessment maps to track individual
student and gradelevel progress using a colorcoded system.
Valverde will use the district information systems including Infinite Campus and the Parent, Teacher,
and Principal Portals to monitor and report student data.
Parents formally receive information on their child’s progress three times per year through either a
progress report or a standardsbased report card. Parents can access their child’s grade book any time
through the parent portal. The Parent Teacher Leadership Team (PTLT) receives monthly updates with
respect to gradelevel student performance data. Data conversations occur at multiple levels. Assessments define our academic goals and analysis
identifies the strategies and tools needed to get there. School leaders meet biweekly to evaluate grade
level data trends and make schoolwide recommendations for professional development, student
intervention groups, and/or pacing and planning outcomes. Grade level teams meet four times per year to analyze ANet student data. Teachers use the following
questions to guide their data analysis: 1. How well did each class do?
2. What are the strengths and weaknesses in standards? Which standards need to be retaught?
3. What were the results regarding the different question types: open response versus multiple
choice?
4. Which students mastered the standards taught and which students need reteaching or
intervention?
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Teachers participate in weekly data team/planning meetings focused on daily, weekly, unit and period
level data. Teachers also meet weekly with an administrator or instructional coach to evaluate daily,
weekly, and unit data. Immediately following the ANet data analysis meetings, grade level teams develop a teacher action plan
that is explicitly tied to conclusions from the data analysis. Action plans identify the standards that need
to be retaught, the students who will receive this instruction, an analysis of why students did not master
specific standards, a plan for correction during reteaching.
Reaching the following performance goals will ensure that Valverde Elementary School meets or
exceeds district and state expectations for school performance, resulting in significantly increased
academic achievement and growth for students and a rating of “meets expectations” or “green” on
the School Performance Framework (SPF).
Student progress on ANet assessments and DRA/EDL are monitored after every assessment to ensure
that students are making adequate progress. These measures are also used to provide evidence to the
parents, community, and district of the successful programming at Valverde Elementary School.
If data shows that Valverde Elementary School students are not making adequate progress or that a
group of students are not meeting benchmarks, immediate action is taken. Students are further
assessed, teacher practice is analyzed, curriculum is reviewed and analyzed, and changes to
instructional practice occur. Changes can include, but are not limited to:
● Instruction: pacing, scopeandsequence, and/or delivery.
● Grouping: regrouping across classrooms, smaller groups, etc.
● Time: students may spend more time in a particular content area until gap is closed.
Performance Goals
Reaching the following performance goals will ensure that Valverde Elementary School meets or
exceeds district and state expectations for school performance, resulting in significantly increased
academic achievement and growth for students and a rating of “meets expectations” or “green” on
the School Performance Framework (SPF). Goals are based on publically available data as of the 2014
SPF. Goals will be refined based on revised SPF based on significant shifts in assessments on the new
CMAS assessments beginning in 201415.
Historical Data Performance Goals
Rationale for Goals
2012
2013 2014 Year 1 Year 2 Year 3 Year 4
Student Growth Levels
OVERALL MGP Approaching
Approaching Does Not
Meet
Meets Meets Meets Exceeds Through implementation of intentional
structures to support best practice, as
well as standards based, rigorous
instruction, all students will be
supported to achieve academic growth
and success.
MGP ELL Approaching
Approaching Does Not
Meet
Meets
65%
Meets
65%
Meets
65%
Meets
65%
44
MGP FRL Approaching
Approaching Does Not
Meet
Meets
65%
Meets
65%
Meets
65%
Meets
65%
Data driven instructional practices will
provide regular monitoring
opportunities to ensure goals are met.
Increased structures and supports for
high quality professional development
and coaching support will rapidly
increase the effectiveness of all staff to
support academic growth goals for
students.
Consistent instructional practices will
be delivered to all students to support
academic growth.
Increased emphasis on student culture
and engagement will reinforce and
support academic growth.
MGP Minority Approaching
Approaching Does Not
Meet
Meets
65%
Meets
65%
Meets
65%
Meets
65%
MGP Reading Does Not
Meet Approaching Approaching
Meets
54 MGP
Meets
55 MGP
Meets
60 MGP
Exceeds
68 MGP
MGP Writing Meets
Approaching Does Not
Meet
Meets
53 MGP
Meets
55 MGP
Meets
60 MGP
Exceeds
74 MGP
MGP Math Meets
Approaching Approaching Meets
53 MGP
Meets
60 MGP
Meets
63 MGP
Exceeds
79 MGP
ACCESS MGP Approaching
Approaching Approaching Meets
60 MGP
Meets
64 MGP
Exceeds
65 MGP
Exceeds
65 MGP
Student Proficiency Levels
Overall Status Does Not
Meet Does Not
Meet
Does Not
Meet
Approaching Meets Meets Meets Student proficiency will rapidly
increase as a result of plan
implementation because high quality
instruction will be available to all
students and data driven instructional
practices will ensure that the needs of
all learners are met.
We expect to meet expectations within
one year and continue to increase
proficiency each year through plan
implementation.
P/A ELL Does Not
Meet Does Not
Meet
Does Not
Meet
Approaching Meets*
45%
Meets*
55%
Meets*
70%
P/A FRL Does Not
Meet Does Not
Meet
Does Not
Meet
Approaching Meets*
50%
Meets*
60%
Meets*
70%
P/A Minority Does Not
Meet Does Not
Meet
Does Not
Meet
Approaching Meets*
50%
Meets*
60%
Meets*
70%
P/A Reading Does Not
Meet Does Not
Meet
Does Not
Meet (23%)
Approaching
(40%)
Meets*
50%
Meets*
55%
Meets*
65%
P/A Writing Approaching
Does Not
Meet
Does Not
Meet (18%)
Approaching
(35%)
Meets*
45%
Meets*
55%
Meets*
65%
P/A Math Does Not
Meet Does Not
Meet
Does Not
Meet (31%)
Approaching
(45%)
Meets*
50%
Meets*
60%
Meets*
70%
SPED Status
Comparison
Does Not
Meet Does Not
Meet
Does Not
Meet
Approaching Meets*
Meets*
Meets*
School Culture Measures
Attendance Rate Does Not
Meet Does Not
Meet
Does Not
Meet
Meets
95%
Exceeds
96%
Exceeds
97%
Exceeds
98%
We will continue to build upon the
strengths of our community to
enhance student culture.
Implementation of our plan includes
significant additional supports to
increase student engagement and
enhance school culture.
The intentional focus on these efforts
will support our families and engage
Student
Satisfaction
Meets Meets Approaching
Exceeds
90%
Exceeds
95%
Exceeds
96%
Exceeds
97%
ReEnrollment
Rate
Approaching Approaching Approaching
Meets*
95%
Meets*
95%
Meets*
95%
Meets*
95%
45
Parent Satisfaction Meets
Approaching Does Not
Meet
Exceeds
90%
Exceeds
95%
Exceeds
96%
Exceeds
97%
them as academic partners, lead to
increased enrollment and retention,
and support academic success for our
students.
While gradelevel proficiency is our number one priority, student growth is our primary driver to achieve necessary proficiency levels. In practice this means that
in order for many of our students to become fully proficient in core subjects we need to expedite their academic growth beyond one grade level per year. The
CDE Adequate Growth Measure will be our guide in ensuring we are making progress toward this goal. Below is our academic growth targets that we will achieve
in order to ensure that students are ontrack to fullproficiency by the time they complete 5th grade prepared for success in middle and high school.
2014 MGP
Valverde
Adequate Growth
Expectation Growth needed to reach full proficiency within three years
Reading 35 68
Writing 41 74
Math 39 79
In order to meet the above Adequate Growth Targets https://edx.cde.state.co.us/growth_model/public/index.htm , this redesign plan was developed
specifically to leverage nationally recognized best practices in school redesign.
Corrective Actions
The school leadership team will monitor progress on school performance goals and will use data to
make adjustments to instruction and interventions as well as student grouping and teacher placement
on an ongoing basis. In addition, the CSC will monitor progress on school improvement plan goals and,
when goals are not met, will recommend corrective actions including changes in curriculum,
scheduling, staffing, and resource allocation. The Principal will be responsible for overseeing the
implementation of corrective actions.
G. Academic Intervention & Acceleration
Valverde Elementary School is committed to the academic achievement and growth of all students.
Valverde’s datadriven instructional model ensures that students with special needs, as well as
students that require academic acceleration, receive appropriate instruction. The weekly assessment
and data analysis cycle allows for immediate feedback on student performance levels and
determination of specific academic strategies to be employed in the week to come. In order to
challenge each student at his or her skill level, Valverde Elementary School teachers differentiate and
individualize instruction in the following ways: small groupings, specialized instruction, varied
academic activities.
Valverde Elementary School implements a Response to Intervention (RtI) model in order to give all
students the instructional support they need to succeed. RtI is a proactive prevention and problem
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solving model designed to limit or prevent academic failure for students who are having difficulty
learning by providing scientific, researchbased interventions designed to bring students up to grade
level achievement, as well as to identify Gifted and Talented students so they can achieve to their
maximum potential.
Each tier provides increasingly individualized instruction, continuous monitoring of progress to
calculate gains, and criteria for changing interventions and/or tiers through a regularlyscheduled and
systematic team decisionmaking process. Valverde plans to implement the Colorado MultiTiered
Model of Instruction and Intervention as outlined by the Colorado RtI Framework provided by the
Colorado Department of Education (CDE).
Students who are in need of intervention in grades 2nd through 5th will receive daily small group
instruction with Valverde’s Math Fellows in addition to the core content instruction.
Valverde uses a Student Intervention Team (SIT) to work with all general education teachers to
support differentiation and Tier II & III interventions. The SIT team implements universal screening
using normative data tools and other curriculum based measures to identify students for Tier II
interventions that target specific areas of need. These Tier II interventions include, but are not limited
to, small group instruction within the general education classroom, ELL supports and programming,
and researchbased programs. The SIT team monitors the progress of students receiving Tier II
interventions weekly.
If students fail to progress toward their goals or respond to these Tier II interventions (6week period),
they are referred for Tier III interventions and the SIT team works to identify a root cause of the
academic struggle and create a full SIT plan to address this need. All Tier III interventions are
researchbased. These interventions may include, but are not limited to, Wilson Reading System,
Fundations, Spellography, ALEKS and Why Try. All SIT plans are closely monitored and measured for
efficacy; the team makes changes when necessary and gives referrals to Special Education when
appropriate. Students in grades K5 who are determined to be at the Tier III or intensive level
receiving between 45 and 90 minutes of intense, targeted intervention daily, in addition to grade level
instruction. Referrals for special education testing only occur after students have received 6 weeks of
targeted, researchbased intervention at each tier (at least 18 weeks) and weekly data shows a lack of
progress.
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Plan to Collect Data to Determine Intervention Needs and Evaluate Intervention
Effectiveness
DRA2/EDL2 Intervention Program
Placement Assessments
1. Who needs to be tested (if not being done
school wide)? All Students 2. Who will prepare/order testing materials?
Designated paras will prepare (copy,
collate, and organize) all testing materials
during the week prior to school starting.
3. Who will give the assessments?
Classroom teachers and/or assessment
team members
4. When? First week of August through the
end of September
5. Scheduling Plan? Teachers create their own schedules
6. Who will score assessments?
Teachers score their own assessments as
administered, individually and across grade
levels
7. Which data system will be used?
School Net, TANGO, and schoolwide Excel
spreadsheets.
8. Who will enter the data into the system?
Classroom teachers, data will be uploaded
automatically using TANGO.
9. How (who) will the data be compiled and
analyzed? Data will be printed in classwide
reports by grade level to be analyzed and
debriefed at September Data Team
Meeting in order to establish SMART Goals
and Refine Groupings.
10. When will it be published/viewed by
staff? Data Wall will be created as a part
of the meeting during the first week of
school and maintained throughout the
school year.
1. Who needs to be tested (if not being
done school wide)? Core smallgroup
assessments administered to all,
intervention administered based on
identified student need using universal
screening data.
2. Who will prepare/order testing
materials? Interventionists and paras 3. Who will give the assessments? Designated
paras will prepare (copy, collate, and
organize) all testing materials during the
week prior to school starting
4. When? Fall – First week of school or as
needed
5. Scheduling Plan?
Within the first two weeks of school for
grades 15, by the end of the first month
for Kinder
6. Who will score assessments? Classroom
and Intervention Teachers
7. Which data system will be used? School wide Excel spreadsheets in Google Docs.
8. Who will enter the data into the system?
Teachers and Interventionist
9. How (who) will the data be compiled and
analyzed? Data will be compiled by
interventionist to establish and design the
walktoread intervention block groupings
and schedule
10. When will it be published/viewed by
staff? Intervention and small group
instructional data and grouping plan will
be updated every 68 weeks. The updates
and progress of students will be shared
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with gradelevel teams, support staff, and
school administration.
Plan for Assessing and Placing New Students
Who Enroll MidYear into Intervention Block
Groups:
When new students arrive at Valverde, the
registration secretary will complete the top
section of this form and place it in the
classroom teacher’s box and assessment team
member:
Name: ___________________________
ID #: _________________
Date Enrolled: ___________
Classroom Assignment:____________
Teacher Name: __________________
GradeLevel ____________
This section completed by Assessment Team
Member:
Administer DRA2/EDL2 and any diagnostic
assessments needed to make instructional
decisions (Spelling inventory, CORE Phonics
Survey, Math Screener, etc.)
DRA2/EDL2: ______________
Diagnostic Data: ____________________
**BE sure to bring this form to the next
gradelevel data team for support in placing
student into the appropriate Intervention
Block group.
Plan for Literacy Intervention:
Tier 1 Universal Level SchoolWide Core Instruction:
Using a Balanced Literacy Model, students participate in whole group instruction, smallgroup reading
instruction, and individual learning stations. Students are regrouped across classrooms to ensure
targeted whole group and small group instruction that is within the child’s individual zone of proximal
reading development.
Tier 2 Targeted Level SchoolWide Literacy/Intervention Block:
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Every student in K3rd grade receives a small group intervention block as part of the 120minute
guided reading time. During this time, the classroom teachers conduct smallgroup reading instruction
and monitor workstations. Intervention teachers, ESL teachers, special education teachers, and
paraprofessionals provide additional smallgroup instruction. Small groups provide doubledosing in
specific skill needs using a variety of intervention materials. Possible intervention programs include,
but not be limited to, ReadWell, Leveled Literacy Instruction, Six Minute Solution, PALS, and Read
Naturally. Students in 4th and 5th grades who are reading below grade level also receive small group
intervention as part of their 120minute guided reading block. During this time, the classroom
teachers conduct smallgroup reading instruction and monitor workstations. Intervention teachers,
ESL teachers, special education teachers, and paraprofessionals provide additional smallgroup
instruction. Small groups provide doubledosing in specific skill needs using a variety of intervention
materials. Possible intervention programs include, but not be limited to, Leveled Literacy Instruction,
Six Minute Solution, and Read Naturally.
Tier 3 Intensive Level SchoolWide Literacy/Intervention Block:
Students in need of intensive reading intervention receive their instruction during the same
120minute block of time as the rest of the students in their gradelevel. This ensures that students in
need of more intensive reading intervention (IEP and ESL students) are still able to fully participate in
the core reading lesson, receiving daily instruction in gradelevel standards. The only difference is that
they participate in smaller groups for the entire 120minute period using more intensive reading
intervention curricula. Possible intervention programs include, but not be limited to, Writing Road to
Reading, ReadWell, Wilson Fundations, Wilson Just Words, Wilson Reading, and Language!
Plan for Mathematics Intervention:
Tier 1 Universal Level SchoolWide Core Instruction:
Mathematics instruction follows the Math in Focus curriculum, including whole group instruction,
smallgroup instruction, and individual learning stations. Students are regrouped across classrooms
to ensure whole group and small group instruction that is targeted at the child’s individual zone of
proximal mathematics development.
Tier 2 Targeted Level SchoolWide Math Intervention Block: A 30 45 minute intervention/small group block is provided according to the master schedule for all
grades K5. During this time the classroom teachers conduct smallgroup mathematics instruction and
monitor work stations. Intervention teachers, special education teachers, and paraprofessionals
provide additional smallgroup instruction. Groups participate in doubledosing, targeting specific skill
needs using a variety of intervention materials. Possible intervention programs include, but not be
limited to, Math in Focus Reteach, Origo, Navigator, and Do the Math. Students who are in need of
intervention in grades 2nd through 5th will receive daily small group instruction with Valverde’s Math
Fellows. This intervention will be in addition to the core content instruction.
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Tier 3 Intensive Level SchoolWide Mathematics Intervention Block:
Students in need of intensive mathematics intervention receive instruction during the same 3045
minute block of time as the rest of the students in their grade level. This ensures that students in need
of more intensive math intervention (IEP and ESL students) are still able to fully participate in the core
math lesson, receiving daily instruction in gradelevel standards. The only difference is that they
participate in smaller groups for the entire 30minute period, using more intensive math intervention
curricula. Possible intervention programs include, but not be limited to, Math in Focus Reteach, Origo,
HandsOn Standards, Navigator, and Do the Math.
Plan for Behavior Intervention:
Valverde Elementary adopted the Personal Success Factors as a Tier 1 or Universal Cognitive Social
Emotional Learning intervention. This program aims into instill the values of grit, social intelligence,
selfcontrol, gratitude, curiosity, optimism, and zest into elementary school students. As a school, the
Positive Behavior Intervention (PBIS) team develops the personal success factors by discovering how
to name, teach, honor, recognize and build understanding for the students, teachers and the
community. In addition, Valverde embraces a Growth Mindset versus a Fixed Mindset. The staff is
trained to understand that Mindsets are the assumptions and expectations we have for ourselves and
how these attitudes guide our behavior and influence our responses to daily events. By differentiating
how each mindset impacts learning and personal growth teachers are able to use growth mindset
praise and selftalk to foster student’s selfconfidence. In addition, Valverde implements Mindfulness
as a Tier II and Tier III Cognitive Social Emotional Learning intervention. Mindfulness is an
evidencebased program that brings awareness to one’s experience. Mindfulness can be applied to
sensory experience, thoughts, and emotions by using sustained attention and noticing our experience
without reacting. The goal of this program is to help students change their impulsive reactions to
thoughtful responses. Some of the benefits of teaching mindfulness are: Better focus and
concentration, increased sense of calm, decreased stress & anxiety, improved impulse control,
increased selfawareness, Skillful responses to difficult emotions, increased empathy and
understanding of others, Development of natural conflict resolution skills. These skills are explicitly
taught in a small group environment.
Fluid Systems for Intervention:
Valverde Elementary School utilizes a fluid system for interventions. Students’ progress is monitored
on a weekly basis by interventionist. Whenever a student demonstrates the need to be moved to
different groups for either more intensive intervention or for less intensity (acceleration), students are
moved accordingly. The decision to move a student is made using the MTSS. This system ensures that
students are appropriately placed by instructional level. By delivering intervention during targeted
times for each grade level, student grouping is both more feasible and provides a wider base of
potential groups in which to place students.
H. Promotion & Retention Policies
Valverde will follow the district promotion and retention policies and align with the READ Act.
Retention decisions for students performing below gradelevel in core content areas are made based
on reading and math achievement levels as determined by multiple metrics. The principal, teacher,
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and parents will confer prior to the end of the school year about the student’s progress. The school
regularly communicates student performance to parents/guardians. Promotion and retention
information is communicated to parents through the Parent/Student Handbook. If a student is
retained, he or she will be provided with a differentiated plan for intervention and academic
acceleration.
I. English Language Learner Instruction
Identification Process: Valverde Elementary School follows all the guidelines and procedures outlined in the DPS Instructional
Services Advisory (ISA) team manual and the Modified Consent Decree (MCD) 2012. Every Valverde
Elementary School office staff and leadership team member is properly trained in the ELL Program
designation process. The ISA team and school personnel ensure that students are accurately identified
as English Language Learners (ELLs) by establishing a standard school registration protocol requiring
that all parents fill out a Home Language Questionnaire (HLQ) to identify the primary or home
language. If parents answer “yes” to any questions on the HLQ form, the parents receive program
information. A detailed explanation of Valverde Elementary School’s TNLI program is communicated
to parents in Spanish, when appropriate, by an ISA team member or ELA qualified leadership team
member. Parents are given a DPS brochure and access to a DPS video explaining the different ELA
placement options.
Once parents are informed of the different program options, they complete the Parent Permission
Form (PPF), enabling them to choose from the following options: Option 1 (ELAS at TNLI Program
School); Option 2 (ELAE); Option 3 (no Program services). PPFs are collected by office personnel and
kept on file.
Before a student is placed in a classroom, a trained staff member administers the district’s WAPT
assessment within 10 days of registration. Other formative assessments, such as a DRA (English) / EDL
(Spanish), are administered to assess a student’s reading ability. Based on the results, the student will
be initially placed in a classroom aligned to language ability and consistent with parent options. An ISA
team member reviews the initial placement and makes any recommendations. The school
communicates the initial placement to parents, as well as the results of the formative assessments.
The ISA team schedules a meeting within one month to discuss the initial placement, analyze student
progress, and make further recommendations. Parents are notified of their child’s final placement
decision within 30days of starting school at Valverde Elementary.
At the beginning of each school year, Valverde Elementary School will create lists of ELLs eligible for
entry into the TNLI program using the district database. The ISA team reviews placement and progress
of all ELL students in the fall and spring of each school year. Bodies of evidence, including ACCESS
data, individual reading assessments, and writing samples, are analyzed. ISA members review student
progress toward English and Spanish proficiency, as well as academic proficiency on state, district, and
classroom assessments. The ISA team determines if any program changes need to be made, and does
so in the best educational interest each student. If changes are made to the provisional placement, a
letter is sent home to parents about the change and parents have the option to agree to the
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placement recommendations of the ISA team or to decline ELA program services (Option 3). Parent
program refusal is documented by the completion of a new PPF. A school administrator or teacher
may refer a PPF3 student to the ISA team at any time to revisit the student’s language needs. Parents
cannot change their HLQ once completed. However, parents are able change their PPF options at any
time.
Valverde Elementary School is a Transitional Native Language Instructional Program. Valverde follows
DPS’s language allocation guidelines. Valverde utilizes DPS’s recommended language of Instruction for
TNLI for all content in grade ECE – 5th grade.
Valverde Elementary School is intentional in its implementation of the new TNLI program which began
in fall 2015. Students can only be considered for redesignation from Spanish to English instruction
once they have reached a Level 5 or higher in all domains on the ACCESS assessment. In addition,
Spanish language support is not a substitute for Spanish language instruction.
Ongoing communication between the ISA Team, ELAS teachers, and school leadership shall be
maintained to determine whether the assignment is appropriate or should be reconsidered.
Teachers and the school’s leadership team will participate in ongoing professional development
throughout the school year on best instructional practices for ELLs, such as the SIOP model and how
to differentiate for language needs. Teachers are expected to be clear in the language objectives,
which are built into each lesson. Teachers receive weekly support from administrators and
instructional coaches during the 90minute planning blocks built into the schedule. Each lesson has
53
time for all of the four language domains to be practiced; reading, writing, speaking, and listening.
The school administrative team and teachers are trained in analyzing ACCESS data, running records,
and utilizing WIDA Standards in choosing appropriate work products for students to demonstrate
their understanding.
The leadership team provides clear expectations of best practices for ELLs, including “look fors” for
administrators and observers during weekly observation and feedback cycles. The leadership team
uses trends observed during classroom walkthroughs to plan professional development. Professional
development is differentiated so that language proficiencies unique to classrooms are addressed, as
well as the background and knowledge levels of individual teachers. ELAqualified leadership team
members and highly effective teacher leaders facilitate ELL professional development. Valverde
Elementary School also collaborates with the district ELA department to ensure the high quality of EL
trainings.
Valverde Elementary School is committed to ensuring that each ELL student receives 45 minutes of
daily English Language Development. This instruction is delivered during an intentional ELD block for
instruction. Additionally, we believe that English Language Development can occur within different
content areas throughout the day. Specific expository texts from Avenues are used during science and
social studies blocks. Teachers use ACCESS data, DRA and EDL scores, as well as other classroom
assessments to inform instruction. Teachers reference WIDA standards, as well as CCSS, while
planning for language instruction. Avenues is currently used, along with other content resources, to
meet these standards. Valverde will consider available options and resources as the district adopts
new ELD curriculum for 2016 and beyond.
Teachers are trained in writing specific content language objectives for ELD classes. Teachers are given
time to collaboratively plan with teammates to find the best curriculum resources to meet student
needs. When using any curriculum, teachers provide opportunities for students to practice all
language domains: reading, writing, speaking, listening. Emphasis is put on collaborative activities,
which encourages students to communicate their ideas.
The goal for all ELLs at Valverde Elementary School is that they progress at least one proficiency level
per year, as measured by the ACCESS test. By growing one proficiency level each year, students will be
“on track” to becoming fully English proficient (students have two years to progress from ACCESS level
4 to 5). For students in the TNLI program, grade level DRA and EDL benchmarks help measure
students’ progress towards English and Spanish proficiency. WIDA standards and WIDA “Can do”
descriptors are used to measure student academic language progress, in conjunction with daily
content/language objectives. When ELs reach a “trigger” point; the Valverde ISA team will review
their English proficiency and academic achievement to determine if they are ready to be
“redesignated” as English Proficient. Redesignation is the initial step to exiting a student from the ELA
program. DPS analyzed ACCESS and additional assessment data and determined that the CDE
redesignation trigger criteria, which is an ACCESS Overall score of 5 or higher and a Literacy score of 5
or higher, is the most appropriate way to trigger review for Redesignation.
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Valverde Elementary School’s ISA team consists of an ELA qualified assistant principal and an ELAS
qualified teacher at both the primary and intermediate levels. These team members work together to
ensure the proper placement of students at grade levels, as well as offer assistance to flexibly group
students according to the daily schedule. The ISA team schedules annual meetings with each ELL’s
teacher to review and analyze data. Data such as DRA, EDL, writing samples, and other formative
assessments are used to determine students’ language progression. Placement of students will be
flexible, made according to each student’s language development needs.
In order to measure progress in all content areas, we create units and assessments specifically
designed to increase vocabulary usage and critical thinking. Performance assessments are used at the
conclusion of each unit, integrating the four language domains. Language proficiency is assessed using
the WIDA language proficiency rubrics, as well as teacher created rubrics. Each content unit has a
builtin performance assessment, allowing students to demonstrate their understanding of both
content and language objectives in multiple ways. Assessments measure a student’s ability to
communicate ideas and use the language of science and social studies.
In addition to ISA team support, Valverde Elementary School is committed to providing each teacher
with weekly data analysis opportunities. Specific feedback is given to teachers on instruction and
progress monitoring of ELL students. Assessments such as the EDL are used to measure grade level
Spanish literacy and to inform instructional decisions needed for students in each classroom.
Valverde Elementary School ensures that each child receives a rigorous and appropriate education,
regardless of language ability. Therefore, all teachers have weekly feedback conversations where
classroom instructional strategies are evaluated in terms of their ability to allow ELLs to access
content. All teachers are expected to plan for and assess the individual progress of language
acquisition for every ELL, and teachers are given the support, coaching, and resources to make this
happen. Every lesson is expected to have specific academic vocabulary, with built in supports for ELLs,
so students are able to access content and use academic vocabulary. Teachers reference WIDA “Can
Do” descriptors while planning for ways students can show their understanding of content.
Valverde Elementary School has a 2hour literacy block at each grade level, which includes guided
reading. Teachers have the ability to meet with each child, every day in order to meet the specific
literacy and language needs of students. Students can be flexibly grouped according to reading levels,
as well as the specific language needs for ELL students. Intentional phonics and comprehension
lessons are given for each guided reading group. Student data is continually analyzed in order to plan
for future groupings of students.
For grades K5, there is at least one ELAS teacher at each grade level. Teachers incorporate the
strategic use of two languages during the literacy block to support literacy development in both
languages. While teachers will be responsive to individual students’ academic and linguistic needs, the
DPS Language Allocation Guidelines will be used as the guiding document to plan for literacy
instruction.
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In order to ensure an equitable and rigorous education for all students, Valverde Elementary School
inventories the libraries in each classroom. Each classroom library must have an appropriate amount
of bilingual Spanish materials. In addition, classroom libraries have sufficient copies of books at
different reading and language levels. Classroom libraries also have multiple genres to pique the
interests of different students.
When choosing curriculum materials, decisions are based on grade level rigor, common core state
standards, as well as engagement of content. Teachers are trained and supported to create lesson
plans that are language rich, collaborative, and contain multiple opportunities for students of any
language level to express his/her level of understanding.
Every teacher at Valverde Elementary School is ELA qualified, or in the process of becoming ELA
qualified through Denver Public School’s ELA certification program. The instructional leadership team
supports, trains, and offers feedback on ELL instructional strategies to all teachers. Mr. Schutz
completed his ELA certification as DPS teacher and continues to seek professional development
opportunities. All leadership team members will receive DPS certification for administration and seek
additional professional development opportunities. All teachers are expected to use ELD best
practices, such as Sheltered English Content Instruction. Every lesson is accessible to every ELL in the
classroom, and supports are builtin so each student can achieve grade level rigor. Teachers put
emphasis on creating language rich classrooms, which provides multiple opportunities for students to
communicate their learning.
As accordance with our school mission, every student, every day, will enter into a supportive
environment. This can be observed in every classroom and is reflected by the relationships students
and teachers build, and by the inclusive and rigorous education we provide. There is regular
communication between school and parents regarding the progress of each child. In addition, we are
committed to hiring staff with the ability to communicate with parents in Spanish as often as possible.
We will utilize DPS resources to ensure that every parent receives communication in their preferred
language.
Valverde Elementary School will provide a comprehensive TNLI program. The goal is that all
Spanishspeaking ELLs who opt into our TNLI program will exit the program academically proficient in
both English and Spanish. Valverde believes that biliteracy is an asset, and will assist students as they
move forward in their education and careers.
Valverde Elementary School is intentionally implementing its TNLI Model. Native language instruction
will be given in each ELAS classroom. The expectation is that by 5th grade students will be biliterate
in both English and Spanish. Valverde will use Literacy Squared’s Bilteracy Zone to track students’
progress biliteracy. Academic progress in English will be measured by DPS assessment cycles, ANet
assessments, DRA assessments, as well as classroom formative assessments.
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Biliteracy Zone
EDL Range, Spanish DRA Range, English
A2 ***
36 A2
810 36
1216 810
1828 1216
3038 1828
40 3038
5060 40+
Reference: Kathy Escamilla: Transitions to Biliteracy: Beyond Spanish and English, April 2007
Exiting/Redesignation:
When it is determined that a child should be mainstreamed into English only instruction or exited
from ELA services, Valverde follows the District guidelines to ensure that our process uses:
● A conjunctive or composite score to measure when a student has achieved proficiency in
English on a valid and reliable ELP test.
● Grade level proficiency in each of the four language domains to permit students to participate
effectively in grade level academic content instruction and assessments in English.
● A valid and reliable measure of the student’s proficiency in English that enables students’
meaningful and equal participation in the educational program without program services.
In order to complete the exit or redesignation process, we use accompanying documentation, ie:
standardized assessments, report cards, current reading assessments, writing samples scored using
the WIDA rubric, and attendance histories. Valverde parents/guardians are fully informed about a
student’s exit or redesignation consideration through a facetoface meeting. All exit or resignation
decisions include parent input and feedback. Parents are formally notified in writing of final team
decisions. Students are closely monitored for two years after exiting the program using the same
thorough body of evidence used to determine redesignation. If, at any time, during this twoyear
monitoring process the ISA team or a teacher determines that a student would benefit from further
ELA services, a body of evidence is collected to consider readmitting the student to the ELA program.
When considering an ELL with an IEP for redesignation or exit, the ISA Team consults with the Special
Education/IEP team.
As stated above, all decisions made by Valverde's ISA team are based on a body of evidence and
include input from all stakeholders. A redesignated student’s academic success is monitored for two
years after exit from ELL services. The ISA administrator does this follow up in tandem with the
57
administrative leadership team and mainstream teachers. The ISA team notifies classroom teachers,
the administrative leadership team, and parents, all of whom collaborate, agree and sign the district
ELA Redesignation Review Form. Documentation of the exit decision is included in the student’s
cumulative folder as well as copies of those records maintained in the dean’s files. Valverde
Elementary School follows district policy and ensures that all ISA team and mainstream classroom
teachers document each student’s academic performance using the ELA Monitoring Form and
supporting documentation. Monitoring forms are used to monitor the degree to which redesignated
students are meaningfully participating and demonstrating academic proficiency in mainstream
English instruction.
On a quarterly basis, the Valverde leadership team monitors academic and school culture data for
ELLs as well as data on instruction from observation, feedback, and teacher evaluations, and uses
these data to evaluate the effectiveness of the TNLI and ELD programs and make necessary
midcourse corrections.
J. Students with Disabilities
Valverde will comply with the IDEA and all federal law concerning serving students with disabilities.
Valverde Elementary School uses an integrated academic model where students at all levels
participate in heterogeneous classes, but also benefit from small group instruction and blended
instruction as needed to improve academic achievement and mastery. This model provides multiple
opportunities for special education services and specialized instruction to be provided without
disruption to a student’s daily schedule.
Students with disabilities participate in the school wide assessment cycle, which includes annual WIDA
testing, district interims and ANet assessments, as well as weekly curriculumembedded assessments
of essential learning goals. Student progress is monitored using CBMs in accordance with the
guidelines established by DPS Department of Student Services. In addition, special education teachers
assist in the tracking of student progress in the general education classroom and provide tutoring and
homework support. Special educators and/or case managers use baseline data to set targeted IEP
goals in the student’s area of disability, closely monitor the student’s progress with curriculumbased
measures and behavior observation tools, and communicate the student’s progress to administration,
general education teachers, and parents. The provider uses the data to target the areas of need with
specialized instruction and researchbased methods and interventions. The case manager compiles all
academic data points (diagnostic, benchmark, and progress monitoring) in a data file that drives the
individualized service delivery for that student.
Finally, special education staff actively participates in the data team processes to ensure that all
students are making adequate progress. Special education staff members participate in the same
rigorous evaluation processes as all other Valverde Elementary School staff, including oneonone
data conversations with school administration to closely monitoring student progress in the areas
where they are receiving specialized instruction services.
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Staffing and Professional Development:
For all special educator positions, Valverde Elementary School recruits candidates who possess
appropriate licensure and are highly qualified. We seek candidates who have a proven record of
implementing effective instructional strategies and curricula identified by the extensive body of
research on best practices for instructing students with disabilities. Candidates demonstrate the
ability to support all disabilities, including social/emotional and educational.
All special education teachers are trained in best practices for providing specialized instruction.
Teachers attend the ongoing professional development opportunities provided by DPS Student
Services. At the school level, special education teachers receive ongoing professional development in
contentbased curriculum, working with diverse student populations, and classroom management and
engagement strategies. In addition, special education staff participates in periodic professional
development sessions with general education staff to share the key instructional strategies and
techniques they learn in their book study groups.
Valverde Elementary School is projected to have 17 mild moderate students and two parttime special
education teachers. Each special educator will have a caseload of approximately 9 students. Students
will be grouped by grade level and specific IEP goals as a means of meeting each student's specific
needs. Special education staff will also be supported by a bilingual paraprofessional who can provide
more targeted support for ELLs identified with IEP goals.
Program Plan:
The special education team, including special education teachers, paraprofessionals, and related
service providers, provides a continuum of services to support student success in the general
education setting. These services include direct instruction outside of the general education
classroom, integrated instruction and support inside the general education classroom, behavior
interventions, and consultation with classroom teachers. Students with IEPs are included in the
general education classroom to the maximum extent possible to meet their individual learning needs.
These integrated services are tailored to the needs of the students, as identified in the IEP, and
therefore vary.
Special education teachers support students through collaboration with the general education
teacher to differentiate lessons, coteach, provide instruction to small groups, and support individual
students as needed. They also integrate interventions or multimodality supports, such as classroom
visuals and manipulatives, into instruction, provide ELL support, provide accommodations, and
support assistive technology.
Direct services outside of the general education classroom are mostly reserved for targeted
instruction of discrete skills with remediation and researchbased programs. Such researchbased
interventions may include the Wilson Reading System, Fundations, Spellography, ALEKS and Why Try.
Students with IEPs who have stronger skill sets can also access these as Tier II interventions in the
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general education classroom, and therefore are enabled to be further included in content areas.
Direct services can also include intensive support of general education objectives via preteaching,
extended independent practice, reteaching, and conceptual applications. The overall objective of
these direct services is to support student growth and, therefore, student ability to access the general
education curriculum. Special education providers also facilitate positive behavioral supports for
students with emotional and developmental disabilities.
When a student is identified as needing additional academic support, the student participates in a
screening process for small group instruction in their area of need (reading and/or mathematics).
Based on this data, students are placed in small groups for targeted intervention. A student’s
responsiveness to small group instruction is closely monitored and analyzed. When a student is
unable to make adequate progress in these groups, instruction is modified and adjusted as a part of
regular data team meetings. If the student continues to struggle to make adequate progress, he/she is
referred to the Student Intervention Team (SIT). The SIT includes regular education teachers,
intervention teachers, and special education staff. Parents are also an integral part of the SIT process.
The SIT utilizes the DPS protocols and formats. Each student who participates in the SIT process
receives a 6week plan to be implemented and closely monitored. When students have participated in
the SIT process and continue to struggle to make adequate progress, the team may determine that
the IEP process should be pursued. At that point in time, a student may be referred to the IEP team
for an evaluation. The IEP team will use the guidelines and processes outlined by the DPS Department
of Students Services to conduct an evaluation and IEP determination. The same process is followed for
students who display social/emotional needs, with additional supports from the schoolwide PBIS and
Peace 4 Kids systems.
DPS Center Programming:
Valverde offers an early childhood (ECSE) center for students with autism. Valverde administrators are
committed to the current programming and will work to ensure the continued effectiveness of the
program for all students in the center. Valverde’s community ensures that all students have equitable
access to the highest level of academic, social, emotional, behavioral and intervention programming
for all of our students. Valverde’s autism program employs one lead teacher and three
paraprofessionals.
Student Recruitment: The recruitment process for Valverde Elementary School is inclusive of all students who wish to attend
our school. It is the intent to provide special education services for identified students across a
continuum of services based upon the individual needs of each student. No student will be turned
away from Valverde Elementary School because of a special needs and/or IEP. Once students are
admitted, Valverde staff members reach out to families in order to welcome them, learn about the
individual strengths and needs of the student, and prepare for excellent service delivery.
Students identified with mild to moderate special needs receive support in a pullout or inclusionary
model that adheres to the minutes on each student’s Individual Education Plan (IEP). Valverde’s
Instructional Leadership and Special Education Team evaluate each students’ IEP goals to determine
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classroom placement. Students with special needs who require additional support services receive
these services in accordance with their IEP, utilizing pushin and pullout models. Schedules are
created and adjusted frequently to meet the individual needs of the identified students based on
decisions made during IEP meetings.
On a quarterly basis, the Valverde leadership team monitors academic and school culture data for
students on IEPs as well as data on instruction from observation, feedback, and teacher evaluations,
and uses these data to evaluate the effectiveness of the special education programs and make
necessary midcourse corrections.
K. Gifted and Talented (GT) Students
Valverde Elementary School’s commitment to all students includes highly effective strategies for
identifying and challenging our GT students. Valverde uses the DPS policies and procedures for
identification of gifted and talented students. Students will be identified for gifted and talented
services using the district identification process, which includes multiple pathways for identification.
Students may be identified in any general intellectual ability, specific academic aptitude or specific
talent aptitude areas. The new ECEA rules will be followed to ensure portability of identification
across the state which is why schools must align identification to the district (AU) process. Universal
sweeps of all students in K, 2nd and 6th grades are part of the identification process employed by
the district to find and support typically underserved students. A bank of assessments that has been
researched for its effectiveness with underserved populations will also be available for use in the
identification process. The gifted and talented teacher will be responsible for attending training
offered by the district and implementing identification processes.
New ECEA rules require Advanced Learning plans include standards based goals. This new rule
states that the standard may be on or above grade level. The DPS GT department has a Curriculum
coordinator who has been developing extensions to the DPS curriculum for all teachers throughout
the district to use when working with gifted and talented students. The department also
recommends the use of depth and complexity framework, William and Mary, Compacting, and
acceleration as appropriate for address the academic needs of gifted learners. The affective/ social
emotional component that is required on ALPs can be addressed through a variety of approaches,
peer groups, program models such as ALM, etc.
Valverde employs a centrally hired GT specialist one day per week (.25 FTE). The GT specialist is
responsible for GT assessment and identification, developing and monitoring progress on Advanced
Learning Plans, consulting with teachers on curriculum extensions, and providing direct support to
students. The GT teacher is evaluated jointly by the school and the district GT Director.
DPS provides training and resources to all DPS schools which include strategies to effectively
differentiate for gifted learners which include but are not limited to Depth and Complexity, Rigor
and Engagement, William and Mary curriculum, Jacob’s Ladder, M2 and M3. Resources on the
Cluster grouping model, ALM, PCM are also available from the GT department.
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GT students and any other students who show high levels of achievement receive advanced
learning opportunities such as curriculum compacting or acceleration, clustering of high performing
students for instruction, and enrichment opportunities, even if they are not all identified as gifted
and talented. Valverde follows procedures set forth by the G/T department to ensure that students
who are traditionally underrepresented are included in the program. ELLs are evaluated for
eligibility based on modified criteria. ELLs only need to demonstrate one year above grade level
skills, modified TCAP criteria, and a checklist that analyzes the rate at which a child has acquired
their second language.
Each identified gifted and talented student receives an Advanced Learning Plan (ALP). Gifted and
talented students often have unique social/emotional needs coupled with advanced intellectual
abilities. ALPs can provide avenues for gifted students to realize their potential and experience
success. The ALP provides documentation for gifted education services in the student’s areas of
strengths, the student’s yearly growth, and the ways that the student’s academic, social, and
emotional need must be addressed. This establishes a partnership among the gifted student, the
classroom teacher, the parent/guardian, and the gifted education specialist at the school. The ALP
can also provide assessment accommodations for GT students who need additional time to
complete district, state and school assessments.
Student progress toward ALP goals is monitored throughout the year and goal attainment is
documented at the end of each year in collaboration with the classroom teacher, parent/guardian,
and GT specialist. GT student data and growth is reviewed throughout the year and adjustments
are made according to the ALP and student instructional levels indicated in student achievement
data.
On a quarterly basis, the Valverde leadership team monitors academic and school culture data for
GT and advanced students as well as data on instruction from observation, feedback, and teacher
evaluations, and uses these data to evaluate the effectiveness of the GT services and supports and
make necessary midcourse corrections.
L. Supplemental Programming
Health and Mental Health Services: Valverde Elementary School offers a variety of health and mental health services to students and
families including a nurse, health tech, psychologist and parttime counselor. Health and mental
health related staff meets weekly to monitor progress, develop needed support and plan for
implementation.
Extended Day Enrichments:
Beginning in 20162017 Valverde Elementary School will provide an extended student day to provide
students sufficient time and resources to master academic content, as well as participate in
structured enrichment activities. Valverde staff, community partners, and organizational providers
offer enrichment during the extended day that may include: interventions, advanced math and
science classes, after school dance club, theater, cooking class, visual arts, and athletics. It is
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anticipated that students will receive approximately three days per week of academic focused
extended learning and two days enrichment focused learning opportunities. In addition to these
builtin school programs, Valverde builds community partnerships to promote academics as well as
positive, healthy behavior for our students and their families. Examples of existing and potential
partnerships include: the Denver Public Library, Girls on the Run, Boys and Girls Club, Denver Kids,
Junior Achievement, Denver Parks and Recreation, Earth Force, Boy and Girl Scouts of America, Fit
Fun, LEGO Engineering, Rapids Soccer, Rocky Mountain Children’s Choir, City Strings, KidsTeck, DSISD
(Denver School for Innovation & Sustainability Design) and ELKids.
City Year:
Starting in fall 2016, Valverde Elementary School will partner with City Year Denver. The partnership
with City Year will allow Valverde to focus resources toward priority elements of the redesign plan:
student culture, engagement and academic success. City Year is an AmeriCorps program focused on
closing the achievement gap for highly impacted groups of students. Corps members will support
third through fifth grade students with attendance monitoring and engagement, socioemotional
support, and support in math and literacy. Additional whole school supports will be provided through
schoolwide events and activities, recognitions and whole class support in English Language
Acquisition.
Summer School:
The Valverde leadership team will evaluate student learning needs and consider summer school
options.
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Section IV: TEACHING
Valverde will follow DPS protocols to ensure all core content teachers are “Highly Qualified” both in
their content as well as in their grade level in accordance with the Elementary and Secondary
Education Schools Education Act (ESEA).
A. Teacher Recruitment, Hiring
At Valverde Elementary we know that great teaching matters. Research consistently shows effective
teaching is the single most important schoolbased factor that advances student learning. Therefore,
Valverde will aggressively recruit top candidates for based on our primary criteria for hiring teachers;
mission compatibility, demonstrated student achievement with a similar student population, the
capacity to communicate and work effectively with a diverse student population, communication
skills, and work ethic/resilience. In addition, the hiring team will screen deeply at every stage for
cultural competence, specific experience with the target demographics and review a variety of factors
and experiences that predict authentic relationships and success with students. Valverde leadership
will make a targeted hiring strategy capitalizing on both independent and centralized DPS recruitment
efforts to ensure enough ELAE and ELAS certified teachers to meet the needs of the student body,
including attending conferences and hiring fairs to network with promising candidates. As a
redesign/turnaround school Valverde has full hiring authority for staffing all teaching positions for the
201617 school year.
Valverde elementary school classroom teachers will be required to hold a Colorado license. Students
will receive core academic instruction by teachers who meet the criteria for “highly qualified” in
accordance with the Elementary and Secondary Education Act (ESEA). Fingerprinting and background
checks will be required for anyone who supervises students.
The school will consider all eligible applicants, including district teachers who apply to transfer for
vacancies.
The selection and hiring process follows the Blueprint Schools Network teacher selection toolkit
guidelines. All candidates are evaluated based upon Blueprint Competencies:
Indicators
C
o
m
p
e
t
e
1. Relentless Drive for Results (Standards Based Goals)
● Sets ambitious and measurable goals for student
achievement.
● Plans purposefully with the end goal in mind (i.e. daily objectives, standards).
2. Influence and Motivate Others
● Works collaboratively to problemsolve and achieve shared goals.
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n
c
i
e
s
(Positive Classroom Culture and Environment)
● Mobilizes and invests stakeholders (students, parents, colleagues) to achieve goals.
● Approaches situations from Growth Mindset perspective
3. Data‐Driven, ProblemSolving
Approach
(Differentiation)
● Uses data to identify patterns in student performance, anticipate potential pitfalls and adjust practices.
● Determines student needs via daily mastery assessments and checks for understanding in order to inform instruction in realtime.
● Actively analyzes situations and changes tactics as needed.
4. Interpersonal Understanding and Cultural Awareness (Positive Classroom Culture and Environment)
● Builds relationships with diverse constituents.
● Worries about serving constituents in their best interest.
● Works to develop an understanding of the community and the unique needs of stakeholders.
● Creates a welcoming environment.
● Understands how personal bias, privilege, or assumptions could impact working with stakeholders.
5. Ability to
Overcome
Adversity
● Recovers quickly from setbacks.
● Does not let disappointments prevent work from being
accomplished
● Demonstrates resilience and persistence in the face of obstacles.
6. Sense of
Self‐Efficacy ● Confidence in own ability to lead and produce results for
all students.
● Demonstrates emotional selfcontrol and reasoned thought.
● Continually reflects on performance and seeks feedback and resources to improve effectiveness.
7. Initiative
and
Persistence
● Actively monitors the classroom.
● Maintains a sense of focus through appropriate pacing and bell‐to‐bell instruction.
● Adjusts daily schedule, lessons and plan as needed ● Sustains energy to avoid burnout.
I
n
s
t
8. Strong Pedagogy and Delivery (High Impact Instructional Moves, Differentiation,
● Holds deep knowledge of the content area and continually seeks professional growth opportunities to further develop this knowledge.
● Facilitates student‐centered learning opportunities.
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r
u
c
t
i
o
n
a
l
S
k
i
l
l
s
&
K
n
o
w
l
e
d
g
e
Masterful Content Knowledge)
● Makes lessons relevant and meaningful by connecting each lesson to daily and long‐term learning goals, prior knowledge, and realworld examples.
● Ensures that all students are engaged at all parts of the
lesson cycle.
● Breaks down complex ideas logically and coherently in a student friendly manner.
● Incorporates higher order thinking skills into lesson activities and questioning.
9. Effective Classroom Management (Effective Classroom Management)
● Deliberately creates a safe, positive and productive
learning environment.
● Sets and maintains clear expectations for students’
behavior.
● Holds every student accountable for meeting high
expectations.
● Cultivates a sense of community and group
responsibility/ownership.
The teacher selection process occurs in six stages:
Stage One, Initial Screen of Resume and Cover Letter:
Applicants are asked to submit a schoolspecific cover letter and resume, which should include
information on the candidate’s education and experiences, as well as certification to ensure they are
highlyqualified for the position. Each candidate is screened and scored using Blueprint’s Teacher
Cover Letter and Resume Screening Template. (See Appendix for copy of Blueprint Teacher Cover
Letter and Resume Screening Rubric Template.)
Stage Two, Phone Interview:
The hiring committee uses the Behavioral Event Interview (BEI) techniques, interview questions, and
scoring protocols. The BEI technique requires candidates to detail actions and thinking in past work
events. Interviewers using BEI ask questions that encourage candidates to reflect on concrete, past
actions, rather than hypothetical responses. (See Appendix for sample Blueprint Phone Interview
Template.)
Stage Three, Interview:
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Part 1, Lesson Plan Scenario: Candidates are given a lesson plan scenario with student pretest data
and demographics (i.e. IEP status, ELL status, etc.) in order to create a personalized lesson plan based
on the data. All lesson plans are evaluated using a rubric.
Part 2, Written Response: Candidates are given a question case study aligned to one to two
turnaround teacher competencies. Essays are evaluated using a rubric. (See Appendix for sample of
Blueprint Phone Written Response Template and Rubric.)
Part 3, Interview: Candidates are interviewed by the school’s hiring committee. Questions are
selected from the Blueprint Teacher Toolkit before interviews begin to ensure that all candidates
respond to the same questions. Additional grade level specific questions may also be included.
Stage Four, Model Lesson:
School administration and interview committee (whenever possible) ask to observe candidates in
their current school and/or ask candidates to video record a lesson for school administrators and
interview committee members to observe. Candidates’ lessons are evaluated using a rubric and
provided a debrief opportunity.
Stage Five, Reference Check:
In alignment with the DPS Human Resource Department guidelines, candidates are required to
provide at least two references, with one reference coming from an immediate supervisor who has
evaluated the candidate in the past. Valverde uses the DPS Human Resources and Blueprint reference
check documents to collect and document feedback from references.
Stage Six, Followup and Final Selection:
The leadership team works collaboratively to review candidate application documentation and make
final selections.
Valverde Elementary School focuses on cultural competency at each stage of the hiring process, as
well as on cultural competency PD for new and existing staff. Through written questions, phone
screens, and inperson interviews, candidates are asked to demonstrate cultural competency, as
defined by an individual’s capacity to work effectively across differences. Examples may include
positive experiences across lines of race, gender, class, and sexual orientation among colleagues;
knowledge of privilege and racism; a commitment to antiracist teaching and actions; and effective
coalitionbuilding among families and community. Once a part of the team, all Valverde Elementary
staff members participate in cultural competency training sessions at multiple times throughout the
course of the year.
B. Teacher Retention
Valverde sets an annual goal to retain 90% of the teaching staff by year 3. In 2012 The New Teacher
Project (TNTP) released a new case study, Keeping Irreplaceables in D.C. Public Schools, highlights
District of Columbia Public Schools as an example of a large district utilizing smart retention strategies,
and identifies ways it can continue to make progress. TNTP recommends eight teacher retention
strategies Valverde’s Administrative Leadership Team employs: 1) informed effective teacher teachers
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they are high performing 2) provide teachers with regular positive feedback 3) offer public
acknowledgment of teacher accomplishments 4) offer access to additional resources 5) teacher leader
roles determined 6) teacher development areas identified and 7) provide critical feedback to teachers.
C. Teacher Coaching
The goal of teacher coaching is to grow teachers as effectively and quickly as possible to ensure highly
effective instruction occurs in every classroom. Teacher coaches identify actionable steps aligned to
highly effective classroom practices (i.e.: classroom management and rigor) that a teacher can master
in the shortest amount of time. In order to achieve this goal, teacher coaching must be highly
individualized, systematic, and continuous. The first step in developing highly effective teachers is to
clearly identify the characteristics of a highly effective teacher at Valverde Elementary School. We use
the DPS LEAP Framework for effective instructional strategies and Doug Lemov’s Teach Like a Champion classroom management strategies as the primary resources. Teachers receive
weekly/biweekly coaching of these techniques, as well as curriculum specific teacher coaching and
training. Teachers receive weekly/biweekly formal and informal observations, coaching and support
from the principal, AP, and teacher leaders/teacher effectiveness coaches, differentiated based on
teacher needs and professional development. Review of instructional plans and student achievement
data are a regular part of the supervision and coaching conversations.
The observation and feedback cycle adhere closely to the structural frameworks and guidelines
identified in Leverage Leadership (BambrickSayntoyo, 2012). Fifteen to 20minute observations of
teachers occur every week, followed by a weekly feedback session. Each feedback session is focused,
evidencebased, and constructive. Leadership uses the Six Steps for Effective Feedback protocol
provided in Leverage Leadership to frame feedback and coaching conversations. Teachers bring their
lesson plans and teacher’s guides connected to the observed lesson, as well as upcoming lessons, to
ground the debrief conversation in instructional practice and provide next steps for implementation.
The identified action steps are focused, highyield, connected to the LEAP Framework, and
manageable enough for a teacher to make changes that can be observed in practice within a week.
Based on the identified action step, teachers may be given professional reading, video exemplars, or
models in their classrooms to support their action step implementation. Valverde Elementary uses a
data tracking system to track the instructional coaching cycles of teachers. Teachers receive frequent
formal and informal observations and individualized feedback from the principal, APs, and teacher
leaders. Review of instructional plans and student achievement data is a regular part of the
supervision and coaching conversations.
The Instructional Leadership Team will review data on implementation and impact of instructional
coaching monthly and make necessary adjustments to the coaching system to ensure that teachers
receive the necessary support to improve instructional effectiveness and increase student
achievement.
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D. Teacher Evaluation
Valverde Elementary School intends to support teachers at all stages of their professional
development. Teacher evaluation is meant to identify the current strengths and growth areas of
teachers, to identify professional growth opportunities and supports, and to monitor progress
toward becoming a highly effective teacher.
Valverde’s school leaders evaluate and support the professional growth of our teachers using the
DPS LEAP system. Teachers receive training on the LEAP evaluation system and process and the
LEAP rubric is provided to teachers at the beginning of the year. Each teacher is assigned an
evaluator from the administrative team (principal, AP, and/or Senior Lead). In order to fully align
with the guidelines of Colorado SB191, Valverde follows DPS LEAP policies and procedures for the
annual evaluation of teachers. Teachers fully participate in the observation, professionalism,
student survey, and student data components of the LEAP system. The student data component of
LEAP will constitute 50% of the overall evaluation of teachers.
The assigned evaluator also observes each educator formally two times a year, completing a
detailed observation protocol for a fullperiod observation. Twice a year, educators formally meet
with their assigned evaluator for midyear and endofyear reviews, where performance is
discussed with respect to the formal evaluations of educator effectiveness, including student
performance data and the LEAP teacher effectiveness rubric.
If it is determined that a plan of improvement plan is needed, the staff member is provided 3060
days to make needed improvements.
Any teacher recommend for a plan of improvement is provided additional coaching and feedback,
release time to observe other teachers, and additional professional development resources. If these
measures do not improve performance, the teacher may be recommended for nonrenewal of an
annual contract. The teacher performance and grievance policy is outlined in the Valverde Staff
Handbook. The principal consults with her or his district supervisor and district HR partner regarding
performance management plans and any possible termination of an employee.
Teacher evaluators will meet monthly to review implementation of the teacher evaluation system
and make adjustments as necessary.
The DPS Instructional Superintendent is responsible for evaluating the principal. The Collaborative
School Committee and midyear teacher surveys contribute to that evaluation. The Instructional
Superintendent takes action as necessary in setting up a plan for improvement, and then initiate
further action as deemed necessary to keep the school leadership in line with the achievement of
the goals outlined in the redesign plan.
E. Professional Development
Valverde Elementary School is committed to offering the most comprehensive professional
development to staff prior to the academic school year through a twoweek workshop prior to the
start of school, as well as an ongoing calendar of whole school and teambased professional
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collaboration and learning. The professional development topics are determined based on
schoolwide goals, individual teacher goals, and student achievement data identified throughout the
year and include developing the cultural responsiveness necessary to effectively serve linguistically
and culturally diverse students, as well as meet the needs of ELL students, G&T students, and student
with disabilities.
Professional development is led by administrators, teacher leaders, DPS School Partners, and
possibly outside educational consultants. Professional development opportunities are determined
and driven by the following:
1. Student achievement data
2. Data from the observation and feedback cycles
3. Student culture data
Valverde Elementary 20162017
Professional Development Calendar *Does not include weekly team meetings on school core priorities including ELL strategies, serving Students with Disabilities.
Team
Building
Early
Release
Green
Days
Blue Days Social
Emotional
Procedural Instructional
Development
Aug 10 Retreat
Aug 11 Retreat
Aug 12 Valverde 101Staff Handbook, Procedures (discipline, TRACKS/PSF)
Aug 15 8:0010:30 Literacy Planning/iStation 10:3012:00 City Year
Aug 16 District PD
Aug 17 8:0012:00 Fellows/Bridges
Aug 18 8:0010:00 PD Tim TurleyDeescalation 10:0012:00 InFocus, DDI/MTSS
Aug 19 8:0011:30 EL Achieve 11:3012:00 Book Trust
Aug 24 Instructional Launch Management Trajectory 12 (Culture setting in classrooms)
Aug 31 Instructional Launch Rigor Trajectory 12 (Lesson Planning)
Sep 7 Social Emotional PD 1
Sep 9 LEAP/SLOs
Sep 14 District Literacy/1 hr PD Close Reading Refresher/Scripting Questions
Sep 21 ANet/Interims
Sep 28 Habits of Discussion Introduction Habits 1 & 2
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Oct 5 District Literacy/1 hr PD Independent PracticeWriting Exemplars
Oct 12 Social Emotional PD 2
Oct 19 Habits of Discussion Habits 3 & 4
Oct 26 Differentiated Habits of Discussion Sessions
Nov 2 District Literacy/1 hr PD Independent Practice – Aggressive Monitoring
Nov 9 Social Emotional PD 3
Nov 16 Accommodations – PARCC
Nov 30 Differentiated Habits of Discussion Sessions
Dec 7 District Literacy/1 hr PD – Habits of Evidence (Close Reading Touch Base)
Dec 14 Social Emotional PD 4
Dec 21 Differentiated Habits of Discussion Sessions
Jan 5 District Literacy/1 hr PD
Jan 6
Jan 11 Social Emotional PD 5
Jan 18 Ethics – PARCC
Jan 25 Habits of Discussion Refresher
Feb 1
Feb 3
Feb 8 Social Emotional PD 6
Feb 15
Feb 22
Evaluation of PD:
The Instructional Leadership Team will evaluate the professional development program
quarterly. Professional development sessions are evaluated using three key questions
outlined in Paul BambrickSantoyo’s book Leverage Leadership: 1. Is the professional development actionable? Does it articulate what teachers will be able to
do when they walk out of the workshop?
2. Is it evaluable? Will you be able to easily evaluate whether teachers know how to
implement workshop objectives?
3. Is it feasible? Can you accomplish the PD objectives in the time allotted?
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Valverde’s leadership evaluation of our professional development program includes analyzing its impact on teacher effectiveness and student achievement. If teacher effectiveness and/or student achievement are not increasing at an adequate rate to reach the school’s goals, the ILT will determine necessary changes to the professional development program.
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Section V: GOVERNANCE & FINANCE
A. School Governance:
The Collaborative School Committee (CSC) provides strategic direction and support to Valverde
Elementary School in order to enhance student achievement and school climate by engaging the
school community in collaborative efforts to achieve goals. The CSC provides support as governed by
state and federal law, regulations of the Colorado Department of Education, the DPS/DCTA
Agreement and other contracts, mandates and legal orders. The CSC also provides a consistent forum
for a school governance model that puts students first and provides clear communication lines with all
stakeholders.
The CSC receives periodic updates on student progress as measured by interim assessments, PARCC,
ACCESS, and other schoolwide assessments. This data is at the forefront of all decisions made by the
CSC to ensure that student achievement and progress is the lens for all decisions and
recommendations to the Valverde community.
Meetings of the CSC are open to the public. They are held as needed. Meetings to discuss
timesensitive agenda items like budget are scheduled in a manner to ensure that the CSC has
adequate time to review information and give input into the decision making process. Valverde’s
school website is used to report out the proposed agendas, minutes, and next steps of the CSC for all
school and community members to read and review. These documents are also available in the main
office for families, who do not have access to the school website.
Collaborative School Committee (CSC)
The CSC is a school accountability committee that provides strategic direction in support of the
school’s mission, vision, and school improvement plan. BVIS will implement the CSC consistent with
district policies.
Membership:
The CSC will consist of:
· three parents or legal guardians of students enrolled in the school · one teacher who provides instruction at the school
· one principal or the principal's designee · one person from the community
· one adult member of an organization of parents, teachers & students
The number of members of the CSC will be determined by the Principal. If the CSC has more
than the abovedescribed members, the CSC will ensure that the number of parents elected to
the committee exceeds the number of representatives from the group with the next highest
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representation.
To the extent practicable, the CSC will represent a crosssection of the school community in terms of
sex, race, age, occupation, socioeconomic status, geographical location and other appropriate factors.
Election of Members:
The school will hold elections in the month of May for the following school year or within the first two
weeks of school in order to appoint the parent/guardian and teacher members to the CSC. The
community member will be appointed by the other members of the CSC. If a vacancy arises on the
CSC, the remaining members of the CSC will fill the vacancy by majority vote.
Duties:
In accordance with state statute, the CSC will:
1. Act as the school accountability committee for the school.
2. Recommend to the Principal priorities for spending school moneys. The Principal will consider the
CSC’s recommendations regarding spending state, federal, local, or private grants and any other
discretionary moneys and take them into account in formulating budget requests for presentation to
the Board of Education. The CSC will send a copy of its recommended spending priorities to the
District Accountability Committee and the Board of Education.
3. Advise the Principal and the Instructional Superintendent concerning the preparation of a school improvement plan, and submit recommendations to the Principal and the Instructional
Superintendent, if applicable, concerning the contents of the school improvement plan.
4. Advise the Board of Education concerning the preparation of a school priority improvement or
turnaround plan, if either is required, and submit recommendations to the Board of Education
concerning the contents of the school priority improvement or turnaround plan, if either is required.
5. Provide input and recommendations on an advisory basis to the District Accountability Committee
and the Instructional Superintendent concerning principal development plans for the Principal and
principal evaluations.
6. Increase the level of parent engagement in the school, especially the engagement of parents of
students in the populations described in C.R.S. 2211401(1)(d). The committee's activities to increase
parent engagement must include, but need not be limited to:
· Publicizing opportunities to serve and soliciting parents to serve on the CSC. In soliciting parents to serve on the CSC, the CSC will direct the outreach efforts to help ensure that the parents who serve
on the CSC reflect the student populations that are significantly represented within the school;
· Assisting the District in implementing at the school the parent engagement policy adopted by the
Board of Education; and
· Assisting school personnel to increase parents' engagement with teachers, including but not
limited to parents' engagement in creating students' READ plans, in creating individual career and
academic plans, and in creating plans to address habitual truancy.
The CSC will not:
1. participate in the daytoday operations of the school;
2. be involved in issues relating to individuals (staff, students, or parents) within the school; or
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3. be involved in personnel issues (the School Personnel Committee will stand alone according to the
current DPS/DCTA contract).
Meetings
The CSC will publicize and hold a public CSC meetings at least every quarter to discuss whether school
leadership, personnel and infrastructure are advancing or impeding implementation of the school’s
performance, improvement, priority improvement, or turnaround plan, whichever is applicable.
If applicable, the CSC will publicize a public hearing to discuss strategies to include in a public school
priority improvement or turnaround plan and to review a written public school priority improvement
or turnaround plan. A member of the CSC is encouraged to attend the public hearing regarding the
written priority improvement or turnaround plan.
School Leadership Team (SLT) The SLT is a representative group of teachers who provide input into the implementation of the
school’s educational program. BVIS will convene an SLT consistent with DCTA Article 54.
Membership:
· 1 principal · 1 DCTA representative · 1 teacher appointed by the principal · At least 3 teacher representatives who should represent a cross section of the faculty including
grade levels, specials, department chairs and special service providers, elected annually by a majority
of the faculty voting by secret ballot.
Decision Making Process:
· 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.
· If consensus cannot be reached, the matter will be referred to the Instructional Superintendent
who will consult with the Association prior to making a decision
Responsibilities: a. Review data and collaborate in the development of the School Improvement Plans;
b. Review and collaborate on the design of the school’s schedule, including but not limited to:
· student schedule, teacher schedule · professional development plan and schedule within the workday and/or workweek
· Other operational and professional functions (eg. committee meetings, faculty/staff meetings,
gradelevel meetings, vertical team meetings, departmental meetings, planning with instructional
personnel, data teams)
The SLT will take into consideration other professional development and teacher obligations in
scheduling this time;
c. Review and collaborate on the implementation of the District’s instructional program as it
specifically applies to classrooms and grades at the school including prioritizing and sequencing
activities within the teacher work week
d. Collaborate to identify strategies for increasing enrollment at the school;
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e. Collaborate to develop communication strategies for regularly reporting student progress to
parents;
f. Collaborate to implement best instructional practices;
g. Perform additional duties as outlined in Article 8.
B. Budget & Policy Narrative:
(See Budget Attachment)
Schoolbased budgets are reliant on student enrollment. Enrollment across elementary schools in
Southwest Denver is declining and the population in the region shifts and birth rates have fallen. As
such, Valverde is forecasting a decline of approximately 65 students. We are able to maintain our
current staffing supports for the next 3 years while prioritizing additional supports including adding an
extended day and partnership with City Year. However, these supports become largely reliant on
securing actual salaries which will increase our revenue by $138,800 $176,400. We are also able to
maintain core priorities of our redesign by strategically becoming a smaller school with 2 rounds of
students as we implement this plan.
Valverde Elementary School’s administration and CSC ensure that our budget closely supports and
aligns to our mission, vision and educational plan. Valverde’s CSC meets annually beginning in January
to review school enrollment projections, current and relevant student data, and the upcoming year’s
budget to determine how SBB funding supports and aligns with school’s mission, vision and plan.
Contingency Plan:
Should revenues decline by up to 20% based on declining in SBB or decreased enrollment we will work
with our CSC to determine funding reductions aligned with our Innovation plan. Such decisions will
prioritize classroom teaching staff and targeted supports. We will focus our initial reductions on
nonessential resources from our nonsalary budgets of up to 20% of the overall budget. Followed by
nonclassroom staff at the rate proportional to the reduction.
Salaries:
Valverde Elementary School adopts a salary schedule that meets or exceeds the salaries outlined on
the district’s salary schedule. Teachers are provided compensation for additional time,
responsibilities, and/or additional levels of performance as determined by the school CSC.
Valverde’s CSC uses data to distribute funds to support the academic and socialemotional health of
all students.
If anticipated revenues are not received or are lower than expected, we will revisit our staffing
structure and reevaluate our allocations through the lens of our mission, vision and plan. This
process will focus on limiting our potential cuts to areas that are least likely to significantly affect
our students’ instructional needs and supports.
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District Goods and Services:
Valverde Elementary School annually selects district services that align with our mission and plan.
We opt out of central services when those services do not align with Valverde priorities or needs, or
when the Valverde CSC identifies more efficient and effective options.
Valverde Elementary School seeks private donations and grants to support extended learning,
extracurricular activities, instructional materials, and the technological tools necessary to
implement the model outlined in our plan to deliver rigorous, personalized instruction paired with
strong character development with socioemotional learning supports through projectbased
learning focused on cultivating 21st century skills to prepare our student for success.
Other Revenue:
Valverde Elementary leadership collaborates with the Collaborative School Committee to identify
and pursue other grants, donations, and fundraising opportunities.
C. Facility:
Valverde Elementary School will remain at the current facility. The
school name will not be changed as part of this Innovation Planning
Process.
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Section VI: WAIVERS
Waivers Requests and Replacement Policies DPS, DCTA, and Colorado State Statutes
DPS Policy Waivers
Policy Waived Area of Impact
WAIVER REQUESTS DPS BOARD POLICIES
School
Proposa
l
KHBA: Sponsorship Programs
Governance / Budget
Policy
The district may maintain a corporate sponsorship program designed to provide a mutually beneficial relationship between the district and the business community. It is the goal of this program to achieve additional revenues to support district programs in a manner that will limit the commercial exposure associated with this program and comply with district policy KHB, Advertising in Schools/Revenue Enhancement. The program may also be used in school cafeterias related to the Food Services program.The Superintendent or his designee shall have the authority enter into sponsorship agreements. Official sponsors will receive certain rights and opportunities that may include the right to be an exclusive provider of services or products for the period of time addressed by the sponsorship agreement. All sponsorship agreements will allow the district to terminate the agreement at least on an annual basis if it is determined that it will have an adverse impact on implementation of curriculum or the educational experience of students. Revenue derived from the sponsorship program will be formally identified as consideration for advertising rights or as sponsorship revenues. Rights and benefits in addition to advertising may be granted to individual sponsors. The rights will become part of the negotiated sponsorship agreement. All
sponsorship activities will comply with district policies.
Replace
ment
Policy
The school has the authority to collect revenue directly from sponsorships, subject to
District oversight through routine reporting to the Office of Budget.
The School shall have the ability to request and secure schoolbased sponsorships
independent of the district according to the following policies:
1. The sponsorship must not compromise or show inconsistency with the beliefs, values of the district and school.
2. The sponsorship will not alter any district owned resources unless permission is granted by the district.
3. The sponsorship does not create a real or perceived conflict of interest with school administrators or staff.
4. The sponsorship agreement will be reported to the district budget office at least 30
days before an agreement is to take effect. The budget office will have the ability to
refuse the agreement only in situations where said agreement will adversely impact
funding arrangements for other schools in the district more than it would benefit
the School or because it would be in conflict with existing fund regulations (such as
federal grants).
5. The Innovation School may establish a 501c3 to apply for grants and support
schooldetermined priorities.
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School
Proposa
l
GCF/GDF: Staff Recruitment/ Hiring Teaching:
Human Resources Management: Hiring
Policy
Hiring
There shall be no discrimination in the hiring process on the basis of genetic information, race, color, gender, sexual
orientation, gender identity, transgender status, religion, national origin, ancestry, age, marital status, veteran status or
disability.
All candidates shall be considered on the basis of their merits, qualifications and the needs of the school district. For teaching
and paraprofessional positions, the Board directs that recruitment procedures will give preference to candidates who meet
the definition of highly qualified pursuant to the Elementary and Secondary Education Act.
All interviewing and selection procedures shall ensure that the administrator directly responsible for the work of a staff
member has an opportunity to aid in the selection and that, where applicable, the school principal has an opportunity to
consent to the selection.
The Superintendent shall have the authority to make employment decisions, including hiring, for all district employees,
except for teaching personnel and school leaders.
Nominations of teaching personnel and administrators shall be made at meetings of the Board of Education. The vote of a
majority of the Board shall be necessary to approve the appointment of teachers and administrators in the school district.
Upon the hiring of any employee, information required by federal and state child support laws will be timely forwarded by
the district to the appropriate state agency.
Background checks Prior to hiring any person, in accordance with state law the district shall conduct background checks with the Colorado
Department of Education and previous employers regarding the applicant's fitness for employment. In all cases where credit
information or reports are used in the hiring process, the district shall comply with the Fair Credit Reporting Act and
applicable state law.
Replace
ment
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 locallydesigned 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 (with the exception of ADA placements)
Teaching positions that are responsible for noncore subject supplemental or enrichment
instruction will not require a teacher certificate. All core content teachers shall meet the
federal Highly Qualified (HQ) requirements. Core content teachers shall possess a valid
Colorado license and subject matter competency for their assignment. (ESEA). Core content
areas under ESEA include: English, reading or language arts; mathematics; science; foreign
languages; social studies (civics, government, history, geography, economics); and the arts
(visual arts, music).
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The principal will consult with district HR staff and incorporate hiring best practices at the
school level where it is found to be appropriate. Background checks will be administered
using the existing systems and processes for the district. The School shall conduct reference
checks.
Collective Bargaining Agreement Articles Waivers WAIVER REQUESTS DCTA COLLECTIVE BARGAINING AGREEMENT
School
Proposal Article 17: 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.
Replaceme
nt 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 241: Request for Waivers Governance: Management
Policy Unless otherwise provided in this Agreement, requests for waivers from this Agreement shall be made by
the principal and the Association Representative to the Board of Education and the Association.
Replaceme
nt Policy The school shall seek waivers from the Agreement through approval through the Innovation Schools Act.
School
Proposal Article 137 Hiring timelines
Teaching:
Human Resources Management: Hiring
& Staff Assignments
Article
Summary
137 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 nonrenewal of probationary teachers.
• InBuilding Bidding and Reduction in Building Staff interviews conducted by Personnel Committees. (Articles 1310,1315)
• Schools report vacancies. (Article 1317) Vacancies are posted.
• Teachers apply to transfer for vacancies. (Article 1318)
• Schools review qualified applicants’ applications and resumes, schedule interviews, extend offers. Schools notify
unsuccessful transfer applicants. (Articles 1319, 1320)
• Assignment of unassigned nonprobationary teachers. (Article 13194)
• End of open market staffing cycle.
School’s
Replaceme
nt Policy
137. The innovation school will not adhere to the district staffing cycle. ● It will post vacancies when they become open. The school will work with the district
Human Resources office to post positions through the district website.
● In addition to this posting, the school will engage in independent outreach efforts
to recruit candidates outside of the centralized recruitment channels.
● The school will consider all eligible applicants, including teachers who apply to
transfer for vacancies, but will uphold district policy in requiring agreement from
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both principals for approving internal transfers after the district specified date.
Transfers will not receive priority consideration. The innovation school will not
accept direct placements from the district or assignment of unassigned
nonprobationary teachers (with the exception of ADA placements).
Teachers who leave the innovation school in order to return to a district school will be
subject to the District policies for implementation of SB 191 with regards to determining
probationary or nonprobationary status.
School
Proposal
Article 20: Procedures for Conducting
Reduction in Force
Teaching:
Human Resource Management: Staffing
Policy
202 No new staff members shall be employed by the District so long as there remain employees of the District
whose contracts have been canceled unless those employees do not have proper certification, endorsement and
qualifications to fill the vacancies which may occur. Such priority consideration will be for a period of three (3)
years following the reduction.
2021 Teachers will be hired in reverse order of reduction provided the teacher is certified and endorsed for the
vacancy.
2022 The District will send a registered or certified letter to the teacher's last known permanent address. It shall
be the teacher's responsibility to notify the District of any change in their permanent address.
2023 Teachers must accept the assignment within ten (10) days of the postmark date of the recall notice, or the
position will be offered to the next certified and endorsed teacher. The liability of the District to recall employees
whose employment contracts have been canceled shall terminate if the employee does not accept reemployment.
2024 When the former employee is reemployed, all accrued benefits at the time of the nonrenewal shall be
restored, including all eligible credit on the salary schedule.
Replaceme
nt Policy
The Innovation School will not participate in the district Reduction in Force process and will not be required to accept direct placement of district employees who have been
reduced. New staff members will be employed at the school based on their qualifications
and position requirements.
School
Proposal Article 32: Extra Duty Compensation
Teaching:
Human Resources Management: Compensation
Article
Summary
See Extra Duty Compensation schedule in Article 32
Various tables that specify compensation levels for activities that include: substitute pay, hourly rates, activity
salaries with steps and schedules.
School’s
Replaceme
nt Policy
The School has the authority to determine its own compensation structure for additional
work provided the school submits a replacement policy to their CSC and HR for annual
review ensuring sustainability, transparency and equity.
● The School has the authority to establish its own compensation system to provide
stipends as necessary for all employees. The School will meet or exceed the rates
of pay set in the DPS/DCTA Collective Bargaining Agreement.
● The principal, in consultation with the CSC, will determine extra duty compensation
rates for extended day and year as well as any new or additional roles and
responsibilities and merit pay. School leadership will work with the DPS HR
department to ensure that all necessary processes are followed in these areas and
is consistent with the innovation plan. In no event shall this determination be made
later than the date of the final budget submission for the following school year, on
or around April 1st.
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State Statute Waivers WAIVER REQUESTS – COLORADO STATE STATUTES
School Proposal
Section 2232109(1)(f): Local Board
Duties Concerning Selection of
Personnel and Pay
Teaching:
Human Resource Management: Staff Hiring,
Compensation
Policy
2232109. Board of education specific duties. (1) …each board of education shall have and perform the
following specific duties:
(f) (I) To employ all personnel required to maintain the operations and carry out the educational program of
the district and to fix and order paid their compensation...A board of a district of innovation…may delegate
the duty specified in this paragraph (f) to an innovation school
Replacement
Policy
Pursuant to state law, the DPS board will delegate the duty specified in this paragraph
to the innovation school.
● The principal, in consultation with the CSC, will select classroom teachers
directly. The school shall utilize the negotiated salary structures for all
positions that are part of a bargaining unit and shall also have the right to
establish stipends and incentives that exceed the negotiated salary scales
provided the school submits a replacement policy to their CSC and HR for
annual review to ensure sustainability, transparency and equity.
For all unique job descriptions, the Principal in consultation with the CSC and HR shall
determine the rate of pay during the budget cycle each Spring for the following year.
● The school will use support staff positions that have been established by the
Board, when applicable. When unique support staff roles are needed to effectively implement the innovation plan, the School will establish new
positions and create job descriptions for these roles. The school principal or his designee will consult with the district Human Resources department on
the language of the job description. The job description will set forth the
qualifications for the job, a detailed list of performance responsibilities and
any required physical capabilities. The school shall also set the salary or hourly
wage for the unique position in consultation from the district Human
Resources department. The school may create, revise, or remove any unique
job descriptions necessary to implement the school’s innovation plan.
School Proposal Section 2232109(1)(g): Handling
of Money
Governance:
Budget
Policy (g) To require any employee or other person who may receive into his custody moneys which properly
belong to the district to deliver such moneys to the treasurer of the district, or to deposit such moneys in a
depository designated by the board;
Replacement
Policy
The School has the authority to manage its receipt of money and will meet
performance expectations provided by the District.
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● 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 2232109(1)(n)(I):
Schedule and Calendar
Educational Program:
Calendar and Schedule
Policy
(n) (I) To determine, prior to the end of a school year, the length of time which the schools of the district
shall be in session during the next following school year, but in no event shall said schools be scheduled to
have fewer than one thousand eighty hours of planned teacherpupil instruction and teacherpupil 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 halfday kindergarten program or fewer than nine
hundred hours of such instruction for a fullday kindergarten program. In no case shall a school be in
session for fewer than one hundred sixty days without the specific prior approval of the commissioner of
education. In extraordinary circumstances, if it appears to the satisfaction of the commissioner that
compliance with the provisions of this subparagraph (I) would require the scheduling of hours of instruction
and contact at a time when pupil attendance will be low and the benefits to pupils of holding such hours of
instruction will be minimal in relation to the cost thereof, the commissioner may waive the provisions of
this subparagraph (I) upon application therefore by the board of education of the district.
Replacement
Policy
The School has the authority to determine its own annual calendar and daily schedule, provided it meets or exceeds minimum statutory requirements.
● School has the authority to determine the number of professional
development days, days off, and late starts/early release days.
● In accordance with the innovation plan, the school’s principal, in consultation
with the CSC shall determine, prior to the end of a school year, the length of
time the school will be in session during the next school year. The school shall
submit their calendar to the district in a timeframe as requested by the district
in order to meet requirements for alignment with hiring/onboarding,
transportation, facilities and other service provision.
● The actual hours of teacherpupil instruction and teacherpupil contact shall
meet or exceed the minimum hours set by the district and state for public
instruction.
School Proposal
Section 2232109 (1)(n)(II)(A):
Actual Hours of TeacherPupil
Instruction and Contact
Educational Program:
Calendar and Schedule
Policy
(II) (A) The actual hours of teacherpupil instruction and teacherpupil contact specified in subparagraph (I)
of this paragraph (n) may be reduced to no fewer than one thousand fiftysix hours for secondary school
pupils, no fewer than nine hundred sixty eight hours for elementary school pupils, no fewer than four
hundred thirtyfive hours for halfday kindergarten pupils, or no fewer than eight hundred seventy hours
83
for fullday kindergarten pupils, for parentteacher conferences, staff inservice programs, and closing
deemed by the board to be necessary for the health, safety, or welfare of students.
Replacement
Policy
The School has the authority to determine teacher pupil contact, which will meet or
exceed the minimum standards of the District and state.
● In accordance with the innovation plan, the principal, in
consultation with the CSC shall determine, prior to the end of a
school year, the length of time the school will be in session during the next school year. The school shall submit their calendar to the
district in a timeframe as requested by the district in order to meet
requirements for alignment with hiring/onboarding,
transportation, facilities and other service provision.
● The actual hours of teacherpupil instruction and teacherpupil contact shall
meet or exceed the minimum hours set by the district and state for public
instruction.
School Proposal Section 2232109 (1)(n)(II)(B):
School Calendar
Educational Program:
Calendar and Schedule
Policy
(B) Prior to the beginning of the school year, each district shall provide for the adoption of a district
calendar which is applicable to all schools within the district…A copy of the calendar shall be provided to
the parents or guardians of all children enrolled…Such calendar shall include the dates for all staff
inservice programs…[The] school administration shall allow for public input from parents and teachers
prior to scheduling …staff inservice programs. Any change in the calendar…shall be preceded by adequate
and timely…of not less than thirty days.
Replacement
Policy
The school has the authority to develop its own annual calendar that aligns with the
Innovation Plan and that meets or exceeds the minimum standards of the District and
state.
● No later than 60 calendar days before the end of the school year, the principal in consultation with the CSC will determine the following year's
school calendar and school day schedule that meets or exceeds district and
state determinations of the length of time during which schools shall be in
session during the next school year.
● Input from parents and teachers will be sought prior to scheduling inservice
programs and other nonstudent 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 inservice 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 schoolyear 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.
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● In no case shall changes to the schedule or calendar violate teacher rights
provided in the replacement policy for Article 8 of the DCTA contract.
School Proposal
Section 2232109(1)(t): Determine
Educational Program and Prescribe
Textbooks
Education Program
Policy (t) To determine the educational programs to be carried on in the schools of the district and to prescribe
the textbooks for any course of instruction or study in such programs;
Replacement
Policy
The DPS Board authorizes the school to develop an educational program that aligns
to the mission and vision of the school and enables the school to implement the
innovation plan.
The school’s curriculum will provide a program of instruction that enables students to
meet or exceed the CCSS and CAS. The school will regularly evaluate its 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 2232109(1)(aa): Adopt
Content Standards and Plan for
Implementation of Content
Standards
Education Program
Policy (aa) To adopt content standards and a plan for implementation of such content standards pursuant to the
provisions of section 227407;
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.
85
● 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 2232109(1)(jj): Identify
Areas in which the Principal/s
Require Training or Development
Teaching:
Human Resource Management: Professional
Development
Policy
(jj) To identify any areas in which one or more of the principals of the schools of the school district require
further training or development. The board of education shall contract for or otherwise assist the identified
principals in participating in professional development programs to assist the identified principals in
improving their skills in the identified areas.
Replacement
Policy
In accordance with the innovation plan, the Principal will participate in
districtprovided coaching and professional development except when such coaching
or professional development contradicts the successful implementation of the
innovation plan and/or the mission /vision of the school.
In determining the Principal’s PD and coaching schedule, the Instructional
Superintendent will collaborate with the Principal to ensure that district PD and
coaching supports the school leader and/or leadership team in implementing the
goals of the innovation plan.
The standard district offered professional development for members of the
Professional Development team will be attended in the instances in which it supports
the implementation of the innovation plan and/or the mission and vision of the
school. District professional development for teachers, teacher leaders, and other
instructional or operational leaders will be attended when the school’s principal
determines that such professional development is in the best interest of the school
to successfully implement the innovation plan.
School Proposal
2232110(1)(ee) Local Board
PowersEmploy teachers' aides and
other noncertificated personnel
Teaching:
Human Resource Management: Hiring
Teacher Aides
Policy
(1) In addition to any other power granted to a board of education of a school district by law, each board of
education of a school district shall have the following specific powers, to be exercised in its judgment:
(ee) To employ on a voluntary or paid basis teachers' aides and other auxiliary, nonlicensed personnel to
assist licensed personnel in the provision of services related to instruction or supervision of children and to
provide compensation for such services rendered from any funds available for such purpose,
notwithstanding the provisions of sections
Replacement
Policy
The DPS board grants autonomy to the principal, in consultation with the CSC, to
make staffing decisions consistent with waivers for district policies GCF and GDF. The
86
school may employ nonlicensed personnel to provide instruction or supervision of
children that is supplemental to the core academic program and in compliance with
NCLB HQT requirements.
● All core content teachers shall meet the federal Highly Qualified (HQ)
requirements. Core content teachers shall possess a valid Colorado license
and subject matter competency for their assignment (ESEA). Core content
areas under ESEA include: English, reading or language arts; mathematics;
science; foreign languages; social studies (civics, government, history,
geography, economics); and the arts (visual arts, music).
School Proposal
2232110(1)(h): Local Board
Powers Concerning Employment
Termination of School Personnel
Teaching:
Human Resource Management: Staff
Dismissals
Policy
(1) In addition to any other power granted to a board of education of a school district by law, each board of
education of a school district shall have the following specific powers, to be exercised in its judgment:
(h) To discharge or otherwise terminate the employment of any personnel. A board of a district of
innovation, as defined in section 2232.5103 (2), may delegate the power specified in this paragraph (h) to
an innovation school, as defined in section 2232.5103 (3), or to a school in an innovation school zone, as defined in section 2232.5103 (4).
Replacement
Policy
All dismissals that occur during the school year must follow procedures established in
District policy GDQD and regulation GDQDR. Teachers on annual contracts may be
nonrenewed at the end of the school year for a lawful reason.
School Proposal
Teacher Employment,
Compensation and Dismissal Act of
1990 Section
2263201: Employment License
Required – Exception
Teaching:
Human Resource Management: Hiring and
Teacher Qualifications
Policy
(1) Except as otherwise provided in subsection (2) of this section, the board of a school district shall not
enter into an employment contract with any person as a teacher, except in a junior college district or in an
adult education program, unless such person holds an initial or a professional teacher's license or
authorization issued pursuant to the provisions of article 60.5 of this title.
(2) (a) The general assembly hereby recognizes that many persons with valuable professional expertise in
areas other than teaching provide a great benefit to students through their experience and functional
knowledge when hired by a school district. To facilitate the employment of these persons and comply with
the requirements of federal law, the general assembly has statutory provisions to create an alternative
teacher license and alternative teacher programs to enable school districts to employ persons with
expertise in professions other than teaching. These provisions enable a school district to employ a person
with professional expertise in a particular subject area, while ensuring that the person receives the
necessary training and develops the necessary skills to be a highly qualified teacher. The general assembly
strongly encourages each school district to hire persons who hold alternative teacher licenses to provide a
wide range of experience in teaching and functional subject matter knowledge for the benefit of the
students enrolled in the school district.
(b) A school district may hire a person who holds an alternative teacher license to teach as an alternative
teacher pursuant to an alternative teacher contract as described in section 2260.5207. (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
87
be construed to require that an administrator, as a condition of employment, possess any type of license or
authorization issued pursuant to article 60.5 of this title.
Replacement
Policy
The school will employ highly qualified and licensed teachers for teaching of core
content pursuant to the federal ESEA Act (in conjunction with the District’s ESEA
Flexibility Request). 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 nonlicensed teachers for supplemental and
enrichment instruction consistent with the innovation plan and the DPS board
may enter into employment contracts with nonlicensed teachers and/or
administrators at the school as necessary to implement the school’s
innovation plan.
School Proposal
Teacher Employment, Compensation
and Dismissal Act of 1990 Section
2263202: Contracts in Writing
Duration Damage Provision
Teaching:
Human Resource Management: Hiring,
Contracts and Employment Offer Letters
Policy
(1) Except for a parttime or substitute teacher, every employment contract entered into by any teacher or chief
administrative officer for the performance of services for a school district shall be in writing.
(2) (a) A teacher or chief administrative officer and the board may mutually agree to terminate the teacher's or chief
administrative officer's employment contract at any time.
(b) Each employment contract executed pursuant to this section shall contain a provision stating that a teacher or
chief administrative officer shall not terminate his or her employment contract with the board without the
agreement of the board unless:
(I) If the teacher or chief administrative officer intends to terminate his or her employment contract for the
succeeding academic year, the teacher or chief administrative officer gives written notice to the board of his or her
intent no later than thirty days prior to the commencement of the succeeding academic year or, if a school district
operates an alternative year program, not less than thirty days before the commencement of services under the
employment contract; or
(II) If the teacher or chief administrative officer intends to terminate his or her employment contract for the current
academic year after the beginning of the academic year, the teacher or chief administrative officer shall give written
notice to the board of his or her intent at least thirty days prior to the date that the teacher or chief administrative
officer intends to stop performing the services required by the employment contract.
(b.5) Each employment contract executed pursuant to this section shall contain a provision stating that a teacher or
chief administrative officer shall accept the terms of the employment contract for the succeeding academic year
within thirty days of receipt of the contract, unless the teacher or chief administrative officer and the district have
reached an alternative agreement. If a teacher or chief administrative officer does not accept the terms of the
employment contract within thirty days of receipt, the district shall be authorized to open the position to additional
candidates.
(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) Onetwelfth 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
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of his or her school. Therefore, each employment contract executed pursuant to this section shall contain a provision
stating that a teacher may be assigned to a particular school only with the consent of the hiring principal and with
input from at least two teachers employed at the school and chosen by the faculty of teachers at the school to
represent them in the hiring process, and after a review of the teacher's demonstrated effectiveness and
qualifications, which review demonstrates that the teacher's qualifications and teaching experience support the
instructional practices of his or her school.
(II) Repealed.
(III) (A) Any active nonprobationary teacher who was deemed effective during the prior school year and has not
secured a mutual consent placement shall be a member of a priority hiring pool, which priority hiring pool shall
ensure the nonprobationary teacher a first opportunity to interview for a reasonable number of available positions
for which he or she is qualified in the school district.
(B) When a determination is made that a nonprobationary teacher's services are no longer required for the reasons
set forth in subparagraph (VII) of this paragraph (c.5), the nonprobationary teacher shall be notified of his or her
removal from the school. In making decisions pursuant to this paragraph (c.5), a school district shall work with its
local teachers association to develop policies for the local school board to adopt. If no teacher association exists in
the school district, the school district shall create an eightperson committee consisting of four school district
members and four teachers, which committee shall develop such policies. Upon notice to the nonprobationary
teacher, the school district shall immediately provide the nonprobationary teacher with a list of all vacant positions
for which he or she is qualified, as well as a list of vacancies in any area identified by the school district to be an area
of critical need. An application for a vacancy shall be made to the principal of a listed school, with a copy of the
application provided by the nonprobationary teacher to the school district. When a principal recommends
appointment of a nonprobationary teacher applicant to a vacant position, the nonprobationary teacher shall be
transferred to that position.
(C) This subparagraph (III) shall take effect at such time as the performance evaluation system based on quality
standards established pursuant to this section and the rules promulgated by the state board pursuant to section 229105.5 has completed the initial phase of implementation and has been implemented statewide. The
commissioner shall provide notice of such implementation to the revisor of statutes on or before July 1, 2014, and
each July 1 thereafter until statewide implementation occurs.
(IV) If a nonprobationary teacher is unable to secure a mutual consent assignment at a school of the school district
after twelve months or two hiring cycles, whichever period is longer, the school district shall place the teacher on
unpaid leave until such time as the teacher is able to secure an assignment. If the teacher secures an assignment at a
school of the school district while placed on unpaid leave, the school district shall reinstate the teacher's salary and
benefits at the level they would have been if the teacher had not been placed on unpaid leave.
(V) Nothing in this section shall limit the ability of a school district to place a teacher in a twelvemonth assignment or
other limitedterm 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
schoolbased hiring. Such an assignment shall not constitute an assignment through schoolbased hiring and shall not
be deemed to interrupt the period in which the teacher is required to secure an assignment through schoolbased
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 fouryear period by the
state board of education pursuant to section 222117, provided that the local school board applying for the waiver,
in conjunction with the superintendent and teachers association in a district that has an operating master
employment contract, if applicable, demonstrates that the waiver is in the best interest of students enrolled in the
school district, supports the equitable distribution of effective teachers, and will not result in placement other than
by mutual consent of the teacher in a school district or public school that is required to implement a priority
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
schoolbased 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;
phaseout; 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 2263302 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
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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 229106 as significant factors in determining which employment contracts to cancel as a result of the decrease in teaching
positions. Effective February 15, 2012, the contract or policy shall include consideration of probationary and
nonprobationary status and the number of years a teacher has been teaching in the school district; except that these
criteria may be considered only after the consideration of the criteria described in section 229106 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 2472204 (3) (a), C.R.S., upon a request from a school district or a
school concerning a person applying for a position as a teacher, a school district may disclose to the requesting school
district or school the reason or reasons why a teacher left employment with the original school district. Upon the
specific request of a school district at which a teacher has applied for employment, a school district may disclose any
pertinent performance record or disciplinary record of a teacher that specifically relates to any negligent action of the
teacher that was found to have endangered the safety and security of a student or any disciplinary record that relates
to behavior by the teacher that was found to have contributed to a student's violation of the school district's conduct
and discipline code. The information disclosed pursuant to this paragraph (a) shall only be disclosed to personnel
authorized to review the personnel file in the school district or school and to the person applying for a position as a
teacher.
(b) No employment contract executed pursuant to this section shall contain a provision that restricts or prohibits a
school district from disclosing to another school district or school the reason or reasons why a teacher left
employment with the original school district or from disclosing to another school district any of the teacher's
disciplinary or performance records pursuant to paragraph (a) of this subsection (4).
Replacement
Policy
Teaching staff will receive annual contracts even if they previously acquired nonprobationary status in the District prior to being hired at the school. The annual
contract expires at the end of each contract year. All contracts will be in writing.
If an employee intends to resign from their position after the beginning of the
academic year, the employee shall give written notice of his or her intent at least
thirty days prior to the date that he or she intends to stop performing the services
required by the employment contract.
Termination of all staff midcontract will follow the dismissal procedures outlined in the DPS policy GDQD and GDQDR. In all situations related to teacher dismissal, a teacher on an annual contract may only be dismissed midyear for cause in accordance with DPS policy GDQD and regulation GDQDR.
Dismissal at the end of the year will be done through the nonrenewal process. DPS Board Policies GDQD and GDQDR do not apply in this situation.
● Teachers do not acquire or lose nonprobationary status while at the school. ● Teachers leaving employment at the school and transferring to a position in
another District school shall be subject to the District's policy regarding transfers from innovation schools in determining their probationary or nonprobationary status.
The school principal has the authority to make employment offers to qualified
candidates. The school will not provide first opportunity to interview rights to priority
hiring pool candidates, but will consider them for employment. The school will not
contribute teachers to the district hiring pool. The school has the right to refuse direct
assignments or mandatory transfers of teachers from the district (with the exception
of ADA placements).
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School Proposal
Teacher Employment, Compensation and Dismissal
Act of 1990 Section 2263203: Renewal and
Nonrenewal of Employment Contract
Teaching:
Human Resources
Management: Dismissals
Statute
Description
(1) (a) Except as provided for in paragraph (b) of this subsection (1), the provisions of this section shall apply
only to probationary teachers and shall no longer apply when the teacher has been reemployed for the
fourth year, except as provided for in paragraph (a.5) of subsection (4) of this section. This paragraph (a) is
repealed, effective July 1, 2014.
(b) For any school district that has implemented the performance evaluation system based on quality
standards pursuant to section 229106 and the rules adopted by the state board pursuant to section 229105.5, the provisions of this section shall apply only to probationary teachers and shall no longer apply when the teacher has been granted nonprobationary status as a result of three consecutive years of
demonstrated effectiveness, as determined through his or her performance evaluations and continuous
employment.
(2) (a) During the first three school years that a teacher is employed on a fulltime continuous basis by a
school district, such teacher shall be considered to be a probationary teacher whose employment contract
may be subject to nonrenewal in accordance with subsection (4) of this section. A school district may also
consider a teacher employed on a parttime continuous basis by such district and by a board of cooperative
services to be a probationary teacher whose contract may be subject to nonrenewal in accordance with
subsection (4) of this section. An employment contract with a probationary teacher shall not exceed one
school year.
School’s
Replacement
Policy
Teachers are hired on an annual contract even if they acquired nonprobationary
status in the District prior to being hired at the school. The district HR office will work
with the school to ensure teacher contracts are consistent with the approved
innovation plan.
School Proposal
Teacher Employment, Compensation and Dismissal
Act of 1990 Section 2263206: Transfer of Teachers Compensation
Teaching:
Human Resource
Management: Direct
Placement of Teachers
Statute
Description
(1) A teacher may be transferred upon the recommendation of the chief administrative officer of a school district
from one school, position, or grade level to another within the school district, if such transfer does not result in the
assignment of the teacher to a position of employment for which he or she is not qualified by virtue of academic
preparation and certification and if, during the then current school year, the amount of salary of such teacher is not
reduced except as otherwise provided in subsections (2) and (3) of this section. There shall be no discrimination
shown toward any teacher in the assignment or transfer of that teacher to a school, position, or grade because of sex,
sexual orientation, marital status, race, creed, color, religion, national origin, ancestry, or membership or
nonmembership in any group or organization.
(2) Notwithstanding the provisions of subsection (1) of this section, a teacher who has been 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 worklearn 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
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teacher. All transfers to positions at other schools of the school district shall require the consent of the receiving
school.
School’s
Replacement
Policy
The school may refuse direct placements or mandatory transfers of teachers from
the district. District teachers who are qualified for a vacant position at the school may
apply for the position, and, if hired, will be compensated with a salary corresponding
to the position and the years of service using the district salary schedule as a base.
The school will accept transfers that are being placed under District compliance
with the Americans with Disability Act (ADA).
School Proposal
Teacher Employment, Compensation and
Dismissal Act of 1990 Section 2263301: Grounds
for Dismissal
Teaching:
Human Resource
Management: Dismissals
Policy
A teacher may be dismissed for physical or mental disability, incompetency, neglect of duty, immorality,
unsatisfactory performance, insubordination, the conviction of a felony or the acceptance of a guilty plea, a
plea of nolo contendere, or a deferred sentence for a felony, or other good and just cause. No teacher shall
be dismissed for temporary illness, leave of absence previously approved by the board, or military leave of
absence pursuant to article 3 of title 28, C.R.S.
Replacement
Policy
All teachers are employed on annual contracts, even if they acquired
nonprobationary status in the District prior to being hired at the school or the school
converting to Innovation status
● Annual contracts can be nonrenewed at the end of the contract term for a
lawful reason.
● In all situations related to teacher dismissal, a teacher on an annual contract
may only be dismissed midyear for cause in accordance with DPS policy
GDQD and regulation GDQDR.
School Proposal
Teacher Employment, Compensation and Dismissal
Act of 1990 Section 2263302: 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 2263301. 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
92
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 2260.5107 (2.5) or (2.6). If the final disposition of the case does not result in a conviction and the teacher has not been dismissed pursuant to the provisions of this section, the board shall reinstate the
teacher, effective as of the date of the final disposition of the case. Within ten days after the reinstatement,
the board shall provide the teacher with back pay and lost benefits and shall restore lost service credit.
(4) (a) If the teacher requests a hearing, it shall be conducted before an impartial hearing officer selected
jointly by the teacher and the chief administrative officer. The hearing officer shall be selected no later than
five working days following the receipt by the chief administrative officer of the teacher's written notice of
objection. If the teacher and the chief administrative officer fail to agree on the selection of a hearing
officer, they shall request assignment of an administrative law judge by the department of personnel to act
as the hearing officer.
(b) Hearing officers shall be impartial individuals with experience in the conducting of hearings and with
experience in labor or employment matters.
(c) Expenses of the hearing officer shall be paid from funds of the school district.
(5) (a) Within three working days after selection, the hearing officer shall set the date of the prehearing
conference and the date of the hearing, which shall commence within the following thirty days. The hearing
officer shall give the teacher and the chief administrative officer written notice of the dates for the
prehearing conference and for the hearing including the time and the place 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 sevenday 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 crossexamine
witnesses. By entering an appearance on behalf of the teacher or the chief administrative officer, counsel
93
agrees to be prepared to commence the hearing within the time limitations of this section and to proceed
expeditiously once the hearing has begun. All school district records pertaining to the teacher shall be made
available for the use of the hearing officer or the teacher.
(d) An audiotaped record shall be made of the hearing, and, if the teacher files an action for review
pursuant to the provisions of subsection (10) of this section, the teacher and the school district shall share
equally in the cost of transcribing the record; except that, if a party is awarded attorney fees and costs
pursuant to paragraph (e) of subsection (10) of this section, that party shall be reimbursed for that party's
share of the transcript costs by the party against whom attorney fees and costs were awarded.
(e) Any hearing held pursuant to the provisions of this section shall be completed within six working days
after commencement, unless extended by the hearing officer on a showing of good cause, and neither
party shall have more than three days to present its case in chief. Neither party may present more than ten
witnesses at the hearing, except upon a showing of good cause.
(8) The chief administrative officer shall have the burden of proving that the recommendation for the
dismissal of the teacher was for the reasons given in the notice of dismissal and that the dismissal was
made in accordance with the provisions of this article. Where unsatisfactory performance is a ground for
dismissal, the chief administrative officer shall establish that the teacher had been evaluated pursuant to
the written system to evaluate licensed personnel adopted by the school district pursuant to section 229106. 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 oneyear 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 twentyone days after the written order
of dismissal made by the board. The petition shall state the grounds upon which the review is sought. After
the filing of the action for review in the court of appeals, such action shall be conducted in the manner
prescribed by rule 3.1 of the Colorado appellate rules.
(c) The action for review shall be based upon the record before the hearing officer. The court of appeals
shall review such record to determine whether the action of the board was arbitrary or capricious or was
legally impermissible.
(d) In the action for review, if the court of appeals finds a substantial irregularity or error made during the
hearing before the hearing officer, the court may remand the case for further hearing.
(e) Upon request of the teacher, if the teacher is ordered reinstated by the court of appeals, or upon
request of the board, if the board's decision to dismiss the teacher is affirmed by the court of appeals, the
court of appeals shall determine whether the nonprevailing party's appeal or defense on appeal lacked
94
substantial justification. If the court of appeals determines that the nonprevailing party's appeal or defense
on appeal lacked substantial justification, the court of appeals shall determine the amount of and enter a
judgment against the nonprevailing party for reasonable attorney fees and costs incurred on appeal to the
court of appeals. Any judgment entered pursuant to this paragraph (e) may be subject to stay as provided in
rule 41.1 of the Colorado appellate rules.
(f) Further appeal to the supreme court from a determination of the court of appeals may be made only
upon a writ of certiorari issued in the discretion of the supreme court. Upon request of the teacher, if the
teacher is ordered reinstated by the supreme court, or upon motion of the board, if the board's decision to
dismiss is affirmed by the supreme court, the supreme court shall determine whether the nonprevailing
party's appeal or defense on appeal to the supreme court lacked substantial justification. If the supreme
court determines that the nonprevailing party's appeal or defense on appeal to the supreme court lacked
substantial justification, the court shall determine the amount of and enter a judgment against the
nonprevailing party for reasonable attorney fees and costs incurred on appeal to the supreme court. Any
judgment entered pursuant to this paragraph (f) may be subject to stay as provided in rule 41.1 of the
Colorado appellate rules.
(11) (a) The board of a school district may take immediate action to dismiss a teacher, without a hearing,
notwithstanding subsections (2) to (10) of this section, pending the final outcome of judicial review or when
the time for seeking review has elapsed, when the teacher is convicted, pleads nolo contendere, or receives
a deferred sentence for:
(I) A violation of any law of this state or any counterpart municipal law of this state involving unlawful
behavior pursuant to any of the following statutory provisions: Sections 183305, 186302, and 186701, C.R.S., orsection 186301, 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 1818102 (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 GDQDR if it is
necessary to terminate a teacher’s employment during the school year. In all situations related to teacher dismissal, a teacher on an annual contract may only be
dismissed midyear for cause in accordance with DPS policy GDQD and regulation
GDQDR.
School Proposal
Teacher Employment, Compensation and Dismissal
Act of 1990 Section 2263401:Teachers Subject to
Adopted Salary Schedule
Teaching:
Human Resource
Management: Compensation
Policy
(1) The board of a school district shall adopt by resolution a salary schedule that may be by job description
and job definition, a teacher salary policy based on the level of performance demonstrated by each teacher,
or a combination of the salary schedule and salary policy. Such salary schedule, salary policy, or
combination schedule and policy shall be adopted in conjunction with or prior to the adoption of the
budget for the following fiscal year. The schedule, policy, or combination schedule and policy shall remain in
effect until changed or modified by the board. All teachers employed by the district shall be subject to such
salary schedule, policy, or combination schedule and policy.
Replacement
Policy
The School will meet or exceed the DPS salary schedule set in the Collective
Bargaining Agreement. The School’s Principal, in consultation with the CSC, has the
authority to develop a supplemental compensation system separate from district
95
policies to reimburse employees for extra duty pay, and compensating employees
based on school priorities including activities such as, but are not necessarily limited
to additional time, additional responsibilities, coaching, tutoring, professional
development or for performance incentive pay. This flexibility will be granted
provided the school leader submits a replacement policy annually to CSC and HR for
review to ensure sustainability, transparency and equity.
● Nonteaching staff will be compensated for any additional hours in
accordance with Fair Labor Laws.
School Proposal 2263402. Services disbursements
Teaching:
Human Resource
Management: Teacher License
Policy
No order or warrant for the disbursement of school district moneys shall be drawn in favor of any person
for services as a teacher, except for services performed for a junior college district or in an adult 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.
Replacement
Policy
The school may employ either licensed or nonlicensed teachers for noncore subject
areas. All core subject area teachers will be licensed and highly qualified under the
requirements of the ESEA. School district moneys will be used to pay both licensed
and nonlicensed teachers hired to perform services consistent with the innovation
plan.
Prior to hiring any person, in accordance with state law the district shall conduct
background checks.
School Proposal
2263403, C.R.S. Teacher employment,
compensation and dismissal act of 1990;
payment of salaries
Teaching: Payment of Salaries
Policy
Districts are required to pay teachers according to a schedule or according to a performance policy. Salaries are
not to be changed until the end of the year. Individual teachers cannot have their salaries cut unless all teachers
have salaries cut.
Replacement
Policy
The school will use the district salary schedule for determining pay for teachers and staff;
however, they will have discretion on how the budget is impacted for paying staff (actuals
vs. averages). The school principal reserves the right to develop a supplemental
compensation system to reimburse employees for extra duty pay as it may arise for
mandated extended school year, mandated PD outside of school year, mandated
additional time, or stipends for school identified priorities. This may also include activities
such as coaching, tutoring, external professional development or for performance
incentive pay. This flexibility will be granted provided the school leader submits a
replacement policy annually to CSC and HR to ensure sustainability, transparency and
equity.
School Proposal 2233102(1) Definition of "Academic Year" Education Program: Calendar
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Policy
As used in this article, unless the context otherwise requires:
(1) "Academic year" means that portion of the school year during which the public schools are in regular session,
beginning about the first week in September and ending about the first week in June of the next year, or that
portion of the school year which constitutes the minimum period during which a pupil must be enrolled.
Replacement
Policy
“Academic year” refers to the year as it is established by the innovation school’s
developed academic calendar for the School. The calendar will be posted publicly by May
1st for the following school year. The school’s CSC will provide input into the calendar.
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