INNOVATION SCHOOL APPLICATION

INNOVATION SCHOOL APPLICATION
McGLONE ELEMENTARY
Montbello Center for 21st Century Learning
TABLE OF CONTENTS
Overview…………………………………………………………………………………………………………………………………………………. Page 2
Introduction……………………………………………………………………………………………………………………………………………..Page 4
Innovation: Vision & Mission…………………………………………………………………………………………………………………… Page 4
Innovation: Education Plan………………………………………………………………………………………………………………………Page 12
Innovation: Assessments………………………………………………………………………………………………………………………….Page 23
Innovation: Graduation and Promotion……………………………………………………………………………………………………Page 27
Academic Achievement Goals and Gains…………………………………………………………………………………………………..Page 29
Innovation: Time……………………………………………………………………………………………………………………………….……..Page 37
Innovation: Student Enrollment……………………………………………………………………………………………………………….Page 42
Innovation: Human Resource Management……………………………………………………………………………………….…….Page 43
Innovation: School Governance and Parent Engagement……………………………………………………………….…..……Page 65
Innovation: Budget…………………………………………………………………………………………………………………….…………….Page 69
Innovation: Other Programs, Policies, Operational Documents…………………………………………………….………….Page 73
Waivers…………………………………………………………………………………………………………………………………………………….Page 73
Administrative and Faculty Support………………………………………………………………………………………………………….Page 73
Community Support………………………………………………………………………………………………………………………………… Page 74
Appendix A: Request Waivers in Curricular Materials & Instructional Design…………………………………………..Page 76
Appendix B: Request Alternative Benchmark Assessment Program…………………………………………………………Page 77
Appendix C: Request Alternative Graduation and Promotion Policies………………………………………………………Page 78
Appendix D: School Performance Framework Goal Setting Worksheet…………………………………………………….Page 79
Appendix E: Waiver Request Template…………………………………………………………………………………………………….Page 91
OVERVIEW
Colorado’s Innovation Schools Act is intended to improve student achievement by granting schools a “high degree of
autonomy in implementing curriculum, making personnel decisions, organizing the school day, determining the most office
use of resources, and generally organizing the delivery of high-quality educational services, thereby empowering each public
school to tailor its services most effectively and efficiently to meet the needs of the population of students it services.”
That Act provides schools the opportunity for increased flexibility by providing a clear path to waive certain state statutes,
district policies and union contract provisions that may otherwise inhibit a school’s ability to implement strategies and tactics
that may produce significant gains in academic performance. For more information on the Innovation Schools Act of 2008,
please visit: http://www.cde.state.co.us/cdegen/SB130.htm.
The following document is intended to serve two purposes. First, it is an application for schools to request innovation status
from Denver Public School’s (“DPS”) Board of Education and the Colorado State Board of Education. Second, it is a planning
guide to support the development of high-quality innovation school plans that will produce significant gains in academic
achievement.
To facilitate the development of an organized, carefully planned, and comprehensive innovation application, schools should
thoughtfully respond to each component of this application. Schools are also encouraged to be collaborative and transparent
when creating their plans by providing staff and members of the broader community meaningful opportunities to engage in the
development process.
Completed applications will be reviewed by the Office of School Reform and Innovation (“OSRI”) and an Application Review
Team (“ART”). An ART is comprised of 6-10 members, each with expertise in a specific area of school development and
management (e.g., teaching and learning, special education, budget, human resources, etc.). The review by OSRI and ART is
intended to provide feedback to improve the quality of a plan before conducting a staff vote and before requesting innovation
status from DPS’s Board of Education.
Schools that secure the necessary support from staff and their community can submit their innovation plan to DPS’s Board
of Education for review. Plans that are approved by DPS are then forwarded to Colorado’s State Board of Education for
final review.
Note that Appendix A of this application contains questions that must be answered by applicants who desire to secure district
waivers in curriculum, assessments, and/or graduation and promotion policies.
INTRODUCTION
A.
Provide your school’s name, contact information, the date this application was submitted, and a brief overview of how the
plan was developed.
A.
McGlone Elementary School, Montbello Center for 21st Century Learning
B.
Sara Gips, Principal
[email protected] 720-424-5662
C.
Date first application submitted: May 31, 2011 - Date revision plan submitted – December 2, 2013
D.
Provide an overview of the innovation school plan development process.
For the first innovation plan:
In preparation for writing McGlone Elementary’s innovation plan, newly-hired principal, Suzanne Morey, invested time analyzing
student achievement and demographic data, inventorying available curriculum materials, observing current classes at McGlone,
talking to teachers and staff at the school, and speaking with many students and families. As a result, ideas presented in this
application are grounded in the needs and desires of the McGlone students and community as well as in best practice. In addition,
principal Morey has enlisted support and expertise from: Jen Jones, Director of Turnaround Schools; Allen Smith, Deputy Director of
FNE Turnaround Schools; and Matt Spengler, Blueprint School Network’s Executive Director. Additional support was provided by
Katie Shaw and Karen Hoard, the Data Facilitator and School Improvement Coach for the Far Northeast, and related DPS divisions
(finance, transportation).
The design was initially developed with input from the Collaborative School Committee which included parents, current McGlone
staff and the Director of The Boys and Girls Club. Additional parent coffees and evening parent meetings were held to share initial
innovation plans and to get feedback from interested parents. Once some of the new McGlone staff were hired, a design team was
formed which included parents and newly hired teachers. The following individuals were part of the design team: Suzanne Morey,
principal; Kalpana Rao, assistant principal; Ana Olivar, parent; Trina McManus, administrative assistant; Maria F. Ortiz, parent;
Julian Hayes, teacher; Sara Saenz-Galvin, parent; Dawn Jackson, teacher; Rosa Sandoval, parent; Amy Lovell, teacher; Martha S. Villalva
Hernandez, parent; Luz Elena Ibanez, parent; Celia Cabral Santana, parent; Maria Nunez, parent; Patricia Manriquez; Ashley Crew,
parent; Leticia Lozano, parent Joy Vacca, teacher; Blanca de la Torre, parent; Dora Estevez, parent; Socorro Flores, parent
The Design Team reviewed key sections of the plan and provided feedback and recommendations for revisions, additions and
deletions to the plan. Key concepts reviewed included: Vision/Mission, Education Plan, Time, School Governance and Parent
Engagement, and Academic Achievement. Parents contributed significantly to the content related to uniforms, school governance
and parent engagement. Incoming principal Suzanne Morey served as the Design Team’s facilitator and leader. The Design Team
will continue to serve as a review board until McGlone’s School Advisory Board is formed at the beginning of the 2011-2012 school
year. Feedback on the innovation plan was also provided by an internal review team (ART) which included representatives from
Teaching and Learning, ELA, Budget, Human Resources, Office of School Turnaround, and OSRI. Other DPS district thought partners
included: Peter Piccolo, Irene Jordan, Kipp Bentley, Matthew Woolums, and other FNE turnaround principals. Support was also
elicited from non-DPS professionals including Sue Clark and Jane Shirley who assisted with writing the plan, and Alyssa WhitehouseBust, a nu7 consultant who reviewed and provided input during the development of the plan.
The Design Team is in full support of the innovation plan (see Attachment – letter of support). They have become advocates for the
recommended changes within the McGlone community.
1.
How was the development of the revision plan completed?
A team was assembled once again, and multiple events and surveys were given to parents and all staff members. The McGlone
Leadership Team, comprised of a staff member from every grade level, as well as all members of the administrative team, met to
discuss plan revisions and changes, and voted to approve all revisions and changes. In addition, members of the School Advisory
Board met to discuss plan revisions and changes, and voted to approve all revisions and changes.
2.
Who participated on the design/revision team?
Sara Gips, Principal; Jonta Morris, Assistant Principal, Priscilla Hopkins, Assistant Principal, Justina Carney, Administrative Intern,
Lorraine Hess, Student Advisor, Leticia Casasnovas, teacher; Paulona Gutierrez, teacher; Amy Lovell, teacher; Patricia Tirone, teacher;
Emily Yerkes, teacher; Jennifer Brooks, teacher; Caroline Ellis, teacher; Ariana Verdu, teacher; Timothy Ryan, teacher; Christina Reeves,
teacher, Olga Reyes, parent; Yolanda Flores, parent; Stephanie Bady, parent; Sandra Tapia, parent; Valerie Stegall, parent; Rosario
Mendoza, parent; Rich Barrows, Boys and Girls Club Director; Evy Valencia, Stand For Children Organizer; Kelly Okoye, teacher.
3.
Explain roles and responsibilities of members.
The Design Team once again reviewed key sections of the plan and provided feedback and recommendations for revisions, additions
and deletions to the plan. Principal Sara Gips served as the Design Team’s facilitator and leader. Feedback on the innovation plan
was also provided by representatives from Teaching and Learning, ELA, Budget, Human Resources, Office of School Turnaround, and
OSRI. Other DPS thought partners included: Debra Watson, Debbie Backus, and other FNE turnaround principals
4.
Provide summary of team’s participation in development and approval of plan.
The Design Team is in full support of the revisions to the innovation plan. They have become advocates for the recommended
changes within the McGlone community.
For the implementation of the plan to be successful, we must ensure teachers have the skills, experience, knowledge and desire to
fulfill the vision and mission of the school and implement the stated goals. At the same time, it is important to leave some of the
decisions regarding implementation and design to the collaborative work of the 2011-2012 staff. This will build ownership and
commitment to the school design, implementation, and outcomes. In addition, the shared expectations and continued buy in of
parents and members of the community must be represented in this plan so that they can become active advocates for the school.
INNOVATION: VISION & MISSION
B.
Describe the vision and mission statement of the school and how innovation status will help the school achieve its
mission.
A.
Vision:
McGlone students will be prepared intellectually, linguistically, technologically, and socially to succeed in the 21st century.
B.
Mission:
McGlone Elementary School, Montbello Center for 21st Century Learning, serves neighborhood families from diverse cultural,
economic and linguistic backgrounds. Our staff teaches students in ECE through 5th grade, utilizing 21st century teaching strategies
and high-quality resources. We are committed to ensuring that all 5th grade students transition to middle school with the academic
skills, language skills, technology skills, and social skills they will need for success in secondary school, college, and careers.
Compelling Need for Innovation in 2011
McGlone’s most recent student academic status and growth measures for State and ESEA accountability presented a compelling
case three years ago for the need for innovation in order to dramatically accelerate student achievement.
Data Indicated:
Students do not meet expectations on academic status measures in reading, writing, or math on CSAP, CSAP-A, Lectura, or
Escritura
Over the past 3 years, students in 3rd, 4th and 5th grade have consistently scored low on CSAP in
Reading: 3rd-5th grade scores have ranged from 20%-38% proficient/advanced
Writing: 3rd-5th grade scores have ranged from 4%-23% proficient/advanced
Math: 3rd-5th grade scores have ranged from 15%-50% proficient/advanced
7 out of 10 Hispanic students in 3rd-5th grade are performing at the partially proficient or unsatisfactory level in reading as
measured by CSAP (150 students)
9 out of 10 African American students in 3rd-5th grade are performing at the partially proficient or unsatisfactory level in
reading as measured by CSAP (31 students)
Over the past 3 years, CSAP academic growth in math, writing, and reading has been below the 50th percentile in 5 out of 9
categories
Over the past 3 years, African American, Hispanic, ELL, FRL, and SpEd demographic groups demonstrate large achievement
gaps.
Focus Group
FRL
ELL
SpEd
Afr. Amer.
Hispanic
2008
-48%
-28%
-57%
-57%
-52%
2009
-46%
-35%
-50%
-56%
-45%
2010
-42%
-43%
-55%
-65%
-46%
Innovation status was critical for McGlone to build a culture of high expectations and accountability for adults and students and,
ultimately, to fulfill its vision and mission. Specific areas of innovation covered in this plan include:
A longer school day and year to provide more time for student learning
Organization of time for intensive professional development and opportunities for staff to work together, with a focus on
best practices for working with second language learners as well as collecting and analyzing data to progress monitor and
plan for differentiated daily instruction
High dosage tutoring to accelerate learning and close the achievement gap
Autonomy for creating a human capital strategy that aligns human resources with student achievement and professional
development needs
Flexible budgeting to align personnel allocations, professional development, and material resources with student
achievement goals
Since the adoption of the innovation plan, McGlone has seen dramatic increases in student achievement and growth.
Academic Performance
Performance
Indicators
Academic
Achievement
(Status)
Measures/Metrics
Performance
Indicators
Academic
Growth
Measures/Metrics
Performance
Indicators
Academic
Achievement By
Demographics
(Status)
Data Table 1: TCAP Status
2010-11
TCAP
Description: %
Proficient/Advanced
TCAP Median
Growth Percentile
Reading
Math
Writing
Science
24%
24%
16%
11%
Data Table 2: TCAP Growth
2010-11
Reading
Math
Writing
52
63
49.5
2011-12
2012-13
36%
35%
18%
15%
41%
49%
21%
9%
2011-12
2012-13
65
78.5
62
49
74
52.5
Data Table 3: Disaggregated TCAP Status
Measures/Met
2010-11
rics
TCAP
Reading
Minority
25%
Students
Description: %
Proficient/
ELL Students
25%
Advanced
FRL Students
23%
Special
Education
5%
Students
Math
Minority
24%
Students
ELL Students
28%
FRL Students
22%
Special
Education
0%
Students
2011-12
2012-13
36%
42%
33%
36%
41%
41%
17%
10%
36%
49%
39%
35%
52%
48%
0%
13%
Performance
Indicators
Language
Development
(Status)
Performance
Indicators
Language
Development
(Growth)
Performance
Indicators
Early Literacy
(Status)
Performance
Indicators
Student
Engagement
Data Table 4: ELL Status
Measures/Metrics
2010-11
(CELA)
WIDA Access/CELA
Level 1
24.93%
Description: Percent Level 2
18.99%
of Total School
Level 3
24.93%
Population at Each
Level 4
28.49%
WIDA Access/CELA
Level 5
2.37%
Level
Level 6
N/A
Data Table 5: ELL Growth
Measures/Metrics
2010-11
2011-12
(CELA)
18.88%
16.81%
25.37%
30.38%
6.19%
2012-13
(ACCESS)
20.16%
13.44%
28.23%
18.55%
13.17%
N/A
6.45%
2011-12
2012-13
71%
68%
63%
30%
-63
N/A
N/A
N/A
N/A
N/A
63.5
Data Table 6: DRA Performance
Measures/Metrics
2010-11
2011-12
2012-13
DRA
Description: Percent
of Students At or
Above Grade Level
70%
22%
49%
42%
46%
40%
35%
55%
CELA
Description: Percent
of Students Moving
Up One or More
Bands by Level/MGP
Level 1
Level 2
Level 3
Level 4
Level 5
MGP
K
1
2
3
68%
63%
51%
12%
-52
33%
39%
37%
27%
Data Table 9: Student Engagement
Measures/Metrics
2010-11
2011-12
2012-13
Attendance-All Students
Student Satisfaction-All Students
93.4%
81%
93.0%
82%
93.4%
84%
Data Reflection:
After the second year of turnaround, McGlone had growth in achievement across content areas as measured by TCAP Median Growth
Percentiles as well as growth in proficiency across content areas. There was a significant of 13% points in math proficiency and 5%
increase in reading and 3% in writing. Median growth percentile scores ranged from 39 to 74 across grades and content
areas. Median growth percentiles in Math for both grade levels significantly exceeded both state and district averages. Unsatisfactory
scores were reduced in every grade level in math and writing. Our status scores in all content areas remain below the state and district
expectations and averages, with the exception of 3rd and 4th grade math. Additionally, 3rd grade reading reach a proficiency level of
47%.
McGlone’s second language learners demonstrated significant growth across all ACCESS measures, exceeding the target of 60% of
students progressing at least one level of language proficiency. An average of 77% of students across proficiency levels progressed at
least one band. An average of 32% of students across proficiency levels progressed at least two or more bands. In addition 48% of 3rd
graders reached a level of 5 or 6. 34% of 4th graders reached a level of 5 or 6 and 55% of 5th graders reached a level of 5 or 6. DRA
growth showed an overall increase across 1st grade-5th grade. There was a significant decline in Kindergarten DRA scores. McGlone
had an increase in overall student attendance as well as enrollment.
This data clearly shows that innovation status has had a significant positive impact on raising student achievement and accelerating
growth at McGlone.
A governance structure that promotes transparency, collaboration and accountability across all stakeholders, including staff
and families.
1.
Identify the school’s target student population and community to be served.
McGlone’s neighborhood is marked by high transience, high poverty and few high performing school options. McGlone Elementary
School serves students in Early Childhood through 5th grade. In 2014-15, this will include 4 full-day ECE classes (including 2 Head
Start classes), 4 full day kindergarten classes and 20 1st-5th grade classes. McGlone’s student population is largely noted by high
poverty, students of color, second language learners, and low student achievement results.
Enrollment Trends:
Demographic Trends 2013 - 2009
Free and Reduced Lunch
Race and Ethnicity
English Language Learner
Special Education
Enrollment
Students
Receiving
FRL
% FRL
Hispanic
White
African
American
Asian / Pacific
Islander
American
Indian
Multiple
Races
% Minority
ELA Students
% ELA
SPED
Students
% SPED
200910
527
513
97.3%
354
72
96
3
2
0
86.3%
N/A
N/A
38
7.2%
201011
562
541
96.3%
416
17
112
5
0
12
97.0%
313
55.7%
53
9.4%
201112
561
545
97.1%
444
9
88
10
2
8
98.4%
344
61.3%
46
8.2%
201213
601
576
95.8%
459
11
103
17
2
9
98.2%
387
64.4%
45
7.5%
201314
686
666
97.1%
528
14
117
15
1
11
98.0%
432
63.0%
57
8.3%
30.2%
29.8%
-0.3%
49.2%
-80.6%
21.9%
400.0%
-50.0%
-
11.6%
-
-
50.0%
1.1%
Schoo
l Year
Trends
%
Chang
e
Since
2009
Multiple: Students claiming 2 or more races (unless one ethnicity is Hispanic) FRL: Free and Reduced Lunch, one measure of socioeconomic status
ELLs: Students eligible for ELA services, including ELLs with a PPF 3 (parent opt out of ELA services). These ELLs are not necessarily receiving ELA services.
Dr. Doug Reeves’ 90/90/90 research conducted at the Center for Performance Assessment in 1995-1998
(http://www.leadandlearn.com/90-90-90) suggests that schools serving a population of 90% students of color and 90% students
living in poverty achieve 90% student proficiency rates with a focus on:
academic achievement clear
curriculum choices
frequent assessment of student progress and multiple opportunities for improvement
an emphasis on nonfiction writing
collaborative scoring of student work
You will see an integration of these 90/90/90 key concepts within the innovation plan for McGlone Elementary. The McGlone
neighborhood needs high quality options for its students and innovation status will allow McGlone to maximize this potential
within an accelerated time frame.
2.
Articulate clear guiding purposes and priorities which are meaningful, measurable and attainable.
Guiding purposes:
• All students have equal access to an exceptional 21st century education as outlined in The Framework for 21st Century
Learning.
• All students will receive differentiated instruction, which is critical to excelling academically. Knowledge of core
academics and foundational reading, writing, and mathematical skills are essential. All students need advanced English
language skills, regardless of first language.
• Authentic contexts for learning promote understanding, relevancy and engagement. Curriculum should be integrated
when possible, engaging, and culturally responsive.
• Inquiry, collaboration, critical thinking and creativity are essential skills in 21 st century learning and work
environments.
• All students should understand how to access technology as a learning tool and to create authentic work products.
Learning how to be an engaged, responsible, self-directed learner is critical to future success.
• Individual differences are valued and respected and enrich our school community.
• Parents, students, staff, administration and the community are invested in student success and have a shared
ownership for student outcomes.
• Resources of time, people, materials and the community are aligned and focus on maximizing student learning.
3.
Provide the entire school community as well as external stakeholders a clear, memorable picture of what the
school aims to achieve.
McGlone is elevating expectations for student success. Because it is a turnaround school, staff, students, families, and the
community will be able to unite and be part of a pioneering opportunity to create a revitalized school so that every student has the
chance to excel and succeed.
Commitment to high quality academics is the cornerstone of student success. McGlone will continue to provide a longer school day
and year, will differentiate the use of time based upon student needs, will provide more opportunities for learning, and will use
resources strategically to support student learning. McGlone’s mission is to ensure that every student is provided with the tools
and appropriate resources to become competent, self-directed learners and caring people. Learning will be organized around a
language-enriched curriculum designed for our linguistically diverse population.
The school will use components of The Framework for 21st Century Learning (P21) that describes the skills, knowledge and expertise
students must master to succeed in work and life. Within the context of core academic subjects and integrated units of study,
students will learn the essential skills for success in today’s world, such as authentic use of technologies, critical thinking, creativity, a
commitment to learn and the skills to collaborate.
C.
Explain how the vision and mission support the mission of Denver Public Schools.
The vision and mission of McGlone Elementary and its priorities fully support the mission of the Denver Public Schools. McGlone’s
mission clearly states that we are committed to providing equal access to rigorous high standards of instruction and learning. The
four stated priorities squarely align with the District’s commitment to:
• Focus on the instructional core
• Hire great people to drive better outcomes for students
Deepen engagement with families and the community
Strategically manage financial resources
Develop a culture of high expectations, service, empowerment and responsibility
The mission and vision of McGlone Elementary further supports the DPS Board of Education’s adopted set of core beliefs and
commitments to drive the work of the district as follows:
All students can achieve and graduate, and we can close the achievement gap.
McGlone’s plan focuses on providing equal access to an excellent education, with a focus on closing the achievement gap,
particularly of our Hispanic and African American students and second language learners. Teachers will have a clear
understanding of the baseline achievement gap and disaggregated assessment data will be reported each trimester to
progress monitor achievement gaps.
Teaching and learning is the top priority.
McGlone’s focus on providing excellent professional development, close progress monitoring of students, and extended
school year and school day supports this belief.
Accountability for performance by all adults matters.
McGlone’s innovation plan includes close monitoring of teacher performance using the new LEAP observation framework.
We track individual teacher CSAP growth data as well as other measures of student achievement growth. Continued
employment at McGlone is contingent upon teachers meeting both student achievement targets and professional practice
targets. School administration is assessed using the District assessment tools, including the Teacher Survey on Principal
Effectiveness. We also utilize a 360 degree feedback process which allows supervisors, peers, direct reports, and parents to
provide input regarding principal performance.
Choice, collaboration, and innovation are key to 21st century success.
McGlone’s educational programming is grounded in 21st century learning research. This innovation plan clearly emphasizes
the importance of collaboration among the entire McGlone community as well as district personnel/departments and private
businesses in order to reach maximum potential. Teachers have a choice whether or not they want to be part of this dynamic
learning environment and families may choice into our school as long as space allows.
Engagement of parents, families, and community are essential elements of a quality education system.
Priority 4 outlines McGlone’s strong commitment to embracing parents and the community in the educational process, and
to providing additional needed services and supports for our families.
We support the Board’s theory of action and the emphasis on the essential roles of autonomy, empowerment, and innovation to
reach much higher levels of success. Becoming an innovation school will allow McGlone to use the budget more strategically and to
make instructional decisions around programming, curriculum, professional development, calendar, and schedule that we could not
otherwise accomplish. We believe that with autonomy, empowerment, and innovation comes heightened accountability. We are
committed to fulfilling this responsibility.
D.
Identify specific barriers and/or school needs that impact student achievement. Explain how innovation status will
help the school overcome the barriers and/or address the needs in order to achieve the mission.
PAST BARRIERS TO STUDENT ACHIEVEMENT AND HOW INNOVATION STATUS WILL SUPPORT THE MISSION
Inflexible student calendar year and daily schedule – Many students who are learning a second language, in addition to learning
how to read, write and do math, need extra time to practice English and to acquire new concepts. Additionally, students who are
behind grade level expectations often need more time to practice their learning with the support of their teachers. McGlone will
leverage innovation status to provide a longer school day and longer school year, which will allow the school to provided additional
supports such as high dosage tutoring.
Inflexible teacher calendar year and daily schedule – Professional development for teachers needs to be differentiated based on
need. For example, novice teachers need additional training in order to obtain foundational understandings. A standardized duty
day for all teachers and staff does not allow the flexibility needed to provide innovation/enrichment (without sacrificing regularly
scheduled core academic time) and tutoring opportunities after the regular school day. It also limits a teacher’s ability to foster
strong and productive relationships with families, which is essential to student success. Innovation status allows McGlone to put
teachers on a different calendar year to provide additional professional development time. Innovation status also allows for different
teacher duty day schedules in order to optimize learning and enrichment opportunities for students. Innovation status allows
McGlone to organize the schedule to maximize learning time for students and ensure time for staff planning and professional
development.
Curriculum has limited supports for less experienced teachers and second language learners – Some of the DPS curriculum relies
heavily on a teacher’s ability to select texts and resources that meet the needs of the learners and teaching objective. Less skilled
teachers do not yet have the ability to consistently identify next steps and select texts/resources that match the differentiated needs
of learners who fall in a wide range of developmental levels. Explicit and consistent formative assessment criteria and measures are
not consistently in place for each content area. Additionally, there are limited explicit supports for ELLs. For example, content of
reading changes from day-to-day and has little connection to other subjects, providing limited repetition and use of new vocabulary
and key concepts. McGlone will seek funding sources to supplement DPS curriculum and formative assessments with resources that
enhance support to both teachers and students.
Limited teacher understandings around best practice for second language learners – There must be consistent school-wide
understandings around best practice for second language learners. Innovation status allows strategic use of personnel and budget
resources to identify an expert in this area to provide professional development to teachers and staff.
Limited time for required professional development for teachers and collaboration between teachers – Research is clear that the
effectiveness of the teacher is the single most important factor in student achievement success. Innovation status allows McGlone
to set higher expectations regarding required professional development time, team planning, lesson planning, etc.
Limited incentives for high performers – For teachers it doesn’t always “pay” to be a high achiever or teacher leader. Innovation
status allows McGlone to use budgets strategically to create incentives to recognize the work of high performing teachers and those
who take on leadership. This minimizes teacher turnover and motivates teachers to do whatever it takes to meet the needs of our
learners.
Lack of progress monitoring and transparency of data – Student achievement must be closely monitored in order to plan effectively
for differentiated instruction and flexible grouping of students. Student achievement results and other data must be transparent so
that we can learn from each other’s strengths and make efficient course corrections. Data holds us accountable to ourselves, to
each other and to our stakeholders. Innovation status allows administration to require the time necessary to administer and score
school-based formative and summative assessments above and beyond District and State required assessments. It also allows us to
establish a school culture that values transparency of data with our stakeholders. The structure of the school day allows teachers to
have common time for ongoing collaboration and learning. This creates a deliberate alignment between the data and instructional
planning to meet the needs of all learners.
Low expectations for student performance – We need to help teachers understand grade level standards and provide them with
proficiency exemplars so that they can set rigorous goals that align with grade level and higher expectations. Innovation status
allows us to raise expectations on incremental grade level performance.
Limited influence from school governance structures – We need to create an environment in which parents and community
members are empowered to provide honest feedback so that they are truly in partnership with the school. Innovation status allows
us to create a school advisory board that supports this genuine partnership and is able to develop their own by-laws.
Lack of strategic marketing and initiative to obtain monies and partnerships with businesses and community organizations –
McGlone must actively market its vision and mission to businesses who can support the school both financially and through
volunteer service. McGlone leadership must be a persistent advocate within the District and community in order to maximize the
supports and resources available for students, families, and staff. This is especially important given that many families have limited
resources. Innovation status allows the school to collect revenue directly from sponsorships.
Lack of flexibility around staffing limits the school ’s ability to assemble a team – from teachers to secretaries to facility
managers – that fully embrace McGlone’s Core Values, Vision and Mission . Therefore, building a school culture premised on
high expectations and accountability for all adults and students is challenging. Staff must have a passion for being part of the school,
must agree to support the vision and mission, and must be actively involved in all aspects of the school. All staff is expected to fulfill
multiple roles to best support students. Staff is hired and retained according to student achievement results and consistent
implementation of best practice outlined in the DPS LEAP Teacher Effectiveness Framework. Innovation status allows the school to
hire and support the very best staff who will put students first, will strengthen the culture of the school, and will hold themselves, their
peers, and leadership accountable for delivering high academic achievement.
Lack of school-based decision-making inhibits responsive action to student and staff needs and l imi ts th e l ead er shi p team’s
ab i li ty to allocate resources and implement strategies that will most positively impact student achievement. The school must
implement this innovation plan as quickly as possible to drive student achievement. To do so will require a level of flexibility and
accountability that more closely resembles what can be found in a charter rather than a “traditional” district school. Innovation
status will allow increased school-based decision making and will facilitate a culture of high expectations, accountability and no
excuses.
E.
Explain how you will leverage innovation status to improve school culture and achieve the vision and mission.
In addition to the above, innovation status will allow McGlone to fulfill its vision and mission and improve school culture by
leveraging the strategic interventions identified by Dr. Roland Fryer’s research and The Education Innovation Laboratory at Harvard
University. Innovation status is specifically needed to implement the following strategies:
More time in school (extended day, week and school year.)
Human capital (Reward and retain high performing teachers and hold those accountable if not performing with growth plans
and targeted performance goals.)
INNOVATION: EDUCATION PROGRAM
III.
Describe the research-based educational program the school will implement and how the program will produce gains in
academic achievement.
A.
Provide an overview of the school’s research-based education program.
The Framework for 21st Century Learning is a recognized framework for preparing students with the knowledge and skills they will
need to be successful in school and in careers. The Framework guides practitioners in integrating skills, including the strategic use of
technology, into the teaching of core academic subjects within a unified, collective vision for learning. Within the context of core
academics, students are expected to learn the essential skills for success in today’s world, such as critical thinking, creativity,
communication and collaboration. The Framework stresses the importance of student-centered, relevant, rigorous and real-world
learning that is project-based and research-driven within an integrated and interdisciplinary structure. In addition, we will use
research based curriculums aligned to the common core: the MONDO literacy program and the Singapore Math in Focus math
program. These programs were selected by a focus group of teachers, administrators, and network supervisors, and approved by
the Chief Academic Officer of Denver Public Schools.
B.
Provide an overview of the instructional philosophy and approach. What innovations, if any, will the school
implement?
Almost 98% of McGlone students qualify for free and reduced lunch and many do not have access to current technologies, including
the internet, within their homes. It is therefore of critical importance that students from low SES have access to current technology
at school in order to assist them in developing the skills they will need to compete in the global world.
Therefore, McGlone Elementary’s instructional philosophy and approach incorporates key concepts and research from the
Partnership for 21st Century Skills. (http://www.p21/org) The Framework for 21st Century Learning was developed by The
Partnership for 21st Century Skills as a vision for learning. It describes the core academic subjects; essential skills for success in
today’s world, such as critical thinking, creativity, communication, and collaboration; interdisciplinary themes, such as global
awareness and environmental literacy; and information, media, and technology skills that students must master to succeed in work
and life. McGlone’s educational plan fuses content knowledge and 21 st century learning skills together, fully recognizing the critical
importance of mastering foundational reading processes, writing processes, and mathematical content. McGlone’s educational plan
expects all students to go above and beyond mastering core content by adding critical language development skills, core values
(including 21st century skills such as collaboration and critical thinking) and application of technology at all grade levels. McGlone’s
educational plan squarely aligns with Colorado’s newly adopted Common Core Standards and Denver Public School’s Framework for
Effective Teaching, most specifically in the area of Instruction: 21st century skills (I 11, I 12) and high-impact instructional moves (I 4,
I 6).
The graphic below illustrates how McGlone’s Educational Program is built upon our four Foundational Priorities. (Each section of the
graphic will be more fully described below.)
Educational Program
McGlone Elementary’s educational program provides all learners equal access to a high quality education through the strategic
integration of core academics, language skills, core values and application of technology.
Core Academic Content and Skills
Mastery of grade level content that aligns with Colorado’s newly adopted Common Core Standards is essential to ensure that
McGlone students are well-prepared to enter middle school and to continue successfully into high school, college and challenging
careers. Our core subjects include: reading, writing, math, science, social studies, and the arts. We believe that learning is an active
process in which students are engaged thinkers and problem solvers. Consequently, students focus on reading for meaning, writing
for a purpose, and developing fluent mathematical understandings in order to think conceptually about a problem, not just apply
procedural knowledge. Science, social studies, and the arts form the foundational content of what students write about across
content areas, read about, and apply mathematical skills.
Although not all core content will be integrated, once a trimester, each grade level goes deep into a subject area through an
integrated unit of study which revolves around a social studies or science grade level standard. This structure allows students to fully
develop content rich vocabulary and key concepts while integrating skills across content areas. Integrated units of study also provide
opportunities for teachers to incorporate 21 st century skills including critical thinking, problem solving, collaboration, communication,
and creativity. Teachers are required to include experiential learning opportunities within the unit of study, including field trips, guest
speakers, and hands-on exploration. Each interdisciplinary unit culminates with a public celebration of student work and new
learning. Teachers identify and organize materials and resources within the topic of study that are differentiated and high interest for
various levels of students. This allows all students access to the same content and understanding. Instructional technology allows for
individualization for students and real world learning opportunities. Technology is also used to set up social networks for sharing
information and learning among students and teachers as well as the creation of work products.
Language Skills
It is critical that all students develop strong English language skills, regardless of first language. Learning must be organized around a
language-enriched curriculum designed for our linguistically diverse population.
In addition, students who are learning English as a second language must understand the value and asset of retaining their native
language, while simultaneously mastering English. English language acquisition is embraced by every staff member rather than
assigned to a specific group of teachers. Teachers must fully understand how to successfully transition students from native
language instruction to English language instruction in an efficient way and also how to shelter instruction for different language
levels (See “E” below). Professional development related to ELL best practices will be provided throughout the year and will be a
school-wide focus during year 1 of the innovation plan implementation. These skills will be continually assessed and feedback will
be provided to teachers during formal and informal observations using the new LEAP ELA-E and ELA-S indicators.
Core Values
Research has shown that students must learn a set of core values in order to be successful in today’s 21 st century school and work
environments. McGlone’s teachers, staff, administrators, students, families and community partners will focus on establishing
common understandings and application of the following core values:
Critical Thinking:
Think critically, solve problems, make informed choices and apply knowledge.
Creativity:
Develop creative expressions for their own ideas and individual talents.
Collaboration:
Work cooperatively, communicate effectively and respect each person’s contributions.
Commitment:
Actively engage in opportunities for success and take responsibility for actions and decisions.
Celebration:
Recognize, acknowledge, value, and share success.
Application of Technology
In order to be successful in the 21st century, students must have a solid foundational knowledge and use of ever changing
technologies. Technology provides both students and teachers with expanded access to knowledge and the tools for presentation
and demonstration of learning. As role models, teachers are expected to incorporate the use of technology into their instruction
on a daily basis. Initially this will include the use of teacher-created multi-media presentations, the internet and other online tools
(including opportunities to make global student connections). Teachers also have access to Promethean interactive whiteboards,
projection systems, interactive student response systems (clicker systems), and document image cameras. Teachers are expected
to expand their repertoire of instructional strategies as additional technologies are acquired for the school and new online tools
become available. Students are taught about and expected to use available technologies within all their classes as a learning tool
and as they develop work products demonstrating their learning. They are taught how to access and research content using media
and technology and also how to analyze it for biases and perspectives. Keyboarding skills are taught as early as is developmentally
appropriate so that students acquire efficiency with their use of technology. Initially students use the technology mentioned above
as well as laptops in the classroom, mobile laptop carts, and Apple and Dell desktops in the media center. We are currently seeking
funding to provide a one-to-one laptop ratio in grades 3-5 as well as additional technologies to support learning.
C. Summarize the school’s culture and learning environment (e.g., classroom-based, independent study, etc.). What innovations, if
any, will the school implement?
Foundational Priorities and School Culture
McGlone’s educational program is built upon a culture grounded in our four priorities:
A culturally responsive learning environment and intentional curriculum
Highly skilled teachers
High expectations and transparency of data; and
Shared ownership between school, home, community, and business partnerships.
Culturally Responsive Learning Environment and Intentional Curriculum
Teachers are taught how to create an effective learning environment that honors and celebrates multiculturalism and supports our
second language learners. We believe that bilingualism is a cognitive, social and economic asset; we embody this value in our
interactions with students and families. Curriculum choices are intentional in order to support our second language learners as well
as our teachers. (See Innovation: Educational Plan and Innovation: Assessments)
Highly-skilled Teachers
We believe that the key to accelerating the learning of students is to accelerate the learning and capacity of teachers. We have
clearly articulated teacher and teacher leadership goals and expectations that are aligned with and exceed District expectations. A
rigorous professional development plan for teachers and leaders ensures that teachers are provided the knowledge, support, and
feedback they need to achieve more than one year’s worth of professional growth in one year’s time. For example, our staffing plan
includes an expanded instructional leadership team (principal, assistant, principal, administrative intern, literacy teacher leader,
math teacher leader, technology teacher leader, math tutoring coordinator) in order to provide ample opportunity for each teacher
to receive personalized instructional feedback on a regular basis (not just during scheduled observations). Innovation status also
allows for more rigorous professional development expectations, such as a mandatory Foundations of Instruction year long class for
all new teachers and others. (This is more fully outlined in Innovation: Human Resources).
High Expectations and Transparency of Data
McGlone is committed to creating a culture of high expectations for student success. Data teams set specific grade level and
intermittent goals that align with grade level or higher expectations. We recognize that we must take each student from where they
are to high performance, and this is accomplished through differentiated time and opportunity for learning (See Innovation: Time).
Ongoing transparency of data allows teachers to learn from each other and the school to make efficient course corrections. It also
ensures that our stakeholders are able to have a substantial voice in monitoring our progress and providing feedback to the school
and direct support to students. (See Innovation: School Governance and Parent Engagement and Innovation: Assessments).
Shared Ownership Between School, Home, Community and Business Partnerships
By working together and honoring the role of staff, students, families, our community, and business partners, McGlone is able to
provide the resources that each student needs to reach his/her academic, artistic, and personal potential. McGlone provides
outreach that encourages and facilitates family and community involvement. We believe that families become partners in learning
when they understand the big ideas of what is taught at school and are empowered to support learning at home. McGlone holds
our students and parents accountable. For example, students are asked to sign a “Student Commitment to Learning” (see
attachment) outlining their obligation to be an active learner and member of the McGlone learning community. Parents are asked
to sign a “Parent Compact” (see attachment) which outlines three “levels” of involvement, including minimum expectations as
partners in the education of their child. Our Human Resource plan includes a full time family liaison whose primary responsibility is
to make connections with families, the community and business partners in order to accelerate student learning. (See Innovation:
School Governance and Parent Engagement and Innovation: Human Resource Management).
Evidence of these four attributes of our school culture is embedded throughout McGlone’s Innovation Plan. Innovation status helps
us to accomplish this culture by providing a calendar and school structure that supports more time for learning and individualized
instruction (e.g. extended calendar, extended day, after school, high dosage tutoring), a staff who is aligned and committed to the
school’s vision and mission (e.g. hiring autonomy, no forced placements, flexible job assignments and at-will work agreements), and
a rigorous professional development plan (e.g. Foundations of Instruction mandatory class for new teachers).
C.
Describe class size and structure. What innovations, if any, will the school implement?
McGlone has class caps at every grade level to be able to provide a high quality education to all students enrolled. Classes will be
capped at the following maximum numbers:
Kinder – 26
1st – 26
2nd – 28
3rd – 28
4th – 28
5th – 28
When classrooms reach the cap, students go on a waiting list. Classes will not exceed the caps unless the principal overrides it, in the
case of supporting a family staying together or a student requiring special services. See Enrollment guidelines for more information.
Although departmentalization (“platooning”) may be explored in future years, classroom teachers will teach all subjects during 20112012 school year. Students with like needs are cluster grouped into classrooms. For example, groups of gifted and talented
students, special education students, or second language learners may be grouped into the same classroom. However, the goal is
that each classroom has a range of learners, including those who are grade level role models. Because McGlone is a TINLI school,
native Spanish-speaking second language learners who qualify are placed into ELA-S classrooms so that part of their daily instruction
is in Spanish. Classroom teachers at McGlone recognize that they are not only responsible for the students in their own classroom,
but also for the students within the entire grade level. This enables a shared ownership for all students and the necessity for grade
level teamwork and professional dialogue between teachers. Students across the entire grade level are discussed at data team
meetings which take place during 50 minute meeting time once a week, so that all grade level teachers get to know their students.
At strategic times during the academic day, grade level teams may decide to regroup students to meet particular needs within a
designated period of time (2 – 4 weeks) and to allow for a flooding model of instruction. For example, a pre-assessment may
indicate different levels of need or different areas of instructional focus for a particular unit of study, so a grade level team might
choose to regroup students into these differentiated groups for a portion of their literacy or math block. Though McGlone supports
flexible grouping by need, every student is exposed to grade level content every day, across all subject areas. This flexible structure
gives autonomy to teachers to meet the needs of their learners within a defined structure and promotes professional dialogue and
shared accountability.
D.
Describe how the program will serve English language learners. What innovations, if any, will the school implement?
All students, regardless of native language, need to develop proficient and/or advanced English communication skills in reading,
writing and speaking. However, special supports need to be in place to assist second language learners to acquire English, while still
recognizing the asset of their first language. McGlone Elementary is an identified TINLI school; therefore, students whose native
language is Spanish will be provided instruction and scaffolding in Spanish as they are learning English. The transition from
predominantly Spanish instruction to predominantly English instruction must be deliberate and strategic based on the needs of the
students. Once native Spanish speakers transition to an English instructional setting, they still need ample supports to ensure that
information is comprehensible so that they can continue their language development. Students whose native language is not English
or Spanish will be placed in an ELA-E classroom and provided appropriate ESL instruction and interventions. ELD interventions will be
provided daily to students who qualify for this support. All teachers at McGlone will be ELA-E or ELA-S qualified and will take all
District required ESL courses or the equivalent.
Transitioning from Spanish Instruction to English Instruction
It is important that native Spanish-speakers are introduced to English language instruction early in their educational career;
additionally, we must continue to bridge language development longer than might be expected by providing Spanish scaffolding for
multiple years. We will closely monitor the progress of each student’s language development and plan the transition from
predominantly Spanish instruction to predominantly English instruction in a strategic way. “Specials” classes, including music, art,
and PE provide students with immersion in English language instruction within content areas that inherently provide for multiple
modalities of learning (visual, auditory, and kinesthetic).
Best Practices for Instructing English Language Learners
It is essential that all McGlone teachers become experts in best practices for instructing second language learners. We will utilize the
MONDO curriculum for our ELD block curriculum as well as to supplement the reading and writing workshop.
All teachers receive extensive professional development to ensure consistent implementation of high impact strategies for daily
instruction including:
 sheltering instruction with visual supports, realia, and multiple modalities of learning
 repetition of language structures and common academic language and vocabulary across content areas and across grade
levels
 clear understanding and articulation of language proficiency level of each student and differentiated daily language
objectives based on need
 multiple assessment measures and student opportunities for demonstrating understanding in a variety of ways
 teacher demonstration and modeling, including visual examples of expectations and proficiency
 deliberate instruction in English syntax, grammar, and vocabulary during ELD blocks
 intentional use of academic language and expectation for both teacher use and developmentally appropriate student use of
key academic vocabulary


use of cognates to assist students with making connections to their first language
progress monitoring of language development
Teacher and student use of technology offers additional visual supports for all second language learners. Integrated curriculum units
of study, offer ELL students repetition of English language structures and vocabulary across multiple contexts over an extended
period of time.
Student Identification
English Language Learners will be identified using the process that has been developed by the Denver Public Schools English
Language Acquisition Department. A home survey, completed by the parents/guardians will provide the foundational information on
a student’s home language. The school is responsible for administering the W-APT which provides data on the current performance
levels in reading, speaking and writing. Parents are notified of their child’s placement in the program and have the ability to “opt out”
of the program. All eligible second language learners receive a minimum of 45 minutes of targeted instruction during an ELD
intervention block which takes place during the intervention/enrichment block in every student’s daily schedule (See Innovation:
Time, Attachment: Student Schedule).
Teacher Recruitment
Innovation status allows McGlone to hire staff who can best serve the needs of our students. When hiring teaching staff, we seek staff
members with experience and an interest in working with second language learners, including those with bilingual skills and ESL
endorsements and licensing. All teachers are required to take district-required ESL classes or the equivalent. It is critically important
that all our ELA-S teachers have strong reading, writing, and speaking skills in both languages so that they have the ability to effectively
model correct grammar and syntax in both languages.
Evaluation of ELL Students and ESL Program
Incoming ELL students are evaluated using the W-APT to assess baseline oral and written language skills. Students are also
evaluated using past data, including District assessments including the DPS interim benchmark assessments, state CSAP, and DRA-II.
School-based assessments provide additional information regarding the progress of our second language learners. We disaggregate
assessment results by ELL and non-ELL students in order to measure the status and growth of our second language learners to
ensure that they are making accelerated progress. This ensures that students who are learning a second language are making the
same growth or more than their native English-speaking peers. The state-wide ACCESS test data is also used to look at student
growth in listening, speaking, reading and writing skills. The ACCESS assessment is used to determine the strengths of our ESL
program and the areas for growth in the following school year.
Through regular and comprehensive data analysis, targeted training and support for teachers, and regular assessment of student
progress, we can ensure that each child progresses on an accelerated track to English proficiency so we are able to close this
achievement gap.
E.
Describe how the program will serve special education students. What innovations, if any, will the school implement?
McGlone complies with all applicable state and federal statutes, including Title II of the American with Disabilities Act of 1990 (ADA),
Individuals with Disabilities Education Act (IDEA), and Section 50465 of the Rehabilitation Act of 1974. We educate students with
disabilities in the least restrictive environment (LRE). We do not discriminate against students having or suspected to have disabilities
in admission or enrollment practices. We utilize appropriate, needs-based special education programming that is flexible, responsive,
and data-based. Although there may be times when we need to pull students out of the regular classroom in order to provide
differentiated, focused instruction on IEP goals, we will maximize the use of an inclusion model using a “push in” co-teaching model
when possible. Special education students are grouped flexibly, sometimes with other identified special needs students and
sometimes with regular education students in order to maximize potential and provide proficient role models. Special educators
participate at grade level meetings on a weekly basis to adjust programming needs for SpEd students.
Through a collaborative design team over the summer of 2013, McGlone created a vision for Special Education.
2013-14 Vision For Special Education at McGlone:
Students:
Inclusion at McGlone will meet the needs and goals of students by providing differentiated, rigorous instruction to all students within
the general education classroom setting or least restrictive environment. The inclusion model will be used in order to:
• Provide multiple means of representation—Present content in different ways to give students a variety of options for acquiring
information and knowledge.
• Provide multiple means of action and expression—Ensure students have a variety of ways of demonstrating what they know.
• Provide multiple means of engagement—Create a stimulating learning environment by offering various ways for a student to
engage, based on preferences and interests.1
The needs of each individual student will determine the instructional program and approach, as mindsets central to this program are
student-centered decision making and high expectations for all our students.
Staff:
Special Education teachers, itinerant staff, support staff, general education teachers, and administration will collaborate as a team to
ensure student success. The team will share equal responsibility for student outcomes.
Successful collaboration will include:
1
CAST, 2011, Universal Design for Learning Guidelines
•
•
•
•
Planning
o Consistent and timely planning for lesson execution, assessment, and flexible grouping based on individual student
needs and goals
o Leveraging each educator's strengths and teaching styles to best serve the needs and goals of individual students
Implementation
o Utilize all models of co-teaching with defined roles as determined by individual student needs and goals
Reflection
o Meet regularly (at least once a week) to reflect and analyze student data and progress
o Make daily and/or timely adjustments to instructional program as determined by data and progress
Communication
o Teachers will share parent/family communication
o Teachers will engage in consistent communication and reflection to openly discuss and align shared classroom space,
planning, and student expectations, needs and goals
This collaboration will lead to strong working relationships based on the shared mindsets of student-centered decision making and
high expectations for all our students.
Response to Intervention (RtI) Process and the Identification of Special Needs Students
As the Denver Plan details, we use RtI and the SIT team “to ensure that all students have access to high-quality teaching; to monitor
their progress and intervene when the rate of progress is too slow; and to serve students in smaller and more intensive settings with
additional support staff as their needs become more intensive and our responses more specialized.” If a student does not show
improvement following interventions over an extended period of time, he/she will be tested to determine special education
eligibility in accordance with District policy.
McGlone SIT Team
The SIT team is a collaborative team who works together to identify intervention strategies to address students not responding to
typical classroom instruction. The SIT team meets on a regular basis and follows the DPS cyclical framework for intervention in the RtI
model including: define the problem, analyze why it is occurring, implement a targeted solution, and evaluate the successes and
weaknesses of the intervention.
The team may include:
1. Administrator
2. Designated grade level teachers
3. Special education teacher
4. Specialist(s)
5. Family of student
Progress Monitoring and Implementation
McGlone’s School SIT Team is responsible for coordinating special education services, including training and monitoring the SIT
model and ensuring 504 and IEP plans are met and understood by classroom teachers. All special education students receive
progress reports with the same frequency as regular education students, which will includes progress on all IEP goals as well as
progress on grade level standards. All student achievement data are disaggregated by subgroup, including special education
students, to ensure we are constantly monitoring the status and growth of our special education students. (See Innovation:
Assessments)
Professional Development
We work with the District Special Services Department to provide professional development as needed to ensure that staff knows
how to implement RtI and SIT and is held accountable for effectively utilizing accommodations and modifications for students with
IEPs and 504s, including testing accommodations.
Supplemental Curriculum
A range of supplementary curricula are available to support SpEd learners including: Wilson Reading, Fundations, PALS, K-PALS,
Read Naturally, Voyager, LLI, and OrigoMath. Strategic selection of supplementary material is based on the developmental and
individual needs of the students.
Students Below Grade Level
Through baseline assessments administered at the start of the school year and upon registering each new student during the year,
staff determines the starting point for each student in order to set goals for individual student performance. A daily 45 minute
intervention/enrichment block allows teachers to group students by need to provide instructional support that compliments the
daily core academic blocks of time. (See Innovation: Time) All 4th grade students receive high-dosage 3:1 ratio tutoring in math
based on their level of need. After school tutoring is provided each trimester using multiple funding sources. Daily small group
instruction and 1:1 conferencing allows teachers to meet the needs of all learners and to differentiate the amount of time necessary
for underperforming students to accelerate their learning. Grade level teachers also have the ability to flexibly group students across
the grade level, based on need during strategic times of the day for periods of time (2-4 weeks). Progress of all students (not
just those who are below grade level) is closely monitored and student assessment data is disaggregated to ensure that we are
continually monitoring our success in closing the achievement gaps that currently exist at McGlone.
Gifted and Talented Students
Less than 1% of McGlone’s current student population is identified as Gifted and Talented (GT). McGlone students may be underidentified as Gifted and Talented due in part to a lack of teacher understandings about how to recognize and qualify second language
learners. Therefore, the McGlone staff will receive professional development in how to recognize and identify GT students in
accordance with DPS policy, with an emphasis on recognizing GT second language learners. The Ravens assessment will be given to
all 2nd graders and new 4th graders. An ALP (Advanced Learner Plan) is written for each student who is identified as Gifted and
Talented.
Gifted and Talented identified students receive enrichment and ongoing support that includes access to daily 45 minute enrichment
blocks and advanced curriculum. Additionally, high dosage tutoring in 4th grade supports the acceleration of the math curriculum and
concept development for gifted and advanced learners. We track performance of identified GT students to ensure that they are
progressing at an accelerated pace in their area of giftedness, including advanced performance measures on standardized tests,
including CSAP.
F.
Explain any academic services or programs that are supplemental to that which is included in DPS’s core curriculum.
What innovations, if any, will the school implement?
We are:
Emphasizing extended time and opportunity for learning that is targeted and focused (high dosage tutoring, intervention
classes, after school tutoring, advanced learner plans).
Aligning and linking after school extended learning and high dosage tutoring with academic standards and classroom
instruction.
Ensuring staff has exceptional understandings of best practices for working with second language learners.
Ensuring that staff integrates teacher and student use of technology across subject areas.
Ensuring that “specials” classes (music, art, PE, technology) integrate their standards into core subject areas.
Ensuring that science and social studies themes are authentically integrated with other core academics.
Seeking curriculum materials that support and extend the curriculum so that the needs of individual learners are met and all
teachers have viable support as they are developing their understanding of content and pedagogy. (Supplemental
curriculum resources will include 6-Trait+1 Writing and American Reading Company IRLA Framework, Singapore Math and
MONDO)
Accessing the support of Blueprint Schools for assessment to consistently monitor progress and report to staff and families.
Supporting innovations are:
Flexibility with the school day and school year to differentiate and respond to the needs of students and provide high dosage
tutoring and other extended opportunities.
Allowing different teacher duty day schedules in order to optimize learning and enrichment opportunities for students.
Structuring the school day so teachers have common time for ongoing collaboration and learning to create a deliberate
alignment between the data and instructional planning to meet the needs of all learners.
Placing teachers on a different calendar year to provide additional student contact time, professional development and time
to assess student strengths and needs prior to the first day of school.
G.
Explain how the school will use innovation status to improve the education program to produce gains in academic
achievement.
Through innovation status, McGlone has the opportunity to lengthen and structure the student day to better support teaching and
learning. The ability to hire staff that has the knowledge, skills and attitudes to implement the education program is critical. For
those teachers who need to develop their capacity, required professional development will ensure they are able to deliver the
education program. Innovation status allows the school to hire and support the very best staff who will put students first, will
strengthen the culture of the school, and are comfortable holding themselves, their peers, and leadership accountable for delivering
academic achievement. The stakes are high and the need for student results requires that every single person who is part of the
McGlone staff must be committed to its vision and mission. As a turnaround school, McGlone has a special opportunity to make
transformational changes to teaching and learning and every possible resource and structure must be focused on producing changes
in academic achievement. We must be vigilant in ensuring we maximize the autonomies provided to us by innovation status in
order to develop a culture that is focused on high expectations and accountability for results.
H.
If you are requesting waivers to DPS core curriculum materials please complete Appendix A.
(Although we may supplement standard DPS curriculum materials, we are not requesting curriculum waivers at this
time.)
INNOVATION: ASSESSMENTS
IV.
Describe the school’s assessment plan and how it is critical for the school to produce gains in academic achievement.
A.
Provide an overview of the school’s proposed assessment plan. Describe any assessments that will supplement
assessments required by DPS and the state. B. Explain how the school will measure and evaluate academic progress
of individual students, student cohorts, and the school as a whole throughout the school year and at the end of each
academic year.
Academic Assessments and Progress Monitoring
The overall purpose of assessment is to inform instructional decisions, monitor progress toward standards, and guide teachers as
they plan for differentiated instruction. Teachers use formative evaluation of daily student work and daily observational notes to
make strategic planning decisions on a daily basis.
Through the Short Cycle Assessment Network, McGlone will implement targeted and aligned data driven inquiry and assessment
cycles. Components will include teacher created CCSS aligned 6 week cycle assessments, intentional reteach/reassess/review times
provided in assessment calendar, data analysis protocol meetings as a school, team, and individually. This allows students to be
assessed summatively in reading, writing and math regularly, typically within a 6 week period, but no less frequently than
each trimester. Second language learners are also assessed summatively on a regular basis to ensure growth along the
language developmental continuum. In addition to State required assessments (CSAP, ACCESS), school-based and district
assessments align with the units covered during a particular period of time and may include (but are not limited to):
Writing:
Grade level/genre-specific writing prompts assessed using teacher created or 6-trait+1
rubrics, District interims, released CSAP-like items
Reading:
STAR Reading and Early Literacy, DIBELS or AIMs-Web, DRA-II, Accelerated Reader standardized assessments, running
records, District interims, released CSAP-like items, American Reading Company: IRLA Level Assessment Framework
Math: Singapore Math pre- and post-assessments, Kathy Richardson assessments, teacher-created assessments that align with grade
level State standards, STAR Math, District interims, released CSAP-like items
Lanuguage Development: W-APT, Stages of Language
Developmental Continuum
Assessment
Schedule
McGlone’s assessment schedule will align with the DPS assessment calendar and m a y c h o o s e t o include all required
District assessments, although we will request waivers where we already have valid assessments and data for our student
achievement. A separate professional development calendar will be created to plan when staff will be trained in administering
each assessment to ensure fidelity of implementation and inner-rater reliability. The assessment schedule will be finalized prior to
the beginning of the each school year. We will be opting out of district assessments, including the math interims, writing interims,
and reading interims.
Blueprint Schools and EdLabs
When analyzing student achievement data it is critical that we disaggregate the data in multiple ways including by individual
student, by classroom teacher, by grade level, by ethnicity, by special populations (ELL, Special Ed, GT), and by gender. Teams
use the student-level data provided to produce dashboards on student achievement for school leaders and individual teachers.
Teachers use this analysis to inform their instruction. Data Teams, administration and the instructional leadership team use this
data to identify trends and to make decisions at the grade or school level for needed professional development and support.
Blueprint Schools provides McGlone with data reports to help teachers analyze and respond to data and classroom targets. Through
Blueprint Schools, we are able to quickly access analyzed data for progress monitoring and planning (2-3 day analysis turnaround).
This allows teachers to focus their energies on planning for differentiated instruction and learning about their content and
pedagogy, rather than spending hours analyzing the data and creating spreadsheets and reports for student, teacher and parent
use.
Professional development is provided to assist teachers in reading and interpreting the reports including what questions to ask
themselves about the data; but more importantly, professional development time focuses on “how” to deliver high quality
instruction to address areas of concern. Professional development focuses on the “now what” so that the data is used as a tool for
planning, not as a means unto itself. In addition, a team from Blueprint Schools will spend at least one day a month observing
classrooms and providing observational feedback to McGlone administration. Key look-fors will be identified prior to the
observation day in order to provide individual teachers, administration and/or the Instructional Leadership Team with key data
related to successful implementation of our innovation plan and growth in student achievement.
Assessing Language Development
It is essential to identify the linguistic levels of students as soon as they enter McGlone. The W-APT, an oral and written language
assessment inventory, provides interpretive data and information on language development. As students progress, the Stages of
Language Development Continuum will be used to monitor individual student progress towards more advanced language proficiency
levels. The Stages of Language Development Continuum is also used to identify individual, small group and whole group daily
language objectives as well as to make decisions about effectively transitioning students from Spanish instruction to English
instruction.
Additional Assessment Data
The instructional leadership team will determine criteria for proficiency during the year across content areas (i.e. reading proficiency
level for the end of each trimester and the amount of growth necessary to be “on target” for one year’s growth or accelerated
growth). Teachers analyze assessments and student work to differentiate instruction, set goals, determine next steps, and identify
students who are in need of differentiated time and opportunity to learn. Teachers periodically review data for attendance,
discipline referrals and mobility to identify additional needed resources and support.
The following individuals or groups of teachers have primary responsibility for monitoring student progress:
Classroom teachers: Work closely with special service providers and other interventionists; the classroom teacher has primary
responsibility for tracking individual student growth for each student in his/her class.
Grade level data teams: Meet during a weekly data team meeting and have primary responsibility for monitoring progress of the
entire grade level against grade level goals and standards.
Instructional Leadership Team: Meets weekly to make all school-wide instructional decisions including monitoring progress of the
school as a whole against goals. ILT is responsible for identifying trends, school-wide professional development needs, etc.
B.
Explain how and how frequently the school will collect and analyze diagnostic, formative, predictive, and summative
student academic achievement data, use the date to refine and improve instruction, and report the data to the school
community.
Beginning of the School Year: Two days are set aside prior to the first day of school for teachers to gather diagnostic student
achievement data for each student in reading, writing and math. This allows teachers to get to know their students as learners even
before the first day of school so they can flexibly group students and quickly begin to differentiate for their needs.
Ongoing Baseline Assessment for New Students: Baseline assessment data is collected for all new students who register after the
beginning of the school year. An instructional paraprofessional and parent liaison assist the classroom teacher in scheduling and
administering these baseline assessments throughout the year.
Daily Planning: Teachers are expected to use daily assessment notes and observational data to make daily decisions regarding
lesson planning.
Weekly Data Team meetings: Grade level teams of teachers meet to set grade level goals, track progress, analyze student work, and
build content and teaching understandings around chosen topics of study. These meetings are facilitated by administration or
teacher leaders (and eventually by classroom teachers), using a common format. Four-to six-week goals/targets are set and
assessments determined using a backwards planning design.
End of Year Summative Analysis and Review: Administrative Team and Instructional Leadership Team meet after CSAP results have
been returned to reflect on year end progress and to set goals for the following year, including updating the UIP.
Communicating Student Achievement Progress to the McGlone Community
Beginning of the School Year: At the beginning of August we communicate end of last year final results, including TCAP results from
the preceding spring, to our community in a visual format within the school and brief summative results in writing. By the beginning
of September we will report out “baseline” data for our students in relation to end of year goals.
Trimester State of the School: We communicate progress towards school goals to our community once a trimester in a visual format
within the school. Teachers communicate progress towards specific content goals in reading and math to parents at the trimester
Parent/Teacher Classroom Training Sessions.
Individual Student Achievement Progress: We communicate individualized student achievement results on report cards which are
distributed at the end of each trimester. Two individualized parent/teacher conferences during the year and three parent/teacher
classroom trainings during the year are used to communicate individual student achievement in relation to grade level standards
and goals.
C.
If you are requesting waivers to DPS assessments, please complete Appendix B
Please see attached, as we are requesting any waivers to DPS assessments to allow us the option of only using the
assessments that are relevant for particular grades and subjects. We may, however, supplement DPS required
assessments with additional tools for assessing student progress.
INNOVATION: GRADUATION AND PROMOTION
V.
Describe the school’s proposed graduation and promotion policies.
A.
Explain policies and standards for promoting students from one grade to the next.
McGlone has requested a waiver for the traditional DPS retention policy, although we will use the guidelines as a support. McGlone
bases promotion on the clear standards and targets set for each grade level, as well as looking at each individual student case.
Frequent monitoring, discreet goals organized in smaller blocks of time, clear targets for success coupled with improved
attendance and differentiated support help students succeed.
Concentrated support throughout the year enables students to move from one grade to the next with strong foundational
knowledge and skills. In some rare circumstances, based on individual criteria that is in alignment with best practice research
regarding retention, administration may recommend that a student repeat a grade. In general, however, the philosophy of McGlone
is to provide needed interventions so that all students can access grade level material and progress rapidly towards proficiency,
rather than be retained.
B.
Provide the school’s exit standards for graduating students.
Students “graduate” from McGlone at the conclusion of their 5 th grade year in accordance with DPS policies and standards for
promoting students. At the end of the year, there is a recognition and fun celebration for all 5th graders. It is important that this
marks a transition to the next stage in their educational career, setting the stage for many milestones along the way towards college,
advanced degrees and successful careers.
C.
Describe how and when promotion and graduation criteria will be communicated to parents and students.
Grade level proficiency expectations will be shared with parents during parent/teacher conferences and/or during parent/teacher
classroom trainings each trimester. Grade level proficiency will be clearly communicated to students within the context of their
daily classroom lessons and units of study.
D.
Explain what policies and processes the school will implement for students at risk of dropping out of high school
and/or not meeting the graduating criteria proposed (i.e., credit recovery, etc.)
Students must understand what it means to be a scholar and accept responsibility for their own success. This is emphasized as
students explore the McGlone Core Value of “Commitment”. At the same time, it is imperative that the school has a clear plan so
that every student has the knowledge and skills expected at each grade level. This means that when a student leaves McGlone and
matriculates to the middle school, she must have the proper foundation to succeed.
McGlone has the opportunity and responsibility to help students set the course for their future by developing solid work habits,
regular attendance and a strong academic foundation.
E.
If you are requesting waivers to DPS graduation and/or promotion policies, please complete Appendix C.
We are not requesting any waivers to the DPS graduation and/or promotion policies.
ACADEMIC ACHIEVMENT GOALS AND GAINS
VI.
Describe the goals and specific gains in academic achievement the school will commit to as a result of securing innovation
status.
A.
Outline the clear and measurable annual achievement goals the school commits to through innovation status in order
to meet or exceed District expectations for the School Performance Framework indicators. (See Appendix D)
Measurable/attainable Foundational Priorities
The McGlone educational program is built on four foundational priorities:
Priority 1: A culturally responsive learning environment and intentional instructional program meets the needs of all
learners, including second language learners.
Priority 2: Students at McGlone learn from highly-skilled teachers who understand how to differentiate instruction in order
to accelerate learning.
Priority 3: The school has a culture of excellence that values high expectations and transparency of data.
Priority 4: Our learning community includes students, staff, parents, and community members who are committed to
collaboration and a shared ownership of student achievement outcomes.
The structure of the school will support data-driven, student-centered planning and delivery of core subjects as well as 21st century
learning skills, such as critical thinking, collaboration, and creativity. By engaging students in relevant, rigorous and real-world
learning, they will be able to deepen learning and provide authentic contexts for reading, writing, and speaking. Interdisciplinary
units of study each trimester will integrate curriculum and build meaning and context for student understanding. All students will
have access to technology as a tool to research, organize, evaluate and communicate information.
Priority 1: A culturally responsive learning environment and intentional instructional program meets the needs of all learners,
including second language learners.
Core instruction is a balance of direct whole group instruction, small group instruction, independent practice, timely
interventions, and opportunities for acceleration.
o Reading, writing and math curriculum includes clear curriculum choices designed to meet the needs of second
language learners and provides strong supports for teachers who are developing their understandings of content and
pedagogy.
o Science and social studies curriculum provide context, repetition of language and concept development, and the
opportunity to practice reading, writing and math skills. (This is valuable for all learners, but essential for second
language learners as identified by research in best practices for second language learners.)
o All students have access to grade level (or higher) content and models of proficient work, including proficient student
demonstrations of reading, writing, thinking, and oral communication across all subjects.
o Visual supports are intentionally designed and organized to support students understanding of Core Content and to
provide comprehensible input. In addition, these supports will be used throughout the school to promote and sustain
a positive school culture and positive behavior expectations.
o The plan for supporting students to transition from native Spanish instruction to English instruction is clearly defined
and differentiated according to language levels of individual students.
o Students with like needs (e.g. gifted and talented, special education, ELL) may be clustered into classrooms in order to
maximize the use of teaching resources and expertise of personnel.
o Teachers intentionally plan instruction that incorporates technology and multi-media in order to engage
learners, support a variety of learning styles, and prepare students for 21st century advanced education and work
environments.
o Common Core Values support a respectful learning environment in which each student takes ownership of
his/her own learning and behavior.
o High quality, up to date technology is available for both teacher and student use.
We secured District funding for a supplementary reading curriculum pilot (American Reading Company), as well as MONDO. We are
currently have a Walton Grant for innovative technology and supplemental curriculum. These District funds, business
partnerships, and grant funding sources will be identified and monies allocated over multiple years to provide:
A 1:1 laptop ratio for each student in 3rd, 4th, and 5th grade. This will allow students to use technology as a tool for learning
in their daily work across subject areas both at school and at home. Access to technology at home allows learning to extend
beyond the school day, including the use of online standardized assessments, electronic homework, use of the internet as a
resource, etc. A 1:1 laptop ratio allows students “equal access” at home to the technology that most students from higher
SES groups are afforded.
Supplemental curriculum materials and enhancements so that students have access to culturally relevant books and media,
up-to-date technology, and clear curriculum choices that support the needs of the McGlone students as well as teachers’
developmental needs.
Facility enhancements and improvements so that students, staff, and the community can take pride in their physical school
environment, both inside and outside of the building.
Measureable Outcomes:
Student achievement results will be assessed and goals re-evaluated on an annual basis. In order to achieve the desired growth
on SPF measures (See Appendix D), annual goals may include the following:
 Students making growth on CELA meets or exceeds 60% on an annual basis.
 Students scoring above proficient on CELA 5% or more each year.
 The number of 3rd through 5th grade students who are proficient or advanced in math, reading, writing, and science
increases by 10% or more per academic year as measured by CSAP.
 Students who score advanced in reading, writing, and math is 5% or higher on an annual basis as measured by CSAP.
 Median growth percentiles are between 50%-65% in reading, writing and math on an annual basis as measured by CSAP.
The achievement gap for African American, Hispanic students, ELLs, LEPs, FRL, Special Education decreases by 5% on an
annual basis as measured by CSAP comparison data.
 The number of students reading at or above proficient in reading in Kindergarten through 2nd grades will increase by a
minimum of 10% per academic year as measured by the DRA 2.
SPF Goals:
School Target Setting Form
Performanc
e Indicators
Academic
Achieveme
nt (Status)
Measures/
Metrics
Priority
Performance
Challenges
Annual Performance Targets
2013-14
2014-15
39%
44%
R
Status does still
not meet the
district or state
expectations and
TCAP scores are
significantly below
both state and
district average –
3rd grade is closing
the gap, but 4th
and 5th will be
priority grades as
well as primary
grades.
42%
47%
M
Significant
progress being
made – continue
with current
strategies.
25%
30%
W
Status does still
not meet the
district or state
expectations and
Math TCAP scores
are significantly
below both state
and district
TCAP/CSAP
,
CoAlt/CSAP
A, Lectura,
Escritura
Interim Measures for
2013-14
Major Improvement
Strategy
DRA/EDL: % on grade
level or above: 49% in
2014
Fidelity to the Data
Inquiry Cycle with
aligned assessments
SCAN (Short Cycle
Assessment Network)
Tests every six weeks,
with a reteach week,
and data analysis
following the data
inquiry cycle
Implementation of
MONDO, a
comprehensive
literacy program,
with additional
professional
development for
teachers
Additionally, use SCAN
assessments with a
reteach week, and
data analysis following
the data inquiry cycle.
Fidelity to the Data
Inquiry Cycle with
aligned assessments
Implementation of
MONDO, a
comprehensive
literacy program,
average.
S
18%
23%
Both 4th and 5th
grade MGPs in
reading were
below 65. Growth
must increase to
be able to close
status gaps.
DRA/EDL: % on grade
level or above: 49% in
2014
Fidelity to the Data
Inquiry Cycle with
aligned assessments
SCAN (Short Cycle
Assessment Network)
Tests every six weeks,
with a reteach week,
and data analysis
following the data
inquiry cycle
Implementation of
MONDO, a
comprehensive
literacy program,
with additional
professional
development for
teachers
M
Significant
progress being
made – continue
with current
strategies.
Additionally, use SCAN
assessments with a
reteach week, and
data analysis following
the data inquiry cycle.
W
Both 4th and 5th
grade MGPs in
reading were
below 65. Growth
must increase to
be able to close
R
Academic
Growth
New science
intervention
teachers added at
both the primary
and upper grades
to increase
proficiency levels
from a stagnant
low.
with additional
professional
development for
teachers
Median
Growth
Percentile
(TCAP/CSA
P&
ACCESS)
Fidelity to the Data
Inquiry Cycle with
aligned assessments
Implementation of
status gaps.
ELP
Academic
Growth
Gaps
Median
Growth
Percentile
R
M
MONDO, a
comprehensive
literacy program,
with additional
professional
development for
teachers
All ACCESS
achievement
outcomes indicate
significant strong
support of current
programming for
second language
learners who are
now typically
accelerating at a
pace that is
outperforming the
district and
previous years.
Our Black
students growth
in Reading is
significantly below
the target and
that of their
peers.
Significant
improvements
have been made
Close the gap by 5%
Increased efforts
around parent
engagement
Increased
recruitment of staff
members that
represent our
demographic
Training and
professional
development around
culturally responsive
teaching and
classrooms
in closing the
Hispanic sub
group as well as
the gap for all sub
groups in math.
W
Our Black
students growth
in Writing is
significantly below
the target and
that of their
peers.
Close the gap by 5%
Increased efforts
around parent
engagement
Increased
recruitment of staff
members that
represent our
demographic
Training and
professional
development around
culturally responsive
teaching and
classrooms
Graduation Rate
Postsecond
ary &
Workforce
Readiness
Disaggregated
Grad Rate
Dropout Rate
Mean CO ACT
Priority 2: Students at McGlone learn from highly-skilled teachers who understand how to differentiate instruction in order to
accelerate learning.
Teachers have the knowledge and skill to provide research-based best practice instruction
o Teachers have solid understandings regarding second language learners and language development, including the
use of sheltered instruction, academic language, native language support, and multiple modalities of instruction.
o Professional development results in expanded content knowledge and increased skill in the use of
assessment, evaluation, planning, and teaching (Teaching/Learning Cycle) in order to differentiate instruction
which leads to sustained growth of students, as measured by formative and summative assessments.
o Teachers have clear expectations for foundational practices including: writing process, reading process,
mathematical conceptual problem solving, Common Core Standards, proficiency exemplars, and McGlone’s Core
Values.
o One-on-one, job-embedded coaching from administration and teacher leaders provides ongoing, immediate
feedback to teachers regarding strengths and next steps.
o Teachers are held accountable for efficient implementation of next steps.
o Teachers work individually and in teams to assess student academic progress and plan for differentiated instruction.
o Teams of teachers establish shared learning goals, collaboratively score and assess student work, and share
best practices during weekly data teams, team planning meetings and professional development opportunities.
o Paraprofessionals are trained in differentiation strategies in order to increase effective classroom support.
o High-intensity math tutors are trained to provide differentiated instructional support to students.
o Each teacher has her own school laptop for daily use. Teachers use formative student assessment data in real time
in order to assess student strengths and needs and to make daily adjustments to planning, flexible grouping, etc.
Teachers access online professional development supports to improve their practice. Teachers are provided
professional development time (at least once per trimester) to collaboratively score formative student assessments.
o The budget is used strategically and grants are obtained to provide ample funding for high quality
professional development opportunities for staff.
o All teachers incorporate nonfiction writing across content areas (science, math, social studies, and the arts).
Measureable Outcomes:
In order to help teachers to focus their professional development as they progress towards District effectiveness standards, we
have clearly articulated the LEAP indicators to be focused on during the first three years of service at McGlone. Professional
development, including coaching, professional reading, and PLC’s for teachers, will match these yearly expectations. This
delineation by year also allows us to have a clear framework for the first three years of professional development training and the
establishment of school wide consistent practices and understandings around “effective teaching”.
 YEAR 1 Teachers at McGlone will strive to earn an “effective” (5) rating on the following Denver Public Schools’
LEAP Framework for Effective Teaching indicators:
Domain
Expectation
Indicator
Learning Environment
Positive Classroom Culture and Climate
LE 1 respect for students’
communities and cultures
Learning Environment
Positive Classroom Culture and Climate
LE 2
respectful learning
Environment
Learning Environment
Positive Classroom Culture and Climate
LE 3
motivates students to learn
Learning Environment
Effective Classroom Management
LE 4
clear expectations for
student behavior
Learning Environment
Effective Classroom Management
LE 5
resources and space
Learning Environment
Effective Classroom Management
LE 6
student groups, transitions,
and resources
Instruction
Standards-Based Goals
I1
standards-based learning
objectives/larger rationale
Instruction
High-Impact Instructional Moves
I5
checks for understanding
Instruction
High-Impact Instructional Moves
I6
technology and digital
resources
Instruction
Academic Language Development
I9
content is accessible for
ELLs
Instruction
Academic Language Development
I 10
academic language
Instruction
21st Century Skills
I 12
communication & collaboration
 YEAR 2 Teachers at McGlone will strive to earn an “effective” (5) rating on the Denver Public Schools’ LEAP Framework for
Effective Teaching “Year 1” indicators listed above, plus the following:
Domain
Instruction
Instruction
Instruction
Instruction
Expectation
Standards-Based Goals
High-Impact Instructional Moves
High-Impact Instructional Moves
Differentiation
Indicator
I2
descriptive feedback
I3
rigorous tasks
I4
questioning
I7
planning for/addressing all
students’ needs
 YEAR 3 teachers at McGlone will strive to earn an “effective” (5) rating on the Denver Public Schools’ LEAP Framework for
Effective Teaching “Year 1” and “Year 2” indicators listed above, plus the following:
Domain
Instruction
Expectation
Masterful Content Knowledge
Indicator
I8
deep knowledge of content
Instruction
21st Century Skills
I 11
creativity/innovation,
critical thinking, problem
solving
 Teachers with 4 more years of teaching experience at McGlone will strive to achieve a 5 or higher (“effective”) on the Denver
Public Schools’ LEAP Framework for Effective Teaching on all indicators.
 Each 4th and 5th grade teacher has a goal of an average median growth percentile of 60% or higher in reading, writing, and
math as measured by CSAP.
Priority 3: The school has a culture of excellence that values high expectations, accountability, transparency of data, and no
excuses.
Clear, rigorous goals at each grade level in reading, writing, and math in order to measure progress towards grade level
proficiency and content/skills mastery. Grade level goals will be set by the Instructional Leadership Team in conjunction with
grade level teachers. End of trimester and end of year summative goals will meet or exceed District grade level standards.
Goals will be monitored by classroom teachers, grade level data teams, and the Instructional Leadership Team (See
Innovation: Assessment).
Intervention plans are established for those students who are not demonstrating adequate progress. Plans will include
additional support such as tutoring, homework club, non-academic support structures, etc.
Advanced learner plans are established for students who are above grade level with the potential for accelerated learning.
Staff will understand how to recognize and formally identify gifted and talented learners, including gifted and talented
second language learners.
School will display and celebrate student work and make data and progress towards goals transparent to the entire
community.
Measureable Outcomes:
Results will be assessed and goals re-evaluated on an annual basis. In order to achieve the desired growth on SPF measures (See
Appendix D), annual goals may include the following:
 Increase the percentage of students who are identified as gifted and talented (currently only 1% of students have been
identified as gifted and talented at McGlone.)
 100% of identified gifted and talented students have differentiated ALPs (advanced learner plans) to accelerate their
learning.
 100% of 4th graders receive approximately 45 minutes of daily tutoring in math in a ratio of no more than 3 students per
adult.
 Grade level progress towards student achievement goals in reading, writing and math is visibly displayed for the public within
the school building at all times (updated each trimester)
 Individual student achievement progress towards specific goals in reading, writing, and math is clearly communicated to
parents at least once a trimester.
 Measureable outcomes in each priority area and annual results are communicated to parents.
Priority 4: Our learning community includes students, staff, parents, and community members who are committed to
collaboration and a shared ownership of student achievement outcomes.
Core Values bring the entire school community together around a common set of values that support learning. Time is
scheduled for students, families and community members to deepen our shared understanding of these values, demonstrate
these values, celebrate student successes, and provide enrichment opportunities such as guest speakers and assemblies.
The school provides enrichment opportunities to our entire community of learners, such as clubs for students as well as
classes for adults (including English as a Second Language and Parenting Skills).
We have school/community partnerships, tutoring, and mentoring programs with local businesses and community
volunteers.
Community and business partnerships are formed and grants are written to raise monies and identify volunteers.
Measureable Outcomes:
Results will be assessed and goals re-evaluated on an annual basis. In order to achieve the desired growth on SPF measures (See
Appendix D), annual goals may include the following:
Student attendance meets or exceeds 95% on an annual basis.
Parent/Family attendance at Classroom Parent/Teacher Learning Nights each semester meets or exceeds 75%.
At least 15 parent or business volunteers volunteer, at minimum, on a monthly basis.
At least 1 parent class is offered each trimester on topics identified by parents. Parent attendance in each class has an
average of 15-20 parents.
 Parent coffees are held monthly









Tutoring and at least one student enrichment class/club is provided before or after school each trimester.
Re-enrollment rate increases by 5% annually.
100% of students sign a commitment to learning contract each year.
100% of parents sign a commitment to “Level I” involvement on the Parent Compact each year.
Business partnerships, grants, and in kind donations will bring additional revenue/resources to the school each year totaling
a minimum of $50,000 per year.
A.
Describe how the school will engage in continuous quality improvement in order to meet or exceed these
achievement goals. What innovations, if any, in continuous quality improvement will the school implement?
The Teaching/Learning Cycle and data-driven planning provide the platform for continuous quality improvement. Committee
structures, collaborative planning and appropriate professional development allow for consistent and regular focus on student
achievement. Teachers become experts in collecting and analyzing diagnostic, formative, predictive, and summative student
academic achievement data. Teachers use this data to reflect upon their own instruction. Supports from Blueprint Schools foster
effective data analysis processes, enable transparency of data with our stakeholders, and target areas of need for differentiated staff
development. As a result, McGlone has a school-wide system to use data effectively. The Instructional Leadership Team will have
primary responsibility for collecting and monitoring student achievement results at the school level throughout the year and will
make instructional decisions accordingly.
The expectation is for all children to achieve at high levels with no blame and no excuses. This requires targeted interventions and
enrichment blocks in addition to increasing support through high dosage tutoring and extended learning opportunities. The overall
philosophy is not “if” a student can learn but “when.” Staff, parents and members of the community support high expectations and
foster student success.
B.
Attach the school’s Uniform School Improvement Plan (UIP) and briefly explain how the proposed innovation plan
aligns with UIP goals.
This years’s UIP is attached. The current UIP identified areas in need of improvement and which have been addressed within the
innovation plan. Information from this year’s UIP includes:
Major Improvement Strategy #1: Engage parents/families meaningfully in school improvement process to improve community
perception and increase students engagement.
Root Cause(s) Addressed:
•
Need for increase in parent engagement for all demographic related to academics
•
Need for overall parent engagement for our Black families
Major Improvement Strategy #2: Increase effective literacy instruction in order to increase student performance in reading and
writing.
Root Cause(s) Addressed:
READING:
•
•
Lack of a school wide reading curriculum
Assessment cycle not aligned to data inquiry cycle, which contributed to a lack of teacher understanding in the use of reading
achievement data to progress monitor and differentiate for student needs.
• Lack of teacher understanding around reading fundamentals, including phonics, phonemic awareness and the developmental
process of reading.
WRITING:
•
•
•
Lack of a school wide writing curriculum
Assessment cycle not aligned to data inquiry cycle, which contributed to a lack of teacher understanding in the use of writing
achievement data to progress monitor and differentiate for student needs.
Lack of teacher understanding around writing fundamentals, and the developmental process of literacy.
Major Improvement Strategy #3: Implement targeted and aligned data driven inquiry and assessment cycles. Components will
include teacher created CCSS aligned 6 week cycle assessments, intentional reteach/reassess/review times provided in assessment
calendar, data analysis protocol meetings as a school, team, and individual.
Root Cause(s) Addressed:
MATH:
•
•
District interims were not aligned to Math In Focus curriculum and CCSS.
Assessment cycle not aligned to data inquiry cycle, which contributed to a lack of teacher understanding in the use of math
achievement data to progress monitor and differentiate for student needs.
LITERACY:
•
Assessment cycle not aligned to data inquiry cycle, which contributed to a lack of teacher understanding in the use of literacy
achievement data to progress monitor and differentiate for student needs.
Major Improvement Strategy #4: College and Career Readiness
Root Cause(s) Addressed: There has not been a clear expectation for what college and career readiness looks like at the elementary
level.
Methods for addressing these areas of concern are outlined within the innovation plan.
INNOVATION: TIME
VII.
Describe how the school will use time strategically to support the vision, mission and education program so as to
produce gains in academic achievement.
A.
Describe any innovations to the school’s calendar and schedule under innovation status and how such changes
will lead to increased student achievement.
Maximizing Time and Opportunity for Student Learning
Providing additional time for students to accelerate their learning and build solid core values around what it means to be an
active learner and member of the McGlone community are important components of our innovation plan. In order to accomplish
these important goals we are utilizing the following innovations of time:
Students/Staff: Extended School Year and Extended School Day
In order to provide additional instructional time for students, McGlone continues to extend the regular student contact day as well
as the school calendar. The school day will be extended by 30 minutes each day and six days of student instruction will be added to
the standard district calendar. The additional six days are added to the beginning of the calendar year so that, in part, we have
extra time early in the year to establish the school culture which is grounded in our “Core Values.” This time will be used to
develop a shared vision of what it means to be a learner at McGlone and a member of the McGlone community. The lengthened
school day allows extra time for each core subject area as well as the ability to add a 45 minute intervention/enrichment block to
each day without having to reduce core subject area time.
Teacher Flexible Duty Day Schedule
In some cases, teacher duty day may be adjusted to allow a teacher to tutor after or before school. For example, a moderate
needs teacher may be able to work 8:45am – 5:15pm, allowing them to do a tutoring session from 4:00-5:00 afterschool 4 days a
week (and still allow them to attend weekly staff development training on Mondays).
In the case of a flexed schedule, all schedules will meet the minimum student contact time of 7 ½ hours, as well as the
professional development hours, or the extended time/year bonus will be pro-rated. Flexed schedules will be approved and
assigned by the Principal based on a case-by-case basis. Things considered will be grade level, years of service, student
achievement data and long-term career plans. These flexed schedules will allow McGlone to work to provide extra student
tutoring and supervision as well as create opportunities for great staff retention.
Maximizing Time and Opportunity for Teacher Learning
Time for teachers and staff to come together for professional learning, both within and across grade levels is critical to building the
capacity of each individual teacher and the core instructional team as a whole. In order to accomplish this important goal we will
be innovative with the use of our time in the following ways:
Teachers/Staff: Extended School Year
In order to provide additional professional development and student assessment time for teachers/staff without taking away from
instruction, we added an additional thirteen days to the teacher/staff calendar at the beginning of the school year. (This will be in
addition to the additional six days of student contact time.) A portion of these days are used to provide foundational professional
development around McGlone’s vision/mission and to begin our work on establishing common understandings around our key
instructional constructs. This additional time will also be used to complete student assessments for new incoming students in order
to maximize instructional student contact days.
Common Planning Time
All teachers will receive at least one hour of common planning time daily. The expectation is that at least twice a week
teachers use this time to engage in team planning and learning. Team planning time is facilitated by classroom teachers. A
data team meeting will be scheduled once a week for teachers to progress monitor student growth, set goals, make
instructional decisions, and deepen understandings of key content and pedagogy. Data team meetings are facilitated by
administration or teacher leaders (and eventually classroom teachers). There is a consistent data team format for meetings.
Common planning time may occasionally be used to schedule visit classrooms in order to build shared understandings of best
practice, provide collegial feedback on instructional practice, and build vertical understandings and alignment.
Teacher Leaders
The school will have multiple teacher leaders through the district Teacher Incentive Fund (TIF). The TIF teacher leader roles are an
integral part of our school culture, and have a huge positive influence on our school students, achievement and culture and climate.
Teacher leaders provide invaluable content area coaching to teachers, which not only drives student achievement, but creates a
culture of continuous learning and reflection. This means that each day there are multiple people in the building that can provide
instructional feedback on a daily basis to multiple teachers throughout the building. It allows some of the strongest teachers to
obtain leadership roles while still remaining in the classroom part-time, sending a strong message about the importance and value of
career educators. Giving the teachers an opportunity to stay in the classroom part-time will also allow them to improve their
instructional practice. Lastly, it promotes and sustains a culture of shared leadership where teachers feel a sense of self-efficacy.
Teachers will not only feel a sense of success in their own classrooms, but a sense of success as a whole school. Teacher leader roles
are identified yearly based on school need and staff expertise. These leaders will share their instructional and classroom
management strategies by managing a “demonstration” classroom for at least half the day in their area of expertise. During the
other part of the day, the teacher leader will coach teachers 1:1, and will perform classroom observations that are followed by a brief
instructional dialogue. The classroom teacher who is receiving coaching can complete an instructional dialogue with the coach after
the observation.
Foundations of Instruction Class
Attendance at a Foundations of Instruction class is mandatory for all first-year teachers. This class lasts all year and covers a wide
range of topics from parent/teacher conferences to classroom management strategies to content specific subjects. Experienced
teachers are invited and, in some cases, expected to attend individual classes as topics align with individualized professional
development goals. This class is offered after the duty day, including possible evenings and/or weekends. To best accommodate
individual schedules, the exact schedule will be determined after all new teachers are identified. Classes are planned and facilitated
by different teachers, administrators and district personnel based on areas of expertise. Teachers will be offered professional
development credit for attendance at these classes.
1.
Attach the school’s proposed calendar and daily schedule of classes under innovation status. Include both
a teacher and student schedule. (See attachments: School Calendar, Teacher Schedule, Student Schedule)
Teacher Schedules:
7:30 – 8:00
8:00 – 8:20
8:20 – 9:15
9:15 – 10:10
10:10 - 11:30
11:30 – 12:10
12:10- 1:10
1:10 – 2:30
Classroom Sample Schedule – 2nd and 5th
Teacher Leader: Literacy
Teacher Prep OR Homework Help
Morning Meeting – Peace for Kids
Specials/Plan time
2nd Specials/Plan time
Reading and Integrated Social Studies (80 minutes)
Lunch/Recess
Writing (60 minutes)
Math and Math Stations (80 minutes)
2:30 – 3:20
3:20 – 3:30
3:30 – 4:00
ELD /Intervention Block (50 minutes)
Closing Meeting
Teacher Prep OR Homework Detention
7:30 – 8:00
8:00 – 8:20
8:20 – 9:40
9:40 – 10:10
10:10 - 11:05
11:05 – 12:00
12:00- 12:40
12:40 – 1:40
1:40 – 2:30
2:30 – 3:20
3:20 – 3:30
3:30 – 4:00
Classroom Sample Schedule –3rd Grade and 4th
Teacher Leader: Math
Teacher Prep OR Homework Help
Morning Meeting – Peace for Kids
Reading and Integrated Social Studies (80 minutes)
Math Stations (30 minutes)
Specials/Plan time
2nd Specials/Plan time
Lunch
Math (60 minutes)
Writing (50 minutes)
ELD /Intervention Block (50 minutes)
Closing Meeting
Teacher Prep OR Homework Detention
7:30 – 8:00
8:00 – 8:20
8:20 – 9:40
9:40 – 10:40
10:40 – 11:00
11:00 – 11:40
11:40 – 12:30
12:30 – 1:25
1:25 – 2:30
2:30 – 3:20
3:20 – 3:30
3:30 – 4:00
Classroom Sample Schedule – 1st and Kinder
Teacher Leader: Literacy
Teacher Prep OR Homework Help
Morning Meeting – Peace for Kids
Reading and Integrated Social Studies (80 minutes)
Writing (60 minutes)
Math Stations (20 minutes)
Lunch/Recess
Math (50 minutes)
Specials/Plan time
2nd Specials/Plan time
ELD /Intervention Block (50 minutes)
Closing Meeting
Teacher Prep OR Homework Detention
4th grade Tutoring times:
8:05 – 8:50 * 8:50 – 9:35 * 9:35 – 10:10 * 1:00 – 1:45 * 1:45 – 2:30 * 2:30 – 3:20
K-2 Specialist Team: Science, Art, Tech, Gym, Music
Monday
Tuesday
Wednesday
Thursday
8:00 – 8:20
Morning Meetings
2nd
2nd
2nd
2nd
8:20 – 9:15
nd
nd
nd
2
2
2
2nd
9:15 – 10:10
Kinder
Kinder
Kinder
Kinder
10:10 - 11:05
Kinder
Kinder
Kinder
Kinder
11:05 – 12:00
12:00 -12:30
1st
1st
1st
1st
12:30 – 1:25
1st
1st
1st
1st
1:25 – 2:30
ELD for the whole school
2:30 – 3:20
Closing Meetings
3:20 – 3:30
3-5 Specialist Team: Science, ELA Intervention, Art, Gym, Music
Monday
Tuesday
Wednesday
Thursday
8:00 – 8:20
Morning Meetings
3rd
3rd
3rd
3rd
8:20 – 9:15
3rd
3rd
3rd
3rd
9:15 – 10:10
th
th
th
4
4
4
4th
10:10 - 11:05
4th
4th
4th
4th
11:05 – 12:00
12:00 -12:30
5th
5th
5th
5th
12:30 – 1:25
th
th
th
5
5
5
5th
1:25 – 2:30
ELD for the whole school
2:30 – 3:20
Closing Meetings
3:20 – 3:30
Lunch/Recess Schedule:
10:30
11:00
11:30
12:00
Lunch Breakdown:
Lunch
ECE
1st (eat lunch first)
2nd (eat lunch first)
Kinder (eat lunch first)
Recess
5th (recess first)
3rd (recess first)
4th (recess first)
Friday
2nd
2nd
Kinder
Kinder
1st
1st
Friday
3rd
3rd
4th
4th
5th
5th
o
o
o
o
o
11:00 1st Grade
11:20 5th Grade
11:30 2nd Grade
11:50 3rd Grade
12:00 Kinder
2. Summarize the length of the school day, including start and dismissal times.
Proposed Schedule:
Breakfast
Student Contact Day
Teacher Contact Day
7:15am - 7:55am
8:00am - 3:30pm (homework/detention from 3:30-4:00)
7:45am – 3:45pm (Tuesday – Friday)
7:45am – 5:15pm (Monday) Additional time will be used for weekly
school-wide 60 minute professional development 3:45-5:15
Before/After School Tutoring/Clubs/Activities
Front Office Hours
2.
7:15am – 8:00am OR 3:45pm – 4:45pm
7:15am – 4:45pm
1.
Summarize the total number of hours and days of instruction for core subjects such as language arts,
mathematics, science, and social studies. Explain how the calendar will support the success of the innovation
program.
Summarize the total number of hours and days allocated for tiered interventions, enrichment, tutoring and
other non-academic activities.
Total number of school days for students:
Total minutes per student day:
182 days
450 minutes/day
Daily Academic Time Allotment
Minutes per day of core subjects:
Minutes per day of academic intervention/academic enrichment block:
High –dosage tutoring for every 4th grader in math
290 minutes per day
45 minutes per day (for every student)
30-45 minutes per day
(provided before/after school as well as
during school day)
Additional academic tutoring and enrichment offered before and after school in alignment with grant funding such as Summer
Scholars, clubs, etc.
Daily Non-academic Time Allotment
110 minutes grades K-5th
30 minutes per day ECE and Kinder
Minutes per day in Morning and Closing Meetings:
30 minutes
Minutes per day in Lunch/Recess:
40 minutes
ECE will get additional recess, free exploration time, and nap time in alignment with Qualistar expectations. ECE will also be on an
alternative schedule, ending their day at 2:30.
Minutes per day of Specials (music, art, PE, technology):
Extended blocks of time are allotted for each core subject as outlined above. Every day includes 45 minutes of academic
enrichment/interventions for every student in the school, regardless of ability level. Students will be grouped by like need during
the enrichment/intervention block, such as for ELD support, RTI support, extra math support, and GT enrichment. Each 4th
grader will receive approximately 45 minutes of math high-dosage tutoring daily which will be staggered throughout the day as
well as before and after school.
Twenty minutes each day will be spent in a morning meeting which will solidify McGlone’s Core Values and build a solid sense of
community, including both social and learner outcomes. This will be an opportunity for students to celebrate academic success
and learn about/reflect upon learner outcomes such as critical thinking, creativity, collaboration, and commitment.
Fifty five minutes of specials, twice per day will provide enrichment to support the development of the whole child as well as an
opportunity to integrate core academic subjects into the arts, technology and physical education (such as writing across content
areas). This specials time also provides valuable common planning time for grade level teams to work together to assess growth in
student achievement and to co-plan for instruction.
INNOVATION: STUDENT ENROLLMENT
VIII.
Describe the enrollment procedures and practices of the school with innovation status.
A.
Describe how enrollment practices will provide equal access to any student in your attendance boundary who is
interested in attending the school, including students in poverty, academically low-achieving students, students with
disabilities, and other youth at risk of academic failure.
McGlone has class caps at every grade level to be able to provide a high quality education to all students enrolled. Classes will be
capped at the following maximum numbers:
Kinder – 26
1st – 26
2nd – 28
3rd – 28
4th – 28
5th – 28
When classrooms reach the cap, students go on a waiting list. Classes will not exceed the caps unless the principal overrides it, in the
case of supporting a family staying together or a student requiring special services.
Enrollment Process at McGlone:
Process:
• McGlone will follow our priority list, which places priority on neighborhood students. See attached.
• When classrooms reach the cap, students go on a waiting list. Classes will not exceed the caps unless the principal overrides it,
in the case of supporting a family staying together or a student requiring special services.
• If classes are full and at their maximum cap, McGlone does not participate in the overflow process until the rest of the
schools in the district are open, meaning that DSSN schools do not participate in the overflow process until the process is
shared between all schools in the Far Northeast.
• Students who do not matriculate at school during the first five consecutive days of school will be dis-enrolled after three
attempts at contact are made. This policy is to ensure that neighborhood students are able to have the opportunity to attend
their home school without having to wait over two weeks to see if a spot opens up. This process will also support the network
overflow. During the rest of the school year, McGlone will follow district policy around attendance and disenrollment.
The school participates in the Far Northeast enrollment zone. All students within the attendance boundary who are interested in
attending the school, including students in poverty, academically low-achieving students, students with disabilities, and other youth
at risk of academic failure will have equal access to enrollment. McGlone will follow the enrollment guidelines as developed with the
Office of Choice and Enrollment, as and approved by the members of the School Advisory Board in 2013:
McGlone
Priorities for 2014/15 Applicants
(Grades to be served in 2014/15: ECE4-5th Grade)
When the 2014/15 First Round SchoolChoice student assignment process is run, there will be several factors considered. The following
information is used to prioritize applicants who are interested in attending McGlone.
Applicants for the ECE Program(s) are all prioritized in the following way:
Note: There are no guarantees for ECE applicants in Denver Public Schools.
1. Students who reside in the boundary and have a currently-attending sibling who will also be at the school next year.
2. Students who reside in the boundary and are currently attending the school’s ECE program.
3. Students who reside in the boundary.
4. Children of full-time employees at the school.
5. Denver residents who have a currently-attending sibling who will also be at the school next year.
6. Denver residents who are currently attending the school’s ECE program.
7. All other Denver resident students.
8. Non-Denver residents who are currently attending the school’s ECE program or have a currently-attending sibling who will also
be at the school next year.
9. All other students who are NOT Denver residents.
Applicants for the Kindergarten Program are all prioritized in the following way:
1. Students who reside in the boundary and have a currently-attending sibling who will also be at the school next year. (Full day
spot guaranteed).
2. Students who reside in the boundary and are currently attending the school’s 4-year old ECE program. (Full day spot
guaranteed).
3. Students who reside in the boundary. (Full day spot guaranteed).
4. Children of full-time employees at the school.
5. Denver residents who have a currently-attending sibling who will also be at the school next year.
6. Denver residents who are currently attending the school’s 4-year old ECE program.
7. All other Denver resident students.
8. Non-Denver residents who are currently attending the school’s 4-year old ECE program or have a currently-attending sibling
who will also be at the school next year.
9. All other students who are NOT Denver residents.
All other Applicants are prioritized in the following way:
1. Students who reside in the boundary and do not attend another DPS school. (guaranteed)
2. Denver residents who are currently attending the school.
3. Children of full-time employees at the school.
4. Denver residents who have a currently-attending sibling who will also be at the school next year.
5. Students seeking to return to their boundary school.
6. Students applying through the NCLB process (only applies to students selecting certain designated NCLB “receiving” schools).
7. Non-Denver residents who are currently attending the school or have a currently-attending sibling who will also be at the
school next year.
8. All other Denver resident students.
9. All other students who are NOT Denver residents.
McGlone makes every attempt to accommodate siblings who apply together in the same school year. Meaning, if one
sibling applicant is assigned to this school, the other may be too.
After the First Round, applicants will be accommodated on a first-come, first-served basis until the school is at capacity
Provided there is space, McGlone will accept students mid-year and students who wish to enter at any grade level.
One of the strategies to increase McGlone’s student achievement scores is to continue reduce the mobility rate, which started at at
55.5% before turnaround, and has been decreased by 25% since innovation. This meant that over half of the McGlone students were
new to the school each year. We believe that if we are able to keep students at McGlone for multiple years, ideally from ECE
through 5 th grade, we will be more successful at having every student perform at grade level in all subject areas. One strategy to
assist in this effort is to continue to clearly communicate to parents the importance of educational consistency to maximize their
child’s success in school. Moving seems to be a way of life for many of our families who live in the many apartment complexes in
our neighborhood. With the FNE transportation system, families could move within the FNE and still be able to utilize the DPS bus
service to assure their student remains at McGlone. We plan on continuing to clearly communicate this opportunity to parents early
and throughout the school year, helping them to see that McGlone can still be their child’s “home school” no matter where in the
FNE they may need to move.
B.
Please attach any written enrollment documents, including the Student Handbook,
and/or forms that will be provided to or required of students and families
Enrollment documents are attached.
Enrollment documents are those used by Denver Public Schools for students enrolling within their attendance boundary. In addition
to completing basic student enrollment forms, families are asked to sign the parent compact, copies of which are attached. We sign
students up for pre-assessment dates/times when they enroll.
INNOVATION: HUMAN RESOURCE MANAGEMENT
IX.
Describe the proposed plan for staffing, recruiting, selecting, and developing employees, the school’s personnel policies,
and the school’s leadership structure. Explain how they will be changed by innovation status, and how these changes will
lead to increased student achievement.
A.
Describe any innovations in the school’s personnel policies under innovation status and how these changes will
produce gains in academic achievement.
1.
Attach a copy of the school’s personnel policies under innovation status.
McGlone’s has a strong Human Capital Strategy to maximize student achievement. To meet the needs of all students and to achieve
the academic performance goals outlined in Section XI and in Appendix D, McGlone Elementary requires maximum flexibility to
design and implement human resource policies and procedures that align with the vision, mission and education plan of the school.
McGlone 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.
The innovation plan includes waivers from state statutes and the DPS/DCTA collective bargaining agreement, including but not
limited to, a waiver of the Teacher Employment, Compensation and Dismissal Act of 1990.
Employment Status. Teacher’s employment with McGlone and the Denver Public Schools will be “at-will” and will not be subject to
the Teacher Employment Compensation and Dismissal Act of 1990, § 22-63-101, et seq. The teacher will have a right to end his/her
work relationship with McGlone and the Denver Public Schools for any reason at any time, but are required to give thirty days
notice. McGlone and the Denver Public Schools will have the right to end the work relationship with the teacher at any time in
accordance with replacement policies and personnel policies in the Employee Handbook.
Teachers employed by the Denver Public Schools who obtained non-probationary status in the Denver Public Schools prior to their
employment at McGlone will be at-will as described in the preceding paragraph. Such teachers will regain their non-probationary
status with DPS upon securing, without break in service, a mutual consent position within another DPS school. Such teachers will
have the right to participate in the DPS staffing cycles available to all DPS teachers, but will not be guaranteed placement in any
other school or further employment beyond their employment at McGlone if they do not secure a position through mutual consent.
As described in this document, and included in Appendix E, McGlone Elementary is requesting innovation status to achieve
maximum flexibility to:
Recruit and hire staff, including teachers, administrators, and other support personnel, using practices that will ensure employee
fit with the school’s Innovation Plan.
Post vacant positions, recruit, and hire staff as the need arises, even if such need falls outside the District’s standard hiring cycle.
Not be subject to direct placement of teachers by the District.
Create non-traditional job descriptions, which may include adding roles to any job description.
Hire non-licensed teachers for non-core subjects who are not required to meet NCLB highly qualified criteria; the school will hire
teachers who meet the highly qualified requirements for all core content classes.
Create a professional development program that supports the Innovation Plan. McGlone will have the option to participate in
the District-provided professional development or to opt out and provide its own professional development that is specific to the
unique needs of McGlone students, staff, and programs.
Create a process to address under-performing employees.
Establish compensation rates and other methods of rewarding performance, including additional bonuses and/or incentives.
Implement other programs and policies, such as a dress code and employee and student conduct expectations, that will support
the school’s culture as described in the Innovation Plan.
Such flexibility will be limited only by federal law, state statutes, Collective Bargaining Agreement provisions and District Board
policies not waived in this application.
B.
Describe any innovations in the school’s staffing plan under innovation status and how these changes will produce
gains in academic achievement.
Human Capital Strategy
McGlone has a strong Human Capital Strategy aligned with maximizing gains in student achievement. McGlone is in the process of
strategically staffing the school to ensure there are multiple people available each day to provide instructional feedback to teachers
and to work as a team to facilitate high quality professional development.
McGlone is innovative in re-purposing the roles of key teaching and non-teaching positions toward accelerated achievement results
and enhanced relationships with families and the community. Innovation status allows the school to align job descriptions, roles and
responsibilities to more fully support the vision and mission of the school and to remain responsive to changing needs as they arise.
Innovation status provides the opportunity for staff to assume multiple roles as needed, such as serving as an after-school tutor or
to supervise students during non-classroom time. All staff at McGlone has shared ownership for student outcomes.
1.
Describe all non-teaching staff positions and how they will contribute to achieving the school’s goals.
Principal is the lead learner and lead teacher, with primary responsibility and accountability for the implementation of the
Innovation Plan and resulting growth in student achievement. She works closely with the assistant principals, administrative intern,
teacher leaders, district instructional support personnel, and Instructional Leadership Team (ILT) to develop, coordinate, monitor
and maintain a focus and deliberate plan for shared ownership of student achievement outcomes and professional development to
improve instructional practice. She assists the assistant principal in the successful implementation of McGlone’s Core Values and
works closely with the office manager to ensure that all operational responsibilities are handled in a timely, effective manner. The
principal spends much of her time each day building the leadership capacity of other adults in the building, including observing and
providing feedback to teacher residents, teachers, and the administrative team. Professional development facilitation is shared by
all Instructional Leaders in the building, including the principal. Response to daily student discipline is shared by all administrators.
The philosophy of the school is one of shared ownership and shared leadership. Ultimately, however, if there is disagreement and
consensus cannot be reached regarding final decisions, after consultation and appropriate and relevant input from other
administrators (the Instructional Leadership Team, the McGlone School Advisory Board, and/or parents), the principal has final
authority for making all decisions, including personnel, budgeting, instructional expectations, and curriculum.
1st – 5th Assistant Principal focuses on developing and maintaining a culture of excellence in the school, in addition to his/her role as
an instructional leader in the building, specifically in the 1st – 5th building. A guiding purpose at McGlone is that both academics and
character are equally important and that individual differences are understood and respected. The assistant principal has primary
responsibility for maintaining an appropriate focus on implementation of McGlone’s Core Values. The assistant principal also works
closely with the principal, Early Learning Center assistant principal, administrative intern, teacher leaders, and Instructional
Leadership Team on developing, coordinating, monitoring and maintaining a focused and deliberate plan for shared ownership of
student achievement outcomes and professional development to improve instructional practices. The assistant principal spends
much of his/her time each day building the leadership capacity of other adults in the building, including observing and providing
feedback to teacher residents and teachers. Professional development facilitation is shared by all Instructional Leaders in the
building, including the assistant principal. Response to daily student discipline is shared by all administrators. In the absence of the
principal, the assistant principal is the administrator in charge for the 1st – 5th building.
Early Learning Center Assistant Principal focuses on developing and maintaining a culture of excellence in the school, in addition to
his/her role as an instructional leader in the building, specifically in the ECE/Kinder building. A guiding purpose at McGlone is that
both academics and character are equally important and that individual differences are understood and respected. The Early
Learning Center assistant principal has primary responsibility for the ECE/Kinder building. The assistant principal also works closely
with the principal, 1st – 5th assistant principal, administrative intern, teacher leaders, and Instructional Leadership Team on
developing, coordinating, monitoring and maintaining a focused and deliberate plan for shared ownership of student achievement
outcomes and professional development to improve instructional practices. The assistant principal spends much of his/her time
each day building the leadership capacity of other adults in the building, including observing and providing feedback to teacher
residents and teachers. Professional development facilitation is shared by all Instructional Leaders in the building, including the
assistant principal. Response to daily student discipline is shared by all administrators. In the absence of the principal, the assistant
principal is the administrator in charge for the ECE/Kinder building.
Administrative Intern (may be Ritchie Intern) is a full member of the administrative team and will share ownership with the
principal, assistant principals, teacher leaders, and Instructional Leadership Team for coordinating, facilitating and monitoring the
processes for data-driven instruction. This includes developing and helping with support and training for data teams that will be
facilitated by administrators, teacher leaders and classroom teachers. The intern helps to facilitate the ILT’s work to organize and
analyze school- wide data as well as assist individual data teams to organize and analyze their classroom and grade level data across
content areas. The administrative intern assists the principal and assistant principal in working closely with Blueprint Schools to
create user-friendly student achievement reports that not only assist teachers in monitoring progress towards goals, but also clearly
report individual student, disaggregated grade level, and disaggregated school level results to our families. This position will also
assists with professional development focused on data-driven instruction, assessment and student-centered planning to increase the
capacity and expertise of data team and school staff. The administrative intern spends much of her time each day building the
leadership capacity of other adults in the building, including observing and providing feedback to teacher residents and teachers. The
administrative intern also plays an important role in implementing a rigorous “Foundations of Instruction” series of classes for all
new teachers and also experienced teachers on a case-by-case basis. Professional development facilitation is shared by all
Instructional Leaders in the building, including the Administrative Intern. Response to daily student discipline is shared by all
administrators. In the absence of the principal and assistant principal, the administrative intern is the administrator in charge.
(Please note: Primary responsibilities of the principal, assistant principals and administrative Intern remains flexible, based on the
areas of expertise the selected candidates bring to the table each year as well as the needs of the building.)
Teacher Leaders The school will have multiple teacher leaders from the TIF program, identified yearly based on school need and
staff expertise. These leaders will share their instructional and classroom management strategies by managing a “demonstration”
classroom for at least half the day in their area of expertise. During the other part of the day, the teacher leader will coach teachers
1:1, and will perform classroom observations that are followed by a brief instructional dialogue. The classroom teacher who is
receiving coaching can complete an instructional dialogue with the coach after the observation.
Math High-Dosage Tutoring Coordinator oversees the hiring, training, and evaluation of the high dosage fourth grade math tutors.
The Math Tutoring Coordinator will coach the 4th grade team in developing strong math practices and will facilitate the fourth grade
weekly data team meeting. She will work closely with Blueprint Schools to obtain and analyze appropriate student achievement
assessment data to monitor progress. As a member of the extended administrative team, she will share the responsibility for
facilitating high quality professional development in the area of mathematical content and pedagogy.
Office Manager oversees all operational duties, including maintaining the facility, managing the budget, processing payroll, and
ordering supplies. This person manages, monitors and delegates work to appropriate staff to ensure operational activities at the
school run smoothly. This includes clarifying, changing and identifying the specific responsibilities of other non-teaching staff such
as the secretary 1, family liaison, health tech, custodian and office volunteers, so that the work of every person is responsive to the
needs of students and families. The office manager is a full member of the front office team, with shared responsibility for greeting
and assisting the community and answering the phone. In the absence of the principal, assistant principal and administrative intern,
the office manager is the administrator in charge. Hiring an office manager who oversees the daily operational management of the
building frees up the time of the instructional administrators (principal, assistant principal and administrative intern) to focus on
student and teacher instruction.
Secretary 2 has primary responsibility for enrollment, scheduling, and attendance. She also greets and assists community members
entering the school, answers the phone, provides clerical support, and performs other duties as assigned by the Office Manager.
Secretary 1 has primary responsibility for enrollment, scheduling, and attendance for the ECE/Kinder building. She also greets and
assists community members entering the school, answers the phone, provides clerical support, and performs other duties as
assigned by the Office Manager.
Family Liaison has a variety of responsibilities that include organizing all school parent meetings to support open
communication and parent engagement and facilitating parenting classes and learning opportunities. The liaison provides
families with translation services and organizes childcare so that parents can fully participate in the school’s operations. The
family liaison also works with parents to help them take on leadership roles in the school per the “parent engagement plan.”
The family liaison works in cooperation with the school mental health professionals, health tech paraprofessional, and
partners such as Social Services to coordinate supports and safety nets for students and their families. The family liaison
works with one paraprofessional to assist teachers in administering baseline assessments in reading, writing, math, and
language development to incoming new students throughout the year. The family liaison will be the primary person
responsible for forming and maintaining business partnerships to increase both revenue and volunteer services and resources.
Full-time Health Tech provides day-to-day services in the clinic and is also involved with planning and facilitating meetings and
classes to families on nutrition and wellness. The health tech works with the nurse and Head Start to arrange medical services,
including health screenings and vaccinations, for students.
Instructional Paraprofessionals provide small group differentiated support in the classroom as well as class coverage so teachers
can complete instructional dialogues with teacher leaders after classroom observations. Paraprofessionals receive professional
training to develop the knowledge and skills necessary to work with students and support the differentiation strategies used by
teachers. Paraprofessionals also receive technology training so they can support student use of technology in the classroom and
trouble-shoot minor tech issues. Some paraprofessional time will also be spent supervising students (lunch, before and after
school), allowing teachers to focus on team and individual instructional planning. One para may work to assist classroom
teachers with administering baseline assessments in reading, writing, math, and language development to incoming new
students throughout the year. One technology/media para will trouble shoot technology problems, manage the media center
and work alongside our technology teacher leader. Paraprofessional time is maximized so any time spent sitting and watching
instruction only happens with a planned purpose; otherwise, they are engaged in providing instruction themselves.
High Dosage Tutors provide approximately 45 minutes of math tutoring to every 4th grade student every day. Tutors work with no
more than three students at a time. Classroom instruction is supplemented with this individualized tutoring during the regular
school day and before and after school. We follow Blueprint Schools defined process and protocols for recruiting, selection, on-
boarding and evaluation of tutors. Blueprint Schools assists in selecting a tutoring curriculum and instructional guide in math that is
aligned with Colorado State Standards. In addition, they have developed procedural guidelines and a “rulebook” for tutors. Data
collection and analysis of the impact on student learning is part of the tutoring model.
1.
Attach a copy of the school’s organizational chart with innovation status. Highlight any changes in the
organizational structure with innovation status and how these changes will lead to increased student
achievement.
School’s organizational chart - The organizational chart reflects our values of shared and distributed leadership. The principal will use
shared decision making processes to ensure that all stakeholders have input into the important decisions of the school.
School Advisory Board (“SAB”). The SAB will be a representative group that provides guidance and input on key decisions of the
school. The advisory board seeks broader parent and community input to ensure decisions related to the school’s goals are
reflective of the priorities and needs of the larger community.
McGlone follows district guidelines for School Advisory Board: The mission, focus and structure of SCHOOL ADVISORY BOARD offer
the committee a great deal of promise and potential. To unite principals, parents, teachers, support staff and students around the
common purpose of planning and implementing strategies for the achievement of all children is one of the greatest responsibilities
that any group can be assigned today.
DPS goals:
• Set High Expectations - For Students, Parents, Teachers, Principals, and all other Staff of DPS and the Community it serves
• Improve the Performance of all Students
• Close the Gap Between Better and Poorer Performing Students
A.
Describe any innovations in the school’s process for identifying, recruiting, and selecting new staff under
innovation status and how these changes will lead to increased student achievement.
1.
Explain the strategies and processes to identify and recruit faculty, support staff and administrative staff.
Selection Process
The selection process for teachers includes some combination of three components: an initial resume/cover letter review and/or
screening; a 1:1 interview with the interview team with a consistent set of questions and “look fors”; and an observation of
classroom practice, whenever practical. (The order of the last two stages may vary based on schedule.)
At each stage of the process, candidates are either eliminated or asked to continue to the next stage. Candidates are asked to
bring an artifact to the interview that demonstrates how they have used student achievement data to differentiate instruction
which resulted in increased student achievement. The interview process focuses on ensuring that candidates can demonstrate
their understanding of core academic content and pedagogy, differentiation, language development, student engagement and
rapport, application of technology, personal commitment to McGlone’s vision, and other key factors to align with the innovation
plan. The intent is to take an in-depth look at the potential of each teaching candidate to be successful in a high stakes, turnaround
teaching environment. References are conducted for each finalist and in some cases, may be completed as a pre-screen.
The selection process for non-teaching staff involves a screening of resumes/cover letters and 1:1 interview with a consistent set of
questions and “look fors.” References are conducted for each finalist and, in some cases, may be completed as a pre-screen.
The selection process for an assistant principal includes an initial review of resume/cover letter and/or a personal screening by the
principal, a 1:1 interview with the interview team, and a classroom walkthrough alongside the principal. The interview process
focuses on ensuring that candidates can demonstrate their understanding of instructional pedagogy, the use of data to drive
instructional decision-making at the classroom and building level, ability/experience with coaching and training teachers, experience
and knowledge of second language learners and urban education, personal commitment to McGlone’s vision, and other key factors to
align with the innovation plan. “Looks fors” include areas of expertise that add to the skills sets and experiences of the other
members of the administrative team. References are conducted for each finalist and, in some cases, may be completed as a prescreen. The selection process for the Administrative Intern aligns with the process developed for selection of Ritchie Interns.
The principal retains final decision-making authority related to personnel matters.
Interview Teams
McGlone does not follow the DPS Personnel Committee rules and regulations, but instead will create their own process
for ensuring teacher input and a thorough, fair hiring process. (Prior to having the full teaching staff on board, the
principal conducts the hiring process; newly hired staff will be asked to participate on interview teams as soon as
possible.) Once a full staff is onboard (August, 2011), an interview team consisting of the principal, administration and
staff relevant to the position being hired will be convened by the principal for each type of position being hired.
Interview team membership remains flexible to customize each team for the type of position being hired. Consistent
interview questions are asked of each candidate and interviewees have a shared understanding of “look fors” for each
question. When a teaching observation is requested, it is conducted by at least one administrator and may include
another member(s) of the interview team. There is a consistent list of observation “look fors” for each observation
within a particular position. The interview team uses a collaborative approach and seeks to reach consensus on
selection of candidates. In the event that this is not possible, the principal makes the final decision. In addition, the
principal reserves the right to override the consensus process if information becomes available that would make the
candidate unsuitable for hiring. Respecting personnel privacy, the principal will, to the degree possible, explain why the
candidate was not approved and ask the committee to recommend another candidate.
Recruiting
In addition to local recruiting fairs, teacher recruiting venues and partnerships include: Teach for America, internal DPS candidates
(including current McGlone staff year one), Denver Teaching Fellows, and the Denver Teacher Residence program. Administrator
recruiting partners include the Ritchie Program and Get Smart schools.
2.
Describe selection criteria and other qualifications for faculty, support staff, and administrative staff that will
ensure fit with the vision, mission and academic plan of the school.
We will use the following language on all our postings (we may use a variation in future years):
McGlone Elementary is a turnaround school. A turnaround school has typically been underperforming for many years and requires
a dedicated staff and faculty who are willing to do all that it takes to dramatically improve achievement outcomes for students. We
are innovative in our approaches to leadership, planning, program, staffing, professional development, use of time, responsiveness
to student needs, and seek flexibility with district policy, state law and collective bargaining agreements in order to reach goals of
dramatic improvement in a short period of time.
Marketing materials for teachers will include the following language:
McGlone Elementary is looking for teachers who are committed to:
Behaviors and Attitudes:
Changing the cycle of educational inequity
Going above and beyond the traditional teacher role to produce rapid, dramatic gains in student achievement
Differentiating instruction to meet a wide range of needs, including second language learners
Going above and beyond the traditional teacher role to produce rapid, dramatic gains in student achievement
• Collaborating with colleagues, sharing expertise, and using data to make instructional decisions
Building a culture of high
expectations and no excuses – for students and staff
Completing professional reading, self-reflection, and quick implementation of next steps in order to deepen instructional
understandings and improve practice
Using technology as an instructional tool for teaching and learning
Integrating curriculum to ensure meaning and authentic context for learning
Motivating others, including students, other school staff, and parents to work as a team towards obtaining accelerated
student learning results
Influencing the future of our students, our school, and educational policy by being a thought leader and change agent
Instructional Knowledge and Skills:
Best practices for working with English language learners
Use of student achievement data to progress monitor and plan for differentiated instruction
Integration of technology and content
Reading and writing process
Mathematical thinking and concept development
Building relationships with students and families
Reflective practitioner, learner, focus on professional development
Bilingual preferred (Spanish/English)
Teacher Understandings and Expectations
McGlone Elementary is a professional learning community. All members join the community with the understanding that
they intend to abide by McGlone’s innovation plan and will take full responsibility for the school’s work, its outcomes and
daily practices.
Teachers see themselves first as learners, then as teachers of students, then as teachers of curriculum.
All standards-based core academic subjects are collaboratively planned and implemented by teams. Teachers are
responsible for the work of their team and the achievement of their students.
Teachers use a standards-based grading scale and provide explicit feedback to students regarding progress towards grade
level targets and goals.
Teachers are expected to use technology as an instructional tool during daily instruction and to teach students how to use
technology as a tool for learning, research, and creation of authentic work products.
Teachers are expected to collaboratively plan and implement integrated units of study that allow students to make authentic
connections across subject areas.
Teachers use data to drive instruction. Formative and summative data and analysis of student work is used to monitor progress
and plan differentiated instruction. Teachers engage in compelling conversations with colleagues and administration during
weekly data team meetings, weekly team planning sessions, and informally to deepen understandings and share best practices.
Teachers are expected to utilize best practices for teaching second language learners within their daily instruction in all
content areas.
Teachers plan for lessons which are inquiry based and allow for student creativity and critical thinking.
Teachers collaboratively create, administer, and score common assessments to assess student progress towards rigorous
goals.
Teachers have the flexibility and are expected to pace, condense, or extend lessons to allow for the time needed to achieve in
depth student understandings and results.
Teachers teach and authentically integrate McGlone’s Core Values and social skills.
Teachers have 60 minutes of non-student contact/team planning time each day.
Teachers are expected to be prepared for and actively participate in their own learning including:
-weekly or bi-weekly professional development (Mondays 4:15-5:15)
-weekly data teams (during team planning time)
-weekly team planning (at least one day a week during team planning time)
-inservice/professional developments days
-scheduled visitations to colleagues classrooms, including demonstration classrooms
First year teachers (and teacher residents) are expected to attend a mandatory new teacher class that meets throughout the
year. Experienced teachers are expected to attend select classes based on individual professional development needs.
Teachers are expected to make connections and build strong relationships with parents including, but not limited to: making
home visits, phone calls, sending emails, and meeting with parents in person to discuss student academic, behavior and
personal needs.
Teachers understand that student achievement data results are transparent and serve as a learning tool for self-reflection,
celebration, collegial dialogue, course correction, and accountability to our stakeholders.
Teachers work an extended school day and extended school calendar to accommodate additional instructional time for
students as well as additional time for professional development and student assessment.
Teachers have supervision duties after school and share supervision duties during lunch/recess on a rotating basis.
Support for teacher development is provided by administration and teacher leaders. Continued employment is contingent on
adequate growth in student achievement and instructional pedagogy as well as professionalism and implementation of the
innovation plan and educational plan.
B.
Describe any innovations in the school’s compensation system under innovation status and how these changes
will lead to increased student achievement.
1.
Describe any incentive or reward programs and how they align with the vision and mission of the school.
McGlone adheres to the DPS salary schedule, but innovation status allows the school to compensate teachers with a stipend for the
extended school day and extended school year as well as other duties and responsibilities identified by the instructional leadership
team, as budget allows. Non-teaching staff is also compensated for any additional hours in accordance with Fair Labor Laws.
Additional sources will be sought to provide incentives and rewards. One potential source of revenue for stipends could be through
strategic management of the guest teacher budget. As additional monies become available, the Instructional Leadership Team will
identify criteria for incentives and monetary amounts.
Within an environment of shared leadership, teachers and staff are offered leadership responsibilities which may extend their
school day or year and compensation will be provided, as budget allows. McGlone will use the district incentives such as TIF to
incent master teachers to take on leadership roles.
C.
Describe any innovations in the school’s professional development plan under innovation status and how
these changes will lead to increased student achievement.
1.
Explain career growth and development opportunities for staff to maximize the contribution and retention
of highly effective employees.
McGlone uses the District LEAP framework on teacher effectiveness to identify strengths and needs of each teacher, teams of
teachers and the building as a whole. Additionally, McGlone will identify Instructional Key Constructs. During year one, the entire
staff develops foundational understandings around these key constructs to include: Teaching/Learning Cycle, Lesson Planning,
Reading Process, Writing Process, Mathematical Thinking, Integration of Technology, Integrated Units of Study, Strategies for
Teaching Second Language Learners, and McGlone’s Core Values.
The Instructional Leadership Team identifies school-wide focus areas for learning. These school-wide focus areas are the content of
weekly mandatory professional development for the entire teaching staff. Each teacher works collaboratively with administration to
identify at least one additional personal focus area for growth. Teachers are provided feedback and held accountable for
implementation of next steps on these focus areas as well as instructional practices as a whole. Improvements in instruction are
“celebrated”, acknowledged and shared so that we can all feel effectual as well as share expertise.
McGlone has clear performance criteria and professional development for first-year teachers who are new to the profession. First
year teachers are expected to attend district-provided induction classes. In addition, they are required to attend a Foundations of
Teaching class at McGlone to build content knowledge and pedagogy. Experienced teachers may be asked or required to attend
certain classes based on individual professional development identified needs and goals.
Teachers are observed in the classroom and coached one-on-one by both administration and teacher leaders, as staffing allows.
Teachers set specific goals aligned with the District’s teacher effectiveness framework (LEAP) as well as implementation of next
steps identified in school-wide professional development and effective implementation of McGlone’s Instructional Key Constructs.
The school will purchase professional resources/books to assist teachers in developing their understandings and optional book
studies may be organized for credit towards teacher relicensure. Teachers are also encouraged to attend professional
development conferences as funding allows.
Teacher leadership is cultivated by providing both opportunities to build capacity as well as opportunities to lead. Different
possibilities of teacher leadership could include: mentoring new teachers, membership on the Instructional Leadership Team,
facilitating data teams, facilitating professional development for the staff, representing the school on District committees,
membership on interview teams, nomination to the Ritchie Program or other DPS programs, promotion to a Teacher Leader
position, etc.
2.
Describe how the school’s culture and leadership team will support the professional growth of all teachers.
Together, the McGlone staff will build a culture of shared ownership and shared accountability for results. We will “get to know
each other”, build rapport, trust, and strong relationships through the work. In this way, the entire staff has the opportunity to
have a feeling of ownership as they collectively guide the implementation of the innovation plan. Our school staff will recognize
that we are part of something bigger than ourselves, bigger than our classroom and even bigger than our school. It is the work of
transforming an entire community and school feeder pattern so that the entire neighborhood shares in the success that is only
begun at the elementary level.
Critical understandings regarding McGlone’s School Culture are included in the “Teacher Understandings and Expectations
Working Agreement”:
McGlone Elementary is a professional learning community…taking full responsibility for the school’s work, its outcome
and daily practices
All standards-based core academic subjects are collaboratively planned and implemented by teams
Teachers are expected to collaboratively plan and implement integrated units of study that allow students to make authentic
connections across subject areas
Teachers collaboratively create, administer, and score common assessments to assess student progress towards
rigorous goals
Teachers teach and authentically integrate McGlone’s Core Values and social skills
Teachers are expected to be prepared for and actively participate in their own learning
Teachers are expected to make connections and build strong relationships with
parents
Teacher understand that student achievement data results will be transparent and will serve as a learning tool for selfreflection, celebration ,collegial dialogue, course correction, and accountability to our stakeholders
Engaging in the above mentioned behaviors supports each teacher’s professional growth. By taking shared ownership of
McGlone’s student achievement, learning and collaborating together, using data to inform instruction, reflecting on our progress,
and making connections with all stakeholders; our teachers will continue to learn about their craft, their students, and their work.
Each teacher is responsible for analyzing student achievement results, setting goals, planning differentiated instruction and
monitoring progress at the student and classroom level.
Each grade level data team is responsible for analyzing student achievement results, setting goals, planning for differentiated
student and teacher learning and monitoring progress for all students at the grade level.
The Instructional Leadership Team is responsible for analyzing student achievement results, setting goals, monitoring progress,
identifying student and teacher needs, and facilitating professional development at the school level. This includes identifying
trends (both strengths and needs) and developing plans to address concerns. This group monitors implementation of agreed upon
“next steps” and provides feedback to teachers regarding overall growth towards goals. This group makes instructional decisions
and monitors the implementation of all aspects of the innovation plan that pertain to instruction and curriculum. Members of the
Instructional Leadership Team create avenues for classroom teachers to provide input into important decisions and will be key
communicators and role models of the vision and mission within grade level teams, professional development sessions, at schoolbased community meetings, and in meetings outside of our school.
In order to align with State and District identified teacher effectiveness standards, McGlone uses components of the DPS LEAP
evaluation framework, including student achievement indicators, the observation framework, student perception data, and
professional standards. The principal, and appropriately licensed principal designees, retain autonomy to make the final
determination of teacher effectiveness as it relates to yearly evaluations. In alignment with at-will employment, the final
decision regarding continued employment rests solely with the principal. The principal uses input from a variety of sources,
including parents, other teachers and administration when making final recommendations for continued employment at
McGlone.
3.
Describe the schools plan to cultivate future leadership capacity
McGlone staff has the opportunity to be involved in leadership roles in a variety of ways. Teaching staff is on the Instructional
Leadership Team (ILT), lead and participate as members of data teams, serve on or lead school and district committees, and
facilitate professional development. In addition, staff provides mentoring to new teachers, coach less experienced teachers, and
engage in participatory decision making as part of committees.
McGlone provides opportunities to learn/improve facilitation skills, develop outstanding data analysis skills, deepen instructional
understandings, develop strong communication skills and strengthen collaboration and decision making skills. The progression and
rubric for leadership development is included as part of the succession plan since it is based on cultivating future leadership
capacity. Some of the key skills and attributes include:
Ability to communicate, support and create ownership for the school’s mission and goals.
Ability to plan, set goals and support improved programs, technologies and processes to guide school improvement.
Ability to demonstrate knowledge about curriculum, instruction and assessment and design and implement differentiated
instruction that is focused on achievement for all learners.
Ability to create, develop, model and sustain a professional working and learning environment that builds collaboration and
high expectations for student success.
Ability to facilitate high quality professional development and coaching to teachers at different stages of development
4.
Explain how the school will demonstrate a spirit of collaboration so as to share innovative practices across
the entire district.
McGlone will supplement current reading curriculum with IRLA: Independent Reading, Level Assessment Framework, published by
American Reading Company. (This reading framework is in alignment with the Common Core Standards for Reading. As a District
pilot site for these new curriculum materials, we will host District learning labs focused on the use of these student and teacher
reading materials. McGlone will also supplement literacy instruction with MONDO, and math curriculum with Singapore Math.
Because of the range of effective professional learning and leadership structures that will be in place, including the strategic use of
literacy, math, and technology teacher leaders and an administrative intern, McGlone can also be a site for principal leadership
development as part of the Ritchie Program or other DPS programs. Ideally, the innovation schools in the far northeast (once they
are approved and implemented) will collaborate to identify important leadership skills, best uses of student achievement data,
knowledge and attitudes that are essential attributes to drive significant gains in student achievement within high needs schools.
These structures will allow the entire district to benefit from the innovation school process and help to build connections between
the innovation schools and programs such as the Denver Teaching Fellows, and principal leadership development (Ritchie)
programs.
D.
Describe any innovations in the school’s performance management system under innovation status and how
these changes will lead to increased student achievement.
1.
Describe policies and procedures for establishing individual employee goals.
All teachers at McGlone are expected to meet or exceed a clearly identified set of teaching standards outlined in Denver’s LEAP
framework (see Priority 2 “Measureable Outcomes”). Administration utilizes the LEAP framework as a foundation for professional
learning, assessment and evaluation of teachers. Innovation status allows the principal to set specific yearly targets for teacher
performance and identify school wide focus areas as well as individualized professional development goals. These outcomes relate
directly to the work of the unified improvement plan and are monitored on a regular basis by teaching staff, teacher leaders and
administration. Descriptive feedback to teachers is provided through structures such as 1:1 coaching, classroom walkthroughs, selfassessments based on analysis of student work, formal observations, and data teams.
2.
Describe policies and procedures for evaluating staff, providing feedback and celebrating excellence.
McGlone will use the LEAP evaluation system framework and observation tools for the school’s performance management system.
Should the school determine that it wishes to propose a teacher evaluation system different than LEAP for any reason, including if
LEAP processes and procedures infringe on the at-will employment agreement, the school will demonstrate that its plan is
appropriate and superior to LEAP, meets the requirements of SENATE BILL 10-191, and will seek approval from the District.
Each teacher is responsible for fully participating in school wide professional development units of study in pedagogy and content.
(During the 2011-2012 school year, the pedagogy unit of study focuses on best practices for instructing second language learners
and the content unit of study focuses on reading process and content.) Each year, individual teachers are additionally responsible
for completing a professional learning plan linked to the school improvement goals and the LEAP Framework. Teachers meet with
an assigned administrator and/or teacher leader to refine goals, review related LEAP rubrics and determine criteria for success. Ongoing check-ins with teacher leaders and administrators throughout the year provide feedback to teachers and an opportunity to
revise objectives as needed. Professional development, such as weekly staff meetings, 1:1 job-embedded coaching, data teams,
book studies, learning walks, professional reading, feedback from administration and outside consultants, and online tools, support
teachers in reaching their goals. Implementation of new practices will be consistently monitored against student work and
achievement results. This link is key to ensuring that the professional learning is implemented with fidelity and that teacher
assessment and evaluation is clearly connected to student achievement results.
Each year at McGlone the following actions occur:
1. Teachers collaboratively review assessment data and set achievement goals for their incoming students.
2. Teachers complete a self-assessment on current knowledge and skills related to best practices toward the school goals as
well as individual goals in alignment with the LEAP framework.
3. Teachers work with administration and/or assigned teacher leaders to set measurable outcomes for improved
practice leading to improved achievement for students.
4. Teacher leaders and administrators maintain copies of teacher goals and use this information to provide descriptive
feedback to teachers related to the goals.
5. Checks throughout the year and self-assessments provide opportunity for teachers to refine or revise objectives.
6. Administration and teacher leaders provide formative feedback to teachers around implementation of school wide
and individual goals.
7. Data teams and administration continually monitor disaggregated gains in student achievement in order to track
individual student growth, monitor achievement gaps, and formatively assess individual teacher and grade level team
success.
8. End of year evaluations provide summative feedback to teachers which is then used to set goals for the following year.
9. New practices are documented and celebrated by all staff.
McGlone administrators use the DPS LEAP content for evaluating staff. Classroom observations are both announced and
unannounced and feedback is provided during follow-up conferences and in writing. Additional data is collected and feedback
provided during ongoing informal classroom observations, data team observations, team planning observations, professional
development meeting observations, parent conference observations, etc. The teacher evaluation body of evidence also includes
student perception data, professionalism standards, and student outcomes. A final summative evaluation measure is determined
by the principal or principal designee (i.e. assistant principal). The evaluation schedule includes, at a minimum, two “formal”
administrator observations with written feedback and if assigned by the district, two “formal” peer observations with feedback. In
addition to administrators, teacher leaders that have been identified to evaluate and who pass the district LEAP certifications may
provide additional LEAP evaluations as a support for teachers continuous growth and development.
Teachers share successes and challenges at weekly team meetings, staff meetings and with their individual coaches. Public
celebration and recognition of strengths and accomplishments provide teachers with information about where they may want to
observe best practices across a variety of topic and content areas outlined in LEAP and included on our Statewide CSAP
assessment.
Specific performance measures for the first three years of teaching and beyond at McGlone align with the LEAP Framework as
follows:
 YEAR 1 Teachers at McGlone will strive to earn an “effective” (5) rating on the following DPS LEAP Framework for Effective
Teaching indicators:
Domain
Expectation
Indicator
Learning Environment
Positive Classroom Culture and Climate
LE 1 respect for students’
communities and cultures
Learning Environment
Positive Classroom Culture and Climate
LE 2
respectful learning
Environment
Learning Environment
Positive Classroom Culture and Climate
LE 3
motivates students to learn
Learning Environment
Effective Classroom Management
LE 4
clear expectations for
student behavior
Learning Environment
Effective Classroom Management
LE 5
resources and space
Learning Environment
Effective Classroom Management
LE 6
student groups, transitions,
and resources
Instruction
Standards-Based Goals
I1
standards-based learning
objectives/larger rationale
Instruction
High-Impact Instructional Moves
I5
checks for understanding
Instruction
High-Impact Instructional Moves
I6
technology and digital
resources
Instruction
Academic Language Development
I9
content is accessible for
ELLs
Instruction
Academic Language Development
I 10
academic language
Instruction
21st Century Skills
I 12
communication &
collaboration
 YEAR 2 Teachers at McGlone will strive to earn an “effective” (5) rating on the DPS LEAP Framework for Effective Teaching
“Year 1” indicators listed above, plus the following:
Domain
Instruction
Expectation
Standards-Based Goals
Instruction
Instruction
Instruction
High-Impact Instructional Moves
High-Impact Instructional Moves
Differentiation
Indicator
I2
descriptive feedback
I3
rigorous tasks
I4
questioning
I7
planning for/addressing all
students’ needs
 YEAR 3 teachers at McGlone will strive to earn an “effective” (5) rating on the DPS LEAP Framework for Effective Teaching
“Year 1” and “Year 2” indicators listed above, plus the following:
Domain
Instruction
Expectation
Masterful Content Knowledge
Indicator
I8
deep knowledge of content
Instruction
21st Century Skills
I 11
creativity/innovation,
critical thinking, problem
solving
 Teachers with 4 more years of teaching experience at McGlone will strive to earn a 5 or higher (“effective”) on the DPS LEAP
Framework for Effective Teaching on all indicators.
By narrowing the focus for teachers and ensuring that professional development is focused on building teachers’ skills toward
specific and measurable results, we build steady momentum for professional growth of all staff. This plan allows us to differentiate
for a range of experience and skill, but still keeps us focused on work toward the school achievement goals. In addition, by
identifying specific outcomes for the first three years of teacher performance, McGlone staff builds a solid foundation of
instructional practices and a strong culture of high expectations that will be a model for new teaching staff in the years to come.
Teachers who choose to work at McGlone have a strong understanding of the work required and recognize the value of professional
learning and growth. This comes from the clear focus on measurable objectives, the identification of teaching skills related to
student achievement, and the documentation and celebration of growth and success.
3.
Describe who is involved in the evaluation process, how feedback will be provided, and how often.
McGlone will use the LEAP evaluation system framework and observation tools for the school’s performance management system.
Should the school determine that it wishes to propose a teacher evaluation system different than LEAP for any reason, including if
LEAP processes and procedures infringe on the at-will employment agreement, the school will demonstrate that its plan is
appropriate and superior to LEAP, meets the requirements of SENATE BILL 10-191, and will seek approval from the District.
Evaluation includes input from students (perception data), potential input from parents, grade level teams, colleagues and
administration. Administration is responsible for the final evaluation and uses all input gathered, including LEAP peer observers (if
assigned). The number and frequency of formal observations meets or exceeds the District standard under the LEAP framework.
Informal observations and feedback occurs throughout the year by both administration and teacher leaders. Feedback on formal
observations aligns with the LEAP evaluation framework. Additional feedback throughout the year takes a variety of forms
including: instructional dialogues, informal conversations, emails, notes, and other written feedback. In addition to administrators,
teacher leaders that have been identified to evaluate and who pass the district LEAP certifications may provide additional LEAP
evaluations as a support for teachers continuous growth and development.
4.
Explain how the school will handle unsatisfactory leadership and teacher performance.
a.
Describe employee remediation policies and procedures.
Teachers are provided with differentiated professional development that is targeted and focused for each person. Coaching,
feedback from administration and other recommended supports help teachers grow and improve against specific goals. It is
ultimately the teacher’s responsibility to show growth with the supports provided. Continued employment is contingent upon
adequate growth in student achievement and instructional pedagogy as well as professionalism and implementation of the
innovation plan.
McGlone will follow the District’s Basic Fairness and Due Process Guidelines in issuing corrective action.
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 Assistant Principal’s supervision within the designated
period of time. The plan of improvement may list the areas for improvement that the teacher will be required to improve on to the
satisfaction of the Principal and/or Assistant Principal. Resources and supports may be made available to the teacher in an effort to
assist the teacher in correcting the performance concerns by the Principal and/or Assistant principal.
The teacher may be provided written feedback of all observation and status meetings conducted during the plan of improvement
timeframe. 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. As stated in this plan and elsewhere, teachers at Mcglone are at will
employees and can be terminated for any lawful reason, with or without an improvement plan.
Any teacher who works at McGlone who intends to resign must give notice to the school of his/her intention to resign at least 2 weeks
prior to the last day the teacher intends to work.
Procedures for Dismissal of Teachers
All employees at McGlone are at-will employees. Whenever a teacher is dismissed during the school year, that teacher will be
afforded the process outlined in DPS Policy GDQD/r for classified employees. However, GDQD/r does not apply to the school leader’s
decision at the end of a school year regarding which teachers will return to the school for the following school year.
Procedures for Disputes
The principal, faculty and staff at McGlone are committed to adopting a collaborate process to solving problems in good faith and at
the lowest possible level. If faculty or staff members believe that the terms of the Innovation Plan have been violated or they have a
dispute that they want resolved, they are expected to raise the matter with the Principal.
If the dispute is not resolved to the satisfaction of the faculty or staff member an appeal may be made following DPS Board of
Education Policy GBK – Staff Concerns/Complaints/Grievances.
If a complaint is received about a teacher or a teacher has committed an act that warrants corrective action, the Principal will
determine the appropriate action. McGlone retains the right to dismiss employs for unsatisfactory performance and/or for any
lawful reason at any time. Dismissal decisions will be in accordance with the school’s at-will employment policy.
If a claim or dispute involves the principal, the faculty or staff member should raise the matter with the Principal’s immediate
supervisor. The decision of the supervisor shall be final.
Administrators are evaluated using the District principal evaluation system. Additionally, the principal and assistant principal utilize
a 360 degree feedback tool once a year to solicit feedback from supervisors, peers, direct reports, and others, including parent
members of the McGlone School Advisory Board.
5.
Describe how the performance management system will be used to drive improvements in teacher
effectiveness and student achievement.
A Culture of Learning
Although thoughtful formal evaluation processes such as LEAP drive improvements in teacher effectiveness and student
achievement, the informal daily observations, interactions, written feedback, and instructional conversations that take place every
day between teachers and between teachers and administrators also have a major impact on teacher effectiveness and increase
student achievement. When there is a well-developed culture of learning, teachers are engaged in self-reflection and learning every
day, not just during formal evaluation interactions. McGlone’s goal is to develop a true culture of learning across our entire teaching
staff. The administration makes a summative judgment regarding teacher effectiveness as they make yearly employment decisions.
Struggling Teachers
When a teacher is struggling, clear targets are provided and goals set that are monitored on a regular basis with feedback from
administration and other instructional leaders. When expectations and progress are not being met, teachers are provided feedback
and clearly notified of next steps, goals, and expectations.
E.
Describe any innovations to the school’s leadership structure as a result of innovation status and how these changes
will lead to increased student achievement.
The school’s administrative leadership team includes the principal, assistant principal, ECE/Kinder assistant principal, administrative
intern, as well as teacher leaders and the math fellow coordinator. This expanded “shared leadership” approach allows for more
individualized feedback to teachers as well as a broader depth of knowledge and capacity at the administrative level. Teacher leaders
have “demonstration classrooms” where teams of teachers can observe best practice. Each teacher leader has release time from
teaching so that they can coach teachers and facilitates data teams and PD the rest of their time
F. Describe the qualifications and capacity of school leadership (i.e., skills, experience, and available time) to identify and respond to
the needs of the school and to ensure the innovation plan is successfully implemented.
Instructional Leadership Team
The Instructional Leadership Team meets afterschool for approximately one hour a week so that all members may fully participate.
Diversity of membership will be sought to include “experts” across content areas, grade levels, and areas of specialty. First year
teachers are not able to participate on Leadership Team during their first year so that they can fully focus on development of their
own practice. Membership will be limited to 12-14 individuals so we can keep the size manageable for decision-making purposes.
The goals and responsibilities for Leadership Team include monitoring the innovation plan, writing and implementing the UIP,
analyzing student achievement at the school level, and making decisions about and facilitating professional development. Members
facilitate two-way communication with the entire teaching staff to ensure input and participation in decisions. The Instructional
Leadership Team will also make decisions around instruction, supplementary instructional materials, and the data team process.
The instructional leadership team makes decisions through consensus, but if consensus cannot be reached, the principal will make
the final decision.
F.
Provide a detailed leadership succession plan which engages the school’s parents and teachers to ensure consistency
and stability in implementing the mission and vision of the innovation plan.
It is critical that the successful implementation and sustainability of McGlone’s vision and mission does not hinge on the current
leader. Within the human capital staffing strategy and philosophy of McGlone is the intent and expectation to develop leadership
skills and capacity for all staff. Therefore, succession planning at McGlone begins with the training of pre-service teachers (Fellows
and student teachers) and follows a progression that when fully implemented cultivates potential candidates for the McGlone
principalship, other DPS principalships and/or District department leadership positions. Although each individual starts his/her
journey at a different stage of expertise, there are structured opportunities for the McGlone teaching staff to progress through the
following stages of development:
•
•
•
•
Pre-service teachers (student teachers)
Teacher (including Denver Teaching Fellows and other alternative licensure route teachers)
Teacher Leadership Opportunities (i.e. mentoring, facilitating professional development, facilitating data teams, chairing
committees, Instructional Leadership Team membership, School Advisory Board membership)
Teacher Leaders/Administrative Assistants
Administrative Intern (Ritchie Program/or other DPS programs)
Assistant Principal
Principal
This plan not only develops the overall ability of the school to meet the needs of our students through increasingly higher levels of
instructional expertise, but also allows teachers to continue to grow and take on higher levels of responsibility and critical positions
within the school. By providing continual professional growth opportunities for our staff, we will better be able to retain our
strongest teachers. Using this model, we will ultimately produce a steady stream of leaders for McGlone and for our District as a
whole.
In doing so, the following must be in place:
The use of the LEAP Leadership Guide as a way to identify leadership standards and measure the readiness and
effectiveness of each emerging and evolving leader
Assessment of positions and opportunities available to demonstrate leadership
Identification of talent within the school to fulfill a continuum of increasingly complex leadership positions and opportunities
A development plan for potential leaders that is monitored and reviewed to ensure job-embedded experiences
Opportunities for both school-directed and self-motivated professional learning, including: book studies, professional
reading, shadowing and observation of mentors, attendance at local and national conferences, and participation in school
and district learning opportunities
Some of the key leadership skills, knowledge and attributes that emerging leaders need to develop are:
Ability to communicate, support and create ownership for the school’s mission and goals.
Ability to plan, set goals and support improved programs, technologies and processes to guide school improvement.
Ability to demonstrate knowledge about curriculum, instruction and assessment and implement differentiated instruction for
students
Ability to create, develop, model and sustain a professional working and learning environment that builds collaboration and
high expectations for student success.
Ability to facilitate high quality, differentiated professional development and coaching to teachers at different stages of
development
These standards and processes will continue to follow the LEAP Leadership Guide as a way to identify leadership standards and
measure the readiness and effectiveness of each emerging and evolving leader, with input from the SAB so that everyone
understands what it means to be an instructional leader in DPS, as well as an effective leader at McGlone. All emerging leaders need
to understand the commitment and skills needed – especially to move into the principal position.
Principal Expectations
Principal expectations will align with the new LEAP Leadership Guide, will include input from the SAB, and will likely include:
Sense of Purpose and Organizational development: is able to clearly articulate and embody the vision and mission of
McGlone’s Innovation Plan, uses a collaborative approach, assesses needs and applies processes, leads effective planning and
implementation
Leadership behavior: empowers others, builds consensus, problem solves and makes sound judgments, stimulates creative
and productive thinking, and develops, communicates and creates support for goals and priorities, leads teams committed to
student learning, open to input, identifies potential and provides opportunities to build leadership capacity of staff
Communication skills: uses appropriate communication modes, writes and speaks clearly, demonstrates skill in giving and
receiving feedback, models the behaviors expected of others and uses active listening skills
Curriculum and instruction: demonstrates knowledge of McGlone’s educational framework and key instructional constructs,
ensures that a culturally responsive and developmentally appropriate program is offered to each child; demonstrates high
expectations for students and staff
Instructional leadership: demonstrates the ability to build the capacity of the instructional staff through facilitation of high
quality professional development, effective observational feedback, and accountability for implementation of McGlone’s
educational plan
Assessment: ensures understanding and application of data to support both student and teacher learning, supports regular
communications among staff and parents regarding student progress, ensures a variety of strategies are identified to help
students succeed, works with staff to create effective professional development
Organizational management: strategically aligns resources (people, time, money) with student and family needs, with a
focus on increasing student achievement; ensures that the physical building and learning environment is safe and conducive
to learning
Community Engagement: promotes a unified school community by respecting diversity and establishing a variety of methods
to ensure input from all stakeholders; involves families, community leaders and businesses in the development and support
of McGlone’s Innovation Plan; treats stakeholders fairly, equitably and with integrity
Common understandings about the essential attributes of an effective principal guide the identification and cultivation for the
professional growth of staff who aspire to the principalship. In addition, through the agreed-upon standards, the hiring and
selection process of future principals will be focused on ensuring the right candidate is selected – whether that is through internal
succession or from outside the school.
1.
If there is a change in leadership, describe the process the community will engage in to identify and
recommend qualified candidates.
Parents and business partners on the SAB will have yearly input on identifying and providing feedback on the knowledge, skills and
attitudes needed to become a school leader and principal at McGlone. As part of the annual 360 degree evaluation process, the
principal will have ongoing input from parents and confirmation of what success should look like.
When a principal search is commenced, the list of principal knowledge, skills, and attitudes will be reviewed and confirmed by the
SAB. An interview team will be selected by the SAB to include parents, teachers, current school administration and district
leadership (likely McGlone’s Instructional Superintendent or Director). Interview questions and look fors will be developed by the
interview team which aligns with the list of knowledge, skills, and attitudes. Finalists will be identified through an interview process
which will include a building walkthrough. Parents will be able to meet and ask questions of the finalists at a public community
event and provide input at the conclusion of the event. The interview team will forward no less than two finalists to the
Superintendent. Final recommendation for hire will be the responsibility of the Superintendent of Denver Public Schools and the
DPS Board of Education.
INNOVATION: SCHOOL GOVERNANCE & PARENT ENGAGEMENT
X.
Describe proposed changes to the school’s governance structure and parent engagement strategy. How will these changes
produce gains in academic achievement?
A.
Describe your plan to ensure a robust and participatory governance structure that will provide accountability and
support to the school.
McGlone School Advisory Board (SAB) is a representative body of approximately 12-14 members. It includes the principal, one to
two other school administrators, three teachers, two non-teaching staff, four to five parent/guardians, and one to two
community/business partner(s). Teachers, non-teaching staff, and parents are elected to the SAB each year by a vote of their
respective constituencies and other administration is invited by the principal. Community/business partner(s) are selected by the
full board, although recommendations for membership may be submitted by anyone. The principal is a standing member of the
SAB.
Using a shared decision making model and guided by the school’s vision and mission, the SAB ensures that the innovation plan and
the Unified Improvement Plan are supported and implemented. At minimum, this includes review of student achievement progress
each trimester and recommendations for improvement; approval of the yearly budget and input on allocation of funds throughout
the year; and ongoing monitoring of the UIP and Innovation Plan. This governing board meets monthly. The SAB will develop its own
bylaws.
The SAB is also responsible for developing a multi-year plan that includes how to meet the stated work and how to gather input
from the greater community (including parents) and maintaining/developing partnerships.
Additional Groups and Outreach will Include:
Events open to all parents:
· Donuts with Dad, Muffins with Mom: this program is geared toward bringing in new parents to come and learn about
McGlone’s academic programming and how parents can support their students. The group will do some learning walks as
well as presentations around curriculum and instruction, and also have some time for questions and concerns. Different
teachers will join for different meetings. There will be a meeting for each group once a month.
Parent Coffees: These will be once a month meetings open to all parents so they can learn about important updates. Different
teachers will be invited to attend and there will be student performances.
Evening Events: McGlone strives to have least one evening event every month where our families can come learn more about the
academic supports they can give at home as well as have fun and build community.
ELA DAC: This is a district run group for parents of ELL students, with meetings once a month. McGlone ensures participation in this
committee by having an Assistant Principal and a staff member as point people.
Superintendent Forum: This is a district run group for ALL parents, with meetings once a month. McGlone ensures participation in
this committee by having an Assistant Principal and a staff member as point people.
B.
Describe the parent and community engagement plan that will be implemented to support the school’s mission.
Family and Community Engagement will be the primary responsibility of our Family Liaison.
Student Commitment to Learning
Students sign an agreement (See Attachment: Student Commitment to Learning) indicating their commitment to follow McGlone’s
behavior and learning expectations and to accept responsibility for their own learning. Students will be required to wear uniforms.
This underscores our culture of high expectations and that students are scholars who dress appropriately for learning. Mandatory
uniform dressing was requested and highly supported by parents. When students arrive without the proper dress, the school
provides t-shirts for them to wear for the day; students will never miss school due to absence of a proper uniform. Assistance in
obtaining uniforms to families in need will be pursued.
Parent/Guardian Compact and Engagement
Parents/guardians are partners in supporting student achievement and are asked to sign an agreement to support their child’s
educational success while at McGlone (See Attachment: Parent/Guardian Compact). Parents are provided a menu that invites three
levels of involvement. All parents are minimally asked to agree to the commitments in Level One. Level One asks parents/guardians
to agree to have their students to school on time every day in school uniform, check homework, encourage and monitor progress,
and attend three Parent/Teacher Classroom Trainings and/or attend parent/teacher conferences. Level Two includes everything in
the first level and also includes agreements to volunteer occasionally in class, attend events and parent classes, and/or help with
field trips. The third level adds agreements to provide parent leadership by volunteering at the school on a regular basis or serving
on significant leadership committees in the school (e.g., Room Parents, McGlone School Advisory Board, Parent Learning Team).
McGlone offers programs to help parents understand how they can actively be involved in their children’s learning and how they can
assume leadership roles. McGlone provides families with frequent, ongoing and easily understood communications about the work
of the school, the progress of their students, opportunities to volunteer, invitations to serve on committees, and class offerings.
Parents are asked to identify topics for parent classes. Possible topics include: getting your child ready for kindergarten, getting the
most out of parent/teacher conferences, accessing community resources, helping students with homework, and learning English.
The school ensures that parents/guardians are fully informed about school, district, and state expectations and achievements,
understand their student’s specific academic standing and are a partner in setting goals for student success. For example, this
includes helping parents/guardians know how to be fully involved in parent/teacher conferences and to develop strategies for what
they can do at home to foster academic success. To support parent involvement, McGlone will partner with the Colorado Statewide
Parent Coalition (CSPC) to offer a Parent/Teacher Classroom Training Program that is currently in place at some Denver Public
Schools. There are three Parent/Teacher Classroom Trainings offered at McGlone during the year to provide all parents with insight
into specific grade level goals in reading and math and their child’s progress towards those goals. These trainings also include
practice strategies for parents and students to use at home in support of these trimester goals. Blueprint Schools will assist the
principal to communicate clear, understandable data to parents throughout the year. A Parent Learning Team will be formed to
develop a detailed yearly parent engagement plan and to build the capacity of parents to help each other in becoming advocates in
their child’s education.
Community Outreach
Meeting the needs of all learners at McGlone requires an integrated approach that marshals the assets of the entire community,
including business partners. It is essential to develop mutual respect and effective collaboration among parents, school staff,
members of the community and business partners. During the first year of innovation, McGlone worked to establish new
partnerships, strengthen existing partnerships and seek funding for major areas of focus. Community involvement and partnerships
are keys to success, and a focus on these partnerships will continue.
The first step was to identify and invite a couple members of the community and/or business partners to serve on the SAB and
ask them to be part of a dynamic, shared decision-making team to support the vision and mission of the school. Within that charge,
we collaboratively set goals for the work of the SAB. Included in those goals is the oversight for the innovation plan and the UIP. It
was important for this group to ensure a focus on supporting student achievement through budget alignment and outreach to
parents and the greater community, and this will continue.
In order to reach out to the community, McGlone researched and formed a list of potential business partners. Outreach included key
messages about McGlone’s vision and mission and our goals for students and our families. It was important for McGlone to
develop key messages for the top three to five things we want people to know about us and then to collaboratively develop an
action plan for reaching our audiences:
Businesses (both local and national)
Churches
Civic organizations
Community groups (e.g. service clubs, homeowners associations)
Daycare providers
Existing parents
Parents new to the area
Neighborhood parents whose children don’t attend McGlone
Realtors
Government officials
Senior citizens
Local businesses
We tailored our messages to address the interests or concerns these groups might have. Connecting the information to our
Innovation Plan, UIP, and school goals helped frame our messages. Part of our action plan included listening to our constituency and
reaching out to them. This was and can be done in a variety of ways: surveys, invitations to school performances, offering
student art or student performances at other locations, providing a speakers bureau of parents and staff who can attend
community meetings and events, providing short articles that can be included in the publications of companies or organizations,
ensuring a user-friendly website, building relationships by inviting them to be mentors, speakers, readers, sending invitations to
join students at lunch, offering see- for-yourself tours of the school, maintaining a mailing list of people, groups, organizations
and businesses, making the school building friendly and inviting and insisting on exemplary customer service to visitors.
In addition, by identifying and integrating community services and resources, we can maximize our current connections and
resources and engage the broader McGlone community around our shared mission. Parents and community members
participated in the initial development of this innovation plan as well as the revisions and this input has guided our thinking on
what involvement and commitment should look like. Through ongoing assessment and continued engagement, McGlone can
develop the synergy that is required to transform McGlone into a high-performing, high-achieving school.
McGlone will continue to emphasize the importance of community outreach.
C.
Describe how innovation status will be used to leverage parental involvement.
Parents will saw a new energy and dedication to high expectations for student achievement with the innovation plan. Mandatory
uniforms, signing parent and student agreements, parent/teacher classroom trainings, establishing Parent Learning Teams, requiring
a longer school year and a longer school day, the visibility of new technologies for teacher and student use, displaying student
achievement data and goals, and McGlone’s Core Values on banners in the front hall immediately set the stage to help parents
realize that things have changed at McGlone. The student, parent and community engagement plan highlighted above establishes
the shared responsibility for success. The school calendar, increased time and opportunity for students to learn, and highly
motivated and engaged staff all demonstrate that innovation status can lead to increased student achievement for every child.
McGlone will continue to emphasize the importance of parental and family involvement.
D.
Describe any community partnerships needed to implement the school’s innovation plan.
Staff alone cannot accomplish our goals without the sustained support of our partners – this includes parents, community
organizations and businesses. By continuing to be open and responsive to the input and needs of our constituencies, McGlone will
accomplish great things. Connections with social service organizations, service clubs, and businesses can help us develop a safety net
for students and families. Providing genuine platforms for input and demonstrating a willingness to incorporate that input will
support the innovation plan and maintain open and consistent contact. As Margaret Mead said, “A small group of thoughtful people
could change the world. Indeed, it's the only thing that ever has.” Certainly the same can be said for changing a school.
1.
Describe any other community partnership or services you anticipate developing as a result of innovation
status.
McGlone joined the partnership established with Oakwood Homes for Far Northeast DPS Schools and expanded our current
partnership with Boys and Girls Club. McGlone entered into a partnership with Cisco Global Education to provide assistance with the
development of a strategic plan for the integration of technology as part of our 21 st Century focus. During year 1, McGlone partnered
with American Reading Company to provide materials and 10 days of professional development aligned with the new Common Core
Standards for Reading. McGlone worked throughout the first three years with Isabelle Cordova, an ESL consultant, to provide 75100 hours of professional development in best practices for working with second language learners. McGlone will also be partnering
with MONDO and will continue their partnerships with Microsoft International and Singapore Math.
Other existing partnerships at McGlone which we intend on continuing include: Summer Scholars, Head Start, Slow Foods, Teach for
America, Carmel Hill, Roots and Shoots, and Learning Landscaping. Each of these organizations/businesses provide different services
including educational programming for students, staffing support, and in-kind funding for technology, literacy, and science resources.
Seeking business support for many of our initiatives is crucial and will be pursued with companies such as Target, Walmart and/or
Sam’s Club. In addition, McGlone will be part of the Colorado Statewide Parent Coalition. A survey to determine current community
assets will help guide the development of other resources and partnerships.
E.
If applicable, attach a copy of the school’s bylaws.
Bylaws will be collaboratively development once the SAB is formed and operational.
INNOVATION: BUDGET
This will be updated/inserted upon approval and revisions.
XI.
Provide a budget and an estimate of potential cost savings and increased efficiencies as a result of innovation status.
Explain how the school’s allocation of resources, as reflected in the budget, supports the vision, mission and education
plan.
A.
Using the financial model provided, create a detailed five-year budget reflecting major revenue and expense items
and key assumptions. The budget should balance each year and reflect financial stability in three to five years (See
Attachment.)
B.
Provide a budget narrative describing the financial plan that includes an explanation of the school’s path to financial
stability.
McGlone has worked closely with the District Budget Office, Office of School Turnaround and the Office of School Reform and
Innovation to develop a comprehensive school budget for 2011-2012 and a sustainable five-year forecast that supports the school’s
vision and mission.
Like “traditional” district schools, McGlone will be allocated a per pupil funding base (SBB) and mill levy dollars. Additionally, the
school may qualify for federal Title I and II dollars, which would be used to supplement the core academic program. As a turnaround
school, supplemental funding has been provided by the District, as described below.
McGlone is focused on hiring the most qualified, diverse staff to serve the needs of its students. The actual expense of such staff will
be used to create the school’s budget (rather than district average salaries). The school estimates this will generate more than
$75,000 in “savings” in 2011-2012 that will fund various innovations in this plan. These savings have not been included in the
attached budget.
As mentioned in the innovation plan, the District is partnering with Education Laboratory at Harvard University and Blueprint Schools
Network to implement five tenets at McGlone, including extended school day, extended school year, and high dosage tutoring.
McGlone believes that in combination with other innovation strategies contained in the plan, these tenets will produce significant
gains in student achievement.
The budget for these three tenets is included in the five year budget forecast. McGlone is prepared to modify the above three
tenets to respond to future unforeseen budget restrictions. For example, the tutoring program may reduce the number of students
it serves or the tutoring ratio may increase. Although McGlone is prepared to adjust the breadth of our plan if necessary, we fully
expect to be able to implement the foundational educational and professional development plan as described in this application.
Additional programs or stipends will only be provided as resources become available. The success of the innovation plan as written
is not contingent on sources not yet identified.
1.
Provide an overview of how the allocation of resources, as reflected in the financial plan, supports the vision,
mission and education plan of the school.
The principal has final budget decision-making authority; however, the SAB reviews the budget and ensures direct alignment with
the vision and mission of the school. McGlone’s human capital management strategy (including professional development),
educational plan, and strategic allocation of time, are the key factors that drive financial decisions.
In order to accelerate the learning of both our students and teachers, monies have been first allocated to staffing the building so as
to create differentiated support to students and individualized professional development support to teachers. Secondly, monies
have been allocated to provide high quality resources to support the 21 st century educational program, including technology
enhancements and supplemental literacy curriculum materials (6-Traits writing materials and American Reading Company IRLA
Framework which aligns with the Common Core Standards for Reading).
2.
Explain major revenue sources, including any funds originated from private sources.
a.
If revenue is generated from private sources, disclose contributor names, amounts of the
contributions, duration of the contributions, and funding commitments already secured by the school.
Like “traditional” district schools, McGlone will be allocated a per pupil funding base (SBB) and mill levy dollars. Additionally, the
school may qualify for federal Title I and II dollars, which would be used to supplement the core academic program. Supplemental
start-up funding has also been provided by the District.
Although other funding sources such as grants will be aggressively sought, the operating budget is based primarily on SBB and mill
levy dollars.
We are currently pursuing a Cisco partnership for technology funding, a Teach for America partnership to access matching funds for
technology, and a Walton Grant for technology and curriculum. We have accessed District funding for a curriculum pilot of
American Reading Company’s IRLA Framework and will pursue future DPS Bond monies for facilities and/or technology
enhancements.
We have secured a three year partnership with Carmel Hill to access matching funds for technology and literacy resources totaling
approximately $30,000 for technology and $68,000 for books over three years.
3.
Highlight additional operating costs resulting from the unique attributes of the innovation proposal.
a.
Explain specific resources, material, equipment, staff, programs and policies that create additional
operating costs (e.g., longer school year and school day).
The innovation proposal is, in part, about how time and staff is organized to support student achievement. Monies to hire five math
tutors, a tutor coordinator, and stipends for teachers and staff to work the extended school year and school day is budgeted in the
five year forecast.
b.
Highlight one-time implementation costs that will be incurred during the planning year and/or year
one of operating with innovation status.
One time start-up funds have been provided by the District to cover implementation/turnaround costs.
These monies have or will fund the following:
Technology (clicker systems for student interactive classroom use, laptops for teachers…)
Facilities enhancements (bulletin boards throughout the hallways, paint in classrooms, signage, Core Values banners, furniture
for common spaces, …)
Professional development (outside consultant fees, professional books, staff retreat)
Salaries (partial principal and office manager salary April – July)
New literacy curriculum materials.
c.
Explain how the school will fund such additional operating costs.
As outlined above, the school will generate savings from budgeting on actuals, continue to seek “in kind” donations and grants, and
request future District bond dollars to fund technology enhancements. Additionally, as noted, McGlone is prepared to modify the
three tenets (extended day, extended time, high-dosage tutoring) to respond to unforeseen budget restrictions.
Although McGlone is prepared to adjust the breadth of our plan if necessary, we fully expect to implement the foundational
educational and professional development plan as described in this application. Additional programs or stipends will only be
provided as resources become available. The success of the innovation plan as written is not contingent on sources not yet
identified.
4.
Highlight cost savings or increased efficiencies due to the unique attributes of your innovation proposal (e.g.
analysis of budgeting using average vs. actual salaries or estimates of centrally budgeted services for which the
school intends to access funding directly).
McGlone intends to budget on actual salaries. The projected “savings” for the 2011-2012 school at least $75,000, which has not
been included in the attached forecast. Cost savings from budgeting on actual salaries will vary year-to-year based on staff
composition. During year one the school does not anticipate cost savings by opting out of centrally budgeted District services;
however, the school may choose to opt out of certain services in future years, which may generate cost savings; these potential
savings have not been included in the budget.
C.
Explain the policies and processes that will be implemented to ensure that sound financial management practices are
implemented and that the financial plan is executed with fidelity.
1.
Identify the person(s) who will directly manage and oversee the school’s budget.
With increased flexibility comes increased accountability. The School’s staffing plan has been adjusted to hire an Office Manager
and a Secretary who will oversee the day-to-day budget-related work. Both staff members are experienced with the District’s
financial management practices and will receive additional training from the District Budget Office as needed in order to carefully
manage the school’s finances. This will be critically important as we anticipate the managing funds provided by the District and
private sources.
Ultimately, the principal will develop and manage the budget with input from the Instructional Leadership Team, the SAB, the Office
Manager and Secretary, and the District’s Budget Office.
INNOVATION: OTHER PROGRAMS, POLICES, OPERATIONAL DOCUMENTS
XII.
Describe any other innovations not yet explained in the application and how such innovations will lead to increased
student achievement.
A.
Describe any other programs, policies, and/or operational documents at the school that would be affected by the
proposed innovations, how these programs, policies and/or operational documents would be affected, and how the
changes will lead to increased student achievement.
NO OTHER PROGRAMS ARE AFFECTED.
WAIVERS
XIII.
Describe the waivers you are requesting from DPS policies, collective bargaining provisions and state statutes. Clearly
describe the replacement policies and practices that the school is proposing for each waiver.
1.
Please complete Appendix E.
See attached Appendix E.
ADMINISTRATIVE AND FACULTY SUPPORT
XIV.
Provide evidence of administrative and faculty support
This will be updated/inserted upon approval and revisions.
A.
Attach evidence that the majority of administrators support the innovation proposal.
On June 10, 2011, by way of a confidential vote, 100% of McGlone administration staff voted to
supports this innovation proposal.
B.
Attach evidence that more than 50% of faculty have voted to support the proposal.
On June 8 - 10, 2011, a confidential vote was conducted. A total of 32 staff members were eligible to vote of which
28 cast a ballot. One-hundred percent of the voting staff, which included teachers, administrators and other
employees, indicated their support of the innovation proposal.
C.
If seeking waivers from collective bargaining agreements, attach evidence that more than 60% of faculty have voted
to support the proposal.
On June 8 - 10, 2011, a confidential vote was conducted. A total of 23 teachers were eligible to vote. One-hundred
percent of the voting staff indicated their support of the innovation plan.
One-hundred percent of the voting teaching staff indicated their support of the innovation proposal.
D.
Attach statements of support from other staff employed at the school.
Letters of support are attached from the Innovation Plan Design Team as well as from the newly hired
administrative team.
COMMUNITY SUPPORT
XV.
Provide evidence of community support
This will be updated/inserted upon approval and revisions.
A.
Provide a letter of support showing majority of members support innovation status from the school’s
CSC.
McGlone will not have a CSC beginning in the 2011-2012 school year. Upon initial selection of new teaching staff, an
innovation plan design team was formed that included newly hired teaching staff and parents.
The Design Team fully supports the innovation plan.
B.
Provide letters of support from community based organizations.
Letters from the following community based organizations are attached:
-The Boys and Girls Club
-Foundation for Educational Excellence
-The United Church of Montbello
-The Urban League
C.
If applicable, provide other evidence of community support.
REQUIRED ATTACHMENTS
X Teacher Schedule (within plan)
X Student Schedule (within plan)
X Student Handbook (forthcoming)
X Teacher Handbook/Personnel Policies (forthcoming)
X Organizational Chart (within plan)
X Committee Descriptions (within plan)
X Five-Year Budget
X Evidence of Administrative Support (Sara and Jonta write letter)
X Evidence of Faculty Support (
NA Letter of Support from CSC (Design Team)
Additional Attachments
 2014-15 School Calendar
 2012-13 UIP
Missing items will be updated/inserted upon approval and revisions.
APPENDIX A
Request Waivers in Curricular Materials & Instructional Design
Not applicable.
APPENDIX B
Request Alternative Benchmark Assessment Program
1. Identify valid and reliable assessments your school proposes to use to assess student learning needs and progress
throughout the year. Explain how these assessments align with the school’s curriculum, performance goals and
state standards.
Participation in Short Cycle Assessment Network: Through the Short Cycle Assessment Network, McGlone will
implement targeted and aligned data driven inquiry and assessment cycles. Components will include teacher created
CCSS aligned 6 week cycle assessments, intentional reteach/reassess/review times provided in assessment calendar,
data analysis protocol meetings as a school, team, and individual.
• 6 Scan Assessments created for Math and Literacy
• Assessments created, edited, revised, administered and analyzed by teaching staff and admin team
• Data shared with Blueprint visit team as well as network & district supervisors
• Implementation of consistent data teams and analysis:
• 8 Green Days allocated for data inquiry cycle
• 6 reteach weeks (or reteach parts of lesson structure) built into scope and sequence – finalized year-long versions
to be created for 14-15 to be given out and followed from the start of 14-15
• Weekly data team using a uniform data protocol to inform instruction
• Assessments analyzed will include district interims, SMI, MiF
2. Explain how the school will measure and evaluate academic progress of individual students, student cohorts, and
the school as a whole throughout the school year and at the end of each academic year.
See above re: the data days and data teams.
3. Explain how and how frequently the school will collect and analyze diagnostic, formative, predictive, and summative
student academic achievement data, use the data to refine and improve instruction, and report the data to the
school community.
See above re: the data days and data teams, to be completed every six weeks. The attached calendar also follows
the six week cycle.
4. Identify the person(s), position(s), and/or entities that will be responsible and involved in the collection and analysis
of assessment data.
Sara Gips, Principal; Teaching staff; Scan Teacher Leaders; Jonta Morris, Assistant Principal
APPENDIX C
Request Alternative Graduation & Promotion Standards
Not applicable.
APPENDIX D
School Performance Framework Goal Setting Worksheet
DPS School Performance Framework Indicators
Innovation School Annual Achievement Goals and
Measures
Academic Performance & Success
Student Growth Over Time Toward State Standards,
Growth on the School Performance Framework (SPF) will
including the following measures:
result in the following overall school performance
:Current State
Red
CSAP and other assessments chosen, including
End of Year 1
Yellow (low)
assessments in compliance with the Colorado
End
of
Year
2
Yellow
(mid)
Basic Literacy Act
End of Year 3
Green
Achievement results will be assessed and goals reevaluated on an annual basis. In order to achieve the
above SPF measures, more specific annual goals may
include the following:
Median Growth Percentiles are 50-65% or
higher in reading, writing and math on an
annual basis as measured by CSAP.
Catch Up Growth will meet or exceed the State
average in reading, writing, and math as
measured by CSAP.
Student Achievement Level/Status, including the
following measures:
CSAP and other assessments chosen, including
assessments in compliance with the Colorado
Basic Literacy Act
Keep up Growth will meet or exceed the State
average in reading, writing, and math as
Achievement results will be assessed and goals reevaluated on an annual basis. In order to achieve the
above SPF measures, more specific annual goals may
include the following:
Colorado English Language Assessment
AMAO1 CELA d t
ill b 60%
hi h
annually.
(CELA)
Adequate Yearly Progress (AYP)
Achievement gaps (FRL, ELL, Special Education,
and ethnic subgroups)
Post-Secondary Readiness (for high schools), including
the following measures:
Colorado ACT scores
Graduation rate
College acceptance rate
Student Engagement, including the following measures:
Attendance rate
Student satisfaction
Students scoring above proficient on CELA is 5%
or more each year
N/A
The number of students reading at or above
proficient in each grade Kindergarten through
2nd will increase by 10% per academic year as
measured by DRA 2
Results will be assessed and goals re-evaluated on an
annual basis. In order to achieve the above SPF
measures, more specific annual goals may include the
following:
Student attendance meets or exceeds 95% on an
annual basis.
100% of students sign a commitment to learning
contract each year
Once new student perception assessment is
developed and implemented by the district,
baseline data will be collected to set future
goals.
School-Specific Educational Objectives
(must be based on valid, reliable measures)
Organizational & Financial Viability
School Demand, including the following measures:
Enrollment rate
Re-enrollment rate
Continuous enrollment rate
Results will be assessed and goals re-evaluated on an
annual basis. In order to achieve the above SPF
measures, more specific annual goals may include the
following:
Enrollment rate will be 100% of building capacity
or higher
Re-enrollment rate will increase by 5% per year.
Financial
Fundraising goals
Reserves
Other
Leadership & Governance Quality
Results will be assessed and goals re-evaluated on an
annual basis. In order to achieve the above SPF
measures, more specific annual goals may include the
following:
Teacher retention will be 80% or higher annually
Parent & Community Engagement, including the
following measures:
Parent satisfaction
Parent response rate on DPS Parent Satisfaction
Survey
Results will be assessed and goals re-evaluated on an
annual basis. In order to achieve the above SPF
measures, more specific annual goals may include the
following:
Learning Nights meets or exceeds 75%.
100% of parents sign a commitment to “Level I”
involvement on Parent Compact each year.
Positive response rate on Parent Survey is
80% or higher
Parent response rate on the annual survey is
50% or higher annually
School-Specific Organizational Objectives
Appendix E
Waiver Request Template
District Policy Waivers
Policy Waived
School Proposal
Policy
BDFH: Collaborative School Committees
Area of Impact
School Governance
There shall be at each school a collaborative school committee with representation from parents, community,
faculty, administrators and classified staff.
Purposes and Scope:
- to enhance student achievement and school climate by engaging the school community in collaborative
efforts supporting the school and District's goals.
- to provide strategic direction in support of the school's mission and vision as stated in the School
Improvement Plan (SIP). The SIP, with the school's program design, should serve as the strategic plan for the
school.
- to be in compliance with state and federal law, regulations of the Colorado Department of Education,
applicable U.S. District Court orders, the District Affirmative Action plan, the DPS/DCTA Agreement, other
contracts and District mandates.
The collaborative school committee will:
- work collaboratively with the school community that includes the building principal, teachers, staff, students,
parents, civic and business leaders, service and neighborhood representatives, and other community
members;
- focus on the SIP as its primary responsibility at the school;
- use Multiple Measures and align resources to support the SIP and the school's program design;
- provide guidance, evaluation and approval for the SIP;
- provide guidance, evaluation, and approval for the annual school budget to insure its alignment with the SIP
and the school's program design;
- act as the School Improvement and Accountability Council (SIAC) for the building;
- establish relationships with parents, community members, civic, service and neighborhood organizations to
increase involvement in the school and provide a forum for community input;
- provide guidance, evaluation, and approval for the use of the staffing allocations provided by the District as it
relates to the SIP, school budget, and school program design, including consultation regarding adjustments
that may be made due to pupil-count issues;
- participate in the principal-selection process by interviewing candidates and recommending candidates to the
superintendent;
- participate in the principal's annual evaluation by giving input on the principal's involvement in and support of
the collaborative committee process;
- review, and when appropriate, approve discipline and safety procedures;
School’s Proposed
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Policy
- review, and when appropriate, revise the school calendar and/or schedule;
- make recommendations regarding any changes to the school design to the District Board of Education
through the building principal.
The collaborative school committee will not:
- participate in the day-to-day operations of the school;
- be involved in issues relating to individuals (staff, students, or parents) within the school;
- be involved in personnel issues.
The CSC will be replaced with the McGlone Elementary School Advisory Board (SAB). The SAB will comply with
State Law on School Accountability Committees. The membership of the SAB will include 9 voting members
determined through the following process.
Positions assigned by the principal:
• 1 Principal
• 1 Assistant Principal or Dean/Student Advsior
• 1 Community Liaison
Positions elected by majority vote (serving 1 year terms):
• 2 Teachers
• 3 Parents
• 1 Support Staff Member
The SAB 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 the following areas (as outlined in
BDFH):
- focus on the UIP as its primary responsibility at the school;
- use Multiple Measures and align resources to support the UIP and the school's program
design;
- provide guidance, evaluation and approval for the UIP;
- provide guidance, evaluation, and approval for the annual school budget to insure its
alignment with the SIP and the school's program design;
- act as the School Improvement and Accountability Council (SIAC) for the building;
- establish relationships with parents, community members, civic, service and neighborhood
organizations to increase involvement in the school and provide a forum for community input;
provide guidance, evaluation, and approval for the use of the staffing allocations provided by
the District as it relates to the UIP, school budget, and school program design, including
consultation regarding adjustments that may be made due to pupil-count issues;
- participate in the principal-selection process by interviewing candidates and recommending
candidates to the superintendent;
- participate in the principal's annual evaluation by giving input on the principal's involvement in
and support of the collaborative committee process;
School
proposal
Policy
review, and when appropriate, approve discipline and safety procedures;
review, and when appropriate, revise the school calendar and/or schedule;
make recommendations regarding any changes to the school design to the District Board of
Education through the building principal.
CFBA: Evaluation of Evaluators
Human Resource Management: Teacher Evaluation
All persons who evaluate professional staff members shall possess an administrative certificate issued by the
Colorado Department of Education and shall have received education and training in evaluation skills approved
by the department. Issuance or renewal of an administrative certificate requires that the applicant has
received such approved education and training in evaluation skills.
Evaluation instruments for all professional staff administrators shall include a section dealing with their
evaluation skills. The Superintendent or his/her designee shall review all evaluations done by professional staff
administrators and when necessary shall discuss with them procedure and form.
The principal has the authority to identify, prepare, and designate school administrators to conduct staff
evaluations. Administrators who evaluate professional staff members may or may not possess an
administrative certificate issued by CDE. All evaluators will receive CDE approved training in evaluation skills by
the school’s principal. The school’s evaluation system will meet the standards of Colorado Senate Bill 10-191.
School’s Proposed
Replacement
Policy
Evaluation instruments for all non-licensed administrators 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 shall discuss with them procedure and form.
The school’s principal shall receive an annual evaluation by the Superintendent or his/her designee.
School Proposal
Policy
DF & DF-R: Revenue from Non Tax
Budget
Sources
It is the policy of Denver Public Schools to aggressively seek to enhance revenue from non-tax sources through
negotiated sponsorship agreements between the school district and commercial entities. While the district
benefits financially from such a relationship, commercial entities in return may receive certain mutually
beneficial considerations.
In a sponsorship agreement, a company pays a premium or provides some economic benefit to the district in
exchange for recognition. In a preferred provider contract, a company pays a premium or provides economic
benefit in exchange for the right to be the sole provider, at the most competitive prices, for goods or services
purchased by the district. Sales of goods and services to the district and contributions or donations made to
the district that do not include additional, negotiated conditions are not covered by this policy and are
School’s
Proposed
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Policy
governed by the purchasing and gifts and donations policies.
1. Obtain a Sponsorship Proposal form from the Community Partnership Office, complete, and submit to the
office with any appropriate materials to illustrate the type of sponsorship requested.
2. Upon submission, the Community Partnership Office will review the proposal to determine that it does not
jeopardize current or pending sponsorship agreements, and that the corporate entity is an appropriate district
affiliate.
3. The Community Partnership Office will refer the proposal to the Superintendent for review. If appropriate,
the Superintendent will present the proposal to the Board of Education for approval.
4. Following Board of Education approval, the Superintendent will direct that a "Memorandum of Agreement"
be developed between the school district and the sponsor that clearly defines the benefits to, and
responsibilities of, both parties.
5. The appropriate district staff will review and, if appropriate, execute the Agreement.
6. The school(s) will be notified of approval and provided with a copy of the Memorandum of Understanding.
The Secretary of the School District will keep the original agreement on file.
7. The school(s) will proceed with the terms of the sponsorship agreement.
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 McGlone Elementary or because it would be in conflict with existing
fund regulations (such as federal grants).
School Proposal IC/ICA: School Year/School Calendar
Policy
Calendar and Schedule
Prior to the end of the school year, the Board of Education shall determine the length of time during which
district schools shall be in session during the next school year. The number of days of planned teacher-student
instruction and of teacher-student contact shall meet or exceed the requirements of state law.
The district calendar for the next school year shall be prepared and presented to the Board for approval in the
spring of each year. The Board authorizes the administration in each school building to issue a school calendar
based on the district calendar and in accordance with the required number of days (hours) adopted by the
Board.
All calendars shall include the dates for all staff in-service programs scheduled for the coming school year. The
district shall allow public input from parents and teachers prior to scheduling the dates for staff inservice
programs.
A copy of the calendar shall be provided to all parents/guardians of students enrolled in district schools 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.
No later than 60 days before the end of the school year, the SAB will determine the following year's school
calendar and school day schedule that meets or exceeds district and state determinations of the length of time
during which schools shall be in session during the next school year. Input from parents and teachers will be
sought prior to scheduling in-service programs and other non-student contact days. This calendar and schedule
shall serve as the academic calendar and schedule for the school. All calendars shall include planned work
School’s
dates for required staff in-service programs. Any change in the calendar except for emergency closings or other
Proposed
Replacement 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
Policy
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.
Educational Program
School Proposal IGD: Curriculum Adoption
The Board of Education is required by state statutes to determine the educational programs to be carried on in
Policy
the schools of the district and to prescribe the textbooks for any course of instruction or study in such
programs.
McGlone Elementary School will carry out an educational program consistent with its approved innovation
School’s Proposed
plan and will utilize textbooks and curricular materials at a minimum as outlined in the innovation plan.
Replacement
Significant revisions will be subject to District approval.
Policy
School Proposal IIA/ IIA-R: Instructional Materials
Educational Program
The District will establish a standard for appropriate textbooks and equivalent learning materials by course and
grade level in each academic core area.
Policy
The departments of Elementary and Secondary Education will review annually each school's three-year plan in
conjunction with the School Improvement Planning process to assure that the school is in compliance with
Policy IIA, and meets or exceeds the district's standard for textbooks or their equivalent learning materials.
School’s Proposed The School will utilize textbooks and equivalent learning materials by course and grade level in each academic
core area at a minimum as outlined in its innovation plan. Textbooks and learning materials will align with the
Replacement
CCSS and CAS and will meet or exceed the district’s standards. The district will review the school’s education
Policy
plan every three years as part of the school’s innovation status review.
School Proposal IJJ/ IJJ-R: Instructional Materials
Educational Program
Instructional materials will be adopted by the Board of Education based upon their effectiveness in
implementing the instructional program for which they are intended and according to the following criteria:
1. The extent to which they are aligned with Denver Public Schools Standards for Success, district goals, and
adopted curricula;
2. The extent to which they meet a wide range of needs, interests, and student performance levels;
3. The extent to which they support teaching practices known to positively impact student learning; and
4. The extent to which they reflect diversity in such areas as ethnicity, gender, national origin and handicapping
conditions.
Spanish and English language materials shall be adopted at the same time, if practicable.
Schools shall use the current adopted instructional materials in each subject area, except as otherwise
Policy
provided by superintendent and/or designee.
Supplementary materials generally do not require adoption by the Board of Education.
All schools use adopted textbooks for the core subject areas of mathematics, social studies, science, foreign
language and language arts;
Following subject area adoption, schools purchase new textbooks for the next school year using procedures
developed by staff; and
The Board of Education grants waivers for purchase and use of non-adopted textbooks in core subject areas,
except that non-adopted textbooks may be purchased subject to approval of the Superintendent or his/her
designees, prior to the dates below.
Principals are encouraged to appoint a committee to review non-adopted textbooks and supplementary
materials used in the school prior to considering approval/denial.
Textbooks and instructional materials will be utilized at a minimum as outlined in the innovation plan, based
School’s
on alignment to the CCSS and CAS and proven results with similar populations of students. The school will
purchase and use non-adopted textbooks in core subject areas. Changes to textbooks and instructional
Proposed
Replacement materials will be proposed by teacher teams and approved by the School Leadership Team and District staff
consistent with the school’s innovation plan. The district will review the school’s education plan every three
Policy
years as part of the school’s innovation status review.
Human Resources Management: Hiring
School Proposal GCF: Professional Staff Hiring
Policy
From the list of available candidates for teaching positions in the Denver Public Schools, the superintendent
shall recommend those persons best fitted to serve…Applicants for probationary appointments shall be
required to have a bachelor's degree…Teachers in the Denver Public Schools shall hold a…teacher
certificate…Exceptions to this certification requirement may be made by the superintendent in cases of
teachers of adult vocational education and in other unusual cases.
All applicants for probationary appointments shall be interviewed by the executive director for personnel
services or his representative.
Prior to hiring any person, in accordance with state law the district shall conduct background checks.
Reappointment after resignation: Teachers reappointed to teaching positions after resignation shall be
employed on probationary appointments. A teacher who has been absent five years or less may be considered
for reappointment at the salary to which he was entitled at the time of resignation.
Reappointment of probationary teachers: Reappointment of probationary teachers shall be considered
annually at a meeting of the Board prior to June 1.
McGlone Elementary will have autonomy to recruit staff and make offers to candidates outside of the
traditional district hiring calendar.
McGlone Elementary will work with the district HR 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
School’s
locally-designed processes.
Proposed
McGlone Elementary will receive applications and consider candidates from the direct placement process;
Replacement
however, the school shall not be required to select teachers through direct placement or to alter the hiring
Policy
schedule or selection process in a way that gives preference to direct placement teachers.
The McGlone Elementary principal will consult with district HR staff and incorporate hiring best practices at the
school level where it is found to be appropriate.
Teaching positions that are responsible for supplemental or enrichment instruction will not require a teacher
certificate but all necessary teachers shall be Highly Qualified Teachers. Background checks will be
administered using the existing systems and processes for the district.
GCB: Professional Staff Contracts and
Human Resources Management: Hiring, Compensation, Job
School Proposal
Compensation
Descriptions
It is the Board's intent to review all compensation plans annually with representatives of the district's teaching
staff. Administrator's salaries shall be determined by Board action with consideration given to the assigned
responsibilities and specialized training. Salaries shall be reviewed annually at the regular Board meeting in
Policy
June, and contracts as appropriate. The school district shall adhere strictly to the employment contract
procedures established by Colorado statutes.
The school shall adhere to the employment contract procedures established by Colorado statutes except for
any statutory waivers identified by the McGlone Elementary innovation plan that are intended to protect the
autonomy of the school to: pursue recruitment, selection, and hiring outside of the district hiring calendar; hire
School’s
Proposed
employees at will; prevent the direct placement of teachers from the district; and provide additional
Replacement compensation based on school specific school roles and responsibilities. The school has the authority to issue
its own employment offer letters, using a template approved by District staff, to newly hired teachers.
Policy
McGlone elementary will offer annual contracts to all employees. The district HR office will work with
McGlone Elementary to ensure staff contracts are consistent with the approved innovation plan.
GCID: Professional Staff Training,
Human Resources Management: Professional Development
School Proposal
Workshops and Conferences
Attendance by school personnel at professional meetings shall be justified by meaningful guidelines or
Policy
rationale for such attendance. Such guidelines or rationale may differ by department but shall be well-defined
and understood by appropriate personnel. An understanding of reasonable expenses should be developed
School’s
Proposed
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Policy
School Proposal
Policy
prior to travel. The budgetary allocation of departmental travel accounts shall not be construed as automatic
approval for expenditure. Travel outside the continental United States shall be considered only as an
exception.
For purposes of this policy, the School Leadership Team will determine guidelines and rationale for attendance
of school personnel at professional meetings. The school’s professional development plan is specified in the
innovation plan. The school will determine the value of all staff training, workshops, and conferences as it
relates to the school’s mission and vision. All of the school’s professional development shall be approved by
the school’s principal and the SAB, as well as receive guidance and support from the DSSN. The school retains
the option to participate or not participate in any professional development programs offered by the district. .
The budgetary allocation of departmental travel accounts shall not be construed as automatic approval for
expenditure. Travel outside the continental United States shall be considered only as an exception.
GBEBA: Staff Dress, Accessories and
Human Resource Management:
Grooming for Certificated Staff (Teachers)
Certificated staff must exercise good judgment in their choice of professional appearance for work or workrelated activities by always appearing in a manner:
* that is appropriate to the situation,
* that will invoke a positive impression from the community,
* that provides appropriate role modeling for students,
* that promotes a working and learning environment that is free from unnecessary disruption, and * that is conducive to high student and staff performance.
The professional appearance of school staff members includes dress, accessories, body adornments, and
grooming. Appropriate professional appearance reinforces a shared- vision of the school. Therefore, all staff
must exercise appropriate judgment in their choice of professional appearance for work or work-related
activities by always appearing in a manner:
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• that is appropriate to the situation
• that promotes ideals of respecting others, respecting self and respecting the environment
• that demonstrates a readiness to work in all of the school's environments
• that promotes a working and learning environment that is free from unnecessary disruption, and • that is conducive to high student and staff performance.
During the work day and any time employees attend work-related activities, employees shall appear in
appropriate dress. Items that are not acceptable in the workplace shall be identified in an annual school dress
code by the school principal.
The principalis delegated the authority and bears the responsibility for ensuring
compliance with the school dress policy and is expected to counsel employees upon initial infractions and
implement further disciplinary procedures when violations continue to persist
School
Proposal
Policy
School’s
Proposed
Replacem
ent Policy
GBEBA-R: Staff Dress, Accessories and
Human Resource Management:
Grooming for
Certificated Staff (Teachers)
Examples of professional attire include, but are not limited to, collared shirts, dress slacks,
dress coordinates, suits, dresses, ties, and sport coats.
Items that are not acceptable in the workplace include the following:
* attire that is prohibited in the student dress code
* jogging shorts/running shorts, "cut-off" shorts (or any shorts or other similar article of clothing shorter than
mid-thigh)
* sunglasses and/or hats (inside the building)
* rubber shoe thongs ("flip-flops") or bedroom slippers
* athletic wear, such as jogging suits (except for physical education teachers while teaching PE or special
events when appropriate)
* skirts and dresses shorter than mid-thigh
* underwear as outerwear
* inappropriately sheer, tight, or short clothing
* garments (i.e. "midriffs", halter tops, backless clothing, "tube" tops, garments made of fishnet, mesh or
similar material, tank tops, "muscle" tops, etc.) that inappropriately bare or expose traditionally private parts
of the body including, but not limited to, the stomach, buttocks, back, and breasts
* any clothing, paraphernalia, grooming, jewelry, hair coloring, accessories, or body adornments that contain
advertisement, symbols, words, slogans, patches, or pictures that are sexually suggestive; that are drug,
tobacco, or alcohol-related or that are obscene, profane, vulgar, lewd, indecent, or plainly offensive
* any clothing, paraphernalia, grooming, jewelry, accessories, or body adornments that are in any way
disruptive or potentially disruptive to the learning environment or that pose a threat or potential threat to the
safety or welfare of the employee or any other person
* any other similarly inappropriate clothing, accessory, body adornment, etc., or inappropriate grooming or
hygiene.
Principals are delegated the authority and bear the responsibility for ensuring compliance with this policy and
are expected to counsel employees and discipline any violators (based on Article 11 of the DCTA negotiated
Agreement) whom they supervise on professional appearance in conformance with the policy and these
related procedures.
The professional appearance of school staff members includes dress, accessories, body adornments, and
grooming. Appropriate professional appearance reinforces a shared- vision of the school. Therefore, all staff
must exercise appropriate judgment in their choice of professional appearance for work or work-related
activities by always appearing in a manner:
•
•
that is appropriate to the situation
that promotes ideals of respecting others, respecting self and respecting the environment
• that demonstrates a readiness to work in all of the school's environments
• that promotes a working and learning environment that is free from unnecessary disruption, and
• that is conducive to high student and staff performance.
During the work day and any time employees attend work-related activities, employees shall appear in
appropriate dress. Items that are not acceptable in the workplace shall be identified in an annual school dress
code by the school principal.
The principalis delegated the authority and bears the responsibility for ensuring
compliance with the school dress policy and is expected to counsel employees upon initial infractions and
implement further disciplinary procedures when violations continue to persist
School
Proposal
GBEBB: Dress Code for Non-Teaching
Staff
Human Resource Management:
Employees of the District project an image to the community and to students about the professionalism of the District. Therefore, the
Board of Education hereby adopts this Dress Code Policy for all non-teaching staff, except for paraprofessionals, who are to follow
policies GBEBA and GBEBA-R.
Policy
During the workday and at all work-related activities, employees covered by this policy shall adhere to a
standard of dress appropriate to their position and shall be neat and clean in appearance. Appropriate
standard of dress shall be determined by an employee's position, type of work, and work location. Cabinetlevel officials or their designees have the final authority to decide what is appropriate attire for employees
working under their supervision.
Uniformed workers shall continue to wear the approved uniform.
Unacceptable items
The following items are deemed disruptive and are not acceptable on District grounds or at District activities:
1. Shorts, dresses, skirts or other similar clothing shorter than mid-thigh length
2. Sunglasses, hats, or head scarves worn inside a building
3. Inappropriately sheer, tight, loose or low-cut clothing that bares or exposes the stomach, back, breasts,
buttocks, or genitalia. (For example, the following items are prohibited under this section: garments made of
fishnet, mesh or similar material, and midriffs, halter tops, backless clothing, tube tops, muscle tops, revealing
tank tops or sundresses, etc.).
4. Any clothing, paraphernalia, grooming, jewelry, hair coloring, accessories, or body adornments that are or
contain any words, symbols, or pictures that:
· Refer to drugs, tobacco, alcohol, or weapons
· Are of a sexual nature
· Are obscene, profane, vulgar, lewd, or legally libelous
· By virtue of color, arrangement, trademark, or other attribute denote membership in gangs, clubs or other
associations which advocate drug use, violence, or disruptive behavior
· Threaten the safety or welfare of any person
· Promote any activity prohibited by the student code of conduct
· Pose a threat or potential threat to the safety or welfare of any person
· Otherwise disrupt the District's mission in delivering educational services
5. Inappropriate footwear, including rubber sole thongs (flip-flops) or bedroom slippers
6. Athletic wear, such as jogging suits (except that appropriate athletic clothing may be worn when assisting
with physical education classes or when coaching athletic activities)
7. Underwear as outer wear
8. Inappropriate grooming or hygiene
9. Any other grooming or attire that is prohibited in the student dress code applicable to the building to which
the employee is assigned
Exception
Exceptions to this policy may be made by Cabinet-level officials or their designees to address a specific
employee's medical, religious, or other similar needs.
School’s
Proposed
Replacem
ent Policy
The professional appearance of school staff members includes dress, accessories, body adornments, and
grooming. Appropriate professional appearance reinforces a shared- vision of the school. Therefore, all staff
must exercise appropriate judgment in their choice of professional appearance for work or work-related
activities by always appearing in a manner:
• that is appropriate to the situation
• that promotes ideals of respecting others, respecting self and respecting the environment
• that demonstrates a readiness to work in all of the school's environments
• that promotes a working and learning environment that is free from unnecessary disruption, and • that is conducive to high student and staff performance.
During the work day and any time employees attend work-related activities, employees shall appear in
appropriate dress. Items that are not acceptable in the workplace shall be identified in an annual school dress
code by the school principal.
The principalis delegated the authority and bears the responsibility for ensuring
compliance with the school dress policy and is expected to counsel employees upon initial infractions and
implement further disciplinary procedures when violations continue to persist
School Proposal
Policy
School’s Proposed
Replacement
GDD: Support Staff Vacations
Calendar and Schedule
Professional technical and nonaffiliated staff: Vacations and holidays for professional
technical and nonaffiliated staff members shall be those determined by the officially adopted school
calendar.
Facility managers: Facility managers shall be granted 15 days of paid vacation per year. Those who have
completed 15 years of continuous service…shall be granted an five additional days of vacation for a total of 20
days. Holidays for facility managers shall be those determined by the officially adopted school calendar for 245day classified employees.
GDD will be followed with the following exception: Vacations and holidays for professional
technical and nonaffiliated staff members shall be those determined by the McGlone school calendar.
Policy
School
Proposal
Policy
School’s
Proposed
Replacem
ent Policy
School Proposal
Policy
IJOA: Field Trips / IJOA-R: Field Trips
Educational Program
(Guidelines for
Extended Excursions)
Most educational excursions shall be carried out on school time to approved destinations listed in the catalog
for approved excursions. Excursions to destinations not listed in the catalog may be arranged by following the
accompanying procedures for field trips. Sometimes these experiences in the field will last overnight or for
even longer periods. The accompanying procedures for extended excursions give guidance to teachers and
principals so that judicious decisions may be made at the local level concerning most such excursions. When
the proposed experience involves long, extended periods of time...principals shall seek counsel, direction and
approval from their lead principal who in turn may secure approval from the superintendent or designee.
School buses shall be provided for teachers to take their classes on educational excursions insofar as possible
using bus allocations established for that school. When school buses are not available, arrangements may be
made to use public transportation or private transportation. For all excursions requiring students
transportation in school buses, arrangements should be made through the department of transportation.
McGlone Elementary School will follow the district field trip policies and procedures with two exceptions: The
school will design field trips that match the curriculum and therefore may be outside of the district catalog.
In such situations, McGlone Elementary School will have autonomy in determining the appropriateness of
field trips, and the school principal will be responsible for approving all school field trips. Second, if a
situation exists where the school must pay the district for transportation services, the school may choose to
contract with another school transportation provider if the cost estimate from the district is significantly
higher that the other school district's cost estimate.
IKB: Homework
Educational Program
Parents should expect their children to have regular homework assignments and should question the
lack of such assignments.
Elementary school: The amount, length and type of homework at the elementary school level may
vary according to individual needs and the classes and courses selected, but the minimum amount assigned
shall be as follows:
Kindergarten and grade 1- 10-15 minutes, one or two days per week
Grade 2- 10-20 minutes, two days per week
Grade 3- 15-25 minutes, two days per week
Grade 4- 15-30 minutes, two to three days per week
Grade 5- 20-30 minutes, three to four days per week
Middle school
A minimum of five hours of homework per week shall be assigned. This shall be mainly representative of the
major academic disciplines but may include other subject areas.
High school
The amount of homework assigned to high school students shall vary depending upon specific subjects taken
and the grade level. The expected minimum amount of homework shall be 10 hours per week in grades 9
through 12.
School’s Proposed
Replacement
Policy
The school will implement a homework policy that is in alignment with the educational program outlined
in the innovation plan. In instances when work is not completed at school, students are expected to
complete their work after school in a homework help center – attendance is mandatory. As the students
progress to higher grades, the homework load will increase in order to appropriately prepare students for
post- academic success.
Policy Waived
Area of Impact
DCTA Contract Waivers
School Proposal
Policy
School’s Proposed
Replacement Policy
School Proposal
DCTA:
Human Resources: Teacher Licensure
Article 1-2: Definition of Teacher
The term "teacher" as used in this Agreement shall mean all non-administrative
teaching personnel, employed half-time or more, who are licensed by the Colorado Department of Education
as teachers, including others who are authorized to teach by statute.
McGlone Elementary School teachers will include teaching personnel who are licensed by the CDE as well as
teaching personnel who are not licensed and are providing supplemental or enrichment instruction. All
necessary 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)
Article 5-4: School Leadership Team
Management
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
who should represent a cross section of the faculty including grade levels, specials, department chairs and
special service providers. These (SLT) members are elected annually by a majority of the faculty voting by
secret ballot. The SLT will seek to operate in an environment marked by mutual support and respect.
Policy
The SLT will make decisions by consensus. A consensus is either a unanimous decision or a majority decision
that the entire SLT, including the dissenters, will support. If consensus cannot be reached, the matter shall be
referred to the Instructional Superintendent who shall consult with the Association prior to making a decision.
The SLT will meet regularly.
Their responsibilities shall include:
a. Review data and collaborate in the development of the School Improvement
Plans;
b. Review and collaborate on the design of and schedule for the professional
development plan within the 40 hour work week. The SLT shall take into consideration other professional
development and teacher obligations in scheduling this time;
c. Review and collaborate on the implementation of the District’s instructional
program as it specifically applies to classrooms and grades at the school
including prioritizing and sequencing activities within the teacher work week;
d. Collaborate to identify strategies for increasing enrollment at the school;
e. Collaborate to develop communication strategies for regularly reporting
student progress to parents;
f. Collaborate to implement best instructional practices;
g. Perform additional duties as outlined in Article 8.
School’s Proposed
Replacement Policy
The McGlone Elementary School Advisory Board (SAB) will serve as both the SLT and will comply with State Law
on School Accountability Committees. The membership of the SAB will include a minimum of 13 voting
members determined through the following process.
Positions assigned by the principal:
• 1 Principal
• 2 Assistant Principals
Positions elected by majority vote (serving 1 year terms):
• 1 teacher from every grade level
• 1 Support Staff Member
The SAB shall have the following responsibilities:
• Meeting at least once a month
• Make decision by consensus where possible, and if not possible by majority vote
• 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 the replacement policy of BDFH and the responsibilities outlined in Article 7 and listed
below:
a. Review data and collaborate in the development of the School Improvement
Plans;
b. Review and collaborate on the design of and schedule for the professional
development plan within the 40 hour work week. The SAB shall take into consideration other professional
development and teacher obligations in scheduling this time;
c. Review and collaborate on the implementation of the District’s instructional
program as it specifically applies to classrooms and grades at the school
including prioritizing and sequencing activities within the teacher work week;
d. Collaborate to identify strategies for increasing enrollment at the school;
e. Collaborate to develop communication strategies for regularly reporting
student progress to parents;
f. Collaborate to implement best instructional practices;
School Proposal
Article Summary
g. Perform additional duties as outlined in Article 8.
Article 8: Professional Standards
Sets Teacher Calendar, Work Year, Work Day,
Calendar & Schedule
Class Size and Teaching Load
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 and is continuing to do the work he/she performed during the 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. New teachers will be paid for
orientation meetings on the next practical payday. Teachers hired after the orientation process will be afforded
comparable training opportunities to that offered during orientation.
8-1-2 The length of the contract year for teachers shall be one hundred eighty-four (184) days. Except as
otherwise determined by the SLT, 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.
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 selfdirected 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.
Sample Replacement
School’s Proposed
Replacement Policy
SAB: See replacement policy for Article 5-4.
8-1-Contract Year: The contract year for teachers will 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 will be
extended to provide a summer academy for students who are not yet achieving at grade level. Teachers will be
compensated for additional days via a stipend that is determined based on the average rate of pay for similar
extended time in other district schools. Non student contact days, planning days, assessment days, and
professional development days will be determined by the SAB annually, consistent with the innovation plan, as
part of the adoption of the school calendar. Student school contact days will be extended to increase
instructional time and the teacher work week may be extended beyond 40 hours to include extended student
time as well as additional collaborative planning and professional development time.
8-2: The teacher work week may be extended beyond 40 hours to include extended student time as well as
additional collaborative planning and professional development time. The principal shall have authority to
permit teachers to diverge from the regular school day. Evening meetings will be scheduled, as necessary, to
implement the innovation plan. In accordance with the innovation plan.
8-3: Teachers will be given a minimum of 200 minutes of undirected teacher planning time per week, and an
additional 100 minutes of directed common planning time.
8-7: McGlone Elementary teachers will be assigned non-teaching duties, as necessary, to implement the
innovation plan with the intent being to maximize the time that the most effective teachers spend teaching
students.
School Proposal
Policy
Article 10: Teacher Evaluation: Describes the
Human Resource Management: Teacher Evaluation
Evaluation Process for Teachers
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.
10-1: Evaluator refers to supervisor who is responsible for the valuation of personnel. While the principal will
oversee all evaluations in the building, other administrators will have primary evaluation responsibilities for
some personnel.
10-2:The school has only one type of evaluations which apply to all teachers as all teachers are at-will
employees.
10-3: Timeline: All teachers will be evaluated twice annually.
10-3-1: The School will participate in District compensation systems.
10-4: The principal will oversee all evaluations to ensue the appropriate standards are being used. As
necessary, the principal will identify a designated evaluator for each teacher from amongst other members of
the administration team.
10-4-1: Evaluators will receive CDE approved teacher evaluation training but will not be required to hold a state
administrator license.
If a teacher is not meeting performance expectations, the school leader may choose to place the teacher on a
Plan of Improvement. The Plan of Improvement will be written and will follow the process outlined in the
employment handbook.
School’s Proposed
Replacement Policy
School Proposal
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 Assistant Principal’s supervision
within the designated period of time.
The plan of improvement may list the areas for improvement that the teacher will be required to improve on to
the satisfaction of the Principal and/or Assistant Principal.
Resources and supports may be made available to the teacher in an effort to assist the teacher in correcting
the performance concerns by the Principal and/or Assistant principal.
The teacher may be provided written feedback of all observation and status meetings conducted during the
plan of improvement timeframe.
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. As stated in this plan and elsewhere,
teachers at McGlone are at will employees and can be terminated for any lawful reason, with or without an
improvement plan.
Article 11: Complaints Against
Teachers/Administrative Leave/Corrective Action
Human Resources Management
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.
Policy
11-2-1 The meeting shall take place at the end of the school day or whenever it is appropriate.11-2-2 The
principal shall provide the teacher a copy of the administrative leave checklist and review it with the teacher.
The teacher shall sign the form only as acknowledgement of receipt..11-2-3 At the teacher’s request a meeting
will be held within three (3) school days...to give the teacher an opportunity to respond. The teacher may have
Association representation at the meeting. 11-2-4…If an investigation must extend beyond seven (7) calendar
days…the teacher and the Association will be notified by phone calls…[with]…the reasons for the extension and
the expected date of completion…11-2-5
During the investigation, the teacher…will… receive full pay. 11-2-6 Following completion…the principal or
designee shall…share the results…and give the teacher an opportunity to respond…11-2-7 Administrative leave
should be considered as an option to be used only when necessary to protect the students or staff or to
conduct an appropriate investigation…There will be no record of the leave in a teacher's personnel file…11-2-8
The Agreement Review Committee (ARC) will review on an annual basis administrative leaves for the prior year
to ensure that the above procedures have been implemented appropriately.
School’s Proposed
Replacement Policy
School Proposal
Article Summary
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.
All teachers at the school are at-will employees. In issuing corrective action, the School shall follow the basic
provisions of due process outlined in the District guide to Basic Fairness and Due Process.
Article 13-7 Hiring timelines,
Human Resources Management: Hiring & Staff
13-8 Personnel Committee
Assignments
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. The timeline for
the key dates and activities listed below will be communicated to the Association no later than January 31.
Unless there is a fiscal or enrollment exigency, the key dates and activities cited below will be completed by the
end of the traditional calendar year.
Key dates and activities:
• Teachers verify consideration group (Article 13-10)
 District notifies the Association of shortage areas, with an opportunity for discussion
with the District.
• Teacher requests for Intent to Vacate, Early Retirement Incentive, move to part time/job share, Extended
Leave of Absence, and Return from Leave notice submitted.
• Recommendation for non-renewal of probationary teachers.
• In-Building Bidding and Reduction in Building Staff interviews conducted by Personnel Committees. (Articles
13-10,13-15)
• Schools report vacancies. (Article 13-17) Vacancies are posted.
• Teachers apply to transfer for vacancies. (Article 13-18)
• Schools review qualified applicants’ applications and resumes, schedule interviews, extend offers. Schools
notify unsuccessful transfer applicants. (Articles 13-19, 13-20)
• Assignment of unassigned non-probationary teachers. (Article 13-194)
• End of open market staffing cycle.
13-8 Personnel Committee.
13-8-1 Each school shall establish a Personnel Committee to select candidates for vacancies and Reduction in
Building Staff (RIBS) at the school building.
13-8-2 The Personnel Committee will be composed of the principal and three (3) teachers chosen by a vote of
the faculty, and may have no more than two (2) parent(s) as member(s) appointed by the 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.
McGlone Elementary will not adhere to the district staffing cycle; it will post vacancies when they become
open. The school will work with the district HR office to post positions through the district website. In addition
to this posting, the school will engage in independent outreach efforts to recruit candidates outside of the
centralized recruitment channels. The school will consider all eligible applicants, including teachers who apply
to transfer for vacancies, but will uphold district policy in ensuring mutual consent between principals. Transfer
will not receive priority consideration. McGlone Elementary will not accept direct placements from the district
or assignment of unassigned non-probationary teachers.
School’s Proposed
Replacement Policy
A temporary hiring committee will be constructed for each specific vacancy, with final determination to be
made by the school principal. To the extent possible, the hiring committee shall include representatives from
all staffing areas that will be affected by the new hire, such as the teaching team, an administrator, special
education, and support staff. All candidates must pass a DPS background check, which will be conducted
through the district HR process.
The McGlone Elementary SAB will make decisions related to Reduction in Building Staff (RIBS) and selection of
candidates for vacancies. Once the SAB determines that the school will undergo a (RIBS) all candidates
currently in the position being reduced will be considered and the SAB will make RIBS decisions based on
performance, professionalism, and merit.
School Proposal
Policy
Article 14-1: Summer School Teaching Positions
Human Resource Management: Hiring & Staff Assignments
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.
School’s Proposed
Replacement Policy
School Proposal
Policy
School’s Proposed
Replacement Policy
School Proposal
Policy
14-1-1 Staffing. The purpose of all staffing procedures is to find the most suitable candidates for the teaching
positions needed to run the summer school.
14-1-1-1 Summer school teaching positions shall be posted.
14-1-1-2 Postings shall include the following basic components: descriptions of any teaching position that may
be included in the summer school, and an explanation of the selection process.
14-1-1-3 All teaching positions in summer school programs will be filled first by teachers currently in the
District.
14-1-2 Compensation. Teachers will be paid for summer and evening work as provided in Article 32.
McGlone Elementary 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
agreed upon in the innovation plan.
Article 20: Procedures for Conducting Reduction
Human Resource Management: Staffing
in Force
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.
McGlone Elementary School will not participate in the district Reduction in Force process and will not accept
direct placement of district employees who have had their contracts canceled. New staff members will be
employed at the school based on their qualifications and fit with the school innovation plan and position
requirements.
Article 25: Procedures for Arranging Job Sharing
Human Resource Management: Staff Assignments
Assignments and Half-Time
25-1 Job sharing, or converting from a full-time employee to a half-time employee, may be requested by
regularly assigned full-time equivalent non-probationary teachers who wish to work only half-time. Procedures
for assignment to a job sharing or half-time position will be available upon request from the Department of
Human Resources.
25-1-1 Application for a job sharing or half-time position must be made in writing to the Department of Human
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Resources by the published date.
25-1-2 Teachers wishing to job share must find another teacher who also wishes to job share.
25-1-3 Job share and half-time assignments, when possible, shall be for one (1) year at a time.
25-1-4 Salary, benefits, accrued service and other employment entitlements shall be half their usual value, as
applicable.
25-1-5 To be effective, the job sharing or half-time assignments must be approved by the CSC at the school to
which the teachers are assigned.
25-2 Teachers will be notified of placement during the teacher staffing process.
Job sharing, or converting from a full-time employee to a half-time employee, may be requested by regularly
assigned full-time equivalent teachers who wish to work only half time. Teachers who wish to request job
sharing or half-time positions shall submit their request in writing to the school’s SAB. The SAB shall review and
determine whether any requests for job sharing, or converting to half-time positions are approved or denied.
All approved job sharing or half-time positions shall be for one (1) year at a time.
Article 32: Extra Duty Compensation
Human Resources Management: Compensation
In accordance with the provisions for work week and work year found in Articles 8-1 and 8-2, any time a
teacher agrees to perform work for the District beyond the work week or workYear, that teacher will be
compensated as described in this Article.
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.
The McGlone Elementary SAB will determine extra duty compensation for extended day and year hours and
additional roles and responsibilities consistent with the innovation plan. The McGlone Elementary SAB will
determine extra duty compensation rates and schedules during the budgeting process each spring for the
following school year, in no event shall this determination be made later than March 15th for the following
school year.
Article 7: Grievance Policy
Human Resources Management
6 pages. Sections include: 1. Definitions, Purpose, Procedure (Level 1, Level 2, Level 3 Mediation/arbitration),
Rights of teachers to representation, miscellaneous
The school shall maintain the following Grievance Policy:
7-1 Definitions.
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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 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 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
Colorado State Statutes:
Section 22-9-106: Local Board Duties
School Proposal
Human Resource Management: Teacher Evaluations
Concerning Performance Evaluation for
Licensed Personnel
(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 22-9105.5 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.
Policy
(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.
McGlone Elementary will implement the district licensed personnel evaluation system (LEAP) with
modifications that comply with the requirements established pursuant to this section and the rules
promulgated by the state board and Senate Bill 10-191.
Evaluation of educators will be the responsibility of school leaders. Each teacher will be assigned an
evaluator from the administrative team. Evaluators of school personnel will receive an CDE approved
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training to conduct evaluations but will not be required to hold a principal or administrator license.
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The policy will apply evenly to all teachers in the school. All teachers will receive at least two formal
evaluation each year. The school principal will continue to be evaluated by the superintendent or
his/her designee and will receive feedback on the quality of evaluations being given at the school. The
school principal will be responsible for evaluations of other evaluators on campus, but may discuss
evaluations with district staff as well to ensure meaningful calibration of scores.
Section 22-32-109(1)(f): Local Board
Human Resource Management: Staff Hiring,
ngesSchool Proposal
Duties Concerning Selection of
Compensation
Personnel and Pay
Policy
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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,
Pursuant to state law, the DPS board will delegate duties related to selection of teachers and
determination of compensation to the innovation school. The principal, in consultation with the school
leadership team, will select classroom teachers directly and rates of pay will be at or above the district
schedule. For all unique job descriptions the SAB shall determine the rate of pay during the budget
cycle each Spring for the following year, no later than March 15.
Section 22-32-109(1)(g): Handling of
Budget
Money
(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;
In accordance with the innovation plan, McGlone Elementary School may receive moneys and deposit
such moneys into a school account. The School will establish an account with the district 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 McGlone
Elementary. The school will account for all moneys that it receives directly and will report to the DPS
board.
Section 22-32-109(1)(n)(I): Schedule and
Calendar and Schedule
Calendar
(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.
In accordance with the innovation plan, McGlone Elementary School’s SAB shall determine, prior to the
end of a school year, the length of time the school will be in session during the next following school
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year. The actual hours of teacher-pupil instruction and teacher-pupil contact shall meet or exceed the
minimum hours set by the district and state for public instruction. In no event shall the calendar or
schedule violate protections provided to teachers in the replacement policy for Article 8 of the DCTA
agreement.
Section 22-32-109 (1)(n)(II)(A): Actual
Hours of Teacher-Pupil Instruction and
Calendar and Schedule
Contact
(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.
In accordance with the innovation plan, McGlone Elementary School’s SAB shall determine, prior to the
end of a school year, the length of time the school will be in session during the next following school
year. The actual hours of teacher-pupil instruction and teacher-pupil contact shall meet or exceed the
minimum hours set by the district and state for public instruction. In no event shall the calendar or
schedule violate protections provided to teachers in the replacement policy for Article 8 of the DCTA
agreement.
Section 22-32-109 (1)(n)(II)(B): School
Calendar and Schedule
Calendar
(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.
No later than 60 days before the end of the school year, the McGlone Elementary SAB, will determine
the following year's school calendar that meets or exceeds district and state determinations of the
length of time during which schools shall be in session during the next school year. Input from parents
and teachers will be sought prior to scheduling in-service programs and other non-student contact
days. This calendar 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 its website prior to May 1 of the
prior academic year and a copy shall be provided to the school’s Instructional Superintendent. In no
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event shall the calendar or schedule violate protections provided to teachers in the replacement policy
for Article 8 of the DCTA agreement.
Section 22-32-109(1)(jj): Identify Areas
in which the Principal/s Require Training Human Resource Management: Professional Development
or Development
(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.
In accordance with the innovation plan, McGlone Elementary School SAB and the district evaluator
shall jointly determine the required training or development of the principal and the administrative
team. The principal and the administrative team will not be required to participate in district training
not related to the innovation plan unless those trainings are agreed upon by the principal and district
evaluator as part of the principal’s professional development plan.
22-32-110(1)(h): Local Board Powers
Concerning Employment Termination of Human Resource Management: Staff Dismissals
School Personnel
(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).
(h) To discharge or otherwise terminate the employment of any personnel. The DPS board delegates
the power specified in this paragraph (h) to McGlone Elementary. All process for dismissal must meet
the minimum standards established in District policy GDQD and GDQD-R.
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-63- Human Resource Management: Hiring and Teacher
201: Employment - License Required –
Qualifications
Exception
(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
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and comply with the requirements of federal law, the general assembly has statutory provisions to
create an alternative teacher license and alternative teacher programs to enable school districts to
employ persons with expertise in professions other than teaching. These provisions enable a school
district to employ a person with professional expertise in a particular subject area, while ensuring that
the person receives the necessary training and develops the necessary skills to be a highly qualified
teacher. The general assembly strongly encourages each school district to hire persons who hold
alternative teacher licenses to provide a wide range of experience in teaching and functional subject
matter knowledge for the benefit of the students enrolled in the school district.
(b) A school district may hire a person who holds an alternative teacher license to teach as an
alternative teacher pursuant to an alternative teacher contract as described in section 22-60.5-207.
(3) The board of a school district may enter into an employment contract with any person to serve as
an administrator based upon qualifications set by the board of the school district. Nothing in this
article shall be construed to require that an administrator, as a condition of employment, possess any
type of license or authorization issued pursuant to article 60.5 of this title.
McGlone Elementary 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). Teachers
in all necessary areas will be highly qualified. The school may employ non-licensed teachers for
supplemental and enrichment instruction consistent with the innovation plan. The DPS board may
enter into employment contracts with non-licensed teachers and/or administrators at McGlone
Elementary School as necessary to implement the school’s innovation plan.
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-63- Human Resource Management: Hiring, Contracts and
202: Contracts in Writing Duration
Employment Offer Letters
Damage Provision
(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) 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 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
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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).
McGlone Elementary staff will be at will The annual contract expires at the end of each contract year.
All contracts will be in writing. The school will provide contract language to the district for feedback
before any initial employment contracts are signed. Mutual terminations will be negotiated between
the teacher and the school principal.
If an employee intends to terminate a contract after the beginning of the academic year, the employee
shall give written notice of his or her intent at least thirty days prior to the date that he or she intends
to stop performing the services required by the employment contract. The school principal has the
authority to make employment offers to qualified candidates. Termination of all staff mid-contract will
follow the dismissal procedures outlined in the DPS policy GDQD and GDQD-R. McGlone Elementary
will not provide first opportunity to interview rights to priority hiring pool candidates, but will consider
them for employment. The school will not contribute teachers to the district hiring pool. The school
has the right to refuse direct assignments or mandatory transfers of teachers from the district.
School Proposal
Statute Description
School’s Proposed
Replacement Policy
TeacherSchool Proposal
Statute Description
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-63Human Resources Management: Dismissals
203: Renewal and Nonrenewal of
Employment Contract
(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.
McGlone Elementary teachers will be at will and will not be considered probationary or eligible to earn
non-probationary status. Years of service and formal evaluations using DPS systems will be tracked and
monitored by the school.
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-63- Human Resource Management: Direct Placement of
206: Transfer of Teachers Teachers
Compensation
(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.
School’s Proposed
Replacement Policy
School Proposal
Policy
School’s Proposed
Replacement Policy
School Proposal
(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.
McGlone Elementary may refuse direct placements or mandatory transfers of teachers from the
district. District teachers who are qualified for a vacant position at the school will have an opportunity
to apply for the position, and, if hired, will be compensated with a salary corresponding to the position
and the years of service.
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-63- Human Resource Management: Dismissals
301: Grounds for Dismissal
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.
All teachers will be employed at will.
In all situations related to teacher dismissal except for non-renewal of annual contracts, a teacher may
be dismissed for any lawful reason in accordance with the dismissal policies outlined in the
replacement policy for 22-63-302.
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-63302: Procedure for dismissal - judicial
Human Resource Management: Dismissals
review
(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.
Statute Description
(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
selected jointly by the teacher and the chief administrative officer. The hearing officer shall be selected
no later than five working days following the receipt by the chief administrative officer of the teacher's
written notice of objection. If the teacher and the chief administrative officer fail to agree on the
selection of a hearing officer, they shall request assignment of an administrative law judge by the
department of personnel to act as the hearing officer.
(b) Hearing officers shall be impartial individuals with experience in the conducting of hearings and
with experience in labor or employment matters.
(c) Expenses of the hearing officer shall be paid from funds of the school district.
(5) (a) Within three working days after selection, the hearing officer shall set the date of the prehearing
conference and the date of the hearing, which shall commence within the following thirty days. The
hearing officer shall give the teacher and the chief administrative officer written notice of the dates for
the prehearing conference and for the hearing including the time and the place therefor.
(b) One of the purposes of the prehearing conference shall be to limit, to the extent possible, the
amount of evidence to be presented at the hearing.
(c) The parties and their counsel shall be required to attend the prehearing conference with the
hearing officer.
(6) (a) Within ten days after selection of the hearing officer, the teacher shall provide to the chief
administrative officer a copy of all exhibits to be presented at the hearing and a list of all witnesses to
be called, including the addresses and telephone numbers of the witnesses. Within seven days after
the teacher submits his or her exhibits and witness list, the chief administrative officer and the teacher
may supplement their exhibits and witness lists. After completion of the seven-day period, additional
witnesses and exhibits may not be added except upon a showing of good cause.
(b) Neither party shall be allowed to take depositions of the other party's witnesses or to submit
interrogatories to the other party. The affidavit of a witness may be introduced into evidence if such
witness is unavailable at the time of the hearing.
(7) (a) Hearings held pursuant to this section shall be open to the public unless either the teacher or
the chief administrative officer requests a private hearing before the hearing officer, but no findings of
fact or recommendations shall be adopted by the hearing officer in any private hearing. The
procedures for the conduct of the hearing shall be informal, and rules of evidence shall not be strictly
applied except as necessitated in the opinion of the hearing officer; except that the hearing officer
shall comply with the Colorado rules of evidence in excluding hearsay testimony.
(b) The hearing officer may receive or reject evidence and testimony, administer oaths, and, if
necessary, subpoena witnesses.
(c) At any hearing, the teacher has the right to appear in person with or without counsel, to be heard
and to present testimony of witnesses and all evidence bearing upon his proposed dismissal, and to
cross-examine witnesses. By entering an appearance on behalf of the teacher or the chief
administrative officer, counsel agrees to be prepared to commence the hearing within the time
limitations of this section and to proceed expeditiously once the hearing has begun. All school district
records pertaining to the teacher shall be made available for the use of the hearing officer or the
teacher.
(d) An audiotaped record shall be made of the hearing, and, if the teacher files an action for review
pursuant to the provisions of subsection (10) of this section, the teacher and the school district shall
share equally in the cost of transcribing the record; except that, if a party is awarded attorney fees and
costs pursuant to paragraph (e) of subsection (10) of this section, that party shall be reimbursed for
that party's share of the transcript costs by the party against whom attorney fees and costs were
awarded.
(e) Any hearing held pursuant to the provisions of this section shall be completed within six working
days after commencement, unless extended by the hearing officer on a showing of good cause, and
neither party shall have more than three days to present its case in chief. Neither party may present
more than ten witnesses at the hearing, except upon a showing of good cause.
(8) The chief administrative officer shall have the burden of proving that the recommendation for the
dismissal of the teacher was for the reasons given in the notice of dismissal and that the dismissal was
made in accordance with the 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 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 18-6701, C.R.S., or section 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).
McGlone Elementary teachers will be hired at will. Teacher mid-year dismissal shall be for any lawful
reason and shall be consistent with the process outlined in DPS policy GDQD/R.
Mid-Year Dismissal Procedures For Employees:
School’s Proposed
Replacement Policy
-These procedures are an effort to maintain fair and equitable treatment for all school employees.
-These procedures do not change the employment status of staff employed at will.
A. No employee will be dismissed until he/she has been notified by one of his/her supervisors of the
supervisor's intent to recommend dismissal to the Superintendent or his/her designee. The supervisor
will inform the employee of the grounds for the recommended dismissal pursuant to Colorado State
Law 22-63-301 and will give the employee a reasonable opportunity to respond.
B. If the supervisor decides to proceed with the dismissal recommendation, the supervisor will provide
the employee with written notice of the ground(s) for the dismissal recommendation and the
employee may request a post-termination hearing before an administrator (designated by the
Superintendent or his/her designee) in the Human Resources Department. The employee must request
the post-termination hearing within three (3) scheduled working days of the last day of work.
1. If the employee does not request the post-termination hearing within three (3) scheduled working
days, the termination will be considered final. The recommendation for dismissal of employees who do
not request a post-termination hearing will be forwarded to the Superintendent or his/her designee
for final action. If the Superintendent or his/her designee does not uphold the supervisor's
recommendation for dismissal, then the employee shall be entitled to back pay.
2. If the employee makes a timely request for a post-termination hearing, then the Human Resources
administrator shall conduct the hearing within ten (10) scheduled working days of the receipt of the
request for hearing, unless extraordinary circumstances require additional time.
i. The Human Resources administrator shall review the supervisor's decision in order to determine if
there are facts that demonstrate that any of the ground(s) specified in the notice of dismissal
recommendation provided the employee are present. The Human Resources administrator shall issue
a decision in writing affirming, modifying, or reversing the dismissal recommendation. The decision
shall be rendered within five (5) working days of the hearing, unless extraordinary circumstances
require additional time.
ii. If the Human Resources administrator affirms the dismissal recommendation, the recommendation
will be forwarded to the Superintendent or his / her designee for final action. If the Superintendent or
his/her designee does not uphold the recommendation for dismissal, the employee shall be entitled to
back pay.
iii. The Human Resources administrator's review concludes the dismissal procedures. The following
procedures shall apply to the hearing before an impartial hearing officer:
1. When a request for a hearing is received, the Superintendent or his/her designee, shall appoint a
hearing officer skilled in the arbitration of labor relations matters and shall notify the Superintendent
or his/her designee and the employee of the name of the hearing officer appointed. The hearing
officer shall arrange the date and time of the hearing with the employee and a representative of the
district.
2. The hearing officer so appointed shall have the authority to establish hearing dates and to make all
the necessary procedural rules. The hearing shall be strictly confined to whether any of the ground(s)
specified in the dismissal recommendation notice provided to the employee and affirmed by the
Human Resources Administrator are present.
3. The parties shall exchange exhibits and witness lists at least five (5) working days prior to the
commencement of the hearing.
4. Pertinent information not privileged under law in the possession of the district shall be made
available to the employee at his/her request.
5. The employee may be represented by legal counsel at the hearing.
6. The hearing officer will issue a written recommendation to the Superintendent or his/her designee
and the employee within fifteen (15) working days after the close of the hearing. The hearing officer's
recommendation shall set forth detailed, written findings of fact. If the findings of fact demonstrate
that any of the ground(s) specified in the notice for dismissal recommendation provided to the
employee are present, the hearing officer is without authority to recommend the reversal of the
dismissal recommendation. If the findings of fact demonstrate that none of the ground(s) specified in
the notice for dismissal recommendation provided the employee are present, the hearing officer will
have authority to recommend reversing the dismissal recommendation. The hearing officer's report
shall be advisory only and shall not be binding on the Superintendent or his/her designee.
7. All hearings conducted by the hearing officer shall be confidential.
8. The Superintendent or his/her designee shall act on the hearing officer's report within ten
scheduled working days, and his/her decision shall be final and shall terminate any rights of the
employee under this policy. If the Superintendent or his/her designee does not affirm a dismissal
School Proposal
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School’s Proposed
Replacement Policy
School Proposal
Policy
School’s Proposed
Replacement Policy
recommendation, back pay and associated benefits may be restored, if applicable.
9. The cost associated with employment of the hearing officer shall be paid by the district. The district
shall be responsible for its legal costs, and the employee shall be responsible for paying his/her legal
costs, if any.
10. An official stenographic transcript of the hearing may be made at the request of the district or the
employee, and a copy of any request shall be made available to the hearing officer. The person
requesting a stenographic transcript shall pay the cost, except, if the other party requests a copy of the
transcript, the entire cost of the stenographic transcript shall be shared equally by both parties.
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22-63401:Teachers Subject to Adopted Salary Human Resource Management: Compensation
Schedule
(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.
McGlone Elementary will adopt a salary schedule that will meet or exceed the district’s salary
schedule. The School’s SAB reserves the right to develop a supplemental compensation system
separate from district policies to reimburse employees for extra duty pay as it may arise for activities
that may include, but are not necessarily limited to additional time, additional responsibilities,
coaching, tutoring, eternal professional development or for performance incentive pay.
22-63-402. Services - disbursements
Human Resource Management: Teacher License
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.
McGlone Elementary 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
Act. All necessary teachers according to ESEA and the District waiver will be highly qualified. School
district moneys will be used to pay both licensed and non-licensed teachers hired to perform services
consistent with the innovation plan.