innovation plan 2016 · model or focus project based learning ... the community design team...
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Innovation Plan 2016
School Name: Schmitt Elementary
Location: 1820 S Vallejo St, Denver, CO 80223
Plan Contact: Jesse Tang, Principal
Email: [email protected]
Phone: 773-633-8252
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Cover Page – for Colorado Department of Education (CDE)
Direct innovation plan questions to Kelly Rosensweet ([email protected])
Innovation School Name: Schmitt Elementary School
Location (address): 1820 S Vallejo St, Denver, CO 80223
Plan Contact (name and position): Jesse Tang, Principal
Email: [email protected]
Phone: 773-633-8252
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 (circle one)? Existing
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 1st.) No
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 Principal Jesse Tang
Dear DPS and State Boards of Education,
I am honored to submit this Innovation Plan on behalf of Schmitt Elementary School. We believe that
the flexibilities afforded to us through Innovation Status will allow our school community to truly
actualize our plans for school improvement at Schmitt Elementary. Our staff, CSC, and families have
provided countless hours into developing this strategic Innovation Plan for our school and have all
indicated approval of this plan.
Please feel free to reach out with any questions and we hope to see you at Denver’s newest Innovation
School, Schmitt Elementary this school year.
Sincerely,
Jesse Tang, Principal
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TABLE OF CONTENTS
Contents
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
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EXECUTIVE SUMMARY
Name of School Schmitt Elementary School
Grade Configuration (Year-1) ECE - 5
Grade Configuration (Full Build) ECE - 5
Model or Focus Project Based Learning – School Redesign
Region and Neighborhood Southwest Denver
Primary Contact Jesse Tang [email protected]
Enrollment Projections:
GRADE 2015-16 2016-17 2017-18 2018-19 2019-2020 2020-2021
ECE 4 48 48 48 48 48 48
K 56 51 51 51 54 55
1 77 49 47 47 47 49
2 56 72 49 47 47 47
3 65 54 72 48 45 45
4 60 61 50 68 45 43
5 54 57 59 49 66 44
Total # 416 392 376 357 352 330
Student Demographics:
FRL SPED ELL Hispanic White African
American Asian/ Pacific
Islander American
Indian Multiple
Races
93% 8.7% 57.9% 78% 5% 8% 8% >1% >1%
Budget Summary:
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Through Innovation Status the School is estimated to recoup approximately $161,700 by budgeting on actual salaries.
Schmitt Elementary Need for Innovation Status
In order to be implemented effectively, the school design requires flexibilities in the following areas:
Curriculum · To allow the school autonomy over the education program including selecting curriculum and textbooks, unit planning, pacing guides etc.
Professional Development
· To direct more PD time for teachers and administrators to effectively implement the turnaround program at their school, and provide targeted staff development.
· To allow the school to determine the PD of its staff and allow teachers to refuse participation in district required PD that is not aligned with the school’s priorities.
· To allow peer evaluators or other designated evaluators to conduct staff evaluations. To allow for a minimum of one full LEAP observation and one partial.
· To allow the principal flexibility from attending district PD.
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Time · To modify the annual calendar for staff to access more intensive PD offerings and extend student learning time, to implement the school’s model.
· To set collaborative planning time; extend school day with pay.
Human Resources · To recruit and select teachers that demonstrates characteristics of the model.
· To recruit and make offers to applicants outside the district hiring timeline & process.
· To make Reduction in Building (RIB) decisions based on performance, professionalism, seniority.
· To allow refusal of direct placement of teachers from the district.
· To not require a teaching license for supplemental and enrichment instruction (not core instruction).
· To allow the school to create unique job descriptions based on the needs of the school.
· To allow DPS HR to remedy a grievance with representation instead of an arbitration.
· To provide coaching and evaluation that is aligned to the model and makes use of peer observations and evaluations. To use annual contracts for all teachers, with appropriate supports to address poor performance.
Governance & Finance
· To merge responsibilities & membership of school committees into one group (CSC and SLT into one), provide CSC principal selection authority.
· To implement a leadership model to maximize innovative leadership capacities.
· To allow schools to seek financial sponsorships, create associated accounts, and seek 501C3 non-profit status.
· To determine extra compensation for extended time, additional responsibilities, incentives.
· To direct adequate resources to classroom instruction and budget on actual teacher salaries.
Executive Summary Narrative
Context: Schmitt’s current program has yielded low median growth percentiles, identifying Schmitt as “Accredited on Probation” according the DPS School Performance Framework and has been performing significantly below expectations. As a result, Schmitt has developed this Innovation plan specifically to target priority areas and dramatically improve student performance. Schmitt has identified Project Based Learning and a clear focus on the Core Priorities to yield dramatic gains in student performance.
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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 Schmitt key areas of concern that have guided
this redesign plan. The root causes identified by SchoolWorks are as follows: 1. Instruction: Peer learning and collaboration is not consistently evident in
classrooms; Clear learning goals are not consistently provided to guide student learning; Not all students are required to develop higher-order thinking skills; Informative, on-going assessments and feedback are inconsistently used within lessons.
2. Students’ Opportunity to Learn: The school does not yet effectively identify and support struggling students and at-risk students; The school’s culture does not reflect high levels of both academic expectation and support.
3. Educators’ Opportunities to Learn:The school does not design professional development and collaborative supports to sustain a focus on instructional improvement; The school’s culture does not indicate high levels of collective responsibility, trust and efficacy.
4. Leadership/Community: School leaders do not guide and participate with instructional staff in the central processes of improving teaching and learning; Communities, parents and families are not engaged in their student's progress and school improvement.
Interviews and Interactional Data: Between March 2015 and October 2015, several meetings were held with current staff and
Schmitt families, using a variety of engagement formats in order to garner broad input
around Schmitt’s areas for growth. From these meetings and interviews, the following trends
arose: 1. Leadership at Schmitt must provide clear expectations in the classroom and around
the school in order to create more consistency and decrease ambiguity.
2. School culture and openness to family involvement were both lacking in the 2014-
2015 school year. This manifested itself in lower levels of trust, inconsistency
across adults in terms of expectations for student behavior, very low turnout and
participation from families, and tense school-home relationships.
3. School safety must be a priority. Responses demonstrated that there have been a
high instance of bullying behaviors and staff/students/families perceiving Schmitt
as an unsafe place.
Research and best practice
continues to guide our thinking.
Schmitt utilizes the Department of
Education Turnaround Principles to
create a strong platform on which
we will continue to build our school
improvement efforts. Our priorities
focus on the following aspects
detailed in the Federal Turnaround
Principles: ● Strong Leadership
● Effective teachers
● Redesigned schedules for
additional time
● Rigorous and aligned
instructional program
● Safe and healthy students
● Family and community
engagement
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Throughout this process, Schmitt has involved parents, teachers, and community members in the creation of a proactive plan of action to change student achievement outcomes for the children of Schmitt Elementary. The Community Design Team formally began open community meetings in August 2015 and met regularly through October to address the need for a defining characteristic to recruit families and improve student performance outcomes. The Community Design Team will continue to serve as an advisory group in the implementation of this plan.
Schmitt Core Priorities
Priority 1: School Culture Priority 2: Excellent Instruction &
Instructors
Project-Based
Learning Leadership
Restructuring
Additional Professional
Development
Multi-lingual Instructional
Block
Expectations Communication
School Environment
Whole Child
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Section I. CULTURE
A. Vision and Mission Statements
Vision: At Schmitt Elementary, we provide a safe, joyful and stimulating environment so that all students are prepared for the opportunities of the future as critical thinkers and responsible, confident members of our community.
Mission: To ensure academic and life success for all Schmitt students, we focus on the whole child, building on the strengths of our families and community.
Core Values: The following core values characterize Schmitt Elementary School:
● Perseverance – o We never give up.
● Responsibility – o When there is a problem, we fix it. When we say we’ll do something, we get it
done. ● Empowerment –
o We are bold. We Act with confidence. We believe in ourselves. ● Communication –
o Our voice is powerful. Our words and actions enable our success. ● Family –
o We remember our roots. We are kind. We are connected. ● Curiosity –
o We never stop learning. We pursue our passions. If we don’t know, we ask.
Schmitt Elementary School will implement the Innovation Plan with fidelity, obtaining increased achievement results characteristic of schools focused on school culture and student engagement. The mission, vision, and core values enacted at Schmitt Elementary School serve as the foundational drivers of Schmitt’s systems, structures, and practices. Schools utilizing Project Based Learning are characterized by engaging instructional practices that build academic skills and student motivation; rigorous projects that meet the Common Core and Colorado Academic Standards and are connected to real-world needs; school cultures of kindness, respect, responsibility, and joy in learning; shared leadership for school improvement; and a school-wide commitment to improved teaching and leadership practice. These schools support the success of all learners, including students with special needs and multilingual learners.
B. Targeted Student Population
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Schmitt Elementary is located in Southwest Denver. Ninety-three percent of our students at Schmitt qualify for Free & Reduced Lunch; 57.9%% are English Language Learners; 8.7% of Students with IEPs (SPED).
Student Demographics
FRL SPED ELL Hispanic White African
American Asian/ Pacific
Islander American
Indian Multiple
Races
93% 8.7% 57.9% 78% 5% 8% 8% >1% >1%
Enrollment in our community is declining across the board. At Schmitt in particular we have seen enrollment decline from a high in 2012 of over 430 students to 416 students in 2015-16, and projected declines through 2021 where enrollment is anticipated to be at 330 students. This Innovation plan is aspirational both in our desire to be a part of Denver Public Schools portfolio of highly effective schools supporting the goals of the Denver Plan 2020, but also to strategically plan for a smaller and more intentionally designed school community.
By means of this Innovation plan, Schmitt anticipates attracting additional neighborhood families and maintaining or even growing its student enrollment above the projected decline regionally. While we acknowledge that the district and region are gentrifying, we anticipate that our student demographics will remain similar and we will continue to attract families from our existing populations for the foreseeable future.
Through the development of a high quality educational program and strategic recruitment strategies, Schmitt anticipates becoming a magnet that attracts student and families throughout SW Denver and delivers on the promise of significantly increasing academic achievement for all of our students. We will do this by targeting the following core priorities:
C. Parent/Guardian & Community Participation in Application Process
Schmitt Core Priorities
Priority 1: School Culture Priority 2: Excellent Instruction &
Instructors
Project-Based
Learning Leadership
Restructuring
Additional Professional
Development
Multi-lingual Instructional
Block
Expectations Communication
School Environment
Whole Child
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Administration Approval: On August 15, 2016 the school administration consisting of 4 members approved the innovation plan with 100% approval.
Teacher Approval: On August 15, 2016 the Schmitt teachers voted via secret ballot to approve the innovation plan with 94% approval.
CSC Approval: On August 15, 2016 the school CSC/ PAC consisting of 10 members approved the innovation plan with 100% approval.
Teacher, Administration, and Parent/Guardian Input: Upon confirming the school’s desire to seek Innovation Status, the staff, administration, and parents engaged in meaningful discussions and provided great input into the Innovation Plan.
The Innovation Plan was developed with teachers, parents, and administrators. Upon being 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 2015-present. Initial concepts and drafts of the school plan were publically available on the website.
● 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) during Summer 2016 (Staff Committee work on: 6/9, 6/21 and 7/13; Staff-wide Open Office Hours on: 6/21, 6/28, 7/13), and additional planning and finalization of the plan during the week of August 8th-12th. Additional input and revisions were made by teachers (on committee and at-large) via a shared GoogleDoc of the plan: June – August. On August 15, the staff held a secret ballot vote in which 94% 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 CSC and core design team included founding parents who dedicated time and energy to (writing, editing, revising the school plan) June 30th, open feedback through communications with the school administration and at registration events on August 12th. The CSC voted unanimously to approve this innovation plan on August 15, 2016.
● School Leadership met with parents, teachers, and community members during the 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.
● Additional support in developing this innovation plan was provided over the course of the application development process in which the principal and Community Design Team Members met numerous times to identify core priorities for school improvement including the following:
March 20th, 2015: Community-Wide Meeting ● Year Zero and Interim Principal Introductions
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● Listening Campaign
April 22nd, 2015: Staff-Wide Meeting ● Sharing 2015-2016 Foci with Staff
June 23rd, 2015: Community Canvassing ● Listening Campaign
June 25th: Community-Wide Meeting ● Sharing Year Zero Work
● Recruiting for the Community Design Team
● Identifying City Agency requests
August 29th, 2015: Community Design Team ● Half-day retreat format ● Connected with each other and shared our life stories ● Explored our personal core values that drive our work and perspective ● Practiced and role-played administering Design Survey #1 (Questions: What is the purpose for
Schmitt Elementary? What is your hope and dream for our school?) September 10th, 2015: Community Design Team
● Defining mission, vision and core values ● Reviewing survey results to identify patterns ● Share out patterns via chart and group presentations (building skills of staff and families to own
and articulate our work in their own words) September 14th, 2015: Community Design Team (sub-committee)
● Small wordsmithing group of Principal, Parent and Teacher take the patterns from last meeting and build draft of mission/vision
September 16th, 2015: Staff Presentation ● Initial draft of mission/vision is shared with a group of 15 staff to garner feedback
September 17th, 2015: Community Design Team ● Initial draft of mission/vision is shared with Community Design Team to garner feedback (see
charts) October 1, 2015: Community Design Team
● Community Design Team does a "close your eyes and visualize our school" activity to capture the kind of school culture they envision for our school
● Affinity Maps using post-its are created (see charts) ● Team practices and prepares for their respective presentations of mission/vision to broader
audiences October 6, 2015: Community-wide Meeting
● 5 family members and Jesse present the new mission and vision to audience of about 80 parents and children
October 7, 2015: Staff Presentation ● 4 staff members and Jesse present the new mission and vision to entire teaching staff ● Jesse covers the January Application process
October 8, 2015: Community Design Team
● Team reviews and examine four potential instructional models: project-based learning, blended learning, fine arts integration and STEM
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October 15, 2015: Community Design Team
● Jesse vets options for extending the school day, adjusting the school year calendar and additional internal mechanisms for school governance
October 22, 2015: Community Design Team
● Team reviews big shifts proposed in the Redesign and provides feedback on projected 5-year budget
● Team engages in input exercises around retention policies (and practices to prevent retention), Schmitt Core Values, and Family Engagement
October 30th, 2015: Staff-wide Video
● Jesse publishes a 15-minute staff-wide video providing an overview of the large proposed shifts in the Redesign Plan
November 3, 2015: Staff-wide Meeting (optional)
● Jesse answers questions and receives feedback from staff regarding the Plan contents
November 5th, 2015: Community-wide Meeting
● Jesse and 4 parents present the large shifts to Schmitt families/parents
November 13th, 2015: Community-wide Meeting
● Jesse and 2 parents present the large shifts to Schmitt families/parents at the monthly Principal’s Coffee
December 3rd, 2015: Redesign Plan Study Session (open to all staff)
● Examine and discuss potential decision-points around school culture and leadership role distinctions
December 10th, 2015: Redesign Plan Study Session (open to all staff)
● Examine and discuss potential decision-points around leadership role distinctions, curriculum selections, and student-grouping structures (such as platooning or grade splits)
December 11th, 2015: Community-wide Meeting
● Jesse covers the steps and guiding rationale around the January Staff Application process to families
December 16th, 2015: Staff-wide Meeting
● Jesse revisits both the Redesign Plan and January Application Process with more specificity
December 18th, 2015: E-distribution to Staff
● Jesse provides current draft of the Redesign Plan, relevant and available job descriptions, and supporting documents (presentation) from the 12/16/2015 staff-wide meeting
D. School Culture & Student Leadership
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Schmitt Elementary School embraces the vision of The Denver Plan 20201 and is eager to change outcomes for the students and families we serve. At Schmitt Elementary School, our school culture will be driven by the following core values:
● Perseverance – o We never give up.
● Responsibility – o When there is a problem, we fix it. When we say we’ll do something, we get it
done. ● Empowerment –
o We are bold. We Act with confidence. We believe in ourselves. ● Communication –
o Our voice is powerful. Our words and actions enable our success. ● Family –
o We remember our roots. We are kind. We are all connected. ● Curiosity –
o We never stop learning. We pursue our passions. If we don’t know, we ask.
School Culture is also one of Schmitt Elementary School’s Core Priorities. Schmitt’s culture is characterized by clear, consistent, positive and high expectations for student, staff and family actions, mindsets, and goals. School Culture is supported by consistent and effective communication systems. To plan for effective communication systems, Schmitt Elementary will send a delegation of staff and families to collaborate at the Family EmPOWERment Academy on November 10th and 12th, 2015 to devise strong systems for implementation in 2016-2017. Similar to DPS, Schmitt is committed to creating an equitable and inclusive environment that fosters the growth of the whole child. We believe in creating a school environment that encourages students to pursue their passions and interests, supports their physical health and strengthens the social/emotional skills they need to succeed, including managing emotions, establishing and maintaining positive relationships, and making responsible decisions. The whole child focus is evidence of our belief that all students deserve and benefit from safe and supportive learning environments that nurture and cultivate their talents and abilities across many domains. Schmitt Elementary School utilizes intentional staffing structures to achieve a school culture characteristic of the indicators mentioned above, as demonstrated through the following positions the following positions: Dean of Culture, Restorative Justice Coordinator, Family and Community Liaison, and Mental Health Providers.
From the moment families and community members enter the doors of Schmitt, they are embraced by our culture of respect, integrity, scholarship, and empathy. Our colorful walls showcase the personalities and heart of our community, including staff artifacts, family photos,
1 http://denverplan.dpsk12.org/
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and student work displaying evidence of exemplary standards of character, academic achievement, and social responsibility. Schmitt’s school environment is a comfortable and welcoming home where each and every family is cherished and valued. Schmitt provides a variety of opportunities for families and community members to build personal relationships to support our children’s academic, social, emotional, and physical growth. Schmitt utilizes community support to provide opportunities to extend learning beyond the classroom through engaging with community volunteers and field experts, including parents and community members to enrich children’s educational experiences. These school activities are intentionally planned to promote a positive school culture and create a purpose for all families to be involved in our school community, whether they are native English speakers or communicate in another language at home. In celebration of student achievement, lifelong learning, and exhibition of scholarly habits, families and community members will be actively recruited to participate in Project Based Learning presentations and performance assessments. These activities will provide students with leadership and self-advocacy opportunities throughout the school year.
Schmitt utilizes the following investment strategies to support a positive school culture:
● Daily Greetings: Schmitt’s staff establish set formats for handshakes to ensure each student receives personal attention welcoming them to school. This includes receiving high-fives from School Leadership at the beginning of each day. All members of the staff share in the responsibility of creating a culture of excitement and enthusiasm. Even school secretaries communicate a “Welcome, we're glad you're here!” message to support student success. These daily greetings and announcements send clear messages affirming positive school identity. These greetings are also a way for all students to feel connected to the school, whether they are English Language Learners, new, returning, or have special needs.
● Leadership Orientation: In addition to personalized, welcoming greetings, Schmitt utilizes a leadership orientation before school begins consisting of grade level assemblies and class-level orientation meetings for students in grades K-5. Assemblies are a way we proudly showcase and celebrate the exhibition of positive behaviors on a monthly basis.
● Back to School BBQ / Unpack my Backpack Event: This event is held to kick-off the school year and welcome students to provide informal meet and greet opportunities for families and educators to establish positive relationships at the onset of the school year.
● Movie Nights / Cultural Events are another way we engage families and extend learning opportunities beyond the school day. Some examples of this are: Literacy and World Cultures Nights led by the Community Resources organization, Annual Halloween Haunted House Fundraiser, Fine Arts Exhibition Nights, etc.
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We have developed a school model founded on Project Based Learning that is research-based, field-tested, and carefully designed to meet the needs of the students of Schmitt Elementary School. By ensuring that our at-risk children become successful, high-performing elementary students, Schmitt will become part of the broader effort to ensure an excellent education for all of Denver’s youth. Schmitt Elementary School instills a culture of respect, integrity, scholarship,
and empathy where studentsand adults are committed to quality work and citizenship through incorporating practices providing students with opportunities to build strong relationships with adults in the building. School structures and traditions such classroom community meetings, presentations of student work, and quarterly performance assessments ensure that every student is known and cared for, that student leadership is nurtured, and that contributions to the school and world are celebrated. These structures support the needs of all children, including students with special needs, English Language Learners, and students at-risk of academic failure. At Schmitt Elementary School, students and staff will be supported to do better work and be better people than they thought possible.
E. Student Discipline Policy
The discipline policy at Schmitt Elementary elevates and prioritizes three ideals: DPS Core Values, Restoration and Reflection, and Building Community. In particular, the relevant DPS values that support our Redesign Plan include:
● Students First o The role of a discipline policy must be guided first with student safety, well-being
and learning in mind. As a structural component of a school, discipline must make sense to students, provide them the ability to learn and demonstrate increasingly positive decision-making, and should be developmentally appropriate. While a discipline policy also contributes to the overall consistency in the building and supports staff needs to carry out their work, we must begin with the student in mind.
● Accountability o A discipline policy should clearly outline the roles and responsibilities of the
various actors within any discipline scenario. Thus, the value of accountability applies both to a message of accountability for students and the choices they make, as well as the accountability various staff and family members have in supporting student learning. Accountability necessitates both clear expectations and proper supports towards meeting those expectations with success.
● Equity o In education, we are seeking to disrupt a history of structural inequity for
families, children, and marginalized groups. As an institution, we must always examine our practices in order to ensure that we are not inadvertently contributing to the same inequities. We operate with the understanding that a
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policy may not have inequitable intentions or explicit biases, but in serving a highly impacted community and applying that policy to human beings and human interactions, inequities may continue to arise. The decisions to use restorative methods, to focus on student reflection and reparation, and to examine our data a resolute focus on equity are guided by this core value.
● Collaboration o Too often, our students and families are “done to,” as opposed to “collaborated
with.” We operate from the premise that our ultimate desires and goals are the same amongst staff, students and families – to ensure the academic and life success of all children. We adopt a stance, then, of “relationships before rules.” This does not give us license to be inconsistent, but rather demonstrates our nuanced understanding that there are complexities in human interaction and decision-making, which require the thoughtful collaboration of site-based staff and members of the community to foster learning and growth within our students. It also indicates the desire for all members, not just students, to learn and grow and that each perspective brings value to our work together.
● Integrity o Integrity is often defined as “doing the right thing, even when others are not
looking.” This is the ultimate goal of our discipline philosophy. By incorporating an element of true reflection for students, and by holding ourselves to the values of equity and collaboration, we model integrity - that beyond the rules and consequences, there is a human child who is working to make sense of a complex world full of mixed messages and inconsistency. We seek to do the right thing for our students, beyond the act of carrying our policies and upholding rules.
Beyond a focus on the DPS core values, we draw from the ideals of restorative justice Restoration is the act of attempting to set things right, after wrongs have been committed. It extends beyond the admittance of wrong-doing and the application of a consequence. It provides all affected members with the opportunity to fix the situation and push towards greater wholeness and unity. True restoration can only happen when each person involved is given the opportunity to reflect and examine oneself and the situation. It requires each person to ask, “What was my role in this? What could have been done differently? What was the impact of my choice?” By allowing for reflective and restorative cycles in our discipline policy, we move beyond compliance and into the realm of self-actualization and agency. We each have the power to learn from our mistakes; we each have the power to make things better. This approach will be utilized for reflection and restoration within the classroom and beyond, for all school-based discipline purposes.
Finally, we draw from the ideals of community. In a society driven by individualized success, the Schmitt Community embraces a broader view of why our school exists – we are here to
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build upon the strengths of our community, to give back to our community, and to contribute to a community where trust and both individual and collective success drive our decisions. In invoking this ideal, we are standing by the idea that there is power in our collective membership, that there are ways in which we are interconnected that can help us through hardship and struggle, and that each person, language, and culture is valuable.
To move beyond the ideals and philosophy of our discipline policy, we now outline our day-to-day structure for discipline, which is nested in our overall school culture approach and philosophy. As a starting point, we are using the DPS Discipline Matrix. The Matrix provides a critical structure through which to understand and make decisions around discipline matters by providing a codified method of categorizing behaviors and determining responses. The Dean of Culture, as supervised and trained by the Principal, is the holder of the implementation of the Schmitt Discipline Policy and the DPS Discipline Matrix. Under the leadership of the Dean, we begin the year with professional development on how to utilize proactive and developmentally appropriate strategies within the classroom to address lower-level misbehaviors that arise. This professional development will entail several aspects, including classroom systems, practicing strategies to increase capacity, comfort and consistency, identifying behavior triggers for each staff member, and modeling from school leadership. As students arrive for the beginning of the year, Schmitt provides school-wide, grade-level, and class-level introduction and practice to these routines and structures, such as changing the behavior chart, taking a break, going to a buddy teacher’s classroom, using reflection time and prompting, and making reparations for wrong-doing. Schmitt staff will provide families with a means of co-constructing and codifying the discipline policy and supporting in its implementation. This process will take different forms at different times of the year – eg. a committee to work on the following year’s policy in the Spring, distribution of updated policies each Fall, and on-going engagement around particular areas of interest and concern through monthly parent meetings. This will be an intense time of collective learning for staff, students, and families.
Beyond the class-based strategies for lower-level misbehavior, the Schmitt team uses the Dean of Culture and supporting team members to first implement response-to-the-classroom supports to minimize the number of out-of-class referrals. In these instances, a request will be made for the Dean or another team member to come to the classroom for some kind of intervention. It might be a reflective conversation in the hallway, a supervised transition to a buddy teacher’s classroom, or a modeling of a strategy to be used in the classroom. Should the behavior escalate or necessitate an out-of-class referral, staff will utilize a simple, but informative document to be submitted to the Dean of Culture (format to be determined). This referral will initiate a process that includes the opportunity for the referred student and others who may have been impacted/involved to share what happened, a structured opportunity for reflection that is developmentally appropriate, potential collaboration between staff, students, families and the Dean of Culture to determine a course of action, which includes consequences, reparation, and further reflection, as determined by the team. When appropriate, the
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discipline cycle will resolve with some acts of closure, including a public apology, a kind act to repair a relationships, a project or presentation to aid in both the individual and collective learning of students, or a conversation between teacher and student to set up a context for mutual success.
In instances where misbehavior is at the level of potential suspension or expulsion, a similar process of referral, reflection, collaboration and closure will take place, but with more formal processes and documentation. As a general strategy, a stance of progressive discipline will be utilized – first examining consequences and responses that allow for the maximum time conserved in-class and in-school with proactive measures, thus preserving traditionally exclusionary strategies as a last resort after numerous documented and collaborative approaches towards student learning and positive decision-making.
On a monthly basis, the Dean of Culture uses both Schmitt documentation and DPS-provided resources to track, aggregate and present data. First, the Dean will present this data to the Principal in their on-going one-on-one meetings, at which point data snapshots inform pattern-finding around trends – within student sub-groups, grade levels, times of day, location of incidence, and nature of misbehavior. Based on these patterns, a multi-step action plan will be determined, which could include teacher PD, community meetings, grade-level assemblies, support pulled from teachers, support, and mental health staff, etc. In particular, disparities between sub-groups will be examined, not only within the Schmitt school populations, but in comparison with district- and network-wide data that is available. Should disparities arise, for instance amongst students of a certain gender or ethnic identity, both leadership- and staff-level meetings will take place to determine shifts in our instructional program and teaching practice. Families of students, particularly those who have been impacted disproportionately by the discipline policy will also be invited to participate at a higher level. For example, as alluded to before, a committee of staff, families and 5th Grade Student Council members, should work each Spring to address concerns arising from aggregated data to inform larger policy shifts from year-to-year.
(See Appendix E – Discipline policy)
F. Student Recruitment & Enrollment
The best way to attract and retain students is by providing a high quality educational experience that results in high achievement and increased opportunities for students. The enrollment practices for Schmitt Elementary provide equal access to any student in its attendance boundary who is interested in attending the school, including students living in poverty, English Language Learners, academically low-achieving students, students with disabilities, advanced students and other youth at risk of academic failure. Widespread and multimodal promotion throughout the Southwest community is conducted in both English and Spanish through newsletters, neighborhood fliers, fliers at neighborhood businesses, promotion through local neighborhood associations and realtors for the community, articles in
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neighborhood newspapers, and DPS communication tools and publications, including EDUCA broadcasts. All families will receive the information regardless of student needs or past academic performance.
Schmitt Elementary hosts one informational meeting a month, which began in December 2015, at the school and other community locations in both Spanish and English as the main way to share information about the school. Schmitt Elementary now uses home visits as a strategy for student recruitment. Home visits would are conducted by two staff members together. The home visits ensure that families receive a personal contact from a school member regardless of the family’s participation in informational sessions. Additionally, Schmitt Elementary leaders, educators, staff, and volunteers will conduct a door-to-door campaign beginning in December to increase awareness of the changes taking place at the school.
Schmitt Elementary School will be a school of choice. As a result, Schmitt Elementary will participate in the Denver Public School Choice Process and adhere to the School Choice timeline beginning recruiting efforts in December. The school will recruit students from the Southwest region and its boundary with the goal of increasing and maintaining racial and socioeconomic diversity. All admission and enrollment policies are aligned with the DPS Office of Choice and Enrollment Services. As a result, our recruitment ensures equal access to the school and will not discriminate against students on the basis of disability, race, creed, color, gender, national origin, religion, ancestry, or need for special education services.
Strategies for Recruitment and Retention
▪ Recruit families through face-to-face 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
The chart below shows Schmitt’s anticipated student enrollment over the next five years. To preserve a conservative budgeting approach, we are holding enrollment projections steady, yet we anticipate increased enrollment through strategic recruitment efforts and increased academic excellence. Of note, the DPS Planning and Analysis Department projects a short term dip in Kindergarten enrollment in the SW in 2015 and 2016 based on birth rates in the region. Beginning in 2017 we expect to regain our target Kindergarten enrollment and reach our current enrollment by 2018.
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GRADE 2015-16 2016-17 2017-18 2018-19 2019-2020 2020-2021
ECE 4 48 48 48 48 48 48
K 56 51 51 51 54 55
1 77 49 47 47 47 49
2 56 72 49 47 47 47
3 65 54 72 48 45 45
4 60 61 50 68 45 43
5 54 57 59 49 66 44
Total # students 416 392 376 357 352
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Schmitt is committed to providing a high quality school for all children. To achieve our enrollment targets, Schmitt will continue community outreach efforts and invite members of the community to attend school-wide events, presentations of learning, and celebrations. As a result of our enrollment efforts, Schmitt aims to achieve the following goal: 85% of students will re-enroll and our exemplary model will attract a growing population of children and families eager to attend Schmitt Elementary, which is also in line with the SPF target for this metric.
G. Student Attendance and Satisfaction
At Schmitt Elementary School, daily attendance represents one aspect of our high expectations. Daily attendance allows students to excel in school as well as building positive relationships with adults and their peers. This celebration will be communicated to students and supported in schoolwide expectations to ensure students are both on time as well as present in each class every day. Staff encourages parents to schedule doctors’ appointments after school, plan family trips around the school calendar, and adopt a proactive mindset when a student must utilize a planned absence. This will entail collecting work and communicating expectations prior to being absent and ensuring it is complete upon return.
In the 2014-2015 school year, Schmitt had a 92.8% attendance rate. At the time of this writing (October 2016), Schmitt Elementary School holds a 94.1% attendance rate. Schmitt expects to increase this attendance rate. Schmitt will also measure student satisfaction by student enrollment and re-enrollment rates in addition to district student satisfaction surveys.
H. Ongoing Parent/Guardian Involvement & Satisfaction
Parents, families, and community members are integral components to supporting students’ success. Schmitt’s welcoming school culture reflects attention to family and community engagement and satisfaction. Schmitt utilized surveys, interviews, and community forums to engage stakeholders in the school redesign process. School leadership works diligently to communicate celebrations and successes while addressing concerns and complaints as they arise throughout the year. Schmitt has a goal of increasing parent response rates and achieving
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at least a 75% response rate on the DPS Parent Satisfaction Surveys, an increase of 17% as a result of implementing this Redesign Plan. In addition to the Parent Satisfaction Surveys, Schmitt will utilize re-enrollment data in addition to student and parent perception evaluations to inform our performance and evaluation systems. The Principal is in charge of this survey and these results will inform school-wide decisions in response to community needs.
Schmitt engages families, community partners, organizations, and agencies in the development of Project Based Learning presentations and performance assessments. These experts will be selected based on their alignment with learning objectives driven by Common Core State Standards and Colorado Academic Standards. These experts will collaborate with students on projects, teach them skills from their field, and critique their work using professional standards. This structure will provide Schmitt students with access to experts and role models from the community, while increasing parent involvement and satisfaction.
Together, engagement data and Parent and Student Satisfaction Survey data will be utilized to evaluate the implementation of this Redesign Plan.
Throughout the school redesign process, the Community Design Team expanded engagement efforts by interviewing and surveying families, students, and staff to support communication and strategic outreach efforts. One survey example is pictured below:
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The CSC is composed of Schmitt’s stakeholders, including educators, parents, and community members. These individuals will serve as the leadership body for the school, collaborating with senior staff, various departments, schools and the school community to support the implementation of Policy BDFH-R4-Collaborative School Committees as required by State Law 22-7-106 on School Accountability Committees. The purpose of the Collaborative School Committee is to enhance student achievement, parent engagement and school climate through collaboration. The work of the CSC includes providing guidance, evaluation and approval for the Unified Improvement Plan (UIP), a blueprint to improve teaching and learning that prepares students for postsecondary and workforce opportunities. The CSC has been composed of, and will continue to be composed of the following: Principal, 3 Deans, 4 teachers (including an interventionist/specialist and representatives from primary and intermediate), 1 support staff member, 4 parents, and 1 community member.
I. Community Partnerships
Schmitt Elementary is committed to building long-lasting community partnerships that connect our students and families with resources and new experiences, while also serving as an entry-
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point for the community to get involved with our school. Potential partnerships are being examined in 2015-2016 for the school redesign and existing partnerships will be leveraged.
● Denver Parks and Recreation: We seek to continue our partnership with Denver Parks and Recreation, who run the afterschool program, SOAR, at Schmitt. The school redesign budget allocation allows for the potential to double attendance (from 40 to 80 students) by offering a wider selection of activities and offering need-based scholarships. The Principal will engage Denver Parks and Recreation to potentially augment the program with academic supports and leadership development experiences for our 4th and 5th Graders.
● America SCORES: We seek to continue our partnership with America SCORES, who runs a Soccer- and Literacy-focused afterschool program. The program has consistently been fully enrolled with a long waiting list. The Principal will engage SCORES in potentially expanding the program to more students at a broader range of grades.
● Wellshire Church: The Wellshire Church volunteers have supported student learning for over a decade at Schmitt Elementary. Each year, between 8-10 volunteers are paired with classes across the school and support classroom preparation, small-group instruction, and other activities each week. In addition, the Wellshire Church has also donated school supplies and teacher resources to the Schmitt Community each Fall. As part of the redesign efforts, we seek to broaden this partnership through increasing the number of volunteers, providing more strategic training for the volunteers, and offering more community involvement opportunities through school events.
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Section II. LEADERSHIP
A. Leadership Team Personnel
School turnaround is difficult and complex work and research has shown that there are several key clusters of competencies that leaders often possess in successful turnaround efforts. These clusters, defined and explained by Public Impact (2008)2, include: initial analysis and problem solving, driving for results, influencing inside and outside the organization and measuring, reporting, and improving.
Initial Analysis and Problem Solving
“This cluster of competencies is concerned with the turnaround leader’s strong desire to achieve outstanding results and the task-oriented actions required for success. Competencies in this cluster include: Achievement, Initiative and Persistence, Monitoring and Directiveness, and Planning Ahead” (page 8).
Influencing for Results
“This cluster of competencies is concerned with motivating others and influencing their thinking and behavior to obtain results. Turnaround leaders cannot accomplish change alone, but instead must rely on the work of others.” Competencies in this cluster include: Impact and Influence, Team Leadership, and Developing Others (page 8).
Problem Solving Cluster
“This cluster of competencies is concerned with leader’s thinking applied to organization goals and challenges. It includes analysis of data to inform decisions; making clear logical plans that people can follow; and ensuring a strong connection between school learning goals and classroom activity.” Competencies in this cluster include: Analytical Thinking and Conceptual Thinking. (page 8)
Showing Confidence to Lead
“This competency, essentially the public display of self-confidence, stands alone and is concerned with staying visibly focused, committed, and self-assured despite the barrage of personal and professional attacks common during turnarounds.” (page 8)
Jesse Tang is serving as the Principal of Schmitt Elementary and is responsible for successfully implementing this Redesign Plan. Jesse demonstrates an entrepreneurial spirit, drive, and focus to excel to change the academic outcomes for the children attending Schmitt Elementary School. 2 http://publicimpact.com/web/wp-content/uploads/2009/09/Turnaround_Leader_Competencies.pdf
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Jesse Tang has been selected to serve as the instructional leader of the school and has distinguished himself as a high performer in various leadership positions with track records of success. As the Founding Principal of Central Queens Academy, Jesse had to set clear and ambitious goals in the unique context between Year 1 to Year 2, as the broader education sector in New York City transitioned to a Common Core-aligned state assessment. There was a high expectation set forth by the community, the School Board, and the charter authorizer. During that summer, Jesse worked with the appropriate staff on the leadership and teaching teams to set specific and ambitious achievement and growth goals. These goals entailed overall grade-level achievement rates, growth goals for particular sub-populations of students, and were aligned to the roles of staff who had most responsibility and accountability in achieving. For example, in the first year, 22% of 5th Grade students scored proficient on the English Language Arts-Common Core assessment. In the second year, an ambitious goal was set to double that rate of 6th Grade proficiency to 44%. Each English Language Arts teacher was coached to develop interim, quarterly goals to track progress, and the overall goal was stated and revisited at each of the three formal evaluations during the year. A similar structure was created for the English as a Second Language (ESL), Intervention, and Special Education teachers for the sub-population they taught, and was framed in terms of rates of proficiency, as well as academic growth over time. In constructing these goals, it was also Jesse’s ultimate responsibility to align resources to support the instructional team in attaining these goals. Professional development, leadership team coaching, new materials, and instructional time were determined in a way to best support the team towards success. At the end of the school year, nearly all the ambitious achievement goals were met across subjects and sub-populations, earning the school several distinctions including, Chalkbeat’s Top 10 “Biggest Positive Change in Math Proficiency Rate,” New York State Department of Education Reward School Distinction (1 in 361 schools recognized state-wide for “the most progress and/or the highest achievement without significant gaps in student achievement between subgroups”) and New York Family Magazine’s Rising Star Blackboard Award 2014.
As a result of implementing this Innovation Plan, the role of the school leader will evolve. The school leader will be a keeper of the vision and stay relentlessly focused on successfully implementing the Innovation Plan, monitoring student progress, engaging members of the community, and leveraging the resources of the community to serve the children of Schmitt Elementary School.
Additional leadership team members will be supporting the implementation of this Innovation Plan. Leadership is distributed broadly throughout the school through the following positions: Principal, Dean of Culture, Dean of Curriculum and Instruction ECE-2, Dean of Curriculum and Instruction 3-5, and Team Leads/Differentiated Roles. Schmitt’s School Leadership Team and Collaborative School Committee will be composed of the Principal, 3 deans, 4 teachers (including an interventionist/specialist and representatives from primary and intermediate), 1 support staff member, 4 parents, and 1 community member. The composition of this team is a
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critical aspect of developing a robust succession plan to cultivate outstanding leaders who can continuously improve performance and position Schmitt to thrive, while ensuring our stability and continuity. Each person on the combined CSC/SLT (will just be referred to as the CSC) will be responsible for operationalizing Schmitt’s mission, vision, and core values. CSC members will be responsible for focusing on student achievement and continuous improvement, and will align all activities in the school to that vision. Leaders will use data wisely, boldly shape school structures to best meet student needs, celebrate joy in learning, and build a school-wide culture of trust and collaboration. The CSC will collect and analyze data to understand student achievement, assess teaching practices, and make informed decisions about instruction. Members of the CSC will lead data inquiry teams in analyzing and disaggregating various data to determine patterns of performance. These teams emphasize collaborative inquiry as the keystone for productive data use. They use multiple sources of data, including and going beyond test scores (e.g., classroom assessments, student work, student engagement indicators, student surveys). Schmitt will invest in the capacity of every teacher to access, understand, and use data effectively. Schmitt Elementary School’s leadership strategy goes beyond a single person or team; it is a role and expectation for all members of staff. The faculty at Schmitt will ensure that curriculum, instruction, and assessment are tightly aligned to high standards for student achievement, including required district frameworks, Colorado Academic Standards, and the Common Core State Standards.
Members of the Collaborative School Committee exemplify the six characteristics of leaders of change: being visionary, believing that schools are for learning, valuing people, communicating and listening effectively, being proactive, and taking risks.3 These characteristics are indicative of our educational leaders' successful performance in the two dimensions considered necessary for effective leadership: initiating structure, which is primarily concern for organizational tasks, and consideration, which is the concern for individuals and the interpersonal relations between them. Schmitt leaders of educational change illustrate this with their vision and belief that the purpose of schools is students' learning. Valuing human resources as well as communicating and listening are directly associated with the dimension of consideration. Being a proactive leader and a risk taker demonstrate the dimension of initiating structure. Schmitt is committed to investing in our human capital and creating a diverse body of skills among members of staff, while increasing the leadership capacity for all members of staff.
Members of the Collaborative School Committee are collectively responsible for maintaining a long-term vision of success for the school and actively planning for that vision. The CSC will continue to provide guidance, evaluation, and approval for Schmitt’s Unified Improvement Plan in addition to enhancing student achievement, parent engagement and school climate through
3 http://www.sedl.org/change/leadership/character.html#summ
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collaboration. The long-term success of Schmitt is most pertinent with developing leadership within the organization and planning for leadership succession.
Leadership Succession Plan
In the event there is a change in leadership, Schmitt will follow a succession plan as outlined in the following steps:
The Collaborative School Committee (CSC) will be responsible for implementing the principal selection process in consultation with Denver Public Schools. The CSC will identify an interview team that will be comprised of 3-4 teachers, the exiting principal (per CSC approval), 3 deans, and 4 parents and/or community members. The committee will select the two best candidates and make recommendations to the DPS Superintendent. Potential applicants who currently work at the school will not be able to participate in or attend any selection related meetings. A neutral party will be invited to facilitate all faculty and parent/community meetings. The selection process will include:
● A work group to identify characteristics and criteria of desired new leader that are consistent with the Innovation Plan.
● A parent/community meeting to identify characteristics and criteria of desired new leader that are consistent with Innovation Plan.
● Development of a job description based on faculty and parent/community input.
● 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 on top candidates.
● Host a public symposium for finalists.
● Conduct site visits to finalists’ current schools.
● CSC selects final two candidates and submits recommendation to DPS Superintendent for final selection.
● Announce position acceptance to staff, students, parents, and community.
The school deans are intended to develop the skills to succeed the principal should a vacancy exist. They are an integral part of the school’s leadership team and understand the day-to-day
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operations of the building. They will already have relationships built with the staff, students, and community and could continue the school’s pursuit of its vision and mission without substantial turnover.
The Principal Selection Committee will consider the following criteria when selecting a new principal:
● Intelligence and inquiry: The school leader will be informed on the latest theories and best practices in education.
● Input and listening: The school leader values input from his/her teachers to help make decisions and create policies.
● Communicator: The school leader will operate transparently, be an effective communicator, and be able to actively engage parents and the community.
● Relationships: The school leader will be personable, empathetic, and value positive relationships with students, staff and parents.
(See Appendix F – Job descriptions of leadership team)
(See Appendix G – Resumes for identified school leaders)
B. Leadership Team Coaching & Evaluation
As a district-run school, the principal will be hired and supervised by a DPS Instructional Superintendent and evaluated against the School Leadership Framework. Jesse Tang has been selected to serve as the Principal of Schmitt and is responsible for successfully implementing this Redesign Plan. Jesse demonstrates an entrepreneurial spirit, drive, and focus to excel to change the academic outcomes for the children attending Schmitt Elementary School.
To support the school leader in successfully implementing the Redesign Plan, Schmitt will utilize the LEAD School Leadership Framework, Denver Public Schools’ shared definition of leadership expectations. The LEAD School Leadership Framework helps DPS leaders gain a deeper understanding of their practice. It is designed to be coupled with support from supervisors and feedback from teachers so leaders can identify strengths and growth areas and then access personalized professional learning opportunities to continue developing as strong leaders. The Principal will be evaluated annually based on the LEAD Framework, with 50% of the evaluation being tied to student achievement. LEAD aligns closely with the DPS teacher-focused growth and performance system, LEAP (Leading Effective Academic Practice), providing opportunities for the school leader to model lifelong learning and an exemplary mindset for continuous improvement. Together, the two systems support the growth of key educators in every school.
C. School Personnel Structure
(See Appendix H – School organization chart)
(See Appendix I – Staff roster)
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The success of Schmitt depends upon the school’s ability to attract, recruit, and retain highly efficacious, exceptional individuals committed to advancing education by setting an example as an effective, diverse, and accountable school. As noted by Senate Bill 10-191, the greatest teachers and leaders will have the greatest impact on student achievement and engagement.
The Principal will provide coaching and support to the leadership team utilizing data driven instruction and observation feedback cycles. The Observation and Feedback Model from Leverage Leadership and Driven by Data by Paul Bambrick-Santoyo will serve as the two foundations for elevating human capital at Schmitt Elementary School. In addition to the
Principal
ECE-2 Dean
ECE-2 MLI Teachers (1 ELD,
1 Spanish)
Special Education
K Team
1st
Team
2nd
Team
Essentials
3-5 Dean
3-5 MLI Teachers (1 ELD, 1
Spanish)
ECE-2 Special Education
Teacher
3rd
Team
4th
Team
5th
Team
Para-professionals
Dean of Culture
Student Advisor/FACE
Liaison
Social-Emotional/Mental
Health Team
Operations Team,
including Secretarial
and Facilitaties
Staff
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Principal, the Schmitt leadership team includes a Dean of Curriculum and Instruction (ECE-2nd), Dean of Curriculum and Instruction (3rd-5th), and Dean of Culture. Each of these leaders oversee a key area of school programming. The leadership team meets weekly to monitor school progress and respond in real-time to data in order to rapidly increase school performance.
Teachers are our greatest asset for improving student achievement levels. In order to retain talented teachers, Schmitt Elementary provides frequent observation and feedback cycles to teachers (frequency dependent of needs identified in the coaching cycle below). Through this process teachers receive immediate feedback and opportunities to practice effective strategies with support from a Dean within the same week.
Research-Based Observation/Feedback Coaching Model:
Using the Leverage Leadership Observation and Feedback Model, teachers will be given bite-sized action steps which will be the highest leverage points in impacting instructional practices and supporting student growth and achievement. Throughout the cycle, both student and teacher data will be analyzed and used to drive action steps, and to set goals.
The specific level of support provided to each individual teacher is identified by the the Principal and Deans based on experience, LEAP data, and ongoing student performance data. Coaching will be provided on a weekly basis through the Team Lead/Differentiated Role under the guidance and supervision of the Dean and Principal. Weekly goals and next steps will be determined and support will be provided on a differentiated basis, including coaching and observation, co-planning support, and data/work sample analysis and re-teach planning. Teachers receive weekly classroom observations and feedback/coaching cycles in order to provide real-time opportunities to practice highest leverage strategies and grow as professional educators. This intensivity of support will include Real-Time Coaching and reteach opportunities with identified strategies developed in collaboration with their Team Lead/Differentiated Role, Dean or Principal.
Every 6 weeks, teachers will collaborate with their Dean to set goals related to specific instructional practices that will result in the highest impact on student achievement. Student performance data and observation feedback protocols will inform these goal setting conversations. These goals will inform the development of an action plan to support their personalized professional learning needs. During weekly observation-feedback conversations, teachers will reflect on their progress and identify any necessary revisions or supports.
Deans: Based on the instructional and cultural priorities identified within the school redesign/turnaround plan, the dean structure has been established to provide specific and targeted support. By shifting from a traditional Principal/Assistant Principal model to a 3 Dean model, we are establishing a more robust leadership team, clearer team structures and role
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delineation, and ultimately more support for students, staff, and families. The dean roles are critical for creating a strong student and adult learner culture. In the two years that we’ve projected to have a 3 Dean model, the Deans will serve as a primary resource providing expertise in instruction and curriculum, as well as a key link between the teaching staff and the leadership team.
Schmitt Elementary School will utilize district resources to support our success in serving students and will continue to work collaboratively with our colleagues in Denver Public Schools. These resources include Budget, HR, and Instructional Support partners, Speech and Language Pathologist and Occupational Therapist, Food and Nutrition Services, and Facilities Management, Social Emotional Learning Network Partner, Culture Equity Leadership Team (CELT).
D. Employment Policies
Schmitt was designated with redesign status and had full hiring authority of the staff in 2016. Ongoing, Schmitt will follow all district 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. Schmitt staff have engaged 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. Schmitt 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. In order to actualize the vision outlined in this Innovation plan, Schmitt has the following school
autonomies which are further detailed in the waivers and replacement policies section of this plan. Our
employment policy waivers are specific to the following:
● Recruiting and hiring all staff, including teachers, administrators, and other support personnel,
using practices that will ensure employee fit with the school‘s plan
● Utilizing annual employment contracts
● Posting all vacant positions, recruiting and hiring all staff as the need arises, even if such need
falls outside DPS‘s standard hiring cycle and process
● Not being required to receive direct placements of teachers by DPS
● Creating non-traditional job descriptions, which may include adding roles and responsibilities to
any job
● Establishing the calendar, work year, work week, work day, job assignments, and teaching loads
to align with the plan
● Creating a governance and leadership structure that aligns with the needs of the school
community
● Partnering with community organizations, without licensed educators, to provide students more
enrichment opportunities during the day
● Establishing additional compensation rates and other methods of rewarding performance
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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)
E. Operations - Transportation
Students who live outside of the walking distance require drop off or carpooling. Additionally, since some students who reside near the school bike to school, the school will develop a process to promote bike safety and appoint student-leaders to help in this effort.
F. Operations - Safety and Security
The Principal of Schmitt Elementary School principal will have responsibility to create and maintain the District required Emergency Management Plan. The administrative team will take part in the 4 module ERCM video trainings and pass all 4 quizzes aligned to the trainings. Schmitt Elementary School will hold monthly fire and lockdown drills and provide documentation of these. Additionally, Schmitt Elementary School will ensure ongoing safety by using electronic and video controlled intercom door openers and video cameras located on the exterior of the building.
G. Operations – Food Services
Providing nutritious meals to our students is our commitment to the Denver community. Schmitt recognizes that well-nourished children are better equipped to learn. Providing healthy food and nutrition education are the key ingredients in educating students to make choices that will develop into lifelong healthy eating habits. Breakfast will continue to be provided in the classroom for all students at Schmitt Elementary. Additionally, lunch will be offered in compliance with DPS policies and regulations. Schmitt complies with all federal laws regulating the food services program administered by the United States Department of Agriculture (USDA), through the Denver regional office and implemented by the Colorado Department of Education (CDE).
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Section III: EDUCATION PROGRAM
As an Innovation school, Schmitt 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
School-Wide Instructional Methods and Strategies: Schmitt is an innovative elementary school with an emphasis on Project-Based Learning (PBL). PBL is a research-based model (Thomas, 2000) in which students respond to real-world questions through an extended inquiry process that entails curricular integration (University of San Diego, 2013). Our school is committed to the following definition of PBL that guides the rationale for all educational programming outlines in this application: “Project-Based Learning is an approach to teaching in which students respond to real-world questions or challenges through an extended inquiry process. It often involves peer collaboration, a strong emphasis on critical thinking and communication skills, and interdisciplinary learning. The curriculum is teacher-designed and teachers are encouraged to craft lessons and projects that respond to student interests and teacher passion. Many of the teachers have strong global connections and international interests” (University of San Diego, 2013).
Project Based Learning teaches students to develop questions about their community and themselves to ensure the learning is both meaningful and relevant to the children in our classrooms. Schmitt’s school-wide PBL model is carefully connected to Common Core State Standards (CCSS), Colorado Academic Standards (CAS), DPS priorities, and includes students following a five-step process:
1. Analyze Driving Question and Begin Inquiry: Students show understanding of central aspects of the Driving Question by identifying in detail what needs to be known to
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answer it and considering various possible points of view, asking follow-up questions that focus or broaden inquiry, and as appropriate asking follow-up questions to gain understanding of the wants and needs of the audience or product users.
2. Gather and Evaluate Information: Students integrate relevant and sufficient information to address the Driving Question, gathered from multiple and varied sources that thoroughly assesses the quality of information (considers usefulness, accuracy and credibility; distinguishes fact vs. opinion; recognizes bias).
3. Use Evidence and Criteria: Students evaluate arguments for possible answers to the Driving Question by assessing whether reasoning is valid and evidence is relevant and sufficient; justify choice of criteria used to evaluate ideas, product prototypes or problem solutions; revise inadequate drafts, designs or solutions; and explain why they will better meet evaluation criteria.
4. Justify Choices, Consider Alternatives & Implications: Students evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea, and justify choices made when answering the Driving Question or creating products by giving valid reasons with supporting evidence. They recognize the limitations of an answer to the Driving Question or a product design (how it might not be complete, certain, or perfect) and consider how alternative perspectives can clearly explain new understanding gained in the project and how it might transfer to other situations or contexts.
5. Presentation of Findings: Students present findings and be expected to speak articulately to a forum around their findings. They should be prepared to answer questions about their process (Buck Institute for Education, 2013).
During direct instructional periods, teachers at Schmitt Elementary School scaffold instruction through the Gradual Release of Responsibility Model: “I do” or introduction to new material, “We do” or guided practice, and “You do” or independent practice for daily instruction. In addition to direct instructional periods, the principles of Project Based Learning are coupled with technology integration to support small group instruction and skills practice. This is infused into the guided and independent practice components of daily lessons.
During the independent practice period of lessons, teachers provide high degrees of support to small groups of students to ensure the differentiation necessary to meet the needs of diverse learners at Schmitt Elementary School. This will be the period in which instructional specialists (GT, SPED, Interventionist) will push into the classrooms and also offer targeted individual and/or small group support.
These school-wide instructional methodologies and strategies will be implemented to promote rigor and high expectations for all students and foster student collaboration, critical thinking, problem solving, and higher order thinking skills.
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Culturally Responsive, Research-Based Instructional Methodologies: Classrooms that are culturally relevant enable each student to relate course content to his or her cultural context inclusive of home language, family life, community context, beliefs, and values. Students of all backgrounds, ethnicities and cultures are encouraged to attend our school. Schmitt Elementary School celebrates diversity through a variety of ways including acknowledging our peers during morning meeting, making connections to our community through investigations, experiential learning, service-learning, and through having community members be a part of our learning in the classroom. Geneva Gay (2010) has identified characteristics of culturally relevant teaching. These important characteristics are will be utilized to support professional learning, revisited on a consistent basis, connected to the LEAP framework and other professional development opportunities, and become a central part of our culture, instructional planning, and delivery. They include:
1. Validating and Affirming: Culturally relevant teaching is validating and affirming because it acknowledges the strengths of students’ diverse heritages.
2. Comprehensive: Culturally relevant teaching is comprehensive because it uses "cultural resources to teach knowledge, skills, values, and attitudes."
3. Multidimensional: Culturally relevant teaching encompasses many areas and applies multicultural theory to the classroom environment, teaching methods, and evaluation.
4. Liberating: Culturally relevant teachers liberate students.
5. Empowering: Culturally relevant teaching empowers students, giving them opportunities to excel in the classroom and beyond. "Empowerment translates into academic competence, personal confidence, courage, and the will to act."
6. Transformative: Culturally relevant teaching is transformative because educators and their students must often defy educational traditions and the status quo.
Our teachers and staff create a positive learning environment that celebrates and teaches to each and every student’s attentive skills and a positive teacher/student interaction. We utilize a diverse curriculum that allows for and celebrates unique perspectives of answering real-world problems. We know, understand, and work with families that come from diverse races and ethnicities and family structures; expose children to role models from their own culture as well as those from other cultures; and utilize student's cultures to help them learn the subjects and skills taught in school. This training helps ensure that all lessons are planned with culture and language in mind.
Differentiation: Differentiation is a philosophical belief and an instructional approach through which teachers proactively plan to meet students’ varied needs based upon ongoing assessment. Teachers utilize flexible groupings of students and design developmentally appropriate tasks that allow for different approaches to the same goals. Each classroom builds a culture that honors diverse needs and holds all students accountable to the same long-term
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learning targets, putting equity at the center of the school’s commitment and vision. At a school-wide level, differentiation is supported by appropriate grouping structures that are informed by the Schmitt School Leadership Team.
Schmitt will use the following structures to differentiate instruction for students: flexible heterogeneous grouping informed by ongoing assessment, supplemental services that provide additional support and intervention to students whose needs are not met in the regular education setting (developed based on the recommendations of a multidisciplinary team whose recommendations are informed by student data), and students with disabilities and English Language Learners will be taught in general education classrooms to the greatest extent possible.
Decisions about placement and programs for students with disabilities are based on high-quality assessments. Additionally, learning specialists create tailored learning objectives for students with disabilities that meet Individual Education Plan or 504 Plan goals as well as additional learning objectives for English language learners that focus on language development.
Students will work toward the same long-term learning objectives, and teachers will provide multiple pathways for meeting the learning objectives based on students’ needs (e.g., tiering lessons). Teachers will determine student needs through use of assessment strategies (e.g., pre-assessments, student self- assessments, inventories, providing multiple opportunities for success). Also, teachers will use instructional practices that ensure that all students are thinking and participating (e.g., providing texts for different reading levels, designing tasks based on different learning styles). These engagement strategies, coupled with prioritizing school culture, will involve students in the school and their academics.
Planning and Use of Academic Performance Data: An important aspect of PBL is allowing students to experience the interdisciplinary connections and real-life relevance of content areas. Schmitt teachers and school leaders will work collaboratively to ensure that a set of school-wide, standards-based curriculum maps serve as the foundation for all planning and instruction. One of the main supplements to all core curricula are CCSS/CAS-driven, backward maps of project-based interdisciplinary units. Schmitt anticipates our repertoire of interdisciplinary units to evolve over time based upon student interests, cultural and linguistic backgrounds, formative and summative assessment data, and the ongoing development of teacher PBL expertise. These units of study, which will begin within the Social Studies and Science blocks during the 2016-2017, and their corresponding projects will be developed by teachers and administered on a quarterly basis. Teachers will examine the content to identify Essential Questions and Enduring Understandings that will drive the units and projects.
Lessons are the building blocks of all curricular structures. Whether planning a single lesson or a
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series of lessons, Schmitt teachers attend to each lesson with care to ensure engagement and achievement for every student. Effective lesson planning begins with naming clear learning objectives, which articulate specific learning goals in student-friendly language.4 (E.g., I can improve my score on the number game by working with my partner. I can use figurative language to paint a picture in my writing.) Teachers make decisions about which practices to use during lessons, based on their professional knowledge of individual students, in order to support all students to make progress, including English Language Learners and student with special needs. They employ strategies to ignite student curiosity and monitor student understanding, and they maximize opportunities for student voice, critical thinking, and leadership. Thoughtful lesson design promotes student engagement, collaboration, and awareness of their learning process and growth. The utilization of effective instructional practices promotes equity and high expectations. Effective lessons foster character by inspiring each student to develop craftsmanship, perseverance, collaborative skills, and responsibility for learning. They promote critical thinking by asking that students make connections, perceive patterns and relationships, understand diverse perspectives, supply evidence for inferences and conclusions, and generalize to the big ideas of the discipline studied.
Effective lesson planning begins with naming clear learning objectives, which articulate specific learning goals in student-friendly language. Examples of 1st grade learning objectives may include: I can identify the difference between fiction and non-fiction text and sort books according to those distinctions. I can examine and identify models of non-fiction text and illustrations. I can write a non-fiction text by moving from facts through the revision process to a final published page. I can measure plants and a garden with nonstandard units of measure. I can conduct field interviews with government and non-governmental agencies to collect data about food distribution. I can provide appropriate and helpful feedback to my peers on their written and artistic work. I can identify what plants and animals need to survive and grow. I can explain what migrant farmworkers lives are like and describe their fight for their rights. I can share some ideas about how we can help people get access to food (and shelter).
Teachers make decisions about which of the practices to use during lessons based on close knowledge of individual students in order to support all students to make progress. They employ strategies to ignite student curiosity and track student understanding, and they maximize opportunities for student voice, critical thinking, and leadership. Thoughtful lesson design lead students to want to learn, to work collaboratively, and to be aware of their learning process.
To ensure our students’ success, Schmitt staff must be critical consumers of data and utilize this data to inform instructional decisions. In addition to daily checks for understanding, the Student
4 See Appendix T: Standards-Targets-Assessments (STA) Plan: Whirl, Pop, Whoosh The Sounds of Simple Machines.
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Intervention/MTSS Team composed of administrators, primary and intermediate teachers, specialists (ESL/SPED/GT), and electives teachers and the CSC, will be primarily responsible for evaluating school-wide performance data and communicating with grade level teams, interventionist teachers, and support staff. These teams will meet on a regular basis to examine progress toward our goals. Additionally, data will be a part of our weekly professional development sessions. After the administration of school-wide formative assessments, grade level teams will collaborate with members of the School Leadership Team to identify specific instructional targets based on students’ needs. These will be monitored, celebrated, and revised every six weeks.
Supplements to the core curriculum connect to the principles and steps of PBL outlined at the beginning of this section. Interdisciplinary units will be developed to allow students to dig deep into a topic and experience meaningful curricular connections. Field trips and field experiences directly linked to the topic of each interdisciplinary unit will be provided to enrich students’ academic experiences. Teachers will engage community experts in classroom learning experiences to talk about and aid in projects. Students will showcase and celebrate their learning utilizing PBL presentations using the 5 step process discussed at the beginning of this section. The culminating projects will be assessed through teacher-designed standards based rubrics that ensure that students meet or exceed standards while allowing staff to capture any concepts and skills that need re-teaching.
During the first quarter, Schmitt staff will dive deeply into understanding PBL. Teachers will be provided with opportunities to utilize PBL planning templates, and with opportunities to play, ideate, and experiment with the principles of PBL. During the second quarter, educators will work collaboratively in grade level teams to effectively develop a rigorous standards-based PBL unit of study. During the third quarter, teachers will have the option of implementing a whole class PBL unit of study, or individualized PBL units. During the fourth quarter, teachers will implement individualized PBL units of study aligned to student assessment data and interests. Over time, Schmitt will further integrate core subjects as well as provide opportunities to extend PBL units into electives.
B. Curriculum
The curriculum framework for Schmitt Elementary has been designed to support the school’s Mission and Vision.
The curriculum at Schmitt Elementary is the foundation for making our mission and vision a reality. We define our curriculum as the total learning experience provided by our school, including standards, content, programs, materials, strategies, norms and values. To achieve our mission, we take a strategic approach to capitalizing on the flexibilities afforded through Innovation Status when creating our school-wide curriculum, both while introducing new curricular ideas and materials and already-adopted and proven materials.
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The overall curricular focus at Schmitt Elementary is the following: rich reading instruction and practice happens throughout the building and in every content area, an integrated project-based learning approach and habits of discussion and critical thinking are embedded in all aspects of students’ school experience. Grade level teams will collaborate with Essentials teachers to collaboratively plan integrated projects across content areas. Instruction is designed with formative and summative data systems to guide teacher pacing and rigor. The use of these assessments ensures ongoing data-driven instructional shifts closely aligned to the teaching-learning cycle.
The curricular materials and instructional approaches we use are drawn from the best practices of schools across the country that are both serving student populations similar to Schmitt Elementary School and are achieving excellent results. In addition, all instruction at Schmitt Elementary School is aligned to the Common Core State Standards and Colorado Academic Standards. Lesson planning utilizes a backwards-planning approach, implementing DPS’s Unit Lesson Protocol supported by the Understanding by Design framework, which provides deeper and more thorough understanding of content for students. An intensive focus on providing an equitable learning experience for English Language Learners is maintained at our school to meet the needs of our large ELL student population.
Below is a description of the curricular materials and approaches Schmitt’s uses for instruction in literacy, writing, math, science and social studies.
Selected Curriculum
K 1 2 3 4 5
Literacy Mondo (modified units)
Mondo (modified units)
Mondo (modified units)
Expeditionary Learning
Expeditionary Learning
Expeditionary Learning
Math Bridges in Mathematics
Bridges in Mathematics
Bridges in Mathematics
Bridges in Mathematics
Bridges in Mathematics
Bridges in Mathematics
Social Studies
Social Studies Alive! (modified units)
Social Studies Alive! (modified units)
Social Studies Alive! (modified units)
Social Studies Alive! (modified units)
Social Studies Alive! (modified units)
Social Studies Alive! (modified units)
Science FOSS FOSS FOSS FOSS FOSS FOSS
ELD EL Achieve EL Achieve EL Achieve EL Achieve EL Achieve EL Achieve
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Literacy Instructional Model: At Schmitt Elementary School, students engage in 150 minutes of reading and writing instruction each day. Schmitt Elementary uses a differentiated instructional program that supports the literacy and language development of students in kindergarten through grade 5. The Schmitt Elementary Scope and Sequence was developed and aligned to the Common Core State Standards through usage of the Mondo Curriculum in Grades K-2 and the Expeditionary Learning Curriculum in Grades 3-5. Based on the district curriculum adoption, we believe that these curricular resources are the best fit for our student population and will meet the needs of our school plan, especially due to the intrinsic alignment to CCSS and Spanish langue resource
parity. Students’ progress is monitored weekly and mastery of standards is evaluated quarterly to determine gaps in instruction. Following each six-week assessment cycle, standards not mastered by students are re-taught and re-assessed.
The literacy block includes: direct grade-level instruction, guided reading, independent reading, intervention and blended learning time. Students are grouped based on ability for small group instruction and guided reading, ensuring that students’ individualized needs are met. Reading groups are fluid and students are re-grouped regularly based on student data.
Teachers receive professional development aligned to the work of Paul Bambrick-Santoyo and Uncommon Schools to drive the instruction of our core literacy program. Professional development opportunities include how to effectively plan and assess reading instruction, create a culture of habits of conversation, and provide common reading lesson plans. Bambrick-Santoyo’s Great Habits, Great Readers is integral in these PD efforts.
Additional Literacy reinforcement, particularly in non-fiction reading, will be supplemented through the PBL approach in the Science and Social Studies block.
Guided Reading Instruction: Guided reading is a research-based approach that allows children to develop as individual readers within the context of a small group. The approach places students in groups according to their reading levels. Guided reading provides the opportunity to match reading instruction to individual needs. Tailored small group instruction allows the teacher to model and prompt students to think about the reading process, supported by independent reading strategies.
During guided reading, the teacher is assessing progress, observing reading behaviors, and guiding students as necessary. Teachers regularly utilize formative assessment data collected during guided reading and weekly assessments to determine where gaps exists and how to introduce and reteach needed skills aligned to the Common Core. Students are grouped and regrouped in a dynamic process that involves ongoing observation and assessment.
Schmitt Elementary School is committed to making cultural connections in all subject areas. In reading, teachers draw from texts that are relatable to students’ demographic and cultural backgrounds.
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Writing Instruction: Writing instruction will be supported by the DPS supported writer’s curriculum. Schmitt will utilize a writers’ workshop model, incorporating whole group instruction, small-group instruction, and individual conferencing. During the small-group block, students are grouped based on an identified area of instructional need to ensure small group instruction is targeted at the child’s individual zone of proximal writing development. Writing instruction is aligned to the Common Core State Standards. Students’ progress is monitored during weekly data analysis of exit tasks, lesson and unit assessments, monthly formative assessments, and/or district interim assessments. Following each assessment cycle, standards not mastered by students are re-taught and re-assessed. This model also serves to ensure that adequate levels of differentiation are provided for each child with all students receiving small group instruction, including students learning English as a second language.
Targeted for full implementation in 2017-2018, Lucy Calkins Units of Study in Opinion, Informational, and Narrative Writing Elementary Series is used to support teachers understand of best practices in writing instruction. Instruction in this series is organized around four grade specific units of study at each level and a book of if/then curricular plans. The four units of study at each grade level are organized around opinion, information, and narrative writing. Each unit of study contains 18-22 sequential sessions subdivided into three to four bends, with each bend guiding the instruction step-by-step through the entire writing process from planning and drafting, to revising and editing, and eventually to publication. Each session lays out the teaching points, mini-lessons, conferences, and small-group work in a way that helps teachers replicate, and eventually personalize, Lucy and her colleagues’ carefully crafted teaching moves and language.
Mathematics Instruction: Mathematics instruction utilizes a workshop model incorporating whole-group instruction, small-group instruction, and individual practice delivered via stations and/or blended learning. During the small-group block, students are grouped based on an identified area of instructional need to ensure small group instruction is targeted to the child’s individual zone of proximal mathematics development. Math instruction is aligned to the Common Core State Standards. Students’ progress is monitored weekly during data analysis of exit tasks, lesson and unit assessments, monthly writing formative assessments and/or district interim assessments. Following each assessment cycle, standards not mastered by students are re-taught and re-assessed. This model also serves to ensure that adequate levels of differentiation are provided for each child with all students receiving small group instruction.
Schmitt has chosen Bridges in Mathematics as our primary curricular resource for math
instruction K-5. Based on the district curriculum adoption, we believe that this resource is best
suited for our student population and will meet the needs of our school plan.
According the the district math adoption, “Bridges in Mathematics stands out on several fronts:
Spanish parity, Common Core Standards alignment and a clear response to the Common Core
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instructional shifts in mathematics evidenced by the focus and coherence of the lesson and unit
design (both within grade and across grades) and a rigorous emphasis on conceptual
understanding that precedes the development of procedural understanding and fluency,
coupled with application embedded within both the conceptual and procedural. Further, the
design of the lessons supports teachers in creating joyful, rigorous, and personalized learning
opportunities for all students.
The DPS Curriculum adoption committee found that, Bridges had the, “highest interest and
recommendation from the committee based on Bridges’ key features:
● Strong alignment to the CCSS, both content and practice standards in a very coherent
and integrated structure
● An instructional model that blends, direct instruction, structured investigation and open
exploration in a workshop (centers) model in alignment with indicators in our LEAP
framework
● The inclusion of rigorous tasks that would be engaging and relevant to students and
provide multiple entry points
● Strong fluency and skill building component through problem solving activities and the
Number Corner
● Opportunities to re-engage (reteach) students with concepts in new ways
● Embedded resources for teachers that supports their development of deep content
knowledge in mathematics
● Robust online support for teachers, students, and families
In addition, this instructional approach is in full alignment with the Standards for Mathematical Practice that are an integral part of the new Common Core State Standards (CCSS). Cognitively Guided Instruction (CGI) is a system of beliefs about teaching, not a new textbook program to be implemented. The critical features of CGI will be evident in a teacher’s everyday teaching practices and are supported through curriculum resources. At the core of CGI are three basic assumptions about children’s learning of mathematics:
● Children have knowledge of mathematics, which should be used as a basis for
instructional decisions.
● Children develop mathematical understanding and acquire skills by solving a variety of
problems in any way that they choose.
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● Children gain understanding and inform other children and their teachers as they
communicate their mathematical thinking. This also allows them to construct
relationships among mathematical ideas.
Social Studies Instruction: Schmitt Elementary School students explore the cultures of others, relate to the cultures of study, and share their own culturally diverse backgrounds. We are committed to developing within students a greater social awareness so they can become innovative future leaders for our community. To bring relevance and connection from our history to our lives and to integrate across content areas, Schmitt will utilize a Project-Based Learning approach in Social Studies.
As our main Social Studies resources, Schmitt uses Social Studies Alive!, a theory- and research-based active instruction curriculum published by TCI. The curricular materials provide strong content and instruction balanced with hands-on-experiences 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, Poster Placards (full-color picture cards that support hands-on activities), Audio Tracks (musical recordings, dramatic readings, and audio effects), and Spanish translations of Student Handouts in all Teacher Editions. These and other materials make up the Schmitt Elementary School social studies curriculum, which is delivered for 45 minutes on a 6-week instructional cycle or the equivalent across the calendar year. The social studies curriculum scope and sequence aligns to the CCSS and teachers use an Understanding by Design approach to develop lesson plans that align to the CCSS. Schmitt Elementary School prepares all students for success on the state social studies assessment and addresses their college and career readiness.
Science Instruction: To bring relevance and connection from science content to our lives and to integrate across content areas, Schmitt will utilize a Project-Based Learning approach in Science and other content areas. Students at Schmitt Elementary School engage in hands-on science instruction, which is delivered for 45 minutes on a 6-week instructional cycle or the equivalent across the calendar year. Using the FOSS Next Generation science curricular materials as a foundation, teachers use an Understanding by Design approach to develop lesson plans that align to the CCSS. The science curriculum scope and sequence ensures that all students are well prepared for success on the state science assessment and college and career readiness.
Blended Learning Approach: Schmitt Elementary School implements a blended learning instructional approach, which includes a blend of teacher-led direct instruction and technology-based instruction employing digital and online resources. Blended learning at Schmitt Elementary School takes place within the instructional block to enable small-group instruction,
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and is supplemented with additional time in the Technology Block. The Blended Learning approach includes:
1) Technology Access
● Computers in all Classrooms
● Promethean Boards for Instruction
2) Blended Learning – Teacher Led Instruction / Technology Based Instruction
● Skills blocks in reading & math using digital instructional resources
● Technology enrichments
3) Learning Management System
● Assessing and tracking student progress, short cycle every six weeks
● Student collaboration and portfolio of work
4) Professional Development and Support for Implementation for Blended Learning
● Technical support for technology maintenance and use
5) Technology Based Communications
● School website, School Deets App 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 supports 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. Comparable resources in English and Spanish are identified by the grade level teaching teams.
Cultural Relevancy: Schmitt teachers receive professional development from the DPS’s Culture, Equity and Leadership Team on the creation of an effective learning environment that honors and celebrates multiculturalism and supports our second language learners. As an example, the social studies curriculum scope and sequence aligns to the CCSS and teachers use an Understanding by Design approach to develop lesson plans that align to the CCSS. During this planning process, grade level teams identify culturally relevant resources, books, and activities to prepare all Schmitt Elementary School students to be global citizens. Schmitt strongly believes that bilingualism is a cognitive, social and economic asset; we embody this value in our interactions with students and families. To promote multilingualism, key 21st Century skill for all students, we have created a Multilingual Language Instruction (MLI) learning block. This will reinforce that students’ home languages are assets and that learning another language is part of everyone’s learning.
For English Language Learners and those students who have not yet tested out with English Proficiency, the MLI block will serve as their mandated English Language Development (ELD)
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time, and be taught by a specialist on a daily basis for 45 minutes. Concurrently, for students who are native English speakers or have tested out with English Proficiency, we will offer Spanish classes. In this format, students will receive more specialized support in developing multilingualism.
Schmitt will utilize EL Achieve, the district-provided curriculum for English Language Development and supplement with other materials when needed.
All of our curriculum resource choices are intentional in order to support our multilingual learners as well as our teachers. All curricula that can be provided in students’ native language will be purchased and/or provided.
C. Scope/Sequence
All Schmitt classes are based on and guided by a specific scope and sequence that is created by grade level teams and aligned to CCSS/CAS, the interim assessment program, and the selected curricula. Teachers will use the above resources when developing a year long scope and sequences during summer training to ensure for aligned formative assessments and grade level appropriate instruction and rigor.
Appendix K – Course Scope and Sequence for One Grade Level
D. Class Size
As a neighborhood boundary school, Schmitt Elementary will not cap class sizes, yet will adhere to Denver Public Schools’ recommendations for class size composition. The Special Education Teacher-to-Student ratio complies with district policies and procedures and is currently 2:23.
E. School Schedule & Calendar
Schmitt Elementary School creates a school calendar annually in a collaborative process with the CSC, capitalizing on the flexibilities afforded through achieving innovation status. This calendar meets or exceeds district and state length of time requirements. The proposed annual calendar is shared with Schmitt Elementary School’s staff and families for feedback. The school calendar and daily schedule rigorously address the students’ academic, social, emotional, physical, and intellectual needs. Proposed changes to the district calendar for the 2016-2017 school year include: adding 6 days of Professional Development and Data Analysis to match the school’s interim assessment cycle, adding 10 professional development days for teachers prior to the start of the school year (by having staff return one week earlier and postponing the start of school by one week), and adding 15 minutes to the instructional day.
Teachers work a total of 192 days: 161.5 days with students, 27 days dedicated to planning and professional development, and 3 days for Parent Teacher Conferences. The specific schedule will be determined with the CSC annually. Professional days focus on establishing common expectations, rituals and routines, and grade level proficiencies. Teachers receive additional pay for working above and beyond a traditional DPS calendar year. Teachers receive 90 minutes a
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day for data teams, collaborative planning, vertical team planning, coaching, peer observations and book studies. Teachers’ collaborative time takes place during the daily Essentials and Multi-Lingual Instruction rotation.
7:45-8:00 Planning Planning Planning Playground Duty Planning
8:00-8:15
8:15-8:30 BIC/MM BIC/MM BIC/MM BIC/MM BIC/MM
8:30-8:45
Math Math Math Math Math 8:45-9:00
9:00-9:15
9:15-9:30
9:30-9:45 Science/ Social Studies
Project-Based Learning Block
Science/ Social Studies
Project-Based Learning Block
Science/ Social Studies
Project-Based Learning Block
Science/ Social Studies
Project-Based Learning Block
Science/ Social Studies
Project-Based Learning Block
9:45-10:00
10:00-10:15
10:15-10:30 Weekly Data Team Meeting (Students
@ Technology)
Collaborative Planning (Students
@ Music)
Planning / Placeholder for SIT/MTSS Mtgs
(Students @ Technology)
Collaborative Planning (Students
@ Music)
Weekly Coaching (Students @ P.E.)
10:30-10:45
10:45-11:00
11:00-11:15 Planning (Students
@ MLI/ELD) Planning (Students
@ MLI/ELD) Planning (Students
@ MLI/ELD) Planning (Students
@ MLI/ELD) Planning (Students
@ MLI/ELD) 11:15-11:30
11:30-11:45
11:45-12:00
Lunch/ Recess Lunch/ Recess Lunch/ Recess Lunch/ Recess Lunch/ Recess 12:00-12:15
12:15-12:30
12:30-12:45
Readers Workshop Readers Workshop Readers Workshop Readers Workshop Readers Workshop
12:45-1:00
1:00-1:15
1:15-1:30
1:30-1:45
1:45-2:00
2:00-2:15
Writing Writing Writing Writing Writing 2:15-2:30
2:30-2:45
2:45-3:00
3:00-3:15 Skills Skills Skills Skills Skills
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3:15-3:30 Dismissal Dismissal Dismissal Dismissal Dismissal
3:30-3:45 Planning Planning
Weekly Staff Meeting /
Professional Development
Planning Planning 3:45-4:00
(See Appendix L – School calendar)
(See Appendix M – Teacher and student daily schedules)
F. Progress Monitoring and Assessment and School Performance Goals
Schmitt will utilize highly advanced student assessment systems to monitor student progress. The most important of these will be real-time, in-class assessments to help teachers monitor the effectiveness of their day-to-day instruction. Our leaders, teachers, and students will embrace the power of student-engaged assessment practices to build student ownership of
learning, focus studentson reaching standards-based learning targets, and drive achievement. This approach to assessment is key to ensuring that students achieve educational equity. Students continually assess and improve the quality of their work through the use of models, reflection, critique, rubrics, and work with experts. These practices are a critical component of the Project Based Learning. Schmitt staff will engage in ongoing data inquiry and analysis, examining everything from patterns in student work to results from formal assessments, disaggregating data by groups of students to recognize and address gaps in achievement. The effective use of data systems to effectively guide instruction is a common feature of the highest performing schools in the country and is consistently supported by research as an effective practice.5
Schmitt will utilize the data-based methods developed by Paul Bambrick-Santoyo in Driven by Data: A Practical Guide to Improve Instruction.6 Features of Paul Bambrick-Santoyo’s methods include: frequent school-wide interim assessments, data days, explicit planning and opportunities for reteaching, use of the Response to Intervention model where students are assessed and flexibly grouped every 6-8 weeks, and a data-driven school culture. As previously mentioned, each learning expedition will be developed with explicit standards, learning targets, and assessments.
Schmitt will utilize the Achievement Network Interim Assessments for mathematics and reading in Grades 2-4 and teacher created benchmarks for K-1. For writing, Schmitt will utilize assessments aligned with the units of study presented in the Lucy Calkins curriculum. Teachers will work collaboratively to evaluate student work and focus on developing inter-rater reliability when assessing school-wide writing assessments. Schmitt will also utilize formative and 5 Goodwin, B. (2010). Changing the Odds for Student Success: What Matters Most. Denver, CO: Mid-continent Research for Education and
Learning (McREL). 6 Bambrick-Santoyo, P. (2010). Driven by Data: A Practical Guide to Improve Instruction. San Francisco, CA: Jossey-Bass.
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summative assessments including assessments of learning targets within each unit, iStation, DRA2, and the reading assessment toolkit from Mondo Bookshop. The K-2 Assessments include: Oral Language Assessment, Benchmark Text level/Comprehension, Fluency, Print Concepts, Phonemic Awareness, Letter Recognition, Phonics, and Word Knowledge. The 3-5 Assessments include: Benchmark Text Level/Comprehension, Oral Reading Fluency, Vocabulary, Letter Sound Correspondence, and Oral Language. This portfolio of assessments will ensure that every child is successful and will be communicated to parents during parent-teacher conferences, student-led conferences, portfolio showcases, and PBL presentations.7 Schmitt teachers will communicate information about student achievement in a wide variety of ways, most of which feature students as the key communicators. In this way, students are engaged throughout the assessment process. Students have individual responsibilities—they maintain a portfolio and discuss their learning during family conferences and performance assessment presentations, and they participate collectively in communicating about achievement during public presentations of learning. Schmitt teachers will support students in analyzing their own portfolios to identify quality evidence that demonstrates progress toward academic learning objectives and habits of mind. Teachers and staff will assume an active role in supporting students in showcasing their progress and demonstrating their readiness for promotion, college, and career. They will assist students in practicing presentation skills, such as eye contact, clear articulation of ideas, use of technology, and presenting evidence to support their statements. Performance assessments may include students articulating their current levels of proficiency in core subjects; sharing exemplary work from different subject areas; sharing artistic, athletic, and technology accomplishments; outside of school and service learning contributions to the community; and growth and proficiency with relational and performance character.
In order to meet or exceed District expectations for the School Performance Framework, Schmitt has outlined the following annual performance and growth goals in their Unified Improvement Plan:
SCHMITT ELEMENTARY SCHOOL – DATA ANALYSIS & GOALS
*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 2014-15.
Historical Data Performance Goals Rationale for Goals
2012 2013 2014 Year - 1 Year - 2 Year - 3 Year - 4
7 PBL presentations provide students with the opportunity to present their learning, supported by evidence in their best work to a panel of
experts. At Schmitt, this will occur at the conclusion of each school year.
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Student Growth Levels
OVERALL MGP Meets Approaching Does Not Meet
Meets Meets Meets Exceeds The overall strategy for determining year-to-year goals was to chart incremental and attainable growth year-to-year that would take the current level of performance along a trajectory to meet or exceed each performance goal by Year 4 of the school turnaround process.
MGP ELL Approaching
Approaching Does Not Meet
Approaching 45
Meets 50
Meets 55
Meets 60
MGP FRL Meets Approaching Does Not Meet
Approaching 45
Meets 50
Meets 55
Meets 60
MGP Minority Approaching
Approaching Does Not Meet
Approaching 45
Meets 50
Meets 55
Meets 60
MGP Reading Approaching
Approaching Does Not Meet
Approaching 45
Meets 50
Meets 55
Meets 60
MGP Writing Meets Meets Approaching Meets 50
Meets 50
Meets 55
Meets 60
MGP Math Meets Approaching Does Not Meet
Approaching 45
Meets 50
Meets 55
Meets 60
ACCESS MGP Approaching
Approaching Meets Approaching 45
Meets 50
Meets 55
Meets 60
SPED Growth Comparison
Does Not Meet
Does Not Meet
Does Not Meet
Meets* 74%
Meets* 74%
Meets* 74%
Meets* 74%
Student Proficiency Levels
Overall Status Meets Meets Approaching Meets Meets Meets Meets The overall strategy for determining year-to-year goals was to chart incremental and attainable growth year-to-year that would take the current level of performance along a trajectory to meet or exceed each performance goal by Year 4 of the school turnaround process.
P/A ELL Does Not Meet
Does Not Meet
Does Not Meet
Approaching* 45%
Meets* 55%
Meets* 70%
Meets* 80%
P/A FRL Does Not Meet
Approaching Approaching Meets* 50%
Meets* 60%
Meets* 70%
Meets* 80%
P/A Minority Does Not Meet
Approaching Approaching Meets* 50%
Meets* 60%
Meets* 70%
Meets* 80%
P/A Reading Approaching
Approaching Approaching Meets* 50%
Meets* 55%
Meets* 60%
Meets* 60%
P/A Writing Approaching
Approaching Approaching Meets* 45%
Meets* 55%
Meets* 60%
Meets* 60%
P/A Math Approaching
Approaching Approaching Meets* 50%
Meets* 60%
Meets* 65%
Meets* 67%
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SPED Status Comparison
Does Not Meet
Does Not Meet
Does Not Meet
Meets*
Meets*
Meets*
Meets*
School Culture Measures
Attendance Rate
Approaching
Approaching Approaching Meets 95%
Exceeds 96%
Exceeds 97%
Exceeds 98%
The overall strategy for determining year-to-year goals was to chart incremental and attainable growth year-to-year that would take the current level of performance along a trajectory to meet or exceed each performance goal by Year 4 of the school turnaround process.
Student Satisfaction
Meets Meets Approaching Meets 88%
Exceeds 95%
Exceeds 96%
Exceeds 97%
Re-Enrollment Rate
Approaching
Meets Approaching Meets* 95%
Meets* 95%
Meets* 95%
Meets* 95%
Parent Satisfaction
Approaching
Approaching Does Not Meet
Meet 88%
Exceeds 95%
Exceeds 96%
Exceeds 97%
* Starred Indicators specify that “Meets Expectations” is the highest stoplight measure on this component of the DPS SPF. While grade-level proficiency is our number one priority, student growth is our primary driver to achieve necessary proficiency levels. In practice this means that in order for many of 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 on-track to full-proficiency by the time they complete 5th grade prepared for success in middle and high school.
2014 MGP Schmitt
Adequate Growth Expectation Growth needed to reach full proficiency within three years
Reading 30 47
Writing 34 54
Math 33 67
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.
DSP Cut Scores for SPF: http://spf.dpsk12.org/documents/current/documentation/languages/english/SPF_Rubric_Cuts_Trad_English.pdf
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To ensure our students’ success, Schmitt staff must be critical consumers of data and utilize this data to inform instructional decisions. The Student Intervention/MTSS Team composed of administrators, primary and intermediate teachers, specialists (ESL/SPED/GT), and electives teachers and the School Leadership Team, will be primarily responsible for evaluating school-wide performance data and communicating with grade level teams, interventionist teachers, and support staff. These teams will meet on a monthly basis to examine progress toward our goals. Additionally, data will be a part of our weekly professional development sessions. After the administration of school-wide formative assessments, grade level teams will collaborate with members of the Instructional Leadership Team to identify specific instructional targets based on students’ needs. These will be monitored, celebrated, and revised every six-eight weeks.
Progress Monitoring of Key Instructional Reform Efforts
To ensure the progress and effectiveness of the Instruction Reform Efforts listed in this application, a plan has been devised to ensure timely review of data and reporting.
Instructional Reform Effort
Key Leadership Team Member Responsible for Data Collection and Reporting
Frequency of Reporting and Analysis / Context
Method of Progress Monitoring
Project-Based Learning
Deans of Curriculum and Instruction (ECE-2; 3-5)
Quarterly within Leadership Team meetings
Assessment using school-constructed PBL rubrics
Surveys of Teacher Perceptions of Preparedness
Surveys of Student Engagement
Multi-Lingual Instruction (MLI)
ESL Teacher
ELA-S Team Specialist
Spanish Instructors
Quarterly within Leadership Team meetings
ELL student data (writing and speaking)
MLI assessments
Leadership Structure Principal Bi-Annually within both Leadership Team and Staff-wide meetings
Staff surveys
On-going goal-setting and progress monitoring meetings
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with each Leader
On-going Professional Development (as afforded by the extended school day and amended school calendar)
Principal
Deans of Curriculum and Instruction (ECE-2; 3-5)
Dean of Culture
Quarterly within Leadership Team meetings
Staff surveys
Analysis of on-going coaching and evaluation of teacher practice
School Culture
Dean of Culture Monthly in Leadership Team and Staff-Wide meetings
Discipline and Attendance Data
Staff, Student, and Family Surveys
G. Academic Intervention & Acceleration
Multi-Tiered System of Support (MTSS)8
Schmitt will implement MTSS, a whole-school, data-driven, prevention-based framework for improving learning outcomes for every student through a layered continuum of evidence-based practices and systems.
Shared Leadership
Schmitt will coordinate training, coaching, resources, and evaluation to support the development and implementation of MTSS through shared decision-making by the school leadership team, teacher leaders and individual teachers.
Data-Based Problem Solving and Decision Making
Schmitt will create opportunities for multiple stakeholder teams from multiple settings (e.g. home, school, community), to analyze and evaluate information related to planning and implementing effective instructional strategies matched to student need. Layered Continuum of Supports
8 https://www.cde.state.co.us/mtss/essentialcomponentsjan2014
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Schmitt will support culturally- and developmentally-relevant practices, that are layered from universal (every student) to targeted (some students) to intensive (few students), in order to support the academic and behavioral needs of every student. Evidence-based Instruction, Intervention, and Assessment Practices (academic and behavioral) Schmitt will implement teaching and learning approaches proven to be effective through scientifically-based research studies which are used to guide educational decisions to ensure improved outcomes for students. Universal Screening Schmitt will universally screen all students using district-created interim assessments. Progress Monitoring Schmitt will monitor student progress in a systemic way, gathering academic and behavioral data using a variety of data collection methods. Student performance is examined frequently, over time, to evaluate response to instruction and intervention. Family, School, and Community Partnering
Schmitt will prioritize the collaboration of families, feeder schools, and the community as active partners
in improving learner, classroom, school, district, and state outcomes.
The Schmitt MTSS will include three tiers of instruction / interventions which are designed to be fluid and accessible based on current student needs.
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Schmitt will use a Student Intervention Team (SIT) to works with all general education teachers to support differentiation and Tier II & II interventions. The SIT team will implement a 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, affective education, and research based programs. The progress of students receiving Tier II interventions will be monitored weekly by the SIT team. If students are not making adequate achievement gains or responding to these Tier II interventions over a 6 week period, they will be referred for Tier III interventions and the SIT team will work to identify a root cause of the academic struggle and create a more detailed plan to address this need. All Tier III interventions will be research proven.
Schmitt will utilize a multidisciplinary Student Intervention/MTSS Team that includes school psychologists, occupational therapists, speech language pathologists, special education teachers, general education teachers, school administration, and District staff, when appropriate, to identify students in need of academic intervention or acceleration.
Tier I: The Universal Level refers to effective core instruction from highly qualified classroom teachers who possess deep pedagogical content-knowledge and provide differentiated
core instruction to meet the needs of diverse learners.
Tier 2: The Targeted Level provides more intensive, explicit, systematic,
instructional differentiation closely aligned with the pedagogy and practice
of core curriculum. It offers supplemental, research-based instruction
and intervention to meet the needs of students not making adequate progress
at the Universal Level.
Tier 3: The Intensive Level supports students with
significant and chronic deficits and/or significant
underachievement who require more resources, time or
intensity of instruction and interventions to reach
academic and behavioral goals.
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Schmitt has intentionally focused staffing plans to support the success of all students. This includes a Dean of Curriculum and Instruction serving ECE-2nd and 3rd-5th in addition to lowering teacher to student ratios by recruiting additional support roles. Interventionists will provide Tier 1 and Tier II interventions in addition to modeling, coaching, and providing feedback to classroom teachers on how to effectively plan and provide Tier I interventions in the general education setting. Schmitt will focus intensive intervention strategies in the early grades to proactively prevent and minimize the need for intensive intervention services in the intermediate grades. Schmitt will utilize interventionists and additional support roles to deliver interventions in core content areas.
H. Promotion & Retention Policies.
Promotion will be based on students meeting standards in both academics and habits of mind. PBL presentations and performance assessment will be utilized to provide students with opportunities to take part in traditions that confirm their readiness to move forward in all realms of achievement. In the rare occasion that a student needs to be retained, the Student Intervention/MTSS Team, in collaboration with the student’s family, will work collaboratively to make a decision based on the individual student’s circumstances.
Data team meetings will occur weekly to examine student work and the CSC will examine big picture ‘gap data’ on a monthly basis. This will include released PARCC, CMAS, and SPF reports with disaggregated proficiencies based upon ethnicity, race, free and reduced lunch, gender, ELL, GT, and SPED status. Team members will consider both status and growth when examining these data points. Careful attention to ‘gap’ trajectories will be explored. If gaps exist and trajectories do not show timely closure, corrective action will occur. Students identified with Significant Reading Deficiencies as identified in Colorado’s READ Act (HB12-1238) will receive intensive interventions to ensure they are on target to achieve third grade reading proficiency. Corrective action will be specific to the types and extent of gaps and could include: targeted professional development, shifting or reallocation of resources, supplemental material adoption, changes in staffing, curricular and programming audits.
I. English Language Learners
Schmitt Elementary recognizes that DPS must abide by the consent decree for serving English language learners well. Schmitt believes that the consent decree is a minimal standard for serving Language learners well. Schmitt believes that efforts beyond traditional ELD and a ELA-S resource teacher are needed to differentiate supports that allow our ELLs to grow both in their English and Spanish proficiency levels.
Commitments to Cultural and Academic Needs of English Language Learners:
Language Acquisition Team (& Responsibilities)
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1. Principal (monitors student progress in English Language Acquisition & oversees and evaluates the effectiveness of ELA services provided by the school teachers)
2. Teacher Leader - ELA-S (monitors student progress in English Language Acquisition, develops and supports all staff on ELA strategies and program)
3. ELA-S core content teachers (provide native language supports, as well as classroom instruction in Spanish for students whose English Language proficiency is intermediate level or below)
4. Multilingual Instructional teachers (plan and implement ELD differentiated by ACCESS level with targeted supports for students whose English Language proficiency is intermediate level or below)
5. Office staff that are bilingual (Spanish & English)- with all communications in English and Spanish and a parent welcome center open for conversations with staff, other parents, and administrators
ELA Instructional Program
1. Differentiated ELD based on ACCESS Levels (Multilingual Instruction – MLI) 2. English Language Development (ELD) and Spanish Language Development (SLD) 3. Spanish instructional supports in core contents, as well as classroom instruction in
Spanish, for students whose English Language proficiency is intermediate level or below (instruction provided by ELA-S teachers, ELA-S Teacher Leader; native language supports provided by all staff with primary responsibility to bilingual Para-professionals)
Parent Engagement Structures
1. Parent Action Committee led by the ELA-S Specialist and Principal provides a clear structure through which families receiving ELA services will help evaluate ELA programming at the school
2. Dean of Culture charged with regular communications to parents regarding school programs, activities, feedback, and suggestions.
3. Office staff (bilingual) provide a welcome center for parents encouraging opportunities to engage with school administration, teachers, and other parents.
4. All parent communications are provided in the parent language indicated at registration 5. Principal and ELA-S Teacher Leader communicate the services offered in the school to
parents in the parent’s language
Recruitment Plan
1. As indicated in our staff recruitment process, Schmitt intentionally recruits and incentivizes the hiring of high quality teachers, administrators, and other support roles,
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with targeted recruitment events and outreach to hire outstanding bilingual (English/Spanish) (English/Vietnamese) (English/Farsi) and ELA-S qualified staff.
2. Key components of our recruitment activities include: nation-wide recruiting events, developing internal candidates (para-professionals to teachers), hiring student teachers and Denver Teach Today bilingual teachers, partnering with community organizations to support recruitment (Stand for Children)
Identification Process and Parent Involvement: To ensure that our students are accurately identified as English Language Learners, parents/guardians will fill out the DPS Home Language Questionnaire during the registration process, to identify students whose Primary Home Language is Other Than English (PHLOTE). We will ensure that if the parent/guardian completing the form has any questions we will have ELA designees (Principal and/or appointed staff members) who are familiar with our ELA supports and the Home Language Questionnaire available to answer parent questions. This paperwork will be collected, verified, and entered into Infinite Campus by the Secretarial Team.
Parents will be notified about placement of a student in the Language Instruction Educational Program (LIEP) no later than 30 days after the beginning of school. Parent communications will be translated into the parent’s native language and an interpreter will be available to ensure that parents understand and can make well-informed decisions about participation in the school programs and services.
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Assessment and Placement: A screening placement assessment (W-APT) will be conducted within 10 days of the start of school and provision of English language development services as soon as possible and within 30 days of arrival, should additional resources or personnel be required. English language learners will be initially scheduled into an ELD class and that time will be used in the first week of school to assess English language levels and develop an appropriate English Language Acquisition (ELA) plan. ELD services will begin immediately after assessment and placement, based on ACCESS levels that may span multiple grade levels, depending on need and teacher availability.
English Language Learners will take the ACCESS assessment to determine English language proficiency and to support educational planning. For progress monitoring purposes, WiDA Can-dos, Speaking and Writing Rubrics and other resources will be utilized to provide timely and informative data.
A fully qualified ELA-E teacher (state-endorsed in teaching the culturally and linguistically diverse, has earned a Masters or doctorate degree in teaching the linguistically diverse, or has completed the approved District ELA-E training) will be responsible for the management of the ELA program with oversight and support from the Principal. This teacher will lead our
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Instructional Services Advisory (ISA) Team that will meet quarterly to review students’ data and collect a body of evidence that will be used to determine placement, redesignation and exit, and shared with parents in making such decisions. The ISA team will also monitor the progress of students in ELA Programming as well as redesignated students and be available to teachers and parents who have concerns or questions regarding their student. This important aspect of ELA monitoring can be summed up in seven steps:
1) Review services for newly identified English Learners. 2) Monitor identification of English Learners to ensure appropriate identification and
placement 3) Review English Language Proficiency and Academic progress of all English Learners
(including those who have declined services) 4) Identification of English Learners in need of intervention to address the student’s
academic and linguistic needs through collaboration with the teaching team 5) Review English Learners information/data with recommendation to the ELA department
in regards to the re-designation or exit of English Learners 6) Review English Learner student information/data with recommendation to the ELA
department regarding the reentry of ELL’s into the program 7) Recommendation to the ELA Department regarding changes in language acquisition
services, supported by evidence, which may include formal and informal assessments, observations, and information by the classroom teacher or parent/guardian.
Program Design and Curriculum:
Schmitt TNLI program services will include the following: ● English Language Development – 45 minutes a day taught by Multilingual Instruction
teacher for all students who are classified as English Language Learners ● ELA-S teachers at each grade level will provide strategic instruction in Spanish and
English ● Supported Content Instruction in English – sheltered English instruction & strategies
With guidance and supervision from the Principal and the Network 2 ELA Partner, the ESL Resource Teacher will be responsible for ensuring HLQs are on file for all students, parent choice (PPF) matches student placement, and establish monthly ISA team meetings, establishing monthly ELA Parent Advisory Committee meetings, identify ELA District Advisory Committee representative, reviewing ELL lists to ensure proper placement of students, and ensuring a minimum of 45-minute of daily ELD instruction and appropriate bridging and sheltering of instruction. The Principal will designate core content teachers per school ELA program needs and nominate ISA team members.
ELL students will be monitored on a monthly basis through gathering and analysis of a writing and speaking sample and assessed through the appropriate WiDA rubrics, that is embedded into their regular coursework. In addition, on a weekly basis, teachers will also informally assess students as part of regular data gathering and MTSS, team meetings and professional
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development. The results will be analyzed and discussed during team planning. The data will indicate what we have to cover and how we will differentiate in small groups or mini-lessons.
Classroom-based instructional strategies to support English language learners will include but not be limited to: SIOP strategies such as building background knowledge, comprehensible input, scaffolding techniques, higher-order questioning based on Bloom’s Taxonomy, reciprocal reading, graphic organizers, mental models, word walls, sentence stems, think-pair-share, and cooperative learning to ensure frequent opportunities for interaction and discussion.
As the district will be funding a new ELD curriculum adoption in the 2016-2017 school year, Network and District support will be sought to identify a researched-based and appropriate curriculum for Schmitt Elementary. The ELD curriculum will be aligned to WIDA standards and includes direct instruction in English language usage and including content vocabulary, survival vocabulary, and, reading, and writing development in English. Students will be grouped based on language levels and will transition from one level to the next based on a body of evidence that will include student performance on the WiDA Speaking and Writing rubrics. Schmitt will use the WiDA standards to measure the progress of ELL students. Our ISA Team will monitor student progress in English language proficiency and core content area by collecting a body of evidence, which will include ACCESS scores, PARCC scores, and reading and writing samples.
The ISA team will review, analyze, and discuss student data, and reach a consensus of whether the student is performing satisfactorily or not. If the student is not making adequate progress, teachers will identify actions necessary to improve student outcomes. A meeting with the student, teacher, and parent/guardian to further discuss and understand the lack of progress will occur. This meeting will then include a collaborative planning of goals, interventions, and weekly data collection to ensure progress. The ISA Team will consist of the principal or designated administrator, 2 teachers, at least 1 of whom is fully qualified as ELA-T, ELA-E, or ELA-S.
Professional Development and Evaluation: All Schmitt teachers and leaders will participate in ELA training on effective teaching strategies to support language development and second language acquisition, including sheltering and bridging instruction. ELA-S teachers will be trained and qualified to meet the district ELA-S certification. ELA-S teachers will be evaluated to ensure that they are adequately prepared to implement the ELA program and effective delivery of program services resulting in student language development and achievement gains.
Exiting/Redesignation and Monitoring Criteria: Schmitt will implement a collaborative plan for determining whether to exit/redesignate students from the ELA program in accordance with district requirements detailed in the graphic below. The process will include meaningful collaboration and information about student progress with the parent(s) of students, based on a body of evidence and consistent with CDE standards including ACCESS scores, PARCC scores,
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and reading and writing samples. Students that are redesignated shall be monitored by the ISA Team for at least two years to determine if additional ELA program services are needed.
J. Students with Disabilities
Schmitt Elementary will comply with the IDEA and all federal law concerning serving students with disabilities. The staff of Schmitt Elementary School, led by the Special Education teachers and supported by district officials will participate in identifying and referring students for assessment of special education needs, developing IEPs, maintaining records and collaborating in the delivery of these services as appropriate. Staff will use the benchmark and progress monitoring data compiled by the SIT team, along with other diagnostic assessments and norm referenced tools to identify educational disabilities and the need for specially designed instruction. The team will work to ensure that cultural and linguistic diversity is considered throughout the process. English Language Learners in the MTSS process will have their language acquisition and their area of academic need addressed simultaneously. In considering progress and response to intervention, ELL students will be compared to other students that have similar language development, as opposed to typical normative data in an attempt to avoid misidentification. ELL students that are being considered for Special Education referrals will be referred to the district’s Multilingual Assessment Team for assessment in their native language.
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Schmitt Elementary will implement the MTSS/SIT process systemically and purposefully in order to avoid the misidentification of a disability.
Schmitt Elementary School will engage in a thorough recruiting effort within the neighborhood the school is located, recruiting all students regardless of their special needs. Once students are admitted, staff members will reach out to families in order to welcome them, learn about the individual strengths and needs of the student, and prepare for excellent service delivery.
Schmitt Elementary hires licensed special education teachers and recruits a targeted population that has experience working with IEP students from similar cultural and socio-economic backgrounds. There are currently two special education teachers (2.0 FTE) serving 23 students on IEPs. We anticipate the potential for this caseload to increase slightly over time as our systems for intervention, identification, and data collection become more robust.
The Special Education team, including special education teachers, other support roles, and related service providers, provides a continuum of services to support student success in the general education curriculum. These services include integrated instruction and support inside the general education classroom, direct instruction outside of the general education classroom when necessary, behavior interventions, and consultation with classroom teachers. Students with IEPs are included in the general education classroom to the maximum extent possible to meet their individual learning needs. Special Education providers “push-in” to general education classrooms in a parallel or small-group instructional model. These integrated services are tailored to the needs of the students, as identified in the IEP, and therefore they vary. Special education teachers may collaborate with the general education teacher to differentiate the lesson, co-teach, provide instruction to a small group for a mini-lesson, support individual students and groups during independent practice, integrate interventions or multimodality supports such as classroom visuals and manipulatives into instruction, provide ELL support, provide accommodations, and support assistive technology. Direct services outside of the general education classroom are mostly reserved for targeted instruction of discrete skills with remediation and research-based programs. Students with IEPs that have stronger skill sets can also access these interventions in the Tier II general education, and therefore are enabled to be further included in content areas. Direct services can also include intensive support of general education objectives via pre-teaching, extended independent practice, re-teaching, and conceptual applications. The overall objective of these direct services is to support student growth and therefore student ability to access the general education curriculum. Special education providers also facilitate positive behavioral supports for students with emotional and developmental disabilities. The special education teacher facilitates the school psychologist, social worker, and speech pathologist to provide 1:1 and group clinical supports. Special Education teachers may also provide tutoring and homework support.
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Students with disabilities will participate in the school wide assessment cycle. In addition, Special Education teachers track student progress in the general education and provide tutoring and homework support. Special Education teachers use baseline data to set a targeted IEP goals in the student’s area of disability, closely monitor the student’s progress with curriculum based measures and behavior observation tools, and communicates the student’s progress to administration, general education teachers, and parents. The provider uses these data to target the areas in need with specialized instruction and research based methods and interventions. Special Education teachers compile all academic data points (diagnostic, benchmark, and progress monitoring) in a data file that drives the individualized service delivery for that student.
K. Gifted and Talented Students
Parents and teachers are informed of the characteristics of gifted and talented students at the start of each school year and are encouraged to refer students who exhibit these characteristics to the DPS GT department for evaluation. Students participate in GT screening in accordance with district guidelines.
Students who are identified as GT or HGT will have Advanced Learning Plans (ALPs) in place. ALPs are a planning guide for making instructional decisions about materials, programming options and assessments for gifted students based upon strengths, interests, and social-emotional needs. They are critical in the transition of gifted students from one level of schooling to the next and from school to school. The ALP will include information about the student’s areas of strength and what curriculum and programming options will be provided to match these strengths. The ALP will describe the differentiation methods to be used for acceleration, depth and complexity, higher order thinking skills and content extensions.
Students who are identified as GT, as well as other advanced learners, will have opportunities to participate in accelerated academic content, curriculum compacting, and challenging academic enrichment programs that support their advanced learning needs. The GT teacher will consult with all classroom teachers on strategies to support GT students and will consult with the DPS GT department on academic and enrichment opportunities (e.g. Destination Imagination, Science Olympiad, Shakespeare Festival, etc.) that are available to GT students and advanced learners. The expansion of the enrichment activities will meet the needs of the GT students by exposing them to additional activities.
Progress Monitoring: Student progress toward ALP goals will be monitored quarterly by the GT
teacher, in consultation with the classroom teacher, and progress will be reported to the
student and parent/guardian. The ALP may be changed as necessary to ensure that gifted and
advanced learners are making academic progress and are appropriately challenged.
GT Staffing: Schmitt has a 0.25 gifted and talented teacher responsible for GT identification, ALP’s, GT and HGT testing, and documenting services for all GT students in the school, primarily
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occurring during the regular school day. The GT teacher provides classroom support for teachers and pull-out opportunities for academically advanced students. As the GT numbers grow, GT staff will be added.
The GT teacher will participate in all aspects of the professional development system which will include training specific to GT and advanced learners and will be consistent with their own professional learning goals.
Program Evaluation: Instructional observations, progress monitoring of ALP goal attainment, formative assessments of academic achievement, and state assessments (PARCC) will be used to determine the effectiveness of the GT program. The evaluation of GT program effectiveness is also part of the larger Schmitt program evaluation which includes attainment of school achievement and organizational goals and measures of teacher and leader effectiveness.
L. Supplemental Programming
Health and Mental Health Services: Schmitt Elementary School offers a variety of health and mental health services to students and families. Schmitt partners with Mental Health Center of Denver (MHCD) to provide services during the school day for students. MHCD funds a .8 School-Based Therapist, who will serve the Schmitt community.
Schmitt students receive social/emotional instruction using a staff-created SEL and character curriculum. We are currently examining the potential fit to incorporate the Personal Success Factors program offering through the Culture, Equity, and Leadership Team within DPS. This program supports staff in cultivating Personal Success Factors (Curiosity, Gratitude, Optimism, Grit, Self-Control, Social Intelligence, and Zest) in staff and students through professional development, integration of PSF into classroom instruction and school-wide culture systems, and codified common language.
Schmitt Elementary will continue to cultivate a partnership with Bikers Against Bullies, a national program that connects community members with students to increase the dialog and support for anti-bullying practices and behaviors across the school and community context. Elements of the Olweus Bullying Prevention Program, including school-wide diagnostics and school culture events, will be used to supplement Schmitt’s efforts to decrease bullying behaviors and create a safe school space.
Extended Day Enrichments: Schmitt Elementary School provides a longer school day so that all students have sufficient time and resources to master academic content, as well as participate in structured enrichment activities. Teachers and community providers offer enrichment during the extended day that may include: interventions, advanced math and science classes, after school dance club, theater, visual arts, and athletics. In addition to these built-in school programs, Schmitt Elementary School works to build community partners in the Southwest that promote academics as well as positive, healthy behavior for our students and their families.
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Examples of existing and potential partnerships include: SOAR, America Scores, Denver Parks and Recreation Leadership Development, and extracurriculars offered.
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Section IV: TEACHING
A. Teacher Recruitment & Hiring
Schmitt Elementary School will focus on improving student achievement by developing quality teachers. The Principal will establish and communicate high expectations and will be responsible for aligning professional development, feedback, and coaching with formal evaluation systems in order to promote the professional growth of every teacher and ensure school-wide excellence.
Schmitt will hire a founding team of talent who possess a passion and commitment to implementing the PBL model while operationalizing Schmitt’s mission: To ensure academic and life success for all Schmitt students, we focus on the whole child, building on the strengths of our families and community. Schmitt will utilize the following set of indicators in addition to the Colorado definition of “Highly Qualified”:
In accordance with section 1119 of NCLB, Colorado defines Highly Qualified Teachers as teachers that are fully licensed and able to demonstrate subject matter competency in each core
content area in which they are assigned. This definition applies to both general and special education teachers that are responsible for providing instruction in core content subject areas.
Proven ability to execute standards-based instruction and progress monitoring strategies to promote student achievement; knowledge of culturally responsive pedagogy; excellent communication skills; ability to plan for and implement a variety of instructional techniques and strategies to meet the needs of diverse learners; strong classroom management skills; alignment with Schmitt’s mission, vision, and core values; desire and ability to hold all children to high expectations; commitment to exceeding expectations and doing whatever it takes to ensure the success of all students; willingness to work an extended day and year; possess an ethic of excellence; utilizes autonomy in instructional design and accountability for meeting high expectations; professionalism; openness to feedback; desire and ability to work effectively as part of a team; demonstrated ability to work well with parents and build positive relationships with students; demonstrated ability to analyze data and measurements of achievement; commitment to ongoing professional development and lifelong learning; and possess a sense of humor, flexibility, and adaptability. Preference will be given to teachers who possess or are pursuing a CLD endorsement, Special Education endorsement, or Gifted Education endorsement.
Additionally, Schmitt faculty must be committed to creating joy-filled, personally meaningful learning experiences for students within our culture of respect, responsibility, wonder, leadership, and determination. Schmitt staff members must also possess a strong moral
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compass and ensure the success of a diverse body of students, act as champions for all children promoting access and equity to create equal opportunity and support for all children, and empowering children to be socially responsible, service-oriented leaders who achieve academic excellence through meaningful work, academically rigorous explorations, and relationships. Our success relies upon a shared responsibility for operationalizing the mission and vision of Schmitt Elementary School.
Schmitt staff members place a high degree of value on school culture and are dedicated to breathing life into our Core Values:
● Perseverance - Never give up. ● Responsibility – When there is a problem, we fix it. When we say we’ll do something,
we get it done. ● Empowerment – Be bold. Act with confidence. Believe in yourself. ● Communication – Your voice is powerful. Our words and actions enable our success. ● Family – Remember your roots. Be kind. We are family. ● Curiosity – Learning never stops. Pursue your passions. If you don’t know, ask.
Schmitt will post positions in February 2016 and begin interviewing teacher candidates at that time. The Principal is responsible for all hiring and firing decisions and will invite members from the school community to serve on the hiring committee. Schmitt’s recruitment and selection processes will assist in ensuring quality hiring decisions are made on an annual basis.
Hiring Process
Stage 1: Initial Screen of Resume and Cover Letter
Applicants will be asked to submit a school-specific cover letter and resume, which
should include information on the candidate’s education and experiences as well as
certification to ensure they are highly qualified for the position.
Stage Two: Phone Screen
The hiring committee will utilize a brief protocol, including, interview questions and
scoring protocols that are competency based and aligned to the DPS LEAP Framework.
Stage Three: Teach a Sample Lesson* (situation specifics will dictate appropriate option)
All candidates will be asked to prepare and teach a model lesson to be observed by the
school leader and interview committee (whenever possible). Several options for model
lessons exist:
Model Lesson at Schmitt – Candidates traveling to Denver for an interview will
teach a model lesson at Schmitt. Other local candidates that cannot teach at
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their home school because of extenuating circumstances will teach a model
lesson at Schmitt. The candidate teaches a lesson with assigned objective to a
class of students at Schmitt. Afterwards the candidate and observers debrief
lesson as part of interview. All model lessons are evaluated using a rubric.
Classroom observation at teacher’s home school – The school leader and any
available PC members travel to the candidate's home school and observe a
lesson.
Video Submission – Non-local candidates who are not traveling to interview
have an option to submit a recorded lesson.
Stage Four: In-Person Interview* (will be modified for non-local candidates)
Data Presentation – Candidates will share their current student data and data
practices. They will be asked to identify areas of strength and need, and what
their next instructional step would be and why. Written materials will be
collected and work will be debriefed during one-on-one interview.
One-on-one Interview – Candidates will meet one-on-one with principal and
other school leaders or hiring committee members to reflect on the day, answer
additional questions, and ask relevant questions.
Stage Five: Reference Check
In alignment with the DPS Human Resource Department guidelines, candidates will be
required to provide at least two references with one reference coming from an
immediate supervisor who has evaluated the candidate in the past.
* Situation specifics such as time, travel and/or availability will dictate the order of
stages five and six.
B. Teacher Retention
Schmitt will possess a joy-filled, caring school culture, which will attract and bring out the best in people through trust, empowerment, and respect. Individuals will be given a high degree of autonomy within a culture of authentic accountability. Schmitt’s school culture will celebrate
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individual’s passions and interests within a collective school spirit where we choose to be “great by choice.”9 This intentional culture will promote the retention of the highest performing teachers.
In a report, entitled, “On the Pathway to Equity: Improving the Effectiveness of Beginning Teachers,” the Alliance for Excellent Education cites several reasons for high teacher attrition from urban, low-performing, high-needs schools (http://all4ed.org/wp-content/uploads/2014/07/PathToEquity.pdf). Each reason is listed below, with a retention strategy described that Schmitt will take to retain its high-performing and mission-aligned staff:
Reason for Attrition Strategy at Schmitt to Retain Teachers
No Induction At Schmitt, we will have two New Teacher Ambassadors who will help on-board teachers who are new to the district and new to the profession. In addition, we have worked in 180 minutes of on-going coaching, collaboration, and planning time with teams to allow for transference of ideas and expertise across teams.
Inadequate Administrative Support
By shifting to the Dean Model, we are doubling the number of administrators available to support our teachers. By restrategizing our Team Lead configurations, we have incorporated ECE onto an Early Childhood Team to build a strong collaborative culture that encompasses all teachers.
Poor Student Discipline
By shifting to the Dean Model, and building out a Culture Team of 5 (Dean, 1.0 Psychologist, 1.0 Social Worker, Parent Liaison, Restorative Justice Coordinator) we are focusing maximum resource on a strong team to support with overall school culture, discipline and positive behavioral systems.
Lower Salaries As a High Intensive and Innovation School, we can offer teachers the “Hard to Serve” incentive which increases their salary during these transformational years, acknowledging the hard work it takes to radically change the outcomes at Schmitt Elementary. In addition, as an Innovation School, we can offer strategic stipends and bonuses to validate the hard work of our high-performers and those making an impact beyond the classroom day and roster.
9 Collins, Jim. (2011). Great by Choice: Uncertainty, Chaos, and Luck--Why Some Thrive Despite Them All. New York, NY: Harper Collins.
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Lack of Collective Teacher Influence Over School Decisions
In the spirit of increasing participation and decision-making from teachers and other staff, we have added on additional opportunities. Beyond the formal leadership roles as a Teacher Leader and/or CSC member, we also have three School Development Team opportunities for teachers to lead critical, systems-building work. Through the ability to provide additional stipends through Innovation, we also have a menu of options for staff to participate in additional learning and development opportunities, such as: attending and turn-keying PD, taking on a change project at Schmitt, devising and leading equity dialogs and seminars, etc.
Target Retention
Schmitt seeks to retain all high-performing staff members that are committed to improving our school.
We also realize that retention rates in school turnaround settings are often lower as a result of the
tremendous work that teaches endeavour in order to radically transform the opportunities for students.
As a result, we’ve set the following retention goals for retaining high-performing Schmitt teachers.
Teacher Retention Goals
2016 2017 2018 2019 2020
80% 85% 85% 90% 95%
C. Teacher Coaching
The primary goals for coaching are to set clear expectations for staff, support professional growth, provide frequent descriptive feedback, and support inquiry-based staff development approaches to help teachers focus on the relationship between student learning and instructional and assessment practices. The Instructional Leadership Team will observe teachers over the year providing constant observation, evaluation, and intentional instructional celebrations. Feedback will be provided on all aspects of the class including, but not limited to, classroom management, implementation of school-wide systems including PBL practices, backwards planning, lesson pacing, assessment and strategic questioning methods, differentiation, and student engagement. These informal coaching sessions will provide teachers and administrators the opportunity to build relationships and create a reflective and intentional school culture. Informal observations will be used as a reflective tool and will generate professional goals aligned with our school-wide goals. The spirit of lifelong learning permeates these practices. As a result, these observations are not evaluative in nature. Rather, they are celebratory, inspiring staff to imagine the possibilities; to innovate and create; to try new things, measure results, and repeat the process. These experiences inspire us to explore, experience, exceed, and expand learning opportunities generating improved outcomes for our children. Schmitt possesses a service-oriented mindset and values input from the students and
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families we serve. Parent and Student Satisfaction Surveys are administered twice annually. Students know when they have a great teacher, and Schmitt will value student voice and incorporates it into our conversations and performance evaluations.
Coaching will be linked to the school’s improvement priorities and a teacher’s instructional priorities and is focused on student achievement, including data collection. Schmitt’s coaching plans will be driven by an in-depth analysis of the data. A coaching cycle will include weekly observations and coaching sessions, targeted to a 4-6 week area of focus determined by the teacher and coach. After the first round of interim assessment data has been released, the Principal and Deans will prioritize coaching needs and develop a coaching plan. Ongoing conversations will occur between the Principal and Deans to support the successful implementation of the coaching plan. Creative school structures may be utilized to provide opportunities for teacher leaders to support their colleagues.
All teachers, whether one-on-one or in small groups, engage in non-evaluative coaching cycles with the Dean of Curriculum and Instruction (DCI) and/or Team Lead/Differentiated Role, to achieve great results through learning, reflection, and intentional practice. As a result, Schmitt will provide our faculty and staff members a special place to pursue the science and art of teaching. We want to align the rewards of teaching more closely with the value it brings to society, provide teachers opportunities to deepen their skills, and be a place where careers, in and out of the classroom, can flourish.
D. Teacher Evaluation
Schmitt will utilize the DPS Leading Effective Academic Practice (LEAP) Framework containing classroom observation protocols and feedback instruments.10 LEAP has provided Schmitt with valuable information.
All teachers will receive two full LEAP evaluations throughout the year from the Principal and/or Deans with one mid-year conversation. This evaluation will consist of a comprehensive review of the employee’s contributions toward academic student performance and achieving the mission of Schmitt. For all teachers, this evaluation will consist of student achievement and growth data aligned with SB 10-191, classroom observation results from walkthroughs aligned with LEAP, professionalism, and teacher portfolios. LEAP, Leading Effective Academic Practice, will be the formal evaluation tool used to evaluate teachers. The end of the year summative evaluation will be the final responsibility of the Principal.
Additionally, Schmitt teachers will participate in their own evaluation process through
10
http://leap.dpsk12.org/The-Framework/View.aspx
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structures including self-assessment, goal setting, and the creation of a body of evidence that demonstrates their growth and achievement. This practice mirrors the portfolios students use to house their best work and demonstrate their personal growth and lifelong learning.
Unsatisfactory performance will be addressed immediately in a manner that maintains the dignity and respect of the individual. The Principal will collaborate with the teacher to establish improvement goals and monitor progress toward attaining these goals to ensure the success of the teacher. If unsatisfactory performance continues, the Principal will take action in accordance with district policies and procedures.
E. Professional Development
Schmitt Elementary will take pride in being a learning organization and staff will seek opportunities for continuous growth and learning. The Principal and Deans will be responsible for developing, leading, and evaluating professional development at Schmitt.
Prior to opening in August 2016, staff will engage in 15 on-site professional development days, followed by an additional 12 days of job-embedded professional development throughout the school year. SPED and ESL teachers will attend district-led Leveled Literacy Intervention (LLI) training and Teacher Leaders will attend the district-led Teacher Leader Academies. Schmitt will continue to align with DPS initiatives and attend professional development offerings throughout the school year.
The school calendar and daily schedule will provide opportunities for in-depth professional development prior to the start of each school year and throughout the year. Additionally, the school schedule allows for school-wide planning on a weekly basis.
As a data-driven learning organization, Schmitt will utilize student achievement data and progress monitoring results to drive professional development decisions and identify areas of greatest need. In addition, surveys, observations, and other qualitative measures will be utilized to measure the effectiveness of PD. Professional development efforts will be aimed at supporting staff in building capacity in the cultural competencies necessary to effectively serve linguistically and culturally diverse students.
An essential component of professional development activities involves ongoing and systematic evaluation procedures. Schmitt will utilize the following five questions when using evaluation professional development opportunities as a mechanism to promote continuous program improvement:
1. What would we like to see happen? (Examine goals identified in needs assessments. When correctly done, needs assessments detail the learning needs of participants, which are then reflected in professional development activities. Such assessments should provide a clear reading of the specific objectives of professional development activities. Evaluation provides information as to whether and to what extent goals identified through needs assessments have
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been met.)
2. How can we make that happen? (Design a professional development plan that includes information on delivery, timing, and use of professional development approaches, and evaluation questions that need to be answered.)
3. How is it going? (Collect information and monitor progress on an ongoing basis.)
4. What are the results? (Assess the extent of both short and long-term changes.)
5. What should be done with the results? (Evaluate options and make decisions.)
Analysis of these questions is used to inform continuous program improvement efforts and will be conducted by the School Leadership Team.
Various professional develop strands and formats will be provided to support the varying needs of teachers. The Principal will supervise the Professional Development Program. The current structure and high-level content for Professional Development is shared below:
Content Facilitator/Leader Format/Frequency Measure of Progress/Success
Data-Driven Instruction and Collaborative Planning
Team Leads
Deans of Curriculum and Instruction
Weekly On-going assessment
Lesson Plan Review
School Culture (eg. Discipline, Rituals/Routines, Building Classroom Culture)
Dean of Culture Monthly (more frequently at the beginning of the year) PD
Referral Rates
Observation Data
Staff Surveys
Project-Based Learning Principal
Deans of Curriculum and Instruction
Monthly (more frequently at the beginning of the year)
Quarterly Student Performance Data on School-created PBL Rubrics
Staff Surveys
Class, Race, and Equity Principal Monthly (more frequently at the
Staff Surveys
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Dean of Culture
Teacher Committee
beginning of the year) LEAP Data on LE.1 and LE.2
Data Analysis – Interim Assessment Data
Deans of Curriculum and Instruction
Team Leads
Quarterly Reteach Week Data
On-going Progress Monitoring
Quarter Interim Assessment Performance
MTSS Processes
ELD/MLI Supports
MTSS Lead (most likely Special Education Teacher)
ESL and MLI Teachers
Deans of Curriculum and Instruction
Quarterly On-going Progress Monitoring
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Section V: GOVERNANCE & FINANCE
A. School Governance
Schmitt will utilize the Collaborative School Committee (CSC) to ensure that parents/guardians, teachers, and community members are active participants in the school’s governance structure. The Collaborative School Committee (CSC) will comply with State Law on School Accountability Committees. The membership of the CSC will include 12 voting members determined through the following process, with parents constituting the largest group.
Positions assigned by the principal:
● 1 Principal ● 3 Deans
Positions elected by majority vote (serving 1 year terms):
● 3 Teachers ● 4 Parents ● 1 Support Staff/Community Member
The CSC shall have the following responsibilities:
● Meeting at least once a month. ● Recommending final candidates to DPS for the principal position (when a vacancy
exists). ● Providing guidance and recommendations to the principal regarding all responsibilities
of the CSC detailed in Policy BDFH in addition to the following: ● Approving the school’s annual budget. ● Determining and approving the school’s master calendar and schedule. ● Making recommendations regarding the school’s curriculum and instruction, culture
and behavior, services for special populations, and use of school facilities.
B. Budget & Policy Narrative
(See Budget Attachment)
A 5-year balanced budget projection was developed by Principal Jesse Tang, in collaboration with Amy Holthus-Pera, the Network 2 Budget Partner, using start-up funds, targeted assistance, and Student Based Budgeting (SBB) allocations provided by the District. Budget priorities include: staffing the multi-lingual instructional program and leadership shift to a 3 Dean model to drive the key elements of this Redesign Plan.
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Additional resources that the school will seek including school improvement grants, philanthropic gifts and donations are not factored into the budget to ensure conservative budgeting practices. In addition to revenues outlined in the budget projection, Schmitt plans to budget based on actual versus average teacher salaries, recuperating significant discretionary funds to support the turnaround plan.
Revenues: The majority of Schmitt revenue is generated from Student Based Budgeting including supplemental and mill levy funding for specific programs and services. Based on estimates from the District Budget Office, Schmitt has budgeted for new school startup funds in the amount of $200,000 per year in Years 1, 2, and 3 and additional targeted assistance in the amount of $100,000 per year in Years 1 and 2. The Schmitt projected budget is a conservative estimate of revenues without additional grants, donations, or district opt-out allocations such as average versus actual teacher salaries.
Expenses: The majority of Schmitt expenses are related to staffing our educational program.
Financial Management: The Schmitt Secretarial staff, in consultation with the Principal, will manage school accounting, purchasing, requests for payments, and financial reporting consistent with sound financial management practices and district policies. Non-salary related expenses include technology, professional development, and instructional materials to implement the Schmitt educational program.
Contingency Plan: If anticipated revenues or student enrollment are 20% lower than expected, we will decrease our expenses in a variety of ways including reducing the number of instructional deans by 1. In the unlikely event that the school only enrolls 80% of the projected student population the school would work to maintain core priorities within the plan while making reductions in the following areas:
1) Reduce Deans from 3 to 2 by merging duties of the ECE-2 Dean and the 3-5 Dean. 2) Reduce teaching staff proportional to the reduction in student enrollment. 3) Reduce Non-salary expenses proportionate to the 20% reduction in PPR while
maintaining core non-salary expenses.
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C. Facility
Schmitt will occupy the current district-managed facility. Should funds be secured, two priority improvement areas include renovating the auditorium and installing an elevator to promote access. Additionally, Schmitt anticipates making aesthetic improvement to enhance the learning experience.
Section VI. Waivers and Replacement Policies
Schmitt Elementary
2016
Waivers Requests and Replacement Policies
DPS, DCTA, and Colorado State Statutes
DPS Policy Waivers
Policy Waived Area of Impact
WAIVER REQUESTS - DPS BOARD POLICIES
School
Proposal
BDF-R4: Collaborative School
Committees
Governance
Policy
There shall be at each school a Collaborative School Committee (CSC). Membership: Each CSC shall consist of at least: three parents or legal guardians of students enrolled in the school one teacher who provides instruction at the school the principal or the principal's designee one person from the community one adult member of an organization of parents, teachers and students recognized by the school The number of members of each CSC shall be determined by the principal. If the CSC has more than the above-described members, the CSC shall ensure that the number of parents elected to the committee exceeds the number of representatives from the group with the next highest representation.
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A person may not serve more than one of the required membership roles on the CSC. If, after making good-faith efforts, a principal or an organization of parents, teachers and students is unable to find a sufficient number of persons who are willing to serve on the CSC, the principal, with advice from the organization of parents, teachers and students, may establish an alternate membership plan for the CSC. Such alternate plan shall reflect the required representation stated above as much as practicable. To the extent practicable, each CSC shall represent a cross-section of the school community that it represents in terms of sex, race, age, occupation, socioeconomic status, geographical location and other appropriate factors. Election of Members: Each school shall hold elections in the month of May for the following school year or within the first two weeks of school in order to appoint the parent/guardian and teacher members to the CSC. The community member shall be appointed by the other members of the CSC. If a vacancy arises on the CSC, the remaining members of the CSC shall fill the vacancy by majority vote. Duties: In accordance with state statute, the CSC shall: 1. Act as the school accountability committee for the school. 2. Recommend to the principal priorities for spending school moneys. The principal shall consider the CSC’s recommendations regarding spending state, federal, local, or private grants and any other discretionary moneys and take them into account in formulating budget requests for presentation to the Board of Education, if the school is a District-run school, other than a charter school, or in creating the school budget if the school is a charter school. The CSC for a District-run school shall send a copy of its recommended spending priorities to the District Accountability Committee and the Board of Education. 3. Advise the principal, and if the school is a District run school, the Instructional Superintendent, concerning the preparation of a school improvement plan, and submit recommendations to the principal and the Instructional Superintendent, if applicable, concerning the contents of the school improvement plan. 4. Advise the Board of Education concerning the preparation of a school priority improvement or turnaround plan, if either is required, and submit recommendations to the Board of Education concerning the contents of the school priority improvement or turnaround plan, if either is required. 5. Provide input and recommendations on an advisory basis to the District Accountability Committee and the Instructional Superintendent concerning principal development plans for the principal and principal evaluations. 6. Increase the level of parent engagement in the school, especially the engagement of parents of students in the populations described in C.R.S. 22-11-401(1)(d). The committee's activities to increase parent engagement must include, but need not be limited to: Publicizing opportunities to serve and soliciting parents to serve on the CSC. In soliciting parents to serve on the CSC, the CSC shall direct the outreach efforts to help ensure that the parents who serve on the CSC reflect the student populations that are significantly represented within the school; Assisting the District in implementing at the school the parent engagement policy adopted by the Board of Education; and Assisting school personnel to increase parents' engagement with teachers, including but not limited to parents' engagement in creating students' READ plans, in creating individual career and academic plans, and in creating plans to address habitual truancy. The CSC will not: 1. participate in the day-to-day operations of the school; 2. be involved in issues relating to individuals (staff, students, or parents) within the school; or 3. be involved in personnel issues (the School Personnel Committee will stand alone according to the current DPS/DCTA contract). Meetings The CSC shall publicize and hold a public CSC meetings at least every quarter to discuss whether school leadership, personnel and infrastructure are advancing or impeding implementation of the school’s performance, improvement, priority improvement, or turnaround plan, whichever is applicable. If applicable, the CSC will publicize a public hearing to discuss strategies to include in a public school priority improvement or turnaround plan and to review a written public school priority improvement or turnaround plan. A member of the CSC is encouraged to attend the public hearing regarding the written priority improvement or turnaround plan.
Replacement
Policy**
Schmitt will utilize the School Leadership Team and Collaborative School Committee (CSC) to ensure that parents/guardians, teachers, and community members are active participants in the school’s governance structure. The School Leadership Team (SLT) and Collaborative School Committee (CSC) will comply with State Law on School Accountability Committees. The membership
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of the SLT and CSC will include at least 12 voting members determined through the following process.
Positions assigned by the principal:
● 1 Principal ● 3 Deans
Positions elected by majority vote (serving 1 year terms):
● 3 Teachers ● 4 Parents ● 1 Support Staff/Community Member
The SLT and CSC shall have the following responsibilities:
● Meeting at least bi-monthly. ● Recommending final candidates to DPS for the principal position (when
a vacancy exists). ● Providing guidance and recommendations to the principal regarding all
responsibilities of the SLT and CSC detailed in Policy BDFH in addition to the following: ● Approving the school’s annual budget. ● Determining and approving the school’s master calendar and
schedule. ● Making recommendations regarding the school’s curriculum and
instruction, culture and behavior, services for special populations, and use of school facilities.
● Should a Committee Member not fulfill their role or obligation, or act in ways that are not mission-aligned according to our by-laws, the Principal will first speak with the Member. Should the concern remain unresolve, the Committee will be convened to discuss and come to consensus on a course of action. If needed, another election will be held if the Member is voted to be replaced.
School
Proposal
KHBA: Sponsorship Programs
Governance / Budget
Policy
The district may maintain a corporate sponsorship program designed to provide a mutually beneficial relationship between the district and the business community. It is the goal of this program to achieve additional revenues to support district programs in a manner that will limit the commercial exposure associated with this program and comply with district policy KHB, Advertising in Schools/Revenue Enhancement. The program may also be used in school cafeterias related to the Food Services program.The Superintendent or his designee shall have the authority enter into sponsorship agreements. Official sponsors will receive certain rights and opportunities that may include the right to be
83
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 school-based sponsorships
independent of the district according to the following policies:
1. The sponsorship must not compromise or show inconsistency with the beliefs, values of the district and school.
2. The sponsorship will not alter any district owned resources unless permission is granted by the district.
3. The sponsorship does not create a real or perceived conflict of interest with school administrators or staff.
4. The sponsorship agreement will be reported to the district budget office at
least 30 days before an agreement is to take effect. The budget office will have
the ability to refuse the agreement only in situations where said agreement
will adversely impact funding arrangements for other schools in the district
more than it would benefit the School or because it would be in conflict with
existing fund regulations (such as federal grants).
5. The Innovation School may establish a 501c3 to apply for grants and support
school-determined priorities.
School
Proposal
IKE / IKE-R: Promotion, Retention, and
Acceleration of Students
Education Program
Policy
The Board of Education recognizes that high expectations and standards for student achievement are necessary to ensure that students are well prepared for the next level of their education. The Board believes that early identification of students who are not making adequate progress toward achieving standards and effective intervention are crucial. Definitions “Promotion” means the process of advancing a student to the next grade at the end of the current school year. “Retention” means the process of having a student repeat a grade. “Acceleration” means the process of moving a student ahead one or more grades. Individual Learning Plans Teachers shall assess the teaching and learning process on a continual basis and identify students early in the school year who are not making adequate progress toward achieving the District's academic standards. Teachers may choose to implement an individual learning plan for each student who is not making adequate progress toward achieving the District’s academic standards. Promotion/Retention/Acceleration Before considering whether to retain or accelerate a student, District staff shall consider and document each of the following factors: Academic skills; Maturity; Evidence of academic growth; Chronological age; Language proficiency; Special education status; attendance record/truancy; Transiency; Previous grade retention or acceleration; and Likely success in completing the academic work at the next grade level. After considering and documenting the above factors, the principal shall make a recommendation whether to retain or accelerate the student, however, a student shall not be retained or accelerated unless the principal has made such a recommendation and the student’s parents/guardians agree with the recommendation. Retention and acceleration shall be used sparingly when special circumstances warrant, and retention due to social, emotional or physical immaturity shall be used on a very limited basis. A student’s parents may appeal a principal’s decision to retain or accelerate a student in accordance with regulations adopted by the Superintendent. The procedure to retain a student in kindergarten, first, second, or third grade due to the
84
student’s significant reading deficiency shall be in accordance with Board Policy ILBC, Superintendent Regulation ILBC-R, and applicable law.
Replaceme
nt Policy **
Retention and promotion decisions for students performing below or above grade-
level in core content areas will be made based on reading and math achievement levels
as determined by performance on standardized assessments, including: a body of
evidence including student work, PARCC, CMAS, ANet, iStation, DRA, and/or teacher-
created interim assessments. The principal, administrators, teacher, and parents will
confer at least three months prior to the end of the school year about the student’s
progress, with additional meetings at least every 6 weeks thereafter. Based on the
student’s progress, an academic plan will be prepared and grade retention or
promotion may be recommended to school leadership by any member of the school
community.
● If school leadership approves the grade retention or promotion of a student,
the student will be retained or promoted. Parents will not have the ability to
override the decision of school leadership. Parents will be made aware of this
policy at orientation, or at the time of registration for all mid-year enrollees.
All retention and promotion decisions will be finalized by May 1st. The school will
regularly communicate student performance to parents/guardians.
School
Proposal
GCF/GDF: Staff Recruitment/ Hiring Teaching:
Human Resources Management: Hiring
Policy
Hiring There shall be no discrimination in the hiring process on the basis of genetic information, race, color, gender, sexual
orientation, gender identity, transgender status, religion, national origin, ancestry, age, marital status, veteran status or
disability. All candidates shall be considered on the basis of their merits, qualifications and the needs of the school district. For
teaching and paraprofessional positions, the Board directs that recruitment procedures will give preference to
candidates who meet the definition of highly qualified pursuant to the Elementary and Secondary Education Act. All interviewing and selection procedures shall ensure that the administrator directly responsible for the work of a staff
member has an opportunity to aid in the selection and that, where applicable, the school principal has an opportunity
to consent to the selection. The Superintendent shall have the authority to make employment decisions, including hiring, for all district employees,
except for teaching personnel and school leaders. Nominations of teaching personnel and administrators shall be made at meetings of the Board of Education. The vote of
a majority of the Board shall be necessary to approve the appointment of teachers and administrators in the school
district. Upon the hiring of any employee, information required by federal and state child support laws will be timely forwarded
by the district to the appropriate state agency. Background checks Prior to hiring any person, in accordance with state law the district shall conduct background checks with the Colorado
Department of Education and previous employers regarding the applicant's fitness for employment. In all cases where
credit information or reports are used in the hiring process, the district shall comply with the Fair Credit Reporting Act
and applicable state law.
Replace
ment
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
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Policy* the traditional district hiring calendar.
● The principal or his/her designee will work with the district Human Resources
office to post teaching positions through the district website. The school will
also engage in independent outreach efforts to recruit candidates outside of
the centralized recruitment channels, but will require that any interested
candidates apply through the district site. All eligible applications for posted
teaching positions will be provided to the school principal for selection using
locally-designed processes.
The principal or his/her designee will consider candidates from the direct placement
process; however, the school shall not be required to select or accept teachers
through direct placement or to alter the hiring schedule or selection process in a way
that gives preference to direct placement teachers (with the exception of ADA
placements)
Teaching positions that are responsible for non-core subjects, “associate” educators
/educators in training, 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).
The principal will consult with district HR staff and incorporate hiring best practices at
the school level where it is found to be appropriate. Background checks will be
administered using the existing systems and processes for the district. The School shall
conduct reference checks.
Collective Bargaining Agreement Articles Waivers
WAIVER REQUESTS - DCTA COLLECTIVE BARGAINING AGREEMENT
School
Proposal Article 1-7: Definition of “School Year”
Educational Program:
Calendar & Schedule
Policy The term "school year" as used in these Articles shall mean the officially adopted school calendar.
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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 2-4-1: Request for Waivers Governance: Management
Policy Unless otherwise provided in this Agreement, requests for waivers from this Agreement shall be
made by the principal and the Association Representative to the Board of Education and the
Association.
Replaceme
nt Policy
The school shall seek waivers from the Agreement through approval through the Innovation
Schools Act.
School
Proposal Article 5-4: School Leadership Team
Governance:
Management
Policy
Each school will have a School Leadership Team (SLT) consisting of the principal, the association
representative, a teacher appointed by the principal, and a minimum of 3 teacher representatives …
elected annually by a majority of the faculty voting by secret ballot.
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.
Replaceme
nt Policy
Schmitt will utilize the School Leadership Team and Collaborative School Committee (CSC) to ensure that parents/guardians, teachers, and community members are active participants in the school’s governance structure. The School Leadership Team (SLT) and Collaborative School Committee (CSC) will comply with State Law on School Accountability Committees. The membership of the SLT and CSC will include at least 12 voting members determined through the following process.
Positions assigned by the principal:
● 1 Principal ● 3 Deans
Positions elected by majority vote (serving 1 year terms):
● 3 Teachers ● 4 Parents ● 1 Support Staff/Community Member
The SLT and CSC shall have the following responsibilities:
● Meeting at least bi-monthly. ● Recommending final candidates to DPS for the principal position (when
a vacancy exists). ● Providing guidance and recommendations to the principal regarding all
87
responsibilities of the SLT and CSC detailed in Policy BDFH in addition to the following: ● Approving the school’s annual budget. ● Determining and approving the school’s master calendar and
schedule. ● Making recommendations regarding the school’s curriculum and
instruction, culture and behavior, services for special populations, and use of school facilities.
● Should a Committee Member not fulfill their role or obligation, or act in ways that are not mission-aligned according to our by-laws, the Principal will first speak with the Member. Should the concern remain unresolve, the Committee will be convened to discuss and come to consensus on a course of action. If needed, another election will be held if the Member is voted to be replaced.
School
Proposal
Article 8: Professional Standards
Sets Teacher Calendar, Work Year, Work
Day, Class Size and Teaching Load
Educational Program:
Calendar & Schedule
Article
Summary
Article 8 - Professional Standards School Leadership Team. Each school will have a School Leadership Team as described in 5-4. The SLT will be
responsible for making decisions as noted in Article 8. Decisions may be made by the SLT to alter the length of the lunch
period (Article 8-2) …only after conducting a confidential vote of the majority of the faculty. Changes will not be made
to the length of the lunch period or secondary teaching load without a positive majority confidential vote of the faculty.
Information about such changes will be sent to the Instructional Issues Council for tracking purposes. 8-1 Contract year. The contract year shall be one hundred eighty-four (184) days. If a teacher is required to extend
his/her contract year…he or she shall be paid at their regular scheduled rate per day. Regular scheduled rate per day is
the teacher’s salary divided by the number of days in the contract year. 8-1-1 In addition to the one hundred eighty-four (184) days, newly hired teachers may be required to attend pre-
session orientation meetings and shall be paid in accordance with Article 32… 8-1-2 …non student contact days shall include the equivalent of four and one half (4.5) full self-directed teacher
planning days to be distributed in meaningful increments, and three (3) full professional days to be directed by the
principal and one parent conference day. If the District continues the benchmark assessment program, three (3) or
more days shall be set aside to grade and analyze data from benchmarks and other related assessments… 8-1-2-1 The assessment day will be used to administer, grade and analyze data from benchmarks and other related
assessments. 8-1-2-2 Schools may modify the daily schedule on the parent/teacher conference days. 8-1-3 There is an expectation that teachers will attend beyond the contract year for professional development
determined by the principal if: a. the program needs to be scheduled outside the contract year, b. no programs will be
scheduled for the last two weeks of June and the first two weeks of July, c. written notice is given ninety (90) days prior
to the end of the school year, d. the educational reason is sound, e. teachers attending are paid in accordance with
Article 32, f. adequate alternate opportunities are provided. 8-1-4 Evening Meetings. Each teacher may be required to attend three (3) evening events approved by the SLT per
school year, as part of the contracted time. 8-1-5 Special Conditions of Employment. Any special conditions regarding the assignment of any teacher will be an
addendum to the initial employment contract. 8-2 Forty (40) Hour Work Week. The work week shall be forty (40) hours and shall include: 1. Lunch Periods…a
minimum standard 45 minute daily lunch…duty free. 8-2-1 The principal shall have authority to permit teachers to diverge from the regular school day.
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8-2-2 The District’s scheduled student school contact day will not be extended without applying the due process of
collective bargaining. 8-3 Planning Time. Each elementary/ECE/K-8 school teacher shall receive a minimum of three hundred (300) minutes of self-directed
instructional planning time per week. Within the three-hundred-minutes per week, each teacher shall receive a
minimum of forty (40) minutes of uninterrupted, self-directed instructional planning time per day scheduled during the
student school contact day. If that is not possible, some of the uninterrupted block of forty (40) minutes may be
scheduled outside the student contact day. 8-7 Non-Teaching Duties. 8-7-1 Assignment of teachers to non-teaching duties not done by aides will be rotated so that no teachers will have the
same assignment for more than four (4) consecutive semesters, unless the teacher agrees to such assignment.
School’s
Replaceme
nt Policy **
Provisions specified in Article 8 will not apply to the School. The school leader in
consultation with the CSC will make decisions as described in the innovation plan.
● The School has the authority to establish its own calendar and daily schedule,
provided it meets or exceeds minimum statutory standards.
● The School has the authority to establish class sizes and teaching loads that
support the Innovation Plan.
● The School has the authority to establish or replace any necessary committees
that support the Innovation Plan, including combining committees and
responsibilities.
● Vote every year on calendar with engagement and input from the staff. The
calendar year must be approved with a ⅔ vote from the CSC.
● 8-1-Contract Year: The contract year for teachers may be extended to include
additional mandatory professional development days prior to the start of the
school year. In addition, the contract year for some teachers may be extended
to provide a summer school for students. This will be offered as an option to
interested teachers, on an as-needed basis - based on the number of students
who are recommended for summer. Teachers will be compensated for
additional days via a stipend that is determined by the principal in
consultation with the CSC annually. Non-student contact days, planning days,
assessment days, and professional development days will be determined by
the principal in consultation with the CSC annually, as part of the adoption of
the school calendar. Student school contact days may be extended to increase
instructional time and the teacher work week may be extended beyond 40
hours, with input from the CSC, to include extended student time as well as
additional collaborative planning and professional development time.
8-2: The principal shall have authority to permit teachers to diverge from the regular
school day. Evening meetings can be scheduled, as necessary, to implement the
innovation plan.
8-3: Teachers will be given a minimum of 225 minutes of undirected teacher planning
time per week, and an additional directed common planning time, to take place during
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student contact hours.
8-7: Teachers will be assigned non-teaching duties, as necessary with the intent being
to maximize the time that the most effective teachers spend teaching students.
School
Proposal
Article 10/ PAR MOU: Teacher Evaluation:
Describes the Evaluation Process for
Teachers
Leadership:
Human Resource Management: Teacher
Evaluation
Policy **
10-1-6 “Evaluator” means school principal or administrative supervisor who is responsible for the evaluation. Principals
are responsible for all evaluations in their building, but may designate other qualified administrators to assume
evaluation responsibilities. Student Services Managers are responsible for evaluations of their personnel as determined
by the District. 10-2 Types of Evaluations. The school district has 3 (three) types of evaluation: 10-2-1 Probationary Evaluation. Probationary evaluations are conducted on an annual basis during the teacher’s
probationary employment. Probationary teachers are those contract teachers who hold a valid Colorado teacher license
and are in the first three years of teaching or service with the district. Teachers with authorizations or emergency
licenses shall follow the probationary evaluation process and shall not be considered probationary until such time as
they hold a Colorado professional teaching license. Probationary teachers receive a minimum of two documented
observations. At least one of the observations is formal. 10-2-2 Non-Probationary Evaluation. Non-probationary evaluations are conducted once every three years for teachers
who have successfully completed their probationary period. Non-probationary teachers receive a minimum of one
documented observation. At least one of the observations is formal. 10-2-3 Special Evaluation. Special evaluations are conducted when a supervisor determines that a teacher requires
assistance in a non-evaluation year. Managers can recommend to an evaluator that a Student Services Professional be
put on special evaluation. 10-3 Timeline for conducting professional evaluation. Probationary teachers are evaluated yearly while designated as
probationary and in the first year of non-probationary status. Thereafter, evaluations are to be conducted every three years. The exception to this is special evaluation, see article 10-
8. 10-3-1 Compensation as it relates to evaluation, Article 31-11 and ProComp Agreement, Articles 7.4.3 and 7.4.4 10-4 Evaluators. The school principal is responsible for all evaluations in the school building and to use of the
appropriate standards/criteria/rubric and form. When a teacher is assigned to more than one building, the home school
principal must coordinate the evaluation with the appropriate principals or qualified managers. As necessary, the
principal will identify a designated evaluator for each teacher, as well as other administrators who may be asked to
conduct classroom observations. Designated evaluators work at the direction of the principal and they are responsible
to the principal. Student Services Personnel are responsible for evaluations of their personnel as determined by the
district, using the appropriate evaluation tool. 10-4-1 To the extent required by state law, evaluators must hold a state principal/administrator license, be trained in
evaluation skills that will enable him or her to make a fair, professional, and credible evaluation of the personnel whom
he or she is responsible for evaluating.
School’s
Replaceme
nt Policy
10-1: Evaluator refers to a supervisor who is responsible for the evaluation of
personnel. While the principal will oversee all evaluations in the building, other
evaluators as determined by the principal will have primary evaluation
responsibilities for some personnel. The principal has the authority to identify,
prepare, and designate school-based evaluators to conduct staff evaluations.
10-2: The school has only one type of evaluation which applies to all teachers. The
School may modify aspects of the LEAP framework appendices to align with the
Educational Program. This process will be done with input and engagement from the
staff, with the ultimate decision begin made by the Instructional Leadership Team
90
(Principal, Deans, and Teacher-Leaders).
10-3: Timeline: All teachers will be evaluated at least once annually.
10-4: The principal will oversee all evaluations to ensure the appropriate standards are
being used. As necessary, the principal will identify a designated evaluator for each
teacher in addition to the school principal.
10-4-1: Evaluators will receive approved teacher evaluation training but will not be
required to hold a state administrator license.
Plan for Improvement
When the school leader determines that a teacher is not meeting performance
expectations, the Principal may choose to place the teacher on a Plan of
Improvement. The duration of the plan of improvement will typically be thirty (30)
days, but may be extended beyond the (30) days as determined by the Principal and/or
Assistant Principal. The teacher will be required to show improvement under the
Principal and/or Designee’s supervision within the designated period of time. The plan
of improvement will list the areas for improvement that the teacher will be required to
improve on to the satisfaction of the Principal and/or Designee. Resources and
supports will be made available to the teacher in an effort to assist the teacher in
correcting the performance concerns by the Principal and/or Designee. If, at the end of
the plan, the principal deems, in his/her sole discretion, that the teacher has failed to
make sufficient improvement, then the teacher may be dismissed from employment.
An improvement plan is not an entitlement or employment right.
10-5-3: Formal full observations are recommended to last one class period (typically
45-60 minutes) and do not require advance notice or a pre-observation conference.
Additionally all teachers may be videotaped within the classroom and the video will be
used solely for professional development and coaching purposes. Partial evaluations
should last between 15-30 minutes, agreed upon prior to the observation between
Dean/Teacher-Leader and Teacher - in the spirit of being able to capture the needed
data to provide an assessment on the focus areas of the LEAP framework and
observation.
School
Proposal
Article 11: Complaints Against
Teachers/Administrative Leave/Corrective
Action
Leadership:
Human Resources Management
Policy
11-2 Administrative Leave. If a principal decides to place a teacher on administrative leave for…the principal or designee
shall meet with the teacher to give specific allegation(s) and the basic reason why the administrative leave for
investigation is necessary, when possible. 11-2-1 The meeting shall take place at the end of the school day or whenever it is appropriate. 11-2-2 The principal shall provide the teacher a copy of the administrative leave checklist and review it with the
teacher. The teacher shall sign the form only as acknowledgement of receipt.. 11-2-3 At the teacher’s request a meeting will be held within three (3) school days...to give the teacher an opportunity
to respond. The teacher may have Association representation at the meeting.
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11-2-4…If an investigation must extend beyond seven (7) calendar days…the teacher and the Association will be notified
by phone calls…[with]…the reasons for the extension and the expected date of completion… 11-2-5 During the investigation, the teacher…will… receive full pay. 11-2-6 Following completion…the principal or designee shall…share the results…and give the teacher an opportunity to
respond… 11-2-7 Administrative leave should be considered as an option to be used only when necessary to protect the students
or staff or to conduct an appropriate investigation…There will be no record of the leave in a teacher's personnel file… 11-2-8 The Agreement Review Committee (ARC) will review on an annual basis administrative leaves for the prior year
to ensure that the above procedures have been implemented appropriately. 11-3 Corrective Action. Before taking a corrective action against a teacher, the principal shall investigate the situation,
meet with the teacher and give the teacher an opportunity to respond.
Replaceme
nt Policy
The school will follow the district’s basic fairness and due process guidelines in
handling complaints against teachers, administrative leave, and in issuing corrective
action to employees at the Innovation school.
School
Proposal Article 13-7 Hiring timelines
Teaching:
Human Resources Management: Hiring &
Staff Assignments
Article
Summary
13-7 Timelines. The Human Resources Department shall determine the start date of the open market staffing cycle as
early as practicable after schools have submitted their staffing vacancies and needs… Key dates and activities: • Teachers verify consideration group… • Teacher requests for Intent to Vacate, Early Retirement Incentive, move to part time/job share, Extended Leave of
Absence, and Return from Leave notice submitted. • Recommendation for non-renewal of probationary teachers. • In-Building Bidding and Reduction in Building Staff interviews conducted by Personnel Committees. (Articles 13-10,13-
15) • Schools report vacancies. (Article 13-17) Vacancies are posted. • Teachers apply to transfer for vacancies. (Article 13-18) • Schools review qualified applicants’ applications and resumes, schedule interviews, extend offers. Schools notify
unsuccessful transfer applicants. (Articles 13-19, 13-20) • Assignment of unassigned non-probationary teachers. (Article 13-194) • End of open market staffing cycle.
School’s
Replaceme
nt Policy
13-7. The innovation school will not adhere to the district staffing cycle.
● It will post vacancies when they become open. The school will work with the
district Human Resources office to post positions through the district website.
● In addition to this posting, the school will engage in independent outreach
efforts to recruit candidates outside of the centralized recruitment channels.
● The school will consider all eligible applicants, including teachers who apply to
transfer for vacancies, but will uphold district policy in requiring agreement
from both principals for approving internal transfers after the district specified
date. Transfers will not receive priority consideration. The innovation school
will not accept direct placements from the district or assignment of unassigned
non-probationary teachers (with the exception of ADA placements).
Teachers who leave the innovation school in order to return to a district school will be
subject to the District policies for implementation of SB 191 with regards to
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determining probationary or non-probationary status.
School
Proposal
Article 13-8 Personnel Committee
& 13-10 Reduction in Building Staff (RIBS)
Teaching:
Human Resources Management: Hiring &
Staff Assignments
Article
Summary
13-8 Personnel Committee. 13-8-1 Each school shall establish a Personnel Committee to select candidates for vacancies and Reduction
in Building Staff (RIBS) at the school building. 13-8-2 The Personnel Committee will be composed of the principal and three (3) teachers chosen by a
vote of the faculty, and may have no more than two (2) parent(s) as member(s) appointed by the
Collaborative School Committee. 13-8-3 Teacher members will be chosen by the faculty. 13-8-4 The Personnel Committee will make decisions by consensus… 13-8-5 The decision or results of the Personnel Committee shall not be grievable. The failure to comply
with the procedure contained in this Article is subject to grievance… 13-8-7 The Personnel Committee shall operate during the school year. Outside of the school year the
principal may fill positions without consultation.
School’s
Replaceme
nt Policy
13-8. The school leader shall be responsible for hiring all staff and shall implement a
hiring process that best meets the needs of the innovation school. Whenever possible,
the school leader shall establish a hiring committee which will be constructed by the
principal in consultation with the CSC to provide input into hiring decisions. To the
extent possible, the hiring committee shall include representatives from staffing areas
that will be affected by the new hire.
13-10. The principal, with consultation from the CSC, will make decisions related to the
criteria the school will use in making Reduction in Building Staff (RIBS). Once the
principal determines that the school will undergo a RIBS, all candidates currently in the
position being reduced will be considered and the principal and the principal will make
RIBS decisions based on school determined criteria including performance and
professionalism.
School
Proposal
Article 14-1: Summer School Teaching
Positions
Teaching:
Human Resource Management: Hiring &
Staff Assignments
Policy
14-1 Summer School and Evening School. Summer and evening school programs shall be provided
flexibility of design and implementation following the guidelines set forth below. 14-1-1 Staffing. The purpose of all staffing procedures is to find the most suitable candidates for the
teaching positions needed to run the summer school. 14-1-1-1 Summer school teaching positions shall be posted. 14-1-1-2 Postings shall include the following basic components: descriptions of any teaching position that
may be included in the summer school, and an explanation of the selection process. 14-1-1-3 All teaching positions in summer school programs will be filled first by teachers currently in the
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District. 14-1-2 Compensation. Teachers will be paid for summer and evening work as provided in Article 32.
Replaceme
nt Policy
The Innovation School will fill summer school positions with its own teachers to the
extent possible. Should additional teachers be necessary, the school will fill those
positions with the best possible candidates, not necessarily teachers currently in the
District. Teachers will be compensated for summer school time as determined by CSC
during the budgeting process.
School
Proposal
Article 20: Procedures for Conducting
Reduction in Force
Teaching:
Human Resource Management: Staffing
Policy
20-2 No new staff members shall be employed by the District so long as there remain employees of the
District whose contracts have been canceled unless those employees do not have proper 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. 20-2-1 Teachers will be hired in reverse order of reduction provided the teacher is certified and endorsed
for the vacancy. 20-2-2 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. 20-2-3 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. 20-2-4 When the former employee is re-employed, all accrued benefits at the time of the non-renewal
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.
This is submitted in writing to the District HR
● The principal, in consultation with the CSC, will determine extra duty
94
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.
School
Proposal
Article 7: Grievance Policy Teaching:
Human Resources Management
Article
Summary
6 pages. Sections include: 1. Definitions, Purpose, Procedure (Level 1, Level 2, Level 3
Mediation/arbitration), Rights of teachers to representation, miscellaneous
School’s
Replaceme
nt Policy*
The school shall maintain the following Grievance Policy: 7-1 Definitions. 7-1-1 A "grievance" shall mean a written complaint by a school staff member that there has been a violation, a misinterpretation, or inequitable application of any of the provisions of the School’s Employment Contract or the School’s Employee Handbook. 7-1-2 Unless provided otherwise in this Agreement, all administrative procedures, practices and written personnel policies that affect staff are grievable. 7-1-3 The term "grievance" shall not apply to any matter as to which (1) the method of review is prescribed by law, (2) the Board is without authority to act, or (3) a grievance is specifically prohibited or limited by the terms of the Employment Contract or School Handbook. 7-1-4 An "aggrieved person" is a school staff member asserting a grievance. 7-2 Purpose. The purpose of this grievance procedure is to secure equitable solutions at the lowest possible administrative level to problems that may arise. To this end, grievance proceedings will be kept informal and confidential and both parties will work toward a resolution to avoid litigation. 7-3 Procedure. Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level is a maximum, and every effort should be made to expedite the process. The time limits specified may, however, be extended by mutual agreement. Information. The School agrees to make available to the aggrieved person and the aggrieved person’s representative, all pertinent information not privileged under law, in its possession or control, and which is relevant to the issues raised by the grievance. The grievant agrees to make available to the School and its representatives, all pertinent information not privileged under law in its possession or control, and which is relevant to the issue raised by the grievant. Timing. No grievance shall be recognized by the District or the School unless it is presented at the appropriate level within fifteen (15) school days after the aggrieved person knew, or should have known, of the act or condition on which the grievance is based. No grievance shall be recognized at Level Two unless it is filed with the Department of Human Resources within at least twenty (20) school days after the act or condition upon which it is based occurred. Grievances not timely presented will be
95
considered as waived. 7-3-1 Level One. A grievance first will be discussed with the aggrieved person's principal to attempt to resolve the matter informally, at which time the aggrieved person (1) may discuss the grievance personally, (2) may be accompanied by a District Human Resource Representative, or (3) may request that the District Human Resource Representative act on behalf of the aggrieved person. No written documentation of the grievance or administrative response will be required if the grievance is settled at Level One. 7-3-2 If the aggrieved person is not satisfied with the results of the informal conference, the aggrieved person may then file a grievance in writing on the proper form with the principal or supervisor within seven (7) school days. The grievance must refer to the specific Articles of the Employment Contract and/or School Handbook and explain how they were violated and indicate the reason why the Level One decision is unsatisfactory. The principal shall also have the opportunity to provide comment related to the Level One in writing. The grievant shall send a copy of the written grievance and the principal response to the Department of Human Resources. All known documentation related to the grievance must be provided prior to the Level Two meeting. 7-3-3 Level Two. The Human Resources Director or Instructional Superintendent will go to the school and meet with the teacher and principal to facilitate a resolution. Such meeting will take place within seven (7) school days after receipt of the written grievance by the Department of Human Resources. Any resolution determined by the Human Resources Director or Instructional Superintendent will be considered final. 7-4 Rights of Teachers to Representation. All teachers who file a grievance shall do so with full knowledge and assurance that they are entitled to be represented by the Association and/or the Association's designee(s) if they so choose. Level One representation will normally be provided by the Association's building-level Association Representative. 7-5 Miscellaneous. If the time limits for processing a grievance are not met by the administrator responding to the grievance, the grievance may be moved to the next level at the request of the aggrieved. The Department of Human Resources may take appropriate action on whether to grant the grievant’s requested remedy based on its review of the situation.
State Statute Waivers
WAIVER REQUESTS – COLORADO STATE STATUTES
School
Proposal
Colorado State Statutes:
Section 22-9-106: Local Board
Duties Concerning Performance
Leadership:
Human Resource Management: Teacher
Evaluations
96
Evaluation for Licensed Personnel
Policy
(1.5) (a) A local board or board of cooperative services may adopt the state model performance
evaluation system established by the rules promulgated by the state board pursuant to section 22-9-
105.5 or may develop its own local licensed personnel evaluation system that complies with the
requirements established pursuant to this section and the rules promulgated by the state board. If a
school district or board of cooperative services develops its own local licensed personnel evaluation
system, the local board or board of cooperative services or any interested party may submit to the
department, or the department may solicit and collect, data related to said personnel evaluation
system for review by the department.
(4) (a) Except as provided in paragraph (b) of this subsection (4), no person shall be responsible for
the evaluation of licensed personnel unless the person has a principal or administrator license issued
pursuant to article 60.5 of this title or is a designee of a person with a principal or administrator
license and has received education and training in evaluation skills approved by the department of
education that will enable him or her to make fair, professional, and credible evaluations of the
personnel whom he or she is responsible for evaluating. No person shall be issued a principal or
administrator license or have a principal or administrator license renewed unless the state board
determines that such person has received education and training approved by the department of
education.
Replacement
Policy
The School will implement the district licensed personnel evaluation system (LEAP)
and may make modifications that comply with the requirements established in
State law.
● The School in consultation with the District LEAP team and HR partner shall
have the ability to develop and implement a modified LEAP Framework as
the tool for teacher evaluation and growth.
● The principal has the authority to identify, prepare, and designate school-
based evaluators to conduct staff evaluations. Principal designated
evaluators of professional staff members may or may not possess an
administrative certificate issued by CDE. All evaluators will receive
approved training in evaluation skills by the district personnel or school’s
principal. The school’s evaluation system will meet the standards of
Colorado Senate Bill 10-191.
● Evaluation instruments for all non-licensed evaluators who evaluate school
staff including professional educators shall indicate on the evaluation
whether or not the evaluator possesses an administrative certificate. The
Superintendent or his/her designee shall review all evaluations conducted
by non-licensed administrators when necessary and shall discuss with them
procedure and form.
● All teachers will receive at least one formal evaluation each year and will
receive the minimum number of observations necessary to generate an
end-of-year LEAP score.
97
● The school’s principal shall receive an annual evaluation by the
Superintendent or his/her designee.
School
Proposal
Section 22-32-109(1)(f): Local
Board Duties Concerning
Selection of Personnel and Pay
Teaching:
Human Resource Management: Staff Hiring,
Compensation
Policy
22-32-109. Board of education - specific duties. (1) …each board of education shall have and perform
the following specific duties:
(f) (I) To employ all personnel required to maintain the operations and carry out the educational
program of the district and to fix and order paid their compensation...A board of a district of
innovation…may delegate the duty specified in this paragraph (f) to an innovation school
Replacement
Policy
Pursuant to state law, the DPS board will delegate the duty specified in this
paragraph to the innovation school.
● The principal, in consultation with the CSC, will select classroom teachers
directly. The school shall utilize the negotiated salary structures for all
positions that are part of a bargaining unit and shall also have the right to
establish stipends and incentives that exceed the negotiated salary scales
provided the school submits a 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 22-32-109(1)(g): Handling
of Money
Governance:
Budget
Policy (g) To require any employee or other person who may receive into his custody moneys which
properly belong to the district to deliver such moneys to the treasurer of the district, or to deposit
such moneys in a depository designated by the board;
98
Replacement
Policy
The School has the authority to manage its receipt of money and will meet
performance expectations provided by the District.
● In accordance with the innovation plan, the school may receive moneys
and deposit such moneys into a school account.
● The School will establish an account to manage receipt of locally raised
money and will have autonomy in making deposits in and withdrawals
from the account when such actions are taken to further the academic
achievement of students at the school.
● The school will account for all moneys that it receives directly and will
report to the DPS board by providing quarterly trial balances to their DPS
budget partner.
School
Proposal
Section 22-32-109(1)(n)(I):
Schedule and Calendar
Educational Program:
Calendar and Schedule
Policy
(n) (I) To determine, prior to the end of a school year, the length of time which the schools of the
district shall be in session during the next following school year, but in no event shall said schools be
scheduled to have fewer than one thousand eighty hours of planned teacher-pupil instruction and
teacher-pupil contact during the school year for secondary school pupils in high school, middle
school, or junior high school or less than nine hundred ninety hours of such instruction and contact
for elementary school pupils or fewer than four hundred fifty hours of such instruction for a half-day
kindergarten program or fewer than nine hundred hours of such instruction for a full-day
kindergarten program. In no case shall a school be in session for fewer than one hundred sixty days
without the specific prior approval of the commissioner of education. In extraordinary circumstances,
if it appears to the satisfaction of the commissioner that compliance with the provisions of this
subparagraph (I) would require the scheduling of hours of instruction and contact at a time when
pupil attendance will be low and the benefits to pupils of holding such hours of instruction will be
minimal in relation to the cost thereof, the commissioner may waive the provisions of this
subparagraph (I) upon application therefore by the board of education of the district.
Replacement
Policy
The School has the authority to determine its own annual calendar and daily
schedule, provided it meets or exceeds minimum statutory requirements.
● School has the authority to determine the number of professional
development days, days off, and late starts/early release days.
● In accordance with the innovation plan, the school’s principal, in
consultation with the CSC shall determine, prior to the end of a school
year, the length of time the school will be in session during the next school
year. The school shall submit their calendar to the district in a timeframe
as requested by the district in order to meet requirements for alignment
with hiring/onboarding, transportation, facilities and other service
provision.
● The actual hours of teacher-pupil instruction and teacher-pupil contact
shall meet or exceed the minimum hours set by the district and state for
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public instruction.
School
Proposal
Section 22-32-109 (1)(n)(II)(A):
Actual Hours of Teacher-Pupil
Instruction and Contact
Educational Program:
Calendar and Schedule
Policy
(II) (A) The actual hours of teacher-pupil instruction and teacher-pupil contact specified in
subparagraph (I) of this paragraph (n) may be reduced to no fewer than one thousand fifty-six hours
for secondary school pupils, no fewer than nine hundred sixty eight hours for elementary school
pupils, no fewer than four hundred thirty-five hours for half-day kindergarten pupils, or no fewer than
eight hundred seventy hours for full-day kindergarten pupils, for parent-teacher conferences, staff in-
service programs, and closing deemed by the board to be necessary for the health, safety, or welfare
of students.
Replacement
Policy
The School has the authority to determine teacher pupil contact, which will meet
or exceed the minimum standards of the District and state.
● In accordance with the innovation plan, the principal, in
consultation with the CSC shall determine, prior to the end of a
school year, the length of time the school will be in session
during the next school year. The school shall submit their
calendar to the district in a timeframe as requested by the
district in order to meet requirements for alignment with
hiring/onboarding, transportation, facilities and other service
provision.
● The actual hours of teacher-pupil instruction and teacher-pupil contact
shall meet or exceed the minimum hours set by the district and state for
public instruction.
School
Proposal
Section 22-32-109 (1)(n)(II)(B):
School Calendar
Educational Program:
Calendar and Schedule
Policy
(B) Prior to the beginning of the school year, each district shall provide for the adoption of a district
calendar which is applicable to all schools within the district…A copy of the calendar shall be provided
to the parents or guardians of all children enrolled…Such calendar shall include the dates for all staff
in-service programs…[The] school administration shall allow for public input from parents and
teachers prior to scheduling …staff in-service programs. Any change in the calendar…shall be
preceded by adequate and timely…of not less than thirty days.
Replacement
Policy
The school has the authority to develop its own annual calendar that aligns with
the Innovation Plan and that meets or exceeds the minimum standards of the
District and state.
● No later than 60 calendar days before the end of the school year, the
principal in consultation with the CSC will determine the following year's
school calendar and school day schedule that meets or exceeds district and
state determinations of the length of time during which schools shall be in
session during the next school year.
100
● Input from parents and teachers will be sought prior to scheduling in-
service programs and other non-student contact days. This calendar and
schedule shall serve as the academic calendar and schedule for the school.
All calendars shall include planned work dates for required staff in-service
programs. Any change in the calendar except for emergency closings or
other unforeseen circumstances shall be preceded by adequate and timely
notice of no less than 30 days.
● A copy of the upcoming school-year calendar and school day schedule shall
be provided to all parents/guardians of students who are currently
enrolled. The approved upcoming school year calendar and school day
hours will be placed on the school’s website prior to May 1 of the prior
academic year and a copy shall be provided to the school’s Instructional
Superintendent.
● In no case shall changes to the schedule or calendar violate teacher rights
provided in the replacement policy for Article 8 of the DCTA contract.
School
Proposal
Section 22-32-109(1)(t):
Determine Educational Program
and Prescribe Textbooks
Education Program
Policy (t) To determine the educational programs to be carried on in the schools of the district and to
prescribe the textbooks for any course of instruction or study in such programs;
Replacement
Policy
The DPS Board authorizes the school to develop an educational program that
aligns to the mission and vision of the school and enables the school to implement
the innovation plan.
The school’s curriculum will provide a program of instruction that enables students
to meet or exceed the CCSS and CAS. The school will regularly evaluate its
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.
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● Substantive interim changes must be approved by the Principal and District
Staff.
School
Proposal
Section 22-32-109(1)(aa): Adopt
Content Standards and Plan for
Implementation of Content
Standards
Education Program
Policy (aa) To adopt content standards and a plan for implementation of such content standards pursuant to
the provisions of section 22-7-407;
Replacement
Policy
The DPS Board authorizes the school to develop an educational program that
aligns to the mission and vision of the school and enables the school to implement
the innovation plan.
The school’s curriculum will provide a program of instruction that enables students
to meet or exceed the CCSS and CAS. The school will regularly evaluate its
education program and make changes to curriculum content, instruction, and
assessments.
● Curriculum development will be carried out by school personnel,
consistent with the school’s innovation plan, using all available resources,
including replacement core instructional textbooks where textbook
waivers are granted.
● The school curriculum will provide a program of instruction that enables
students to meet or exceed the CCSS and CAS. The school will regularly
evaluate its education program and make changes to curriculum content,
instruction, and assessments.
● The district will evaluate the impact of the school’s education program as
part of its 3 year review of the school’s innovation plan in addition to the
annual UIP review by the CSC.
● Substantive interim changes must be approved by the Principal and District
Staff.
School
Proposal
Section 22-32-109(1)(jj): Identify
Areas in which the Principal/s
Require Training or Development
Teaching:
Human Resource Management: Professional
Development
Policy
(jj) To identify any areas in which one or more of the principals of the schools of the school district
require further training or development. The board of education shall contract for or otherwise assist
the identified principals in participating in professional development programs to assist the identified
principals in improving their skills in the identified areas.
Replacement
Policy
In accordance with the innovation plan, the Principal will participate in district-
provided coaching and professional development except when such coaching
or professional development contradicts the successful implementation of
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the innovation plan and/or the mission /vision of the school.
In determining the Principal’s PD and coaching schedule, the Instructional
Superintendent will collaborate with the Principal to ensure that district PD and
coaching supports the school leader and/or leadership team in implementing
the goals of the innovation plan.
The standard district offered professional development for members of the
Professional Development team will be attended in the instances in which it
supports the implementation of the innovation plan and/or the mission and
vision of the school. District professional development for teachers, teacher
leaders, and other instructional or operational leaders will be attended when
the school’s principal determines that such professional development is in the
best interest of the school to successfully implement the innovation plan.
School
Proposal
22-32-110(1)(ee) Local Board
Powers-Employ teachers' aides
and other noncertificated
personnel
Teaching:
Human Resource Management: Hiring
Teacher Aides
Policy
(1) In addition to any other power granted to a board of education of a school district by law, each
board of education of a school district shall have the following specific powers, to be exercised in its
judgment: (ee) To employ on a voluntary or paid basis teachers' aides and other auxiliary, nonlicensed personnel
to assist licensed personnel in the provision of services related to instruction or supervision of
children and to provide compensation for such services rendered from any funds available for such
purpose, notwithstanding the provisions of sections
Replacement
Policy**
The DPS board grants autonomy to the principal, in consultation with the CSC, to
make staffing decisions consistent with waivers for district policies GCF and GDF.
The school may employ non-licensed personnel to provide instruction or
supervision of children that is supplemental to the core academic program and in
compliance with 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
22-32-110(1)(h): Local Board
Powers Concerning Employment
Termination of School Personnel
Teaching:
Human Resource Management: Staff
Dismissals
103
Policy
(1) In addition to any other power granted to a board of education of a school district by law, each
board of education of a school district shall have the following specific powers, to be exercised in its
judgment: (h) To discharge or otherwise terminate the employment of any personnel. A board of a district of
innovation, as defined in section 22-32.5-103 (2), may delegate the power specified in this paragraph
(h) to an innovation school, as defined in section 22-32.5-103 (3), or to a school in an innovation
school zone, as defined in section 22-32.5-103 (4).
Replacement
Policy
In accordance with the innovation plan, the DPS board delegates the power
specified in statute to the school leader.
● All dismissals that occur during the school year must follow procedures
established in District policy GDQD and regulation GDQD-R. Teachers may
be non-renewed at the end of the school year for a lawful reason.
School
Proposal
22-32-126: Employment and
authority of principals
Leadership:
Management
Policy
(1) The board of education may employ through written contract public school principals who shall
hold valid principal licenses or authorizations and who shall supervise the operation and management
of the school and such property as the board shall determine necessary.
(2) The principal shall assume the administrative responsibility and instructional leadership, under the
supervision of the superintendent and in accordance with the rules and regulations of the board of
education, for the planning, management, operation, and evaluation of the educational program of
the schools to which he is assigned.
(3) The principal shall submit recommendations to the superintendent regarding the appointment,
assignment, promotion, transfer, and dismissal of all personnel assigned to the school under his
supervision.
(4) The principal shall perform such other duties as may be assigned by the superintendent pursuant
to the rules and regulations of the board of education.
(5) (a) The principal or the principal's designee shall communicate discipline information concerning
any student enrolled in the school to any teacher who has direct contact with the student in the
classroom and to any counselor who has direct contact with the student. Any teacher or counselor
who receives information under this subsection (5) shall maintain the confidentiality of the
information and does not have authority to communicate the information to any other person.
(b) Each school district shall include in its discipline code adopted in accordance with section 22-32-
110 (2)procedures to inform the student and the student's parent or guardian when disciplinary
information is communicated and to provide a copy of the disciplinary information to the student and
the student's parent or guardian. The discipline code shall also establish procedures to allow the
student and the student's parent or guardian to challenge the accuracy of the disciplinary
information.
School’s
Replacement
Policy
In the event of a change in leadership, the priority is maintaining building
leadership that supports the mission and vision of the school and ensures that
student achievement is supported. Members of the school community,
including staff, parents and community members will be involved in the
principal hiring process.
104
● Principal candidates are provided to the CSC and superintendent or
his/her designee from the district’s principal hiring pool using the LEAD
in Denver evaluation process.
● The district superintendent or his/her designee will manage the
principal selection process in collaboration with the CSC and shall
recommend at least two final candidates to the superintendent for
hiring.
● The superintendent (or his/her representative) may redirect the CSC
and his/her designee to continue the search for better qualified
candidates should none of the proposed candidates meets his/her
approval.
● In the event that the principal position is vacant, the superintendent (or
his/her representative) may appoint an interim principal until such a
time that the above described hiring process results in a principal
candidate that is agreeable to the CSC and the Superintendent or
his/her designee.
● Interviews and selection follow the DPS Human Resource hiring
procedures.
School
Proposal
Teacher Employment,
Compensation and Dismissal Act
of 1990 Section 22-63-
201: Employment - License
Required – Exception
Teaching:
Human Resource Management: Hiring and
Teacher Qualifications
Policy
(1) Except as otherwise provided in subsection (2) of this section, the board of a school district shall
not enter into an employment contract with any person as a teacher, except in a junior college district
or in an adult education program, unless such person holds an initial or a professional teacher's
license or authorization issued pursuant to the provisions of article 60.5 of this title.
(2) (a) The general assembly hereby recognizes that many persons with valuable professional
expertise in areas other than teaching provide a great benefit to students through their experience
and functional knowledge when hired by a school district. To facilitate the employment of these
persons and comply with the requirements of federal law, the general assembly has statutory
provisions to create an alternative teacher license and alternative teacher programs to enable school
districts to employ persons with expertise in professions other than teaching. These provisions enable
a school district to employ a person with professional expertise in a particular subject area, while
ensuring that the person receives the necessary training and develops the necessary skills to be a
highly qualified teacher. The general assembly strongly encourages each school district to hire
persons who hold alternative teacher licenses to provide a wide range of experience in teaching and
functional subject matter knowledge for the benefit of the students enrolled in the school district.
(b) A school district may hire a person who holds an alternative teacher license to teach as an
alternative teacher pursuant to an alternative teacher contract as described in section 22-60.5-207.
105
(3) The board of a school district may enter into an employment contract with any person to serve as
an administrator based upon qualifications set by the board of the school district. Nothing in this
article shall be construed to require that an administrator, as a condition of employment, possess any
type of license or authorization issued pursuant to article 60.5 of this title.
Replacement
Policy
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 non-licensed teachers for supplemental and
enrichment instruction consistent with the innovation plan and the DPS
board may enter into employment contracts with non-licensed teachers
and/or administrators at the school as necessary to implement the school’s
innovation plan.
School
Proposal
Teacher Employment,
Compensation and Dismissal Act
of 1990 Section 22-63-
202: Contracts in Writing Duration
Damage Provision
Teaching:
Human Resource Management: Hiring,
Contracts and Employment Offer Letters
Policy
(1) Except for a part-time or substitute teacher, every employment contract entered into by any teacher or chief
administrative officer for the performance of services for a school district shall be in writing.
(2) (a) A teacher or chief administrative officer and the board may mutually agree to terminate the teacher's or
chief administrative officer's employment contract at any time.
(b) Each employment contract executed pursuant to this section shall contain a provision stating that a teacher or
chief administrative officer shall not terminate his or her employment contract with the board without the
agreement of the board unless:
(I) If the teacher or chief administrative officer intends to terminate his or her employment contract for the
succeeding academic year, the teacher or chief administrative officer gives written notice to the board of his or
her intent no later than thirty days prior to the commencement of the succeeding academic year or, if a school
district operates an alternative year program, not less than thirty days before the commencement of services
under the employment contract; or
(II) If the teacher or chief administrative officer intends to terminate his or her employment contract for the
current academic year after the beginning of the academic year, the teacher or chief administrative officer shall
give written notice to the board of his or her intent at least thirty days prior to the date that the teacher or chief
administrative officer intends to stop performing the services required by the employment contract.
(b.5) Each employment contract executed pursuant to this section shall contain a provision stating that a teacher
or chief administrative officer shall accept the terms of the employment contract for the succeeding academic
year within thirty days of receipt of the contract, unless the teacher or chief administrative officer and the district
have reached an alternative agreement. If a teacher or chief administrative officer does not accept the terms of
the employment contract within thirty days of receipt, the district shall be authorized to open the position to
additional candidates.
(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)
106
without good cause shall agree to pay damages to the school district, and the board thereof shall be authorized to
collect or withhold damages from compensation due or payable to the teacher or chief administrative officer, in
an amount equal to the lessor of:
(I) The ordinary and necessary expenses of a board to secure the services of a suitable replacement teacher or
chief administrative officer; or
(II) One-twelfth of the annual salary specified in the employment contract.
(c.5) (I) The general assembly finds that, for the fair evaluation of a principal based on the demonstrated
effectiveness of his or her teachers, the principal needs the ability to select teachers who have demonstrated
effectiveness and have demonstrated qualifications and teaching experience that support the instructional
practices of his or her school. Therefore, each employment contract executed pursuant to this section shall
contain a provision stating that a teacher may be assigned to a particular school only with the consent of the hiring
principal and with input from at least two teachers employed at the school and chosen by the faculty of teachers
at the school to represent them in the hiring process, and after a review of the teacher's demonstrated
effectiveness and qualifications, which review demonstrates that the teacher's qualifications and teaching
experience support the instructional practices of his or her school.
(II) Repealed.
(III) (A) Any active nonprobationary teacher who was deemed effective during the prior school year and has not
secured a mutual consent placement shall be a member of a priority hiring pool, which priority hiring pool shall
ensure the nonprobationary teacher a first opportunity to interview for a reasonable number of available positions
for which he or she is qualified in the school district.
(B) When a determination is made that a nonprobationary teacher's services are no longer required for the
reasons set forth in subparagraph (VII) of this paragraph (c.5), the nonprobationary teacher shall be notified of his
or her removal from the school. In making decisions pursuant to this paragraph (c.5), a school district shall work
with its local teachers association to develop policies for the local school board to adopt. If no teacher association
exists in the school district, the school district shall create an eight-person committee consisting of four school
district members and four teachers, which committee shall develop such policies. Upon notice to the
nonprobationary teacher, the school district shall immediately provide the nonprobationary teacher with a list of
all vacant positions for which he or she is qualified, as well as a list of vacancies in any area identified by the school
district to be an area of critical need. An application for a vacancy shall be made to the principal of a listed school,
with a copy of the application provided by the nonprobationary teacher to the school district. When a principal
recommends appointment of a nonprobationary teacher applicant to a vacant position, the nonprobationary
teacher shall be transferred to that position.
(C) This subparagraph (III) shall take effect at such time as the performance evaluation system based on quality
standards established pursuant to this section and the rules promulgated by the state board pursuant to section
22-9-105.5 has completed the initial phase of implementation and has been implemented statewide. The
commissioner shall provide notice of such implementation to the revisor of statutes on or before July 1, 2014, and
each July 1 thereafter until statewide implementation occurs.
(IV) If a nonprobationary teacher is unable to secure a mutual consent assignment at a school of the school district
after twelve months or two hiring cycles, whichever period is longer, the school district shall place the teacher on
unpaid leave until such time as the teacher is able to secure an assignment. If the teacher secures an assignment
at a school of the school district while placed on unpaid leave, the school district shall reinstate the teacher's
salary and benefits at the level they would have been if the teacher had not been placed on unpaid leave.
(V) Nothing in this section shall limit the ability of a school district to place a teacher in a twelve-month assignment
or other limited-term assignments, including, but not limited to, a teaching assignment, substitute assignment, or
instructional support role during the period in which the teacher is attempting to secure an assignment through
school-based hiring. Such an assignment shall not constitute an assignment through school-based hiring and shall
not be deemed to interrupt the period in which the teacher is required to secure an assignment through school-
based hiring before the district shall place the teacher on unpaid leave.
(VI) The provisions of this paragraph (c.5) may be waived in whole or in part for a renewable four-year period by
the state board of education pursuant to section 22-2-117, provided that the local school board applying for the
waiver, in conjunction with the superintendent and teachers association in a district that has an operating master
employment contract, if applicable, demonstrates that the waiver is in the best interest of students enrolled in the
107
school district, supports the equitable distribution of effective teachers, and will not result in placement other
than by mutual consent of the teacher in a school district or public school that is required to implement a priority
improvement plan or turnaround plan pursuant to article 11 of this title. Notwithstanding the provisions of this
paragraph (c.5), a waiver shall not be granted for a request that extends the time for securing an assignment
through school-based hiring for more than two years.
(VII) This paragraph (c.5) shall apply to any teacher who is displaced as a result of drop in enrollment; turnaround;
phase-out; reduction in program; or reduction in building, including closure, consolidation, or reconstitution.
(d) The department of education may suspend the license, endorsement, or authorization of a teacher or chief
administrative officer who fails to provide the notice required by paragraph (b) of this subsection (2) and who
abandons, fails, or refuses to perform required services pursuant to an employment contract, without good cause.
(3) A teacher may be suspended temporarily during the contractual period until the date of dismissal as ordered
by the board pursuant to section 22-63-302 or may have his or her employment contract cancelled during the
contractual period when there is a justifiable decrease in the number of teaching positions. The manner in which
employment contracts will be cancelled when there is a justifiable decrease in the number of teaching positions
shall be included in any contract between the board of education of the school district and school district
employees or in an established policy of the board, which contract or policy shall include the criteria described
in section 22-9-106 as significant factors in determining which employment contracts to cancel as a result of the
decrease in teaching positions. Effective February 15, 2012, the contract or policy shall include consideration of
probationary and nonprobationary status and the number of years a teacher has been teaching in the school
district; except that these criteria may be considered only after the consideration of the criteria described
in section 22-9-106 and only if the contract or policy is in the best interest of the students enrolled in the school
district.
(4) (a) Notwithstanding the provisions of section 24-72-204 (3) (a), C.R.S., upon a request from a school district or
a school concerning a person applying for a position as a teacher, a school district may disclose to the requesting
school district or school the reason or reasons why a teacher left employment with the original school district.
Upon the specific request of a school district at which a teacher has applied for employment, a school district may
disclose any pertinent performance record or disciplinary record of a teacher that specifically relates to any
negligent action of the teacher that was found to have endangered the safety and security of a student or any
disciplinary record that relates to behavior by the teacher that was found to have contributed to a student's
violation of the school district's conduct and discipline code. The information disclosed pursuant to this paragraph
(a) shall only be disclosed to personnel authorized to review the personnel file in the school district or school and
to the person applying for a position as a teacher.
(b) No employment contract executed pursuant to this section shall contain a provision that restricts or prohibits a
school district from disclosing to another school district or school the reason or reasons why a teacher left
employment with the original school district or from disclosing to another school district any of the teacher's
disciplinary or performance records pursuant to paragraph (a) of this subsection (4).
Replacement
Policy**
Teaching staff will receive annual contracts even if they previously acquired non-
probationary status in the District prior to being hired at the school. The annual
contract expires at the end of each contract year. All contracts will be in writing.
If an employee intends to resign from their position after the beginning of the
academic year, the employee shall give written notice of his or her intent at least
thirty days prior to the date that he or she intends to stop performing the services
required by the employment contract.
Termination of all staff mid-contract will follow the dismissal procedures outlined in the DPS policy GDQD and GDQD-R. In all situations related to teacher dismissal, a teacher on an annual contract may only be dismissed mid-year for cause in accordance with DPS policy GDQD and regulation GDQD-R.
108
Dismissal at the end of the year will be done through the non-renewal process. DPS Board Policies GDQD and GDQD-R do not apply in this situation.
● Teachers do not acquire or lose non-probationary status while at the school.*
● Teachers leaving employment at the school and transferring to a position in another District school shall be subject to the District's policy regarding transfers from innovation schools in determining their probationary or non-probationary status.
The school principal has the authority to make employment offers to qualified
candidates. The school will not provide first opportunity to interview rights to
priority hiring pool candidates, but will consider them for employment. The school
will not contribute teachers to the district hiring pool. The school has the right to
refuse direct assignments or mandatory transfers of teachers from the district
(with the exception of ADA placements).
School
Proposal
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-
63-203: Renewal and Nonrenewal of
Employment Contract
Teaching:
Human Resources Management:
Dismissals
Statute
Description
(1) (a) Except as provided for in paragraph (b) of this subsection (1), the provisions of this section shall
apply only to probationary teachers and shall no longer apply when the teacher has been reemployed
for the fourth year, except as provided for in paragraph (a.5) of subsection (4) of this section. This
paragraph (a) is repealed, effective July 1, 2014.
(b) For any school district that has implemented the performance evaluation system based on quality
standards pursuant to section 22-9-106 and the rules adopted by the state board pursuant to section
22-9-105.5, the provisions of this section shall apply only to probationary teachers and shall no longer
apply when the teacher has been granted nonprobationary status as a result of three consecutive
years of demonstrated effectiveness, as determined through his or her performance evaluations and
continuous employment.
(2) (a) During the first three school years that a teacher is employed on a full-time continuous basis by
a school district, such teacher shall be considered to be a probationary teacher whose employment
contract may be subject to nonrenewal in accordance with subsection (4) of this section. A school
district may also consider a teacher employed on a part-time continuous basis by such district and by
a board of cooperative services to be a probationary teacher whose contract may be subject to
nonrenewal in accordance with subsection (4) of this section. An employment contract with a
probationary teacher shall not exceed one school year.
School’s
Replacement
Policy
Teachers are hired on an annual contract even if they acquired non-probationary
status in the District prior to being hired at the school. The district HR office will
work with the school to ensure teacher contracts are consistent with the approved
innovation plan.
School
Proposal
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-
Teaching:
Human Resource Management: Direct
109
63-206: Transfer of Teachers -
Compensation
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 work-learn program leave of absence with a board of
education that shall not affect the teacher's employment status, position on the salary schedule if the school
district has adopted a general salary schedule or combination salary schedule and policy, or insurance and
retirement benefits.
(5) Nothing in this section shall be construed as requiring a receiving school to involuntarily accept the transfer of
a teacher. All transfers to positions at other schools of the school district shall require the consent of the receiving
school.
School’s
Replacement
Policy
The school may refuse direct placements or mandatory transfers of teachers from
the district. District teachers who are qualified for a vacant position at the school
may apply for the position, and, if hired, will be compensated with a salary
corresponding to the position and the years of service using the district salary
schedule as a base.
The school will accept transfers that are being placed under District
compliance with the Americans with Disability Act (ADA).
School
Proposal
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-
63-301: Grounds for Dismissal
Teaching:
Human Resource Management:
Dismissals
Policy
A teacher may be dismissed for physical or mental disability, incompetency, neglect of duty,
immorality, unsatisfactory performance, insubordination, the conviction of a felony or the acceptance
of a guilty plea, a plea of nolo contendere, or a deferred sentence for a felony, or other good and just
cause. No teacher shall be dismissed for temporary illness, leave of absence previously approved by
the board, or military leave of absence pursuant to article 3 of title 28, C.R.S.
Replacement
Policy
All teachers are employed on annual contracts, even if they acquired non-
probationary status in the District prior to being hired at the school or the school
converting to Innovation status
● Annual contracts can be non-renewed at the end of the contract term for a
110
lawful reason.
● In all situations related to teacher dismissal, a teacher on an annual
contract may only be dismissed mid-year for cause in accordance with DPS
policy GDQD and regulation GDQD-R.
School
Proposal
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-
63-302: Procedure for dismissal -
judicial review
Teaching:
Human Resource Management:
Dismissals
Statute
Description
(1) Except as otherwise provided in subsection (11) of this section, a teacher shall be dismissed in the
manner prescribed by subsections (2) to (10) of this section.
(2) The chief administrative officer of the employing school district may recommend that the board
dismiss a teacher based upon one or more of the grounds stated in section 22-63-301. If such a
recommendation is made to the board, the chief administrative officer, within three days after the
board meeting at which the recommendation is made, shall mail a written notice of intent to dismiss
to the teacher. The notice of intent to dismiss shall include a copy of the reasons for dismissal, a copy
of this article, and all exhibits which the chief administrative officer intends to submit in support of his
or her prima facie case against the teacher including a list of witnesses to be called by the chief
administrative officer, addresses and telephone numbers of the witnesses, and all pertinent
documentation in the possession of the chief administrative officer relative to the circumstances
surrounding the charges. Additional witnesses and exhibits in support of the chief administrative
officer's prima facie case may be added as provided in subsection (6) of this section. The notice and
copy of the charges shall be sent by certified mail to said teacher at his or her address last known to
the secretary of the board. The notice shall advise the teacher of his or her rights and the procedures
under this section.
(3) If a teacher objects to the grounds given for the dismissal, the teacher may file with the chief
administrative officer a written notice of objection and a request for a hearing. Such written notice
shall be filed within five working days after receipt by the teacher of the notice of dismissal. If the
teacher fails to file the written notice within said time, such failure shall be deemed to be a waiver of
the right to a hearing and the dismissal shall be final; except that the board of education may grant a
hearing upon a determination that the failure to file written notice for a hearing was due to good
cause. If the teacher files a written notice of objection, the teacher shall continue to receive regular
compensation from the time the board received the dismissal recommendation from the chief
administrative officer pursuant to subsection (2) of this section until the board acts on the hearing
officer's recommendation pursuant to subsection (9) of this section, but in no event beyond one
hundred days; except that the teacher shall not receive regular compensation upon being charged
criminally with an offense for which a license, certificate, endorsement, or authorization is required
to be denied, annulled, suspended, or revoked due to a conviction, pursuant to section 22-60.5-107
(2.5) or (2.6). If the final disposition of the case does not result in a conviction and the teacher has not
been dismissed pursuant to the provisions of this section, the board shall reinstate the teacher,
effective as of the date of 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
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selected jointly by the teacher and the chief administrative officer. The hearing officer shall be
selected no later than five working days following the receipt by the chief administrative officer of the
teacher's written notice of objection. If the teacher and the chief administrative officer fail to agree
on the selection of a hearing officer, they shall request assignment of an administrative law judge by
the department of personnel to act as the hearing officer.
(b) Hearing officers shall be impartial individuals with experience in the conducting of hearings and
with experience in labor or employment matters.
(c) Expenses of the hearing officer shall be paid from funds of the school district.
(5) (a) Within three working days after selection, the hearing officer shall set the date of the
prehearing conference and the date of the hearing, which shall commence within the following thirty
days. The hearing officer shall give the teacher and the chief administrative officer written notice of
the dates for the prehearing conference and for the hearing including the time and the place
therefor.
(b) One of the purposes of the prehearing conference shall be to limit, to the extent possible, the
amount of evidence to be presented at the hearing.
(c) The parties and their counsel shall be required to attend the prehearing conference with the
hearing officer.
(6) (a) Within ten days after selection of the hearing officer, the teacher shall provide to the chief
administrative officer a copy of all exhibits to be presented at the hearing and a list of all witnesses to
be called, including the addresses and telephone numbers of the witnesses. Within seven days after
the teacher submits his or her exhibits and witness list, the chief administrative officer and the
teacher may supplement their exhibits and witness lists. After completion of the seven-day period,
additional witnesses and exhibits may not be added except upon a showing of good cause.
(b) Neither party shall be allowed to take depositions of the other party's witnesses or to submit
interrogatories to the other party. The affidavit of a witness may be introduced into evidence if such
witness is unavailable at the time of the hearing.
(7) (a) Hearings held pursuant to this section shall be open to the public unless either the teacher or
the chief administrative officer requests a private hearing before the hearing officer, but no findings
of fact or recommendations shall be adopted by the hearing officer in any private hearing. The
procedures for the conduct of the hearing shall be informal, and rules of evidence shall not be strictly
applied except as necessitated in the opinion of the hearing officer; except that the hearing officer
shall comply with the Colorado rules of evidence in excluding hearsay testimony.
(b) The hearing officer may receive or reject evidence and testimony, administer oaths, and, if
necessary, subpoena witnesses.
(c) At any hearing, the teacher has the right to appear in person with or without counsel, to be heard
and to present testimony of witnesses and all evidence bearing upon his proposed dismissal, and to
cross-examine witnesses. By entering an appearance on behalf of the teacher or the chief
administrative officer, counsel agrees to be prepared to commence the hearing within the time
limitations of this section and to proceed expeditiously once the hearing has begun. All school district
records pertaining to the teacher shall be made available for the use of the hearing officer or the
teacher.
(d) An audiotaped record shall be made of the hearing, and, if the teacher files an action for review
pursuant to the provisions of subsection (10) of this section, the teacher and the school district shall
share equally in the cost of transcribing the record; except that, if a party is awarded attorney fees
and costs pursuant to paragraph (e) of subsection (10) of this section, that party shall be reimbursed
for that party's share of the transcript costs by the party against whom attorney fees and costs were
awarded.
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(e) Any hearing held pursuant to the provisions of this section shall be completed within six working
days after commencement, unless extended by the hearing officer on a showing of good cause, and
neither party shall have more than three days to present its case in chief. Neither party may present
more than ten witnesses at the hearing, except upon a showing of good cause.
(8) The chief administrative officer shall have the burden of proving that the recommendation for the
dismissal of the teacher was for the reasons given in the notice of dismissal and that the dismissal was
made in accordance with the provisions of this article. Where unsatisfactory performance is a ground
for dismissal, the chief administrative officer shall establish that the teacher had been evaluated
pursuant to the written system to evaluate licensed personnel adopted by the school district
pursuant to section 22-9-106. The hearing officer shall review the evidence and testimony and make
written findings of fact thereon. The hearing officer shall make only one of the two following
recommendations: The teacher be dismissed or the teacher be retained. A recommendation to retain
a teacher shall not include any conditions on retention. The findings of fact and the recommendation
shall be issued by the hearing officer not later than twenty days after the conclusion of the hearing
and shall be forwarded to said teacher and to the board.
(9) The board shall review the hearing officer's findings of fact and recommendation, and it shall enter
its written order within twenty days after the date of the hearing officer's findings and
recommendation. The board shall take one of the three following actions: The teacher be dismissed;
the teacher be retained; or the teacher be placed on a one-year probation; but, if the board dismisses
the teacher over the hearing officer's recommendation of retention, the board shall make a
conclusion, giving its reasons therefor, which must be supported by the hearing officer's findings of
fact, and such conclusion and reasons shall be included in its written order. The secretary of the
board shall cause a copy of said order to be given immediately to the teacher and a copy to be
entered into the teacher's local file.
(10) (a) If the board dismisses the teacher pursuant to the provisions of subsection (9) of this section,
the teacher may file an action for review in the court of appeals in accordance with the provisions of
this subsection (10), in which action the board shall be made the party defendant. Such action for
review shall be heard in an expedited manner and shall be given precedence over all other civil cases,
except cases arising under the "Workers' Compensation Act of Colorado", articles 40 to 47 of title 8,
C.R.S., and cases arising under the "Colorado Employment Security Act", articles 70 to 82 of title 8,
C.R.S.
(b) An action for review shall be commenced by the service of a copy of the petition upon the board
of the school district and filing the same with the court of appeals within twenty-one days after the
written order of dismissal made by the board. The petition shall state the grounds upon which the
review is sought. After the filing of the action for review in the court of appeals, such action shall be
conducted in the manner prescribed by rule 3.1 of the Colorado appellate rules.
(c) The action for review shall be based upon the record before the hearing officer. The court of
appeals shall review such record to determine whether the action of the board was arbitrary or
capricious or was legally impermissible.
(d) In the action for review, if the court of appeals finds a substantial irregularity or error made during
the hearing before the hearing officer, the court may remand the case for further hearing.
(e) Upon request of the teacher, if the teacher is ordered reinstated by the court of appeals, or upon
request of the board, if the board's decision to dismiss the teacher is affirmed by the court of appeals,
the court of appeals shall determine whether the nonprevailing party's appeal or defense on appeal
lacked substantial justification. If the court of appeals determines that the nonprevailing party's
appeal or defense on appeal lacked substantial justification, the court of appeals shall determine the
amount of and enter a judgment against the nonprevailing party for reasonable attorney fees and
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costs incurred on appeal to the court of appeals. Any judgment entered pursuant to this paragraph
(e) may be subject to stay as provided in rule 41.1 of the Colorado appellate rules.
(f) Further appeal to the supreme court from a determination of the court of appeals may be made
only upon a writ of certiorari issued in the discretion of the supreme court. Upon request of the
teacher, if the teacher is ordered reinstated by the supreme court, or upon motion of the board, if the
board's decision to dismiss is affirmed by the supreme court, the supreme court shall determine
whether the nonprevailing party's appeal or defense on appeal to the supreme court lacked
substantial justification. If the supreme court determines that the nonprevailing party's appeal or
defense on appeal to the supreme court lacked substantial justification, the court shall determine the
amount of and enter a judgment against the nonprevailing party for reasonable attorney fees and
costs incurred on appeal to the supreme court. Any judgment entered pursuant to this paragraph (f)
may be subject to stay as provided in rule 41.1 of the Colorado appellate rules.
(11) (a) The board of a school district may take immediate action to dismiss a teacher, without a
hearing, notwithstanding subsections (2) to (10) of this section, pending the final outcome of judicial
review or when the time for seeking review has elapsed, when the teacher is convicted, pleads nolo
contendere, or receives a deferred sentence for:
(I) A violation of any law of this state or any counterpart municipal law of this state involving unlawful
behavior pursuant to any of the following statutory provisions: Sections 18-3-305, 18-6-302, and 18-6-
701, C.R.S., orsection 18-6-301, C.R.S., or part 4 of article 3, part 4 of article 6, and part 4 of article 7
of title 18, C.R.S.; or
(II) A violation of any law of this state, any municipality of this state, or the United States involving the
illegal sale of controlled substances, as defined in section 18-18-102 (5), C.R.S.
(b) A certified copy of the judgment of a court of competent jurisdiction of a conviction, the
acceptance of a guilty plea, a plea of nolo contendere, or a deferred sentence shall be conclusive
evidence for the purposes of this subsection (11).
Replacement
Policy
The School will follow District Policy GDQD and regulation GDQD-R if it is
necessary to terminate a teacher’s employment during the school year. In all
situations related to teacher dismissal, a teacher on an annual contract may only
be dismissed mid-year for cause in accordance with DPS policy GDQD and
regulation GDQD-R.
School
Proposal
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-
63-401:Teachers Subject to
Adopted Salary Schedule
Teaching:
Human Resource Management:
Compensation
Policy
(1) The board of a school district shall adopt by resolution a salary schedule that may be by job
description and job definition, a teacher salary policy based on the level of performance
demonstrated by each teacher, or a combination of the salary schedule and salary policy. Such salary
schedule, salary policy, or combination schedule and policy shall be adopted in conjunction with or
prior to the adoption of the budget for the following fiscal year. The schedule, policy, or combination
schedule and policy shall remain in effect until changed or modified by the board. All teachers
employed by the district shall be subject to such salary schedule, policy, or combination schedule and
policy.
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Replacement
Policy
The School will meet or exceed the DPS salary schedule set in the Collective
Bargaining Agreement. The School’s Principal, in consultation with the CSC, has the
authority to develop a supplemental compensation system separate from district
policies to reimburse employees for extra duty pay, and compensating employees
based on school priorities including activities such as, but are not necessarily
limited to additional time, additional responsibilities, coaching, tutoring,
professional development or for performance incentive pay. This flexibility will be
granted provided the school leader submits a replacement policy annually to CSC
and HR for review to ensure sustainability, transparency and equity.
● Non-teaching staff will be compensated for any additional hours in
accordance with Fair Labor Laws.
School
Proposal 22-63-402. Services - disbursements
Teaching:
Human Resource Management:
Teacher License
Policy
No order or warrant for the disbursement of school district moneys shall be drawn in favor of any
person for services as a teacher, except for services performed for a junior college district or in an
adult education program, unless the person holds a valid teacher's license or authorization from the
department of education. Such license or authorization shall be duly registered in the administrative
office of the school district wherein the services are to be rendered. A teacher shall hold a valid
license or authorization during all periods of employment by a school district. A person who performs
services as a teacher without possessing a valid teacher's license or authorization shall forfeit all claim
to compensation out of school district moneys for the time during which services are performed
without the license or authorization.
Replacement
Policy
The school may employ either licensed or non-licensed teachers for non-core
subject areas. All core subject area teachers will be licensed and highly qualified
under the requirements of the ESEA. School district moneys will be used to pay
both licensed and non-licensed teachers hired to perform services consistent with
the innovation plan.
Prior to hiring any person, in accordance with state law the district shall conduct
background checks.
School
Proposal
22-7-1207:Advancement – decision –
parental involvement
Educational Program:
Promotion, Retention and Acceleration
of Students
Policy
(1) Within 45 days before the end of the school year prior to the student’s fourth
grade year, a teacher finds that a student has a significant reading deficiency,
personnel of the local education provider shall provide to the student’s parent the
written notice…
(a) except for students with disabilities substantially impacting their progress
developing reading skills;
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(b) the student is a student with limited English proficiency … and the deficiency is
due primarily to the student’s language skills;
(c) the student is completing a second school year at the same grade level.
(2) Written notice to parents shall include:
(a) notification of serious implications to a student entering fourth grade with a
significant reading deficiency and a meeting request…
(b)…work with the parents to schedule a meeting…
(c) if the parent does not attend the meeting, the teacher and personnel of the
local education provider will decide whether the student will advance to the next
grade level in the next school year.
(4) specific information that should be discussed with parents: serious implications
of attending fourth grade without reading proficiency, importance of achieving
reading proficiency by end of third grade, the student’s body of evidence and the
likelihood that the student, despite having a significant reading deficiency, will be
able to maintain adequate academic progress at eh next grade level, the increased
level of intervention instruction the student will receive in the next school year
regardless of whether the student advances to the next grade level, the potential
effects on the student if he or she does not advance to the next grade level,
(b) …the parent, teacher, and other personnel shall decide whether the student
will advance to the next grade level int eh next school year. If the parent, teacher
and other personnel are not in agreement, the parent shall decide whether the
student will advance to the next grade level unless otherwise specified in the policy
adopted by the local education provider.
(5) parents will be given written notification of the decision to retain or not retain
the student…
(6) …beginning in 2016-17…if the superintendent, or his or her designee, or the
principal… does not approve the decision to advance the student, the student shall
not advance to fourth grade in the next school year. …
(7) Each local education provider shall … oral and written communications to a
parent… in a language that the parent understands.
Replacement
Policy
The school will follow the school’s replacement policy IKE/IKE-R regarding
retention and promotion of students. Retention and promotion decisions for
students performing below or above grade-level in core content areas will be made
based on reading and math achievement levels as determined by performance on
standardized assessments. The principal, deans, teacher, and parents will confer at
least three months prior to the end of the school year about the student’s
progress, with additional meetings at least every 6 weeks thereafter. If students
are making insufficient progress, an academic plan will be prepared and grade
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retention or promotion may be recommended to school leadership by the any
member of the school community.
● If school leadership approves the grade retention or promotion of a
student, the student will be retained or promoted. Parents will not have
the ability to override the decision of school leadership. Parents will be
made aware of this policy at orientation, or at the time of registration for
all mid-year enrollees.
● All retention and promotion decisions will be finalized by May 1st. The
school will regularly communicate student performance to
parents/guardians.
School Proposal
22-63-403, C.R.S. Teacher
employment, compensation and
dismissal act of 1990; payment of
salaries
Teaching: Payment of Salaries
Policy Districts are required to pay teachers according to a schedule or according to a performance policy.
Salaries are not to be changed until the end of the year. Individual teachers cannot have their salaries
cut unless all teachers have salaries cut.
Replacement
Policy
The school will use the district salary schedule for determining pay for teachers and
staff; however, they will have discretion on how the budget is impacted for paying
staff (actuals vs. averages). The school principal reserves the right to develop a
supplemental compensation system to reimburse employees for extra duty pay as
it may arise for mandated extended school year, mandated PD outside of school
year, mandated additional time, or stipends for school identified priorities. This
may also include activities such as coaching, tutoring, external professional
development or for performance incentive pay. This flexibility will be granted
provided the school leader submits a replacement policy annually to CSC and HR to
ensure sustainability, transparency and equity.
School Proposal 22-33-102(1) Definition of "Academic
Year"
Education Program: Calendar
Policy
As used in this article, unless the context otherwise requires: (1) "Academic year" means that portion of the school year during which the public schools are in
regular session, beginning about the first week in September and ending about the first week in June
of the next year, or that portion of the school year which constitutes the minimum period during
which a pupil must be enrolled.
Replacement
Policy
“Academic year” refers to the year as it is established by the innovation school’s
developed academic calendar for the School. The calendar will be posted publically
by May 1st for the following school year. The school’s CSC will provide input into
the calendar.
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Compensation Philosophy
● The school will offer stipends for certain roles, responsibilities, and staff qualification guided by
their compensation philosophy. The compensation philosophy can be revised annually with
school leadership developing school compensation replacement policy in collaboration with
their HR partner. Upon revision, the CSC will review and provide feedback on the school
compensation replacement policy. When changes are made, the school will submit its revised
compensation replacement policy to the district (HR) for review and to ensure legal compliance.