Innovation Plan

InnovationPlan
January 7, 2013
To the Board of Education Members of Denver Public Schools:
Just before the break I was doing a teacher observation in the gym at Gilliam. I
found myself sitting on the cold unforgiving cement steps of the gym next to a
student I have come to know well because he has made his way to Gilliam a number
of times. For the purposes of this letter I will call him Alejandro. Alejandro told me
that he didn’t want to play in the game of indoor soccer that was going on at the
time. He said that he just didn’t feel up to it. In a fair world, Alejandro should be a
sophomore in high school this year and even though he was a B student the first
semester of his freshman year at George Washington High School, such is not the
case. Everything fell apart for Alejandro when his older brother was shot and killed
last February. Shortly after this tragedy, Alejandro began to self-destruct. While on
suspension awaiting an expulsion hearing he was caught up in some criminal
activity and he was arrested and brought to Gilliam. Now, he is part of the “system.”
As he did last spring Alejandro once again honored me by sharing the pain of his
loss with me. He is suffering and he is frightfully confused. He said to me, “Ms. Ortiz,
I have to stop making bad choices but I just don’t know how!”
I was asked to write a ”letter of introduction” for you; an overview with some sort of
general rationale for seeking “Innovation Status.” So as I sit in front of this
computer and ponder the myriad of things I could say and words I could type, one
unique and beautiful proper noun rolls over and over in my mind and settles deep in
my heart: Alejandro. Alejandro, while unique and beautiful, is unfortunately not
uncommon. Alejandro is joined by other faces and other voices reflecting pain, fear,
confusion, and self-loathing. The tapestry of their experiences keep us grounded in
our vision and mission. Western/American, white, predominantly middle class
societal values would say to these children, “Pull yourself up by your bootstraps, get
over it and figure it out!” I suppose this is a fine philosophy, one that works well in
many situations unless you have NO boots, let alone boot straps.
My friends, the students are many and the needs are great. No longer shall we turn a
blind eye and deny our call to service. In the coming pages you will have the
opportunity to read numerous letters of support from former students, parents,
teachers, community leaders and administrators for The Compassion Road Academy
to receive “Innovation Status.” You will read a variety of State, district and DCTA
policy waivers and policy replacement plans. You will also once again have the
opportunity to review the original school application for the Compassion Road
Academy. The purpose of my letter to you today is to remind you of the young
beautiful faces of all sizes, shapes and colors that have and continue to inspire this
work.
It is my hope that as you read and review all that is before you, you will indeed see
in these pages not only the logic and rationale for this Innovation application but
that you will see the heart, passion and wisdom that is driving this work for the
most at-risk student population in our district. The unique and desperate
challenges that our students and their families face call for a unique and
transformative approach in order to build equity and equalize the playing field so
that ALL really means ALL for the students of Denver. I thank you in advance for
joining me and my staff in this honorable effort to provide for the educational needs
of our students.
Humbly,
Kimberly Ortiz
Principal
Gilliam School and The Compassion Road Academy
Table of Contents:
Part I: Innovation Plan Statements
Mission Statement:
Page 3
Cost Savings and NCLB
Page 6
Succession Plan and Governance:
Part II: Requested Waivers and Replacement Policies
Page 4
District Policies
Page 8
State Policies
Page 26
DCTA Policies
Page 19
Part III: Evidence of Support
Page 33
Part IV: School Design from Performance School Application
Page 48
Part I: Innovation Plan Statements
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Mission Statement
The Compassion Road Academy will use education as the vehicle to attain
educational equity and equal opportunity to guide our students and their families on
their journey to becoming conscious, competent and positively empowered advocates
for themselves and their communities by providing our most at-risk high school students
the systems of educational rigor and relevance, flexible support systems responsive to
student needs, targeted and purposeful interventions, and a strong sense of community
anchored in the spirit of compassion for all.
1. How will innovation status help you more fully realize your mission?
In order to realize its mission, it is essential for the Compassion Road Academy to
be granted “Innovation” status beginning in the 2013-2014 school year. The
Compassion Road Academy is targeting the highest needs population in the State. Our
students will be coming to us with a suitcase of pain, loss, trauma, grief, skill deficits,
addictions, cognitive and emotional disabilities, and chronic stress. We of the
Compassion Road Academy believe that our extended calendar, extended hours and
expanded programming; which includes a family literacy model and a family therapy lab,
will be the answer for many of our students to achieve success and to be empowered to
move into the dreams of their hearts. “Innovation” status will support us to implement
our expanded programming options efficiently and as cost effectively as possible.
Furthermore, it is absolutely critical that we have the right people on board to take on
this work. We must have the freedom to hire and retain highly effective, culturally
responsive staff who have a passion and a love for this work and more importantly for
this very special group of young people. “Innovation” status will allow us to hire, retain
and develop the right people to support our efforts in becoming the first 90-90-90 school
(Reeves, 2007) in Denver. It will also allow us the flexibility to utilize our skilled staff in
unique ways; i.e. with the “community” lunch program.
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Succession Plan
A. Succession Plan
If not addressed in the school’s performance application, please provide specifics of a
succession plan (or process) that will ensure consistency and stability in implementing the
innovation plan in the school in the case that there are leadership changes.
The leadership model for Compassion Road is specified in Section III of the innovation
plan. Further refinement of this model has taken place since writing of the plan and is
explained in greater detail below:
Rationale:
The Compassion Road Academy has been designed to support and transform the lives
of Denver’s highest need population. Many of the students who will enroll at the
Compassion Road Academy will be students who have come through the Gilliam Youth
Detention Center. Consequently, those students would have participated in the
educational programming of the Gilliam School. Therefore, it is critical that the Gilliam
School and the Compassion Road Academy stay closely linked. This connection in
terms of values and beliefs that drive the organization; culture; professional
development; programming; curriculum; common core; LEAP foci; etc… will be critical
for the support and achievement of the students. In order to keep this link intact, it is
imperative that the leadership structure be fluid and remain connected in terms of
personnel and therefore in terms of the values and beliefs that will drive both programs.
The development of the Compassion Road Academy is not taking place in isolation. On
the contrary, teachers and other specialists supporting Gilliam have been and will
continue to be engaged in helping guide the success of this new school. The power of
this collaboration lies in the variety of expertise that currently exists within the walls of
Gilliam and within Denver Public Schools. As a consequence, this continued
collaboration will provide for a more distributed network from which to grow the
leadership bench strength for both schools.
Current Leadership :
Kim Ortiz: Gilliam’s current Principal will serve as the Principal over both schools. While
Ms. Ortiz will oversee the programming, professional development, budget and
organizational issues of both entities, her time will not be evenly split as there will be an
Assistant Principal at the Gilliam School to oversee the day to day operational concerns.
With full understanding of the huge undertaking of opening a new school, the year one
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target will be an 80% Compassion Road Academy/20% Gilliam School split in terms of
time on site. For year zero, Ms. Ortiz’s time will be minimally a 50/50 split; as she will
have the aid of a “planning AP”.
Brian Bowles: Assistant Principal, will continue to serve as Gilliam’s site administrator;
overseeing the day-to-day operations of the Gilliam School. Additionally, Mr. Bowles
will continue to serve as part of the Leadership and Planning Teams for the
Compassion Road Academy. He will work in consult with the Principal and the
“planning AP.” Mr. Bowles is being called upon to develop the Family Therapy Lab and
the Family Literacy Program for the Compassion Road Academy.
Planning AP: Compassion Road Academy will hire a “Planning AP” in the near term.
The “Planning AP,” in consultation with Ms. Ortiz and Mr. Bowles, will play a large role
in planning all aspects of the Compassion Road Academy program. Additionally,
he/she will be responsible for the new student enrollment.
Year TWO and beyond: The overall administrative structure will include the District’s
Instructional Superintendent and his/her team; the Principal; 2 Assistant Principals at
the Compassion Road Academy; and one Assistant Principal at the Gilliam School. We
feel confident that this leadership structure together with a strong and supportive school
community will be ample support for this school plan.
B. School Governance: If not addressed in the school’s performance application, what plans are
being made to ensure that a robust and participatory school governance structure will provide
accountability and support to the school?
The school governance model is addressed both in Section I (culture), Section III
(leadership), and in the replacement policies for the following waivers: BDFH, Article 54,and Article 13-8.
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Cost Savings and NCLB
A.
What cost savings and/or efficiencies that are projected through attainment of
innovation status?
Cost Savings: The Compassion Road Academy is committed to providing a variety of
affective and academic supports that will be unique to Compassion Road. “Innovation”
status will allow us to provide these services on a broad scale because of the extended
day and extended year programming options. Additionally, much of the affective
support will be provided through partnerships developed with AA, Alanon, Judi’s House,
Family Tree, etc… AND through the use of pre-service counselors and social workers.
In order for us to accomplish these goals, we need to have the flexibility to hire
individuals into uniquely developed positions for the Compassion Road Academy; i.e.
Clinical Services Coordinator. “Innovation” status will allow us the necessary flexibility
needed to do so. Furthermore, “Innovation” status will provide us the opportunity to do
fund raisers and participate in additional outside learning and service opportunities to
support our specific programming structure.
B.
Will the school continue to comply with the Highly Qualified Teacher requirement
of No Child Left Behind?
Because CRA is a Denver Public School, we will expect that our teachers and other
staff members meet the same expectations of licensure and/or certifications required
under NCLB as any other staff member working in the Denver Public Schools and fully
approved by the Colorado Department of Education. 1 This is an arena where we will
not seek flexibility, because we believe our students will need the most highly qualified
professionals available to ensure equitable access to a meaningful and rigorous
education. To that end, the expectation of the teaching staff will be to demonstrated
academic achievement and yearly growth that reflects an outstanding educational
program that both addresses some foundational challenges students may carry and
also reflects the rigor and relevance of the grade level experience a student deserves,
as defined by the Colorado academic standards embraced by the foundation of the
common core. In addition, because we want to ensure our second language learners
have the access they deserve to be successful as any student in the Denver Public
Schools, we will expect every teacher to have the certification indicating they are ELA-E
qualified within two years of being hired.
1
Clarification to CDE: All credit bearing courses will be taught by licensed teachers who are highly qualified in their
respective content areas. Additionally, when students are working on "credit recovery" projects/assignments, the work will
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be supported and evaluated for credit by a licensed teacher who is highly qualified in that particular content area.
Part II: Waiver Requests and
Replacement Policies
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Waiver Requests and Proposed Replacement Policies: Compassion Road
School
Proposal
BDFH: Collaborative School Committees
School Governance
There shall be at each school a collaborative school committee (CSC) with
representation from parents, community, faculty, administrators and classified
staff.
Membership terms will be staggered so that there is continuity on the CSC from
one year to the next. The CSC must include at least two parents, one to two
students, and one community representative beginning no later than 100 days
after the first day of school in the first year of school operations. The school
principal will have discretion in adding positions to the CSC – especially to
account for the higher rates of transition among parents (due to transitioning
students).
Purposes and Scope: The purposes and scope of a collaborative school committee
shall be:
‐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.
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Policy
‐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, and applicable sections of the DPS/DCTA Agreement, and
other contracts and District mandates.
Meetings of a collaborative school committee will be open to the public. Notice of
these meetings will be posted in appropriate public places.
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; provide guidance, evaluation and
approval for the SIP; provide guidance, evaluation, and approval for the annual
school budget; act as the School Improvement and Accountability Council (SIAC)
for the building; 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, revise the school calendar and/or schedule; make recommendations
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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 (School Personnel Committee will stand alone in the current
DPS/DCTA contract).
School
Proposal
DF: Revenue from Non Tax Sources/DF‐R:
Revenue from Non Tax Sources Procedures for
School‐Based Sponsorships
Budget
School will have the ability to request and secure school‐based sponsorships
independent of the district according to the following policies:
‐The sponsorship must not compromise or show inconsistency with the
beliefs/values of the district and school.
‐ The sponsorship will not alter any district owned resources unless permission is
granted by the district
‐ The sponsorship does not create a real or perceived conflict of interest with
school administrators or staff
‐ The sponsorship agreement will be reported to the district budget office at least
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ability to refuse the arrangement only in situations where said agreement will
Policy
adversely impact funding arrangements for other schools in the district more than
it would benefit Compassion Road or because it would be in conflict with existing
fund regulations (such as federal grants).
‐ The School will establish an account with the district to manage receipt of
locally raised money and will have autonomy in making deposits to and
withdrawals from the account when such actions are taken to further the
academic achievement and/or social‐emotional well‐being of students. The
school account will be aligned with all fiscal requirements under local, state, and
federal administrative requirements. School
EBCE: School Closings and Cancellations
Student Transportation
Proposal
‐The Superintendent is empowered to close the schools or to dismiss them early in
event of hazardous weather or other emergencies which threaten the safety,
health or welfare of students or staff members. It is understood that he will take
such action only after consultation with appropriate authorities.
‐The school principal is empowered to close the school independently in the
following circumstances: the school principal has discretion in cancelling
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extended day activities at the school; the school principal has discretion in
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cancelling full days of school outside of the district academic calendar in the
event of hazardous weather or other emergencies which threaten the safety,
health, or welfare of students or staff members.
‐Parents, students and staff members shall be informed early in each school year
how they shall be notified in event of emergency closings or early dismissals.
‐Schools shall not be dismissed before regular dismissal times except in emergency
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situations. This precaution is taken to insure the safety of students whose parents
might not be aware of early dismissal.
‐In the event of severe storms during which it would seem advisable to close
schools or modify operating practices, notification shall be made directly to the
schools and released to the public by press, television and radio through the office
of the Superintendent.
School
Proposal
EEAA – Walkers and Riders
Student Transportation
To the extent practicable and using district resources, students will receive bus
passes to secure transportation to and from the school. Students will be given an
initial allotment of bus passes and then must “earn” future passes based on
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satisfactory attendance. In situations where insufficient district resources exist,
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the school will work with the transportation office to develop a transportation
policy to determine eligibility. This will align with the district McKinney‐Vento bus
pass requirements to ensure compliance.
School
GBK – Staff concerns/complaints/grievances
Human Resource Management:
Proposal
Policy Statement: In the interest of equitable and efficient operation of the
System, all employees shall be afforded a mechanism by which grievances can be
resolved at the earliest opportunity. Additionally, all grievances should be
resolved at the most local level that is possible and escalation steps shall not be
taken until an employee has allowed for the grievance process to be resolved at
the most local level.
Scope: This policy applies to all Compassion Road employees. Employees who are
within a bargaining unit shall have the right to grieve as specified by their
respective agreement except for employees covered by the DCTA agreement in
which case the grievance process outlined in this policy will apply. All employees
have the right to grieve violations of any of the District's nondiscrimination
policies. Disability complaints shall be filed in accordance with the respective
grievance procedures.
Grievable Offenses: Except as noted herein, an employee may grieve any action
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which violates or inequitably applies Board policies or procedures or replacement
Policy
policies as outlined in the school’s innovation plan and which adversely affects
the employee's working conditions. Grievances must be filed within fourteen (14)
days of the date the employee knew or reasonably should have known about the
action.
Nongrievable Matters: The following matters are not grievable under this policy
except as noted:
Matters over which the District is without authority to act; Evaluations; Dismissals,
nonrenewals, reductions‐in‐force, suspensions, disciplinary actions;
Reassignments.
Grievance procedures shall be in accord with the following guidelines:
Level 1
The employee attempts to resolve the complaint as close to the source as
possible.
This level is quite informal and verbal.
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If the matter is not resolved,
Level 2
If an employee’s supervisor is not the principal, the employee notifies his/her
supervisor (in writing or otherwise) as to the substance of the grievance and
states the remedy sought. Discussion should be held between the employee and
any other relevant party. This level will usually be informal, but either party may
request written statements and agreements.;
Level 3
If the employee is unsatisfied with the results at Level 2 or if the employee’s
supervisor is the principal, the employee may submit a written grievance to the
principal of the school. There shall be review of the written grievance by the
principal. The principal shall issue a written decision and provide a copy to the
employee and his/her supervisor(when applicable).
Level 4
If the employee is unsatisfied with the results at Level 3, the employee may submit
a written grievance to the Human Resources Director and send a copy to the
school principal. There shall be review of the written grievance by the Executive
Director of the Department and/or their designee. The Executive Director and/or
his/her designee shall issue a written decision and provide copy to the employee
and his/her supervisor.
* If an employee ever believes the issue of grievance is perceived to be or is an
issue of safety for them or for others, then the employee is encouraged to engage
the level of administration or supervisory personnel appropriate to respond to the
issue at hand.
School
Proposal
GCB: Professional Staff Contracts and
Compensation
Human Resource Management:
Hiring, Compensation, Job
Descriptions
The Board recognizes that attractive compensation plans ‐ which include an
adequate base salary, salary incentives and employee benefits ‐ are necessary to
attract and retain well‐qualified and able men and women to deliver quality
educational services.
It is the Board's intent to review all compensation plans annually with
representatives of the district's teaching staff.
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Administrator's salaries shall be determined by Board action with consideration
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given to the assigned responsibilities and specialized training. Salaries shall be
reviewed annually at the regular Board meeting in June, and contracts as
appropriate.
The school district shall adhere strictly to the employment contract procedures
established by Colorado statutes except for any statutory waivers identified by
Compassion Road that are intended to protect the autonomy of the school to
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pursue recruitment, selection, and hiring outside of the district hiring calendar
and to prevent the direct placement of teachers from the district.
School
Proposal
GCBC: Supplemental pay plans/overtime
(coaches)
Human Resource Management,
Personal Leave
There are many extended day activities identified for Compassion Road that will
be dependent upon staff involvement. In instances where these activities would
constitute high school athletic coaching as identified by the Colorado High School
Activities Association, high school athletic coaches shall be assigned annually to
coaching duties which shall be in addition to teaching duties. Each coach assigned
shall be informed by the principal of the fact that the seasonal assignment is for
one school year only. All assignments shall carry the written recommendation of
the teaching school principal if applicable, and the coaching school principal, and
the department of athletics and student activities. Assignments shall be made by
the department of personnel services Compassion Road principal.
Coaches shall not receive any pay, gift or other remuneration for teaching or
coaching other than the stipulated salary or pay scale agreed upon by the school
Replacement Board of Education in situations where such pay, gift, or remuneration would
compromise the ability of students to engage in CHSAA sanctioned competitions
Policy
or where it would create a real or perceived conflict of interest.
Athletic coaches may be selected and assigned coaching duties for one or more
three‐month period, i.e., September through November, December through
February, and/or March through May. Remuneration shall be on a monthly basis
and remuneration levels will be determined by the school principal, and will be
implemented as specified below.
School
Proposal
In accordance with the provisions for work week and work year as specified by
Compassion Road, any time a teacher is asked to perform work for the District
beyond the work week or work year as specified in the school calendar, that
teacher will be offered a compensation amount that is consistent for all employees
asked to perform the same work. The amount will be determined at the school
level and will be based on the work requirements for the role.
Human Resource Management:
GCF: Professional Staff Hiring
Hiring
Compassion Road will have autonomy to recruit staff and make offers to
candidates outside of the traditional district hiring calendar.
Compassion Road will work with the district HR office to post teaching positions
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through the district website. From this posting, Compassion Road will engage in
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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 at
Compassion Road will be provided to the school principal for selection.
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Compassion Road will receive applications and consider candidates from the
direct placement process; however, Compassion Road is not required to select
teachers through direct placement or to alter the hiring schedule or selection
process in a way that gives preference to direct placement teachers.
The Compassion Road principal will consult with district HR staff and incorporate
hiring best practices at the school level where it is found to be appropriate.
Background checks will be administered using the existing systems and processes
for the district.
School
GCF‐2: Professional Staff Hiring (Athletic
Human Resource Management:
Proposal
Coaches)
Should the school elect to hire and pay for coaching duties, priority shall be given
to hiring qualified athletic coaches from among the regularly certificated teachers
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cannot be filled within the high schools, other certificated teachers or individuals
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holding a Coaching Registration from the Colorado High School Activities
Association who are qualified to coach may be assigned.
School
Proposal
GCID: Professional Staff Training, Workshops
and Conferences
Human Resource Management:
Professional Development
Staff professional development will be determined in accordance with the plan
proposed in the Performance School Application and specified below. The school
will determine the value of all Staff Training, Workshops and Conferences as it
relates to the school's mission and vision. All out of school professional
development will need to be approved by the school principal or program
director.
1. PD Model: The Compassion Road Academy will have a responsive professional
learning model based on student data and common instructional issues. Because
we value students owning their learning and having meaningful practice, we will
ensure the professional learning reflects the same standards and values. We will
model in our professional learning what we want to occur in our classrooms. The
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leadership team will be determining through monitoring and student data the
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focus and intent of professional learning, and we will access any resource or
consultant necessary to ensure our professional learning targets the area of
instructional need.
2. School’s Culture and Leadership Team Involvement: We are all engaged in using
student data to reflect on our practice. This will be the guiding practice, and we
expect every educator to be reflective and flexible in meeting the needs of all
students. Our systems of support, including the achievement meetings, regular
professional learning, and coaching ensure that our discussions and focus is always
on academic achievement.
3. Professional Development – Induction to School: Because we are a DPS school,
we will ensure we provide meaningful time to develop our educational staff on the
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LEAP Framework, discuss systems for collecting and evaluating student data in all
disciplines, communicate the common core standards to create clarity on what the
instructional focus will be for teaching and learning, and finally engage all teachers
in the fourteen principles of brain development highlighted in Teaching with
Poverty in Mind (Jensen, E., 2005). Our unique supports to ensure our program is
developed with fidelity in our practice will be strong models of the instructional
approach, developing teachers leaders from Gilliam to provide both models and
peers to support practice, consistent and dedicated focus on our professional
learning foci, and finally calling our instructional focus to light in on‐going
achievement meetings where we apply new learning to novel situations with real
students.
4. Time Dedicated to Professional Learning: Because of our year‐round schedule,
we will be having a minimum of one professional development day per month.
Because of our staggered schedule with extended days and longer blocks, teachers
will have common blocks for planning based on content discipline weekly, and in
addition, our specialist teachers, including special education and ELA, will also be
co‐planning with the content team to support effective co‐teaching.
5. Interim Data – Professional Learning Response: The overall whole group
professional learning will adjust based on the needs of students identified within
the data. The plan may be to either strengthen or reinforce new instructional
understandings or approaches or to guide the plan in a different direction as
needed. The professional learning must be tied to student achievement. The
interim data is our mid‐year evaluation of our effectiveness, so we will utilize this
data to notice and name what is working and to courageously own areas where
we may need growth.
6. Cultural Competency: Cultural competency and a reflection on how personal
biases impact decision‐making in the classroom will be addressed in all
conversations about the work. We address this issue directly through a week‐long
seminar with The Anti Defamation League to become a “No Place for Hate” school,
and addressing bias and oppression will become the foundation and lens from
which we address every aspect of the work. It will not be an add‐on component,
because for us, it is the work of closing the achievement gap. In addition, we plan
on addressing cultural competency in our recruitment process by ensuring our
candidates are required to reflect and address how their own personal
background may act as a barrier or hinder their ability to connect with certain
students.
7. Assessment of Effectiveness – Professional Learning: The effectiveness will
always link back to student achievement data and also classroom monitoring to
see if teachers are approximating the new understandings in their practice.
Professional learning will have clear instructional outcomes and also encourage
teachers to take risks and expand their practice in a supportive environment.
School
Proposal
GCP – Professional Staff Promotion &
Reclassification
Human Resource Management:
Promotion and Reclassification
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Policy GCP‐ Professional Staff Promotion and Reclassification
A change of assignment from one occupational classification to another may be
requested by the affected employee, may be recommended by the employee's
administrator or supervisor, or may be initiated recommended by the
superintendent and his staff. Approval of the promotion or reclassification may be
conducted by the principal or by the superintendent and the Board. shall be
required.
Qualifications for promotion of certificated personnel shall be:
1. Master's degree, or master's degree and other professional preparation
2. Good scholarship
3. Satisfactory recommendations and appraisals of service
4. Good working relations
5. Satisfactory experiences in certificated assignments
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7. Professional growth and demonstrated potential
8. Ability to direct other employees
Responsibility of the employee
An employee may initiate a request for change of assignment by submitting a
letter to the administrator of his school or department or to the executive director
for personnel services indicating preparation and experience or a preference for a
different assignment.
Responsibility of principals and department heads
The school principal will have the ability to make autonomous determinations
for promotions and reclassifications for employees at Compassion Road.
Responsibilities of the superintendent and staff
The selection of employees to receive changes of assignment shall be the
responsibilities of the superintendent and his staff for such changes occurring
with staff at Compassion Road only when the responsibility is first delegated by
the Compassion Road school principal.
School
Proposal
GDA – Support Staff Positions
Human Resource Management:
Hiring of Support Staff
The school will use the same support staff positions as identified by the Board.
Should these positions prove to not properly reflect the need for support staff,
then the school principal will identify additional support staff roles. Once these
roles are identified, job descriptions will be created. The school principal or her
designee will then consult with the Office of Human Resources for the district to
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develop appropriate language so that the school principal can then move forward
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with properly staffing the position. Further, should the board abolish a position
that was previously created, the Compassion Road school principal will work with
the Human Resource Office to identify the best solution for correctly staffing any
affected employees.
School
Proposal
GDD: Support Staff Vacations
Calendar and Schedule
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GDD will be followed with the following exception: Vacations and holidays for
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by the CRA school calendar.
GDF‐R: Selection, Appointment, and
Human Resource Management:
Reappointment of Full‐time Classified
Hiring,
Employees – Procedures
Compassion Road will follow the district hiring process for Classified employees
and select candidates through the district recruitment and application processes;
however, final hiring determinations will be reserved by the school principal.
Should the school principal determine that the candidates for a position as
provided through the district recruitment and staffing process do not meet the
expectations of the principal, the principal will have the ability to not hire the
position and re‐post the position for new applicants, and pursue additional
Replacement recruitment activities as deemed necessary to fill the position appropriately. This
Policy
policy statement also intends to clarify the school’s right to not accept direct
placement assignments for any staff members to include all classified employee
groups.
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If Compassion Road identifies a need for a position that does not exist in the
district's current list of classified positions, Compassion Road will create a profile
for this position, provide the information to the district's HR office, and work with
HR staff to properly create a profile and hire a candidate for the position.
IC/ICA: School Year/School Calendar
Calendar & Schedule
Prior to the end of the school year, Compassion Road shall determine the length
of time during which Compassion Road 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 and the DPS
Board‐approved district calendar.
The Compassion Road calendar shall include the dates for all staff in‐service
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Policy:
Board‐approved district calendar.
A copy of the calendar shall be provided to all parents/guardians of students
enrolled in Compassion Road. The calendar will also be published on the school’s
web page. Any change in the calendar except for emergency closings or other
unforeseen circumstances shall be preceded by adequate and timely notice to
students and parents of no less than 30 days.
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IE: Organization of Instruction
Education Program
Will be using the district curriculum, and it will employ competency‐based
assessment. Curriculum and individual learning plans will reflect attainment and
demonstrated understanding of the essential learning goals, standards, or big
ideas. Flexible credit opportunities will be utilized with an emphasis on health
and financial literacy. For example, while a student is participating in a grief and
loss group, a student may also be attaining sociology or psychology credit.
Principal will partner with the Instructional Superintendent and the Department
of Teaching and Learning to determine when flexible credit and credit recovery
opportunities can be infused into a variety of instructional experiences.
Students will meet all core requirements for math, English, science, social
studies and academic electives. Within the other electives, students may
participate in 20 hours of electives relating to Internships, Work Credit and
Community Service Learning. Students may further participate in 30 hours of
other electives like Anger Management, Drug & Alcohol classes, Health Literacy,
Financial Literacy and other concurrent credit options (like a music class at the
community college or EGOS or CEC‐Career Education Center). Compassion Road
will endeavor to utilize existing DPS course codes, where the content and
objectives align to the Compassion Road purposes and intents.
IEA: Alternative Grade Level Organization in
Education Program
Neighborhood Schools (K‐8 Policies)
CRA is a competency‐based program with on‐going enrollment. Students attain
credit based upon demonstrated understanding of the learning goals, standards,
or big ideas. These essential learning goals will be monitored and assessed in all
courses during a student’s tenure and grade attainment and course attainment
will be determined on an on‐going basis for students rather than waiting for
semester grade cycles. For example, if a student needs to repeat Algebra I due
to a failing grade, the student will need to demonstrate competency based upon
a body of evidence that maps to the essential learning goals, standards, or big
ideas and includes summative, formative, and DPS interim assessment data. A
student could therefore attain a passing grade in Algebra I while participating in
an Algebra II course by having the teacher monitor individual growth towards
those learning outcomes that were missed based on pre‐assessment against the
content within the course. Because our foundation at CRA is focused on
standards‐based grading (Guskey, 2003), we can assess and identify credit
attainment based on student evidence of learning rather than be tied to seat
time in a traditional course.
CRA will provide the same level of rigorous curriculum offered to any high
school student within DPS to ensure they reach the same graduation
requirements as any other student in Denver.
CRA will meet the North Central Association accreditation requirements, and
CRA will insist that teachers assigned to an alternative grade level meet district
and state education, certification, and endorsement requirements for that grade
level. Priority for students attending CRA will be based solely on the level of “at‐
risk” and protective factors the student carries, and an attendance area will not
be used to provide any priority status for entrance, except Denver Public
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Schools students will receive priority.
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IGA: Curriculum Development
Educational Program
DPS curriculum is being followed for core credit, but our competency‐based
approach will ensure our students’ academic needs are being addressed in
context and the feedback focused on essential learning goals provides the
individual roadmap to credit completion and therefore high school graduation.
The competency‐based approach as outlined in the replacement language for
district policy IEA offers students a variety of opportunities to demonstrate
proficiency with the essential learning goals identified within a given course,
connected to both the common core standards and the state academic
standards. CRA will be applying the hard work of the district on the essential
learning goals to refine and focus our efforts to support credit recovery in
context and also to provide targeted intervention when necessary to ensure all
students attain the same goals. However, CRA is committed to providing the
same rigor, quality, and comprehensive summary of the core curriculum of the
district, because our students are part of DPS.
IGD: Curriculum Adoption
Educational Program
DPS curriculum is being followed for core credit as outlined in the replacement
language for district policy IE, but our competency‐based approach will ensure
our students’ academic needs are being addressed in context and the feedback
focused on essential learning goals provides the individual roadmap to credit
completion and therefore high school graduation. However, CRA is committed
to providing the same rigor, quality, and comprehensive summary of the core
curriculum of the district, because our students are part of DPS.
IKB: Homework
Educational Program
Will not set minimum or maximum expectations. With extended day, allow for
homework to be completed at home. Also, extended year, teachers will make
the determination about how much homework to give. That will be monitored
by the school principal for adequacy.
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IKE ‐ Promotion, Retention, and Acceleration
Educational Program
of Students
DPS curriculum is being followed for core credit, but our competency‐based
approach will ensure our students’ academic needs are being addressed in
context and the feedback focused on essential learning goals provides the
individual roadmap to credit completion and therefore high school graduation.
However, CRA is committed to providing the same rigor, quality, and
comprehensive summary of the core curriculum of the district, because our
students are part of DPS.
IKF: Graduation
Graduation and Promotion
DPS curriculum is being followed for core credit as outlined in the replacement
language for District policy IE, but our competency‐based approach will ensure
our students’ academic needs are being addressed in context and the feedback
focused on essential learning goals provides the individual roadmap to credit
completion and therefore high school graduation. This means a student will
need to demonstrate competency based upon a body of evidence that maps to
the essential learning goals, standards, or big ideas and includes summative,
formative, and DPS interim assessment data. CRA is committed to providing the
same rigor, quality, and comprehensive summary of the core curriculum of the
district, because our students are part of DPS.
Article 1‐7 : School Year
∙
Calendar & Schedule
The term “school year” for the purposes of CRA will be to create a unique
calendar that reflects our year‐long program with intermittent breaks for
teachers, ensuring a teacher’s contracted days are not exceeded.
Article 5‐4: School Leadership Teams
Leadership
The SLT will be made up of CRAs Administrators; Coordinators (protechs);
Office Manager; and 3 teachers representing a cross section of the school staff.
The teacher representatives will apply to be a part of the SLT and serve for one
year. If there are more than 3 teachers who apply to be a part of this team, the
Principal in collaboration with the school's administrators and coordinators will
make the decision who will serve. The other teachers will be considered
alternates.
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:
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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.
The SLT, as part of regular practice, will involve students and parents to
collaborate on the issues discussed and to present to the student council decisions
that are made related to the responsibilities specified above.
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Article 7 Grievance Procedures
Policy Statement: In the interest of equitable and efficient operation of the
System, all employees shall be afforded a mechanism by which grievances can be
resolved at the earliest opportunity. Additionally, all grievances should be
resolved at the most local level that is possible and escalation steps shall not be
taken until an employee has allowed for the grievance process to be resolved at
the most local level.
Scope: This policy applies to all Compassion Road employees. Employees who are
within a bargaining unit shall have the right to grieve as specified by their
respective agreement except for employees covered by the DCTA agreement in
which case the grievance process outlined in this policy will apply. All employees
have the right to grieve violations of any of the District's nondiscrimination
policies. Disability complaints shall be filed in accordance with the respective
grievance procedures.
Grievable Offenses: Except as noted herein, an employee may grieve any action
which violates or inequitably applies Board policies or procedures or
replacement policies as outlined in the school’s innovation plan and which
adversely affects the employee's working conditions. Grievances must be filed
within fourteen (14) days of the date the employee knew or reasonably should
have known about the action.
Nongrievable Matters: The following matters are not grievable under this policy
except as noted:
Matters over which the District is without authority to act; Evaluations;
Dismissals, nonrenewals, reductions‐in‐force, suspensions, disciplinary actions;
Reassignments.
Grievance procedures shall be in accord with the following guidelines:
Level 1
The employee attempts to resolve the complaint as close to the source as
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possible.
This level is quite informal and verbal.
If the matter is not resolved,
Level 2
If an employee’s supervisor is not the principal, the employee notifies his/her
supervisor (in writing or otherwise) as to the substance of the grievance and
states the remedy sought. Discussion should be held between the employee and
any other relevant party. This level will usually be informal, but either party
may request written statements and agreements.;
Level 3
If the employee is unsatisfied with the results at Level 2 or if the employee’s
supervisor is the principal, the employee may submit a written grievance to the
principal of the school. There shall be review of the written grievance by the
principal. The principal shall issue a written decision and provide a copy to the
employee and his/her supervisor(when applicable).
Level 4
If the employee is unsatisfied with the results at Level 3, the employee may
submit a written grievance to the Human Resources Director and send a copy to
the school principal. There shall be review of the written grievance by the
Executive Director of the Department and/or their designee. The Executive
Director and/or his/her designee shall issue a written decision and provide copy
to the employee and his/her supervisor.
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* If an employee ever believes the issue of grievance is perceived to be or is an
issue of safety for them or for others, then the employee is encouraged to
engage the level of administration or supervisory personnel appropriate to
respond to the issue at hand.
Article 8‐1 Contract Year, and 8‐2 – Forty (40)
Personnel
Hour Work Week, 8‐5 – Teaching Loads
The Compassion Road Academy will be operating an extended day program.
This will require that teachers be consistently working 9 hours per day.
Teachers will be compensated through "trade days"/compensatory time off.
This will be communicated in advance through CRAs alternative school
calendar/schedule.
The Compassion Road Academy will aslo be operating on a year-round
schedule. Although teachers will be employed using this schedule at all times,
the number of working days will be consistent with the number of days set in the
district contract. The key difference will be that teachers will stagger their
breaks in such a way that there will be continuity of instruction throughout the
year.
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1. Lunch Periods. There shall be a minimum standard forty-five (45) minute daily
lunch. Teachers at Compassion Road will need to commit to having lunch with
students at least 3 days per week. This will be part of our "Community
Compact." To the extent possible, teachers will be given 30 minutes of down
time outside of the lunch hour as one of our beliefs about effective teaching and
learning is that teachers need to have time to rest and reflect.
2. Operations and professional time up to one hundred twenty (120) minutes per
week to include but not be limited to faculty meetings or school-related committee
meetings, grade-level meetings, vertical teaming, department meetings, planning
with a facilitator / instructional specialist, staff development or data analysis. The
Compassion Road Academy will not be encumbered by maximun time limits on
meetings/professional development. In order to move our students forward, we
will need to look a student achievement data weekly and participate in ongoing
differentiated and whole group professional development opportunities and
collaborative conversations concerning student achievement and instructional
practice
8-5 Teaching Loads. The range of teaching loads, number of preparations and
number of pupil contacts required should provide for effective instruction and
meaningful teacher-student interaction.
8-5-1 Secondary Teaching Load. Unless altered by the SLT process, the normal
teaching load for secondary school teachers shall be five (5) teaching periods per
day, or the equivalent thereof if block scheduling is used. A teacher may request to
teach a sixth period. The normal teaching load for secondary teachers at CRA
will consist of 300 instructional minutes per day.
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Article 8‐3 Professional Standards‐Planning
Personnel
Time
With CRAs year long calendar and extended day schedule, the student contact
time is increased. There is no guarantee that teachers will have planning during
the student contact hours. Teachers will have minimally 45 minutes of
consecutive planning time daily but this time may fall before or after the student
contact day.
Article 10: Performance Evaluations
The school will implement the District’s evaluation system (LEAP) as described in
this Innovation Plan
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Orientation. A teacher shall be informed in advance about the purpose and
nature of the evaluation process, the elements of the evaluation, the procedure
for conducting the evaluation and the responsibilities of the individuals involved.
An individual or group meeting can be used to explain the evaluation process. A
teacher who is not assigned to a home school will attend a departmental meeting
devoted to explaining the evaluation process. This meeting should be held within
the first 60 days of the teachers’ school year. The evaluator will review the
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evaluation process, with the teacher(s) and will provide a copy of the LEAP
Framework and the standards, criteria and the rubrics to be used. If teachers are
hired after the evaluation orientation, the evaluator shall provide them with a
similar introduction regarding the process.
Comprehensive performance ratings will be given to teachers consistent with the
LEAP framework. As the LEAP framework is adjusted and improved each year,
Compassion Road will continue to calculate ratings based upon the framework
methodology.
The Compassion Road Academy has the authority to adopt its own remediation
plan to support teachers and the implementation of the Innovation Plan. Unless
changed by the SLT, the following will constitute the remediation plan for
teachers at the Compassion Road Academy:
Comprehensive performance ratings will be given to teachers consistent with the
LEAP framework. As the LEAP framework is adjusted and improved each year,
Compassion Road will continue to calculate ratings based upon the framework
methodology. If a teacher receives an unsatisfactory rating in accordance with
the LEAP framework, the teacher will be put on a remediation plan:
The teacher will have a minimum of 30 days to improve performance.
The teacher will establish a “plan for improvement” with Principal or his/her
designee.
The plan will improve specific outcomes and goals for improvement.
The plan will include a collaboratively developed professional development plan
to support the teacher to grow in his/her practice and in accordance with the
school’s innovation plan.
The teacher will be observed multiple times during this 30 day period, no less
than two walk‐throughs; two informal observations and one formal observation
will occur during this 30 day period. ALL of the observations will be unscheduled.
At the end of the remediation plan, the evaluator will review the data and
determine whether the teacher met the goals and objectives of the plan.
If the teacher did not meet the goals and objectives of the plan, the teacher will
be informed that he/she is being recommended for dismissal for cause.
If the teacher met the goals and objectives of the plan, it still may be determined
that the teacher is not an appropriate fit for the Compassion Road Academy
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Article 13‐8
Personnel Committee
The Compassion Road Academy will have a personnel committee(s) – with the
following adaptations and protocol: In year one of CRA and beyond, each new
teacher hire will be as follows:
A committee will be formed through Principal request of teacher volunteers
(note: If the interview process goes beyond a regular school day, participating
teachers will be accommodated with an appropriate hourly wage for their time.)
• The Principal/his or her designee and at least one teacher representative
will review the available resumes/applications in order to create an
interview list.
• Each interview committee will consist minimally of one administrator,
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two teachers and one student. Whenever possible at least one teacher
already working in the designated content area shall participate on the
committee.
The interview committee will select 2 or 3 candidates to move onto the
second phase of the interview, “guest‐teaching.” Each of the top
candidates will provide a 20‐minute lesson to a group of students. The
students will complete a written evaluation form and participate in a post
lesson discussion with the Principal/designee and teacher
representative(s) if possible.
After careful consideration of teacher and student feedback, the Principal
will make the final hiring decision. The Principal may request a third
interview if necessary in order to make the best decision possible.
Article 14 – Summer school and evening
Summer and Evening Programs
school
14-1 Summer School and Evening School. Summer and evening school programs
shall be provided flexibility of design and implementation following the
guidelines set forth below.
14-1-1 Staffing: The current staff will be working their contracted days as
required under the contract, which may or may not include days into the summer.
In addition, teachers will not exceed the amount of instructional hours required by
the contract, but they may be assigned to serve students in the day schedule or the
afternoon/evening schedule. If teachers exceed their number of contract days
(because of extenuating circumstances) they will receive extra duty pay or have
the option to accrue “trade time” to be used later in that calendar year.
14-1-1-1 Summer school teaching positions will not be posted, because these
hours of instruction are already covered under the contracted teachers serving in
the school. The teachers working at CRA will be expected to have a yearly
schedule that reflects their required number of days of instruction to spread over a
twelve-month period rather than the district calendar.
14-1-2 Compensation. Teachers will receive extra duty pay at the established rate
for hours/days that exceed their contract. Additionally, teachers will have the
option to accrue “trade time” to be used later in that calendar year.
Article 18
Student Discipline
The Compassion Road Academy will adhere to article 18 with the following
adaptations/exclusions/additions:
CRA will work in collaboration with the District’s Office of Student Services in
addition to the School’s CDM to develop/change the CRA’s Discipline Policy.
18‐3 If a teacher is referring an excessive number of students for disciplinary
action, the Principal may choose to put the teacher on a “Plan for Improvement”
and require the teacher to attend additional training to support a change in
practice. If a change in practice does not occur, the Principal may choose to
move for dismissal/release of the teacher as per CRA’s policy on retention and
dismissal.
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Article 20
Reduction in Force (RIF)
The Compassion Road Academy will adhere to the guidelines under Article 20
with the following exceptions:
20‐1 In addition to the definition of Reduction in Force provided in Article 20‐1,
the Principal in collaboration with CRA’s Leadership Team will have the authority
to make any and all programming changes on behalf of CRA’s students and their
families that may or may not affect the employment of staff.
20‐1‐4 Upon final decision that a reduction of force will occur, the District’s
Human Resource Representative for CRA will be notified and the District shall
provide the Association with data relative to the status of each bargaining unit
employee whose job will be reduced. Such data shall include the name,
certification and endorsement, and hiring date.
20‐1‐6 Upon the written request of the teacher identified for job reduction, the
administration shall investigate all possible assignments for which the teacher is
eligible. However, the Principal is under NO obligation to place the affected
teacher into another position at CRA or at Gilliam.
20‐2 When hiring the Principal will consider candidates who have been displaced
as a result of a RIF/RIB elsewhere in the District. However, the Principal is under
NO obligation to hire said teacher and the Principal has the authority to hire
other district teachers and/or outside candidates for any vacancy at the
Compassion Road Academy regardless of whether there are teachers in the
District whose contracts have been cancelled due to RIFs/RIBs, etc.
Article 25 – Job Sharing and Half Time
Job Sharing and Half‐Time
The Compassion Road Academy will adhere to Article 25 with the following
exceptions:
25‐1 Job sharing or converting from a full time employee to a half‐time
employee may be requested by any teacher. CRAs Leadership Team in
collaboration with the school’s CDM will grant permission for such a change
based on the feasibility of the request and the needs of students.
25‐1‐1 Application for a job sharing or half time position must be made in writing
to the Principal if this change is going to affect the programming of CRA.
25‐2 There will be NO “placements” at the Compassion Road Academy.
Article 32 – Extra Duty Compensation
Extra Duty Compensation
The Compassion Road Academy will adhere to Article 32 with regards to “extra
duty pay.” However as CRA is a year round program “extra duty” will be defined
as days beyond the regular contract year. In addition, CRA has an extended day
program. Consequently, any “extra duty pay” as a result of working longer
days/working on regularly scheduled days off, will be the result of a written and
signed agreement between the Principal/designee and the teacher/staff
member. Furthermore, a timesheet will need to be completed and signed by the
staff member in question. Additionally, teachers/staff members will be afforded
the option of “trade time” in place of “extra duty pay” to be taken within the
same calendar year. If the teacher/staff member decides to choose this option,
the time will be documented in writing.
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Section 22‐32‐109(1)(f): Local Board Duties
Concerning Selection of Personnel and Pay
Human Resource Management:
Staff Hiring, Compensation
The principal, in consultation with the CSC, will select teaching staff directly and
rates of pay will be based on the district schedule.
Section 22‐32‐109(1)(n)(I): Schedule and
Calendar and Schedule
Calendar
The school leader, in consultation with the CSC, will determine prior to the end of
a school year, the length of time which the school shall be in session during the
next following school year, but in no event shall Compassion Road have fewer
than the minimum hours set by the district and state for public instruction.
Section 22‐32‐109 (1)(n)(II)(A): Actual
Hours of Teacher‐Pupil Instruction
Calendar and Schedule
and Contact
The school leader, in consultation with the CSC, will determine prior to the end
of a school year, the length of time which the school shall be in session during
the next following school year, but in no event shall Compassion Road have
fewer than the minimum hours set by the district and state for public instruction.
Section 22‐32‐109 (1)(n)(II)(B): School
Calendar and Schedule
Calendar
The school leader, in consultation with the CSC, will determine prior to the end
of a school year, the length of time which the school shall be in session during
the next following school year, but in no event shall Compassion Road have
fewer than the minimum hours set by the district and state for public instruction.
The school calendar will replace the school’s need to follow the district calendar.
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Section 22‐32‐109(1)(jj): Identify
Human Resource Management:
Areas in which the Principal/s
Professional Development
Require Training or Development
District will establish a supervisory role with the school principal and as part of
this role, will jointly develop a professional development plan that will be
followed by the school principal. This relationship, through the waiver, will be
such that a personalized PD plan that can be developed to allow for greater
autonomy of the school leader.
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classification
The principal shall have authority in making final determinations regarding the
appointment, assignment, promotion, transfer, and dismissal of all personnel
assigned to the school under his or her supervision
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22‐ Human Resource Management: Hiring,
63‐202(2)(c.5), C.R.S.: Direct
Contracts and Employment Offer Letters
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(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. There will be no direct
placements/assignments at the Compassion Road Academy.
22‐32‐126 (3): Principal’s authority
(II) (A) Any active nonprobationary teacher who, during the prior school year, was
deemed satisfactory, or was deemed effective in a district that has implemented
a multi‐tiered evaluation system and has identified ratings equivalent to
effective, and has not secured a position through school‐based hiring shall be a
member of a priority hiring pool, which priority hiring pool shall ensure the
nonprobationary teacher a first opportunity to interview for available positions
for which he or she is qualified in a school district except that the teacher will
not be guaranteed a first opportunity to interview for positions at Compassion
Road School.
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(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
except that the teacher will not be guaranteed a first opportunity to interview
for positions at Compassion Road School.
(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. Such assignment will not be made at Compassion Road School without
the approval of the school principal in consultation with the school’s CSC.
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Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22‐
Human Resource Management:
63‐203, C.R.S.: Probationary Teachers
Dismissals
– Renewal and Nonrenewal of
Employment Contract
Compassion Road will replace probationary and non‐probationary status of
teachers while at Compassion Road consistent with replacement policies for 22‐
63‐301 and 22‐63‐302.
• Teacher Employment,
Compensation and Dismissal
• Human Resource Management:
Act of 1990 Section 22‐63‐206,
Direct Placement of Teachers
C.R.S.: Transfer of Teachers –
Compensation
Compassion Road will have the authority to decide whether to accept transfers
of any staff from the district on a case‐by‐case basis. In such situations where
transfers occur, the school principal has the authority to determine the
appropriate years of experience on the salary schedule.
Additionally, a teacher may be transferred upon the recommendation of the
school principal from one school, position, or grade level to another if such
transfer is mutually agreed upon and does not result in the assignment to a
position of employment for which he or she is not qualified . If so assigned, the
teacher will also receive a salary corresponding to the position
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22‐
63‐ 301: Grounds for Dismissal
Human Resource Management:
Dismissals
All teachers in their first three years of teaching at Compassion Road Academy will be
considered in a “transitional" status, and will be employed using an annual contract. This
contract allows both the teacher and the school principal to evaluate commitment to the
goals of Compassion Road and can therefore be non‐renewed at the end of the contract
term for any reason without being recognized as a negative action against the teacher.
In all situations related to teacher dismissal except for non‐renewal of annual
contracts, a teacher may only be dismissed for cause in accordance with the
dismissal policies outlined in the replacement policy for 22‐63‐302.
School
Proposal
Replacement
Policy
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22‐ Human Resource Management:
63‐ 302: Procedures for Dismissal of
Dismissals
Teachers and Judicial Review
School will administer dismissal policies as specified below:
I. Dismissal Procedures For Teachers
‐Transitional teachers shall be entitled to limited dismissal procedures as
28
noted herein. Non‐transitional teachers shall be entitled to the more
extensive dismissal procedures.
‐These procedures do not apply to non‐renewal of annual contracts for
teachers in their transitional years.
A. No teacher 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 teacher of
the grounds for the recommended dismissal and will give the teacher a
reasonable opportunity to respond.
B. If the supervisor decides to proceed with the dismissal recommendation,
the supervisor will provide the teacher with written notice of the ground(s)
for the dismissal recommendation and the teacher may request a post‐
termination hearing before an administrator (designated by the
Superintendent or his/her designee) in the Human Resources Department.
The teacher must request the post‐termination hearing within three (3)
scheduled working days of the last day of work.
1. If the teacher does not request the post‐termination hearing within three
(3) scheduled working days, the termination will be considered final. The
recommendation for dismissal of teachers 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 teacher shall
be entitled to back pay.
2. If the teacher 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
teacher 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
teacher shall be entitled to back pay.
iii. The Human Resources administrator's review concludes the dismissal
procedures for transitional teachers.
C. If the Human Resources administrator affirms the dismissal
29
recommendation, a non‐transitional teacher may request a hearing before an
impartial hearing officer. (As noted above, transitional teachers are not
entitled to the hearing before an impartial hearing officer.) The non‐
transitional teacher must request the hearing within ten (10) working days of
the decision by the Human Resources administrator. The hearing officer will
review the dismissal recommendation in order to determine if any of the
ground(s) specified in the dismissal recommendation notice provided to the
teacher are present. This hearing officer will not be a district employee.
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 teacher of the name of the hearing officer appointed. The hearing officer
shall arrange the date and time of the hearing with the teacher 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 teacher 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 teacher at his/her request.
5. The teacher 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 teacher 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 teacher 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 teacher 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
30
and shall terminate any rights of the teacher under this policy. If the
Superintendent or his/her designee does not affirm a dismissal
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
teacher 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 teacher, 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.
School
Proposal
Replacement
Policy
Teacher Employment, Compensation
and Dismissal Act of 1990 Section 22‐
Human Resource Management:
63‐ 401: Teachers Subject to Adopted
Compensation
Salary Schedule
The school will use the district salary schedule for determining pay for teachers
and staff; however, they will have discretion on how the budget is impacted for
paying staff (actuals vs. averages). The school principal reserves the right to
develop a supplemental compensation system to reimburse employees for extra
duty pay as it may arise for activities that may include, but not necessarily be
limited to coaching, tutoring, external professional development or for
performance incentive pay.
31
32
Part III: Statements of Support
33
34
December 23, 2012
To Whom It May Concern:
I am honored to take this opportunity to write this letter of support for Ms. Kimberly
Ortiz and Compassion Road. I have had the tremendous privilege of working as a
teacher for Ms. Ortiz for three plus years. During this time she has demonstrated
exceptional leadership, a genuine compassion for the nurturing and professional
development of our staff, and an unprecedented determination to secure a productive
and promising future for the population of students that we serve.
I am both impressed and grateful for Ms. Ortiz’s ability to select the best and most
dedicated teachers for our population of students. In addition she provides ongoing
Professional Development training for teachers to insure her staff is performing
optimally for the benefit of our students. We are all provided with the opportunity to
attend regional and national seminars such as “The Teachers College Reading & Writing
Project” which focuses on the most thorough and up to date strategies for teaching
students how to access their great potential for reading and writing, “Reading in the
Rockies” which concentrates on the basic fundamentals and ground work of writing, and
Eric Jensen’s “Teaching With the Brain in Mind” a workshop which takes into
consideration how environment plays a major role in the development of a child’s ability
to learn. Each of these workshops is dedicated to teaching the whole child regardless to
socio-environmental background. It is this kind of professional compassion that
demonstrates how dedicated Ms. Ortiz is to insuring our students have the best that
education has to offer. I am extremely excited to know and support her vision to create
a therapeutic educational environment, provide family, small group and individual
counseling. Her valued understanding for instituting extended day and year round
programming assures our students will receive all the necessary support they will
require to be successful.
This is a mountainous opportunity to break the traditional molds of public education
that all too often leave far too many of our children without a chance to see and meet
their dreams. Compassion Road is the pioneer that will grant students with special
challenges a chance at meeting their dreams and the corner stone that will secure young
learners the courage and confidence to be a future we can all be proud of. If you have
any further questions and/or need further information please feel free to contact me at
720-422-0900 or 303-291-8930.
Sincerely,
Mark D. Mitchell
Mark D. Mitchell
Language Arts Teacher
Gilliam Youth Center
35
David Slater
4430 Utica Street
Denver, CO 80203
December 31, 2012
To Whom It May Concern:
I am writing this letter to support the “Innovation” application that Kim Ortiz is submitting
for the Compassion Road Academy. When Kim first told me about her original
“performance school” application, I was both excited and concerned. As a parent of three, I
became very disenchanted with the public school system; especially when my youngest was
going through high school.
As a young teenager he had a run in with the “system” and although his crime was minor
and he could have met his obligations in as little as six months, his time in the “system”
dragged on for six years! Although his mom and I were always there for him providing
support and resources, and he was well trained to navigate in society with other adults, and
he is a Caucasian youth not without monetary resources, he still managed to “trip over
himself” and the decisions that he made prolonged his entanglement in the justice system.
In many ways I blame the public school system. My son never had his needs met in the
larger comprehensive high school experience. He was lost and no one in his school took the
time to “find him” and more importantly to help him “find himself.”
I have known Kim Ortiz for years. As a matter of fact, our friendship goes all the way back
to our own high school days! As I mentioned previously, when I heard of her idea- I was
excited but also concerned. So concerned as a matter of fact that I tried to discourage her
from seeking approval of this school in the context of public education. I encouraged her
rather to seek private funding to implement her ideas. I feel that the constraints of
traditional public education from State to District to DCTA policies would choke the life out
of this creative inspiration.
It is for this reason that I am writing a letter of support for INNOVATION STATUS. I think
that the ONLY way that Kim can implement her plan and fulfill her promise to the students
and families of DPS is if she has the freedom from artificial constraints that would otherwise
serve to choke the life out of this inspirational endeavor. I AM CERTAIN that if my son had
the experience of attending the Compassion Road Academy, his six-year ordeal would have
been reduced to six months because as I told Kim, “He would have been seen” and if he was
seen – he would not have been lost!!! So please, as a parent speaking on behalf of all of
our struggling children, please grant Innovation Status to Kim Ortiz and the
Compassion Road Academy.
If you have any questions or would like further information, please do not hesitate to call
me at 720.495.1418.
Sincerely,
David Slater
36
Steven Dranoff, Ph.D.
D&D Consultants, Inc.
1111 Clifton Avenue
Clifton, New Jersey 07013
T: (973) 777-7333
F: (973) 777-7731
E-mail: [email protected]
December 27, 2012
Ms. Kim Ortiz
Principal
Gilliam School
Denver, Colorado
Dear Ms. Ortiz:
I am writing this letter to support your application for “Innovation” status for your
new school. I have been working with the Denver Public Schools for the past 12 years
with my programs designed to prevent bullying, sexual harassment and violence —
RESPECT for Middle School and High School and Risky Business for Middle School
and Risky Business for Adults (administrators, teachers, staff, mental health professionals
and parents).
This past year you and I have been preparing to conduct RESPECT and Risky
Business for the Gilliam School and its staff. I want to take a moment to let you know
that I continue to be impressed with your vision, persistence and determination to bring
innovative programs to both schools.
My understanding is that Innovation status for your new school will allow you to
move away from the ‘norm’ and provide unique and innovative programming i.e.,
competency-based credit acquisition, year long and extended day programming, family,
small group and individual therapy, grief and loss groups, alcohol and drug addiction
education and counseling for students and their families, and empathy training for all
students and adults.
Our plan has been to implement these evidence-based programs for both of your
schools. These programs extend the work of Jean Piaget, Erik Erikson and Peter Fonagy.
Moreover, I have operationalized the construct of ‘empathy’ for these programs which
has allowed us to divide empathy into its three clinical component parts and teach them
as three skills and measure them. Empathy is Mother Nature’s antidote to aggression
37
and violence. One cannot be angry or aggressive towards another person if they feel
empathy. These programs have been most helpful to adolescents in correcting and
recalibrating their ‘normative’ misperceptions of their peers as well as identifying where
they are missing specific empathy skills and through the psychological process of
‘scaffolding’ teaching these skills. All of this training enables students to develop more
effective self-protection skills, enhance their ability to learn, improve interpersonal skills
and most importantly, help to change and enhance the school culture.
In addition, adults who work with your teens will have a chance to learn more about
the neurobiology of adolescence, the different ways the peer group is used, how to
promote empathy in teens as well as learning a simple diagnostic approach to helping
teens develop better self-protection skills against bullying, sexual harassment and
violence.
This is all to say that I am looking forward to working with you, your staff and
students this academic year.
Yours truly,
Steven Dranoff, Ph.D.
Psychologist/Program Developer
38
From: Greer, Eldridge
Sent: Friday, December 28, 2012 5:06 PM
To: Ortiz, Kimberly
Subject: RE: Compassion Road letter of endorsement
To whom it may concern,
Please accept this letter of endorsement for Compassion Road Academy (CRA) to receive
innovation status within Denver Public Schools. CRA can serve as an integral choice for DPS
students. Based on the Healthy Kids Colorado Survey for SY 2011-12, over 10% of our students
express concerns around mental health needs (e.g., depression, suicidal ideation, substance use,
etc.). CRA, with its focus on explicitly addressing student therapeutic needs, can be wellpositioned to better support impacted students through innovation status. Further, as national
education researchers have indicated, in addition to strong instructional leadership, the most
important component for successful student outcomes is a strong, transparent and supportive
school environment. CRA's goal of incorporating a community lunch program, a family therapy
lab and greater flexibility with daily and weekly scheduling will explicitly lead to a positive
school-wide culture where students can excel and staff can be successful teachers and
learners. Finally, given the district's goal of eliminating racial disproportionality in discipline
events, CRA's emphasis on school culture and working with significantly impacted students
should go a long way to help create proportionate outcomes for students and to lead to more
students being college and career ready.
Please let me know if I can provide additional information or support.
Sincerely,
Dr. Eldridge Greer,
Director of Special Education | Mental Health & Assessment Services
39
To whom this may concern,
I am writing this letter to express how great and wonderful Kim Ortiz is with staff
but mostly with our students. I believe that Compassion Road will be wonderful
because we need a place for these types of students to get educated. Every kid no
matter the circumstances needs a place to receive an education.
Kim would be awesome for this let me tell you why. I was a previous student of Kim
Ortiz. At the time I was in gangs and was also stabbed; which is what brought me to
the Contemporary Learning Academy where Ms. Ortiz was an Assistant Principal.
Ms. Ortiz helped me in starting a new life towards success. I was chosen at CLA to
become a member of the CSC committee and I worked to get my fellow classmates
on the right path. I tried because most of the students there were also going
through the same things as I was going through.
I am now a DPS employee and had the honor to work at CLA as a campus security
officer thanks to the help and support that Kim gave me when I was a student at
CLA. That being said we need a place like Compassion Road because we need more
graduates! Students need a place where they can seek assistance and not be
ashamed. I am telling you this because I’ve gone through things and was afraid at a
normal school. This new school will have many students who will want to attend
because they won’t feel left out which is what they need! Kim will give these kids the
attention they never had as she did with me and ALL of her previous students. This
school will be a place that students can call home; which is what so many of them
need because they don’t really have a home. Kim is wonderful and assists these kids
any way she can she will go out of her way if she has to. That’s just how Kim is! She
is a wonderful, loving, and caring person.
Please help her in any way you can because in the end, it’s for our kids!
Thanks for reading,
Anthony Saavedra
40
To Whom it May Concern:
I am the reading intervention teacher at Gilliam School and have been involved in the Compassion Road
discussion for some time.
I believe the requested waivers would benefit the students of Compassion Road by giving the school
more flexibility. The at-risk population we are targeting did not have success in traditional school as a
result we need to rethink the way education is provided to these students. In order to do that we need
to be willing to break the mold when it comes to traditional hang up such as the length of the school
day, teacher availability, hiring, and curriculum.
As a teacher in the alternative setting I recognize the need for a paradigm shift and I hope that you
understand this need as well.
Thank you for your support,
Melissa Ewer-Scholl
Reading Interventionist
Gilliam School
41
December 27, 2012
To Whom It may Concern:
Ms. Kim Ortiz was one of my teachers I will never forget. She was my math teacher for
two years while I was a student at Lakewood High School. I consider it a privilege to
write this letter of recommendation on her behalf. I haven’t met another teacher with the
unique character quality mix Ms. Ortiz exhibits. Ms. Ortiz’s attitude and leadership set
her apart from others. The first thing that makes her stand out is her big heart and
compassion for others.
Ms. Ortiz is a thinker in the truest sense of the word. Her mastery of math reveals how
bright she is. I always enjoyed having her as my math teacher because her intelligence and
patience would allow me to have a more sophisticated conversation than with most
teachers. Ms. Ortiz’s ability to solve problems with numbers goes deeper to help youth
with developing skills to solve problems in their lives.
Ms. Ortiz is one of the most humble and compassionate persons I have ever met; so
likeable, with a positive attitude.
Ms. Ortiz has reasons to be frustrated with life, yet she takes life as it comes and makes the
most of it. She has endured difficult times in her life yet her resiliency causes me to believe
whatever the situation may be she will be able to handle it. Ms. Ortiz earned the respect
of all her students and the staff alike at Lakewood high school and she has become a natural
leader. She genuinely cares about other people which inspires those under her leadership.
Ms. Ortiz’s positive outlook helps her to be able to focus on her main goals. Which is to
make a change in one student at a time. I have been that student.
Ms. Ortiz’s ability to adapt to tough situations and find solutions amazes me; she has the
patience to think through the situation and find the best way to tackle it constructively.
When I came to Ms. Ortiz’s classroom I was a 9th grader whose dreams were gone I was
placed in foster care and came from a troubled home. My mentality was there is no hope for
me. When I came to Lakewood High School Ms. Ortiz was my algebra teacher. She was
gentle, she would listen, she was not just a teacher but a friend, Ms. Ortiz would see me
with love in her classroom it felt safe to be around her, she would encourage every student
and it was motivating and fun to learn.
Starting a School that will specialize in supporting students who have given up hope and
their dreams is amazing with the right teachers, counselors, structured schedules, group
therapy, small classes; I do believe the students will conquer many seeming impossible
tasks especially having Ms. Ortiz guiding them and being a rock of Hope that is what she
has been to me all this years.
Sincerely,
Alicia Valiente
Alicia Valiente
42
To whom it may concern,
I am writing to express my support of Compassion Road being an innovation school. I have taught
science at Gilliam for 1 ½ yrs. I chose a career in teaching specifically because I wanted to reach the
high risk students that Gilliam serves. Our students have very special needs, and in order for
Compassion Road to benefit these students, it will need to have innovation status.
The needs of our students at Gilliam are what inspired the development of Compassion Road. Many of
the students who will be attending Compassion Road will be coming out of detention centers. Students
trying to get integrated back into a traditional school can find it difficult, if not impossible, under these
circumstances. Other students face challenges of addiction, poverty, and raising families. Compassion
Road will be providing not only education, but community, support, and healing for the success of our
students.
With Compassion Road being given innovation status it will be able to have extended hours as well as
year round enrolment enabling it to meet the unique needs of its students. Whether it be struggling
with home circumstances, or trying to get back on their feet after being incarcerated, students will
receive the help they need in order to achieve their academic goals.
Sincerely,
Terri Kluppel
Gilliam Science Teacher
43
December 27, 2012
To Whom It May Concern,
This is a letter of support for Compassion Road Academy and the proposal for “Innovation
School” status.
My name is Deborah Montoya and I have been the Social Studies Teacher at Gilliam Youth
Detention Center for the last 15 years. It is the many obstacles and barriers that these particular
children face that is the seed of the newly district approved CRA. The conversation among Gilliam
Teachers and Administrators has always been “How can we provide the health and security for these
students to ultimately bring them into a state of learning?” and “How can we follow through with them
and help them secure a positive future?”
Compassion Road is the culmination of 15 plus years of thinking, planning and experimenting on
how to best to serve our student population at Gilliam. Through this process, we understand that an
academic focus without a social/emotional “whole child” approach does not work with these students.
It would take a truly “Alternative” situation with a broad umbrella to open the doors of opportunity and
the minds of our students to all of their possibilities. Compassion Road is designed to be this true
alternative, in its use of time and space, instructional theory, methodology and delivery systems.
Innovation School status is the tool of fruition needed to make our school successful. We must
remove as many obstacles and barriers as possible to see our children progress. Extended days with a
rotating year round schedule meets the needs of our children and their families and allows teachers to
be rested and participate in ongoing professional development. At Gilliam, all of our teachers and staff
wear many hats throughout the school day. We find that we are all multi-talented and we all have skills
and abilities way beyond our designated positions. These talents must be tapped and utilized and the
innovative ability to use all of our staff where they are most needed at any time is paramount to the best
interest of our student’s learning and to our Compassion Road community. Innovation School status
with desired accommodations as put forth by Kim Ortiz is the foundational systems’ change we submit
will make our school successful.
We approach Compassion Road with a newness that includes any and all innovative thinking
and application. We approach compassion Road with a newness that will break down barriers to even
our most marginalized students. Innovation School status is necessary to our moving forward on this
new road.
Sincerely,
Deborah Montoya
Gilliam School, Social Studies Teacher
44
From: GEORGE STEVENSON [[email protected]]
Sent: Tuesday, January 01, 2013 11:13 AM
To: Ortiz, Kimberly
Subject: letter of support
To Whom It May Concern:
This letter is to express support for the School of Innovation Proposal for Compassion
Road Academy headed up by Kimberly Ortiz.
I have been a teacher in D.P.S. for thirty years and am currently teaching at Gilliam
School. It has been my privilege and joy to have spent most of the thirty years teaching the
highly resistant student in many of the hard to serve schools. While at Montbello High
School, and again at Manual High School we instituted a school-within-a-school targeting
the students likely to fall through the cracks. We were met with many road blocks that
eventually forced both schools to shut down.
Therefore, I offer my full support to the proposal that would allow for flexibility in the
following areas:
Year-round calendar; serving students that are in need of a more supportive
structure in the summer months. The year round model would provide on-going
academic rigor eliminating the lapse of skills and retention experienced by many atrisk-students.
Extended flexible day; allowing students more options in the school day. Most of the
adolescents we serve are not fully functioning at seven thirty in the morning and many
would benefit by part-time jobs. By providing a flex time model these students will find
school a more user friendly environment.
Community lunches; have proven to be a viable model to engage the families that are
supporting the students.
Flex time for staff; will enable the teachers and support staff the opportunity to work with
the students exiting the Gilliam but are still on probation offering support while they
navigate the juvenile court system.
Your consideration and support are much appreciated,
George M. Stevenson
45
January 3, 2013
To:
Kim Ortiz, Principal, Gillam and Compassion Road
From: Randy Johnson, Instructional Superintendent
Re:
Letter of Support
Greetings, Kim:
I am pleased to provide this letter of support for the development of Compassion Road as a school truly needing
Innovation Status to effectively employee unique approaches to meeting the needs of the at-risk student
clientele that will be served by Compassion Road.
As Compassion Road will have a core mission dedicated, though not exclusive, to serving students that have
been adjudicated and spent time as a student at Gilliam, the school will need to be able to employ staffing,
scheduling and educational approaches that are appropriate for a year-round, highly mobile, high needs student
population. Compassion Road, in many respects a “bridge program” for students exiting Gilliam, quite simply
requires a staff that is trained and focused on serving this very specific population of students. The conceptual
design of Compassion Road is that teachers will function as educators/counselors/life-coaches and maintain a
caseload of students for which they are professionally responsible. This model requires availability beyond a
traditional work-day and work-week, and the willingness to work a non-traditional calendar as the school will
operate year-round.
Among the unique programmatic factors associated with Compassion Road, in addition to a flexible
daily/weekly/yearly schedule, that require an innovative approach to implementation are:
•
Community lunch program (staff and students will dine together daily)
•
Family therapy lab - small group counseling (grief and loss; domestic violence; drug and alcohol
addictions; etc.) and individual therapy that will require specialized training for staff
•
Ability to hire and incent the best staff available
•
Extended day and year round programming; flexible daily and weekly schedules
•
Competency based credit acquisition versus seat time
Compassion Road is great opportunity to serve the most at-risk, of at-risk students – and requires a program and
approach that is understandably different than any other school in DPS. I fully support the request for
Innovation that Principal Ortiz has made as important to achieving the goals of Compassion Road.
Sincerely,
Randy Johnson
46
Statement Regarding Other Evidence of Support
The proposed innovation school is a new school, and thus, currently employs no teachers or
other staff members. All employees will have access to the innovation school’s plan prior to
being hired. Prior to being hired and upon acceptance of employment at the school, each
employee shall make a commitment that s/he supports and consents to the designation as an
innovation school.
Similarly, as a new school, the school has no school accountability committee (“SAC”). Included
in this plan, is a letter from the current administrators at the school, which outlines
administrative support and consent to the designation as an innovation school.
47
Part IV: School Design from Performance
School Application
48
49
Executive Summary
50
EXECUTIVE SUMMARY
This section in its entirety will be provided to the Board of Education of Denver Public Schools
and will be posted online for the public to review, immediately upon submission of this
application.
Essential Information Form
Name of Proposed School
School Type (Select One)
Grade Configuration
The Compassion Road Academy
Charter School X -­‐ Performance School
9th – 12th
Model or Focus (e.g., Arts, College Prep, Ensuring Our Most At-­‐Risk Youth Receive Their
etc) High School Diploma or Equivalent to
Accomplish the Dreams of Their Hearts through
Educational Attainment
Proposed Region for School
Primary Contact Person
Enrollment Projections:
GRADE
9
10
11
12
Total # students
Proposed Demographics
2013-­‐14
75
50
25
25
175
North East Quadrant – Serving All Quadrants
Kimberly Ortiz, Current Principal of Gilliam
Detention Center
2014-­‐15
75
50
50
25
200
2015-­‐16
75
75
50
25
225
FRL %
SPED %
75% or More/
McKinney-­‐Vento
Eligible Students
Too
30-­‐40%
2016-­‐17
75
75
75
50
275
ELL %
2017-­‐18
100
75
75
50
300
25%
51
I. Culture
Mission Statement: The Compassion Road Academy will use education as the vehicle to attain
educational equity and equal opportunity to guide our students and their families on their journey to
becoming conscious, competent and positively empowered advocates for themselves and their
communities by providing our most at-risk high school students the systems of educational rigor
and relevance, flexible support systems responsive to student needs, targeted and purposeful
interventions, and a strong sense of community anchored in the spirit of compassion for all.
This proposal is to extend the positive and effective research-based efforts already in place
and extend them to the greater community of at-risk youth. The Compassion Road Academy will
continue to operate under the same supervision and guidance of the current Gilliam team. Not only
does this ensure the proposal is more financially viable, but it also puts into place a critical support
system for our most needy students in DPS. This unique approach to teaching and learning
provides a higher level of instructional support and time to ensure that our most needy students
attain academic equity with their peers.
Because we understand that poverty and social oppression are not overcome with a
traditional “one size fits all” solution, we will be offering a comprehensive arena of services to
ensure our students are prepared for the twenty-first century environments that await them. We
believe that equity is not equal treatment. Rather, equity is providing the appropriate level of
support needed for any student to attain the highest standards and rigor offered to their peers.
The Compassion Road Academy will include a comprehensive research-based family literacy
model which targets our students’ family members to address their language development skills and
support for completing their GED alongside their students, support for teen parents including early
childhood education and parenting courses through the family literacy model, an intervention
learning lab that addresses foundational and developmental understandings critical for the success of
any reader, writer, and mathematician, which includes brain-based instructional strategies and
interventions to support the development of the students’ executive functioning skills. Further the
school will provide family therapy support systems, empathy training, partnerships with students’
probation officers ensuring a tighter connection between the courts and the student restitution
plan, community service opportunities that connect to meaningful careers providing credit recovery
that also address any probationary requirements, cultural competence training for students and
adults to address the role of bias in educational attainment and advocacy.
I. Leadership
The leadership team is currently in place at The Gilliam Detention Center, and the belief
about leadership is that we are united around a common vision and mission. However, we share
leadership, therefore ensuring that every staff member is given the support and freedom to
accomplish amazing things for students. Our non-negotiables are clear. First, we believe that all
students can be successful with grade-level content, so the expectation is that our instruction and
learning objectives need to be connected to content that is meaningful, engaging, and rigorous.
Second, we believe that all students are inherently valuable, and that we need to define a student
by whom they are rather than their behavior. All behavior has meaning, so it is our job to not
react but better understand the needs of the student through their behavior and then respond
appropriately. Third, we believe that every student should have the right to attend college when
they have completed their high school degree or equivalent. It is not that we limit a student’s
success to college admission. Rather, we believe that by preparing every student for the rigors of
college, we are equally preparing them for any post-secondary option of their choosing.
We also believe students need and deserve to have a voice in decisions made for the
school, because it is ultimately their school. To do anything less would be to ensure that privilege
and bias continue to act as a barrier in key decision-making, so we must ensure that our school
leadership team reflects the voices of the people we serve.
II. Education Plan
52
The Compassion Road Academy will build upon our successful educational model we employ
with students at The Gilliam Detention Center. Because we have demonstrated through effective
interventions and strong grade-level content teaching that all students can demonstrate significant
growth as readers, writers, and mathematicians, we plan to build upon our current instructional
model. This will also ensure a smooth transition for students from The Gilliam Detention Center
when this is appropriate for a student.
Utilizing Brian Cambourne’s Teaching/Learning Cycle of assessment, evaluation, planning,
and teaching, we will ensure that teaching and learning is a flexible interaction always based on the
most current and informative student data. This instructional design allows on-going adjustment and
flexibility to meet the needs of the unique students we will serve, because it’s recursive and
responsive to student data. We believe summative data gives you a comprehensive picture of a
student, whereas formative data assists you in making targeted instructional decisions to impact
that larger picture. We also believe that daily monitoring allows a teacher to adjust their
instructional support to ensure learning occurs.
III. Teaching
The LEAP Framework is the tool we have used and will continue to use to identify
instructional strengths and next steps for every educator in the academy. By incorporating multiple
classroom visitations by administrators and doing regular student achievement meetings with every
teacher, we always use student data to assess if learning actually occurred. We also create the
environment that allows and encourages teachers to be reflective of their practice and to see our
profession of teaching as a lifelong commitment to personal improvement and growth. The LEAP
Framework provides us with a strong foundation to evaluate the instructional strengths and barriers
we observe in classrooms, and then this allows us to effectively plan professional learning for
teachers that is both individualized when a unique barrier exists in a classroom or to effectively
address whole group professional learning when a pattern is observed in multiple classrooms.
By grounding our teaching in a common planning tool called the teaching/ learning cycle
developed by Cambourne and defining clearly what we expect to see in every classroom, we create a
clear instructional approach allows us to increase the likelihood and fidelity that a student will
receive effective and engaging instruction. The model schools research has demonstrated time and
time again (Haycock, 2008) that students perform better in schools when the learning objectives
are clear and connected to grade-level expectations, when students receive additional time and
opportunity to gain proficiency against those objectives, and finally when students see the inherent
value in their learning everyday rather than having learning always be future-oriented or tied to
career development. Learning must have value on it’s own, and be engaging, meaningful, and
personal so that each learner can find their own intrinsic value in the journey.
III. Finance
2013-14
2014-15
2015-16
2016-17
2017-18
Number of Students
175
200
225
275
300
Per Pupil Revenue
$686,700 $784,800 $882,900 $1,079,100 $1,177,200
*Grant Funds
$275,000 $325,000 $350,000 $400,000 $400,000
Private Funds
Other Sources
$702,743 $777,992 $875,241 $1,069,739 $1,166,988
To tal R even u e
$1,664,443 $1,887,792 $2,108,141 $2,548,839 $2,744,188
Employee Salaries
$1,249,979 $1,450,056 $1,669,546 $1,981,891 $2,115,126
(including benefits)
Building Expenses
$313,918 $335,409 $309,437 $434,188 $493,980
Services/Supplies
$76,478
$77,778 $79,078 $81,678
$82,978
Other Expenditures
To tal Ex p en ses
$1,664,443 $1,887,792 $2,108,141 $2,548,839 $2,744,188
NET INC OME
$0
$0
$0
$0
$0
* - Grant funds include Title I-D funds, and other sources include Title I, Part A funds.
53
I. Culture
54
Section I. CULTURE
(7 page limit)
A. Ra tiona le
1. The Compassion Road Academy
The caged bird sings with fearful trill
of the things unknown but longed for still
and his tune is heard on the distant hill
for the caged bird sings of freedom
Maya Angelou – “I Know Why the Caged Bird Sings”
As the keys jangle on the hips of employees at Gilliam, five doors must be unlocked to access the
school within the detention facility. You learn quickly that this setting is different than a traditional
school, and you also learn that the stories these students carry are courageous ones always
highlighted by unbelievable loss and trauma. This tapestry of tales weighs heavily on the
conscience of any educator who has entered this work to create a path of equity for all kids to
attain the dreams of their hearts. What does that mean for students in detention, students living
on the streets, students who only belong to a gang family, students who walk with hunger every
day, and finally students who have experienced untold abuse and neglect beyond comprehension?
We believe the students would be best served by maintaining a strong connection to Denver Public
Schools, because the web of support systems that exist within the district will be critical to pulling
off this school in honor of our most needy students. In addition, we believe disenfranchised and
disconnected students will not be served best by further disconnecting them from their home
district and providing them with completely different resources and a different scope and sequence.
This would be a further barrier for a student should they need to transfer to another Denver Public
School site after attending The Compassion Road Academy.
Our team at Gilliam simply cannot count the amount of students who are branded as criminals, and
we watch as the system charged with creating change actually reinforces this notion of social
separation and extinguishes any opportunity for resilience and redemption. A student we will call
Jonas was recently in court after successfully growing four grade levels as a reader and passing
three parts of the GED. The judge knew this student well, because this student has been in the
system since the age of twelve. Having watched his father get shot to death and losing his mother
to drug addiction two years later, he then belonged to the only family he knows, a gang. The
judge then ordered this student to serve two years in prison, because there was not a program
able to meet his needs in the community, even though this student excelled at Gilliam and was an
outstanding model of leadership.
The idea and proposal for this school was born on the journeys of the students we serve
everyday. We have had the privilege of being a light in the forest of their journey and providing
some measure of hope and compassion. Even when we see students grow and excel as readers,
writers, and mathematicians in our setting, too often, we see students leave Gilliam and again
experience the pathway of disengaging from school to focus on survival, disconnected resources, a
probation system requiring students to comply with regulations and restitution many adults would
not be able to follow, and finally a lack of integration and belonging to a community. The
Compassion Road Academy will not only act as a bridge for students leaving detention but also act
as a proactive support system wholly dedicated to ensuring students in these situations of poverty,
neglect, abuse, and sometimes a complete and utter disconnect from any family, including extended
family, will have a home. Our plan is not only meant to serve the students released from Gilliam
but to also accommodate the students who have not found a school home either with their
neighborhood or other intensive pathway schools.
55
Our approach is holistic, because it is required of us to make the type of difference these
students need and deserve. The Compassion Road Academy will stand as a unique opportunity for
our students, because we focus on the whole family system and creating a school community with
open doors from morning to night. Because we understand that poverty and social oppression are
not overcome with a traditional “one size fits all” solution, we will be offering a comprehensive
arena of services to ensure our students are prepared for the twenty-first century environments
that await them. We believe that equity is not equal treatment. Rather, equity is providing the
appropriate level of support needed for any student to attain the highest standards and rigor
offered to their peers. This means also that we will ensure students on probation or involved with
the judicial system will be able to complete their community service time in the context of school
while earning credit, probation officers and other court appointed officials will be required to do
their meetings with students at school, and finally, we will provide specific affective skills regarding
court appearances and advocacy skills pertinent to the justice system.
B. Missio n S tatemen t
The Compassion Road Academy will use education as the vehicle to attain educational equity and
equal opportunity to guide our students and their families on their journey to becoming conscious,
competent and positively empowered advocates for themselves and their communities by providing
our most at-risk high school students the systems of educational rigor and relevance, flexible
support systems responsive to student needs, targeted and purposeful interventions, and a strong
sense of community anchored in the spirit of compassion for all.
C. Tar g eted S tu d en t P o p u latio n
1. Identify the region you are proposing to serve as described in the Call for New Quality
Schools.
The Compassion Road Academy would prefer to be located in the Northeast Area to have a strong
connection to the Gilliam campus. This tight connection between these campuses will be critical to
ensure students see these schools as an extension of the ideals and values that sustain and
maintain this type of unique educational community.
2. Identify the grade levels and ages you propose to serve.
Initially, The Compassion Road Academy will target high school level students with an emphasis on
reengaging students in their own personal possibilities and dreams by ensuring that any student
matriculate successfully from high school or receive an equivalent diploma to open the door to
multiple post-secondary options to create a bridge and a new possibility for overcoming poverty and
social isolation.
3. Targeted Demographics
We recognize that for The Compassion Road Academy to be effective, we must know our mission
and ensure we are targeting students that align with our vision and mission. To that end, we are
identifying a population of students with significant needs in multiple arenas and students most atrisk for dropping out or engaging in behaviors that will either recommit them in the justice system
or cause them to pick up a charge. We plan to serve students at a 75% or higher free and
reduced lunch number, and we also plan to target McKinney-Vento students who are unaccompanied
to provide a bridge for these students. New federal regulations and requirements for students
experiencing homelessness for post-secondary institutions have opened the door more widely than
ever to this population of students, so we will use current federal law to advocate and use available
resources to ensure these students receive exactly what they deserve. Finally, we will be able to
integrate students who are second language learners, but we will be targeting students who will be
able to benefit from language development strategies focused on building academic language and
English vernacular to build a bridge between their content knowledge in their L1 to English.
However, we will limit students to twenty to thirty percent (20-30%) of ELL at a level of LEP on
CELA. We will refer students to another school to support a student who is lower on the CELA and
56
then provide a bridge for the student when their language skills are at a level where they are able
to access the content at hand. Finally, as we evaluated IEP’s recently, we see many students with
special needs (over fifty percent – 50%) at Gilliam. However, over half of these students do not
have an active IEP that is in compliance due to non-schooling issues and lack of school attendance.
So, we believe our population of students will most likely be around 50%. Our learning lab model
takes this into account, because a special education teacher is always integrated into all intervention
planning and also provides direct intervention alongside other learning specialists. In
addition, we ensure that every learning specialist, including the special education teacher, co-teaches
one classroom in their content area of expertise daily to ensure the intervention directly impacts
the student’s success and access to grade-level content.
4. The Compassion Road Academy – Alignment with DPS Vision
We believe that the district focus on lowering our dropout rate is a noble one and the most
important focus we can have for our students. A student who is already at-risk for a variety of
factors including recidivism (CO. Department of Youth Corrections - 60% of students who come to
Gilliam more than once will enter the penitentiary system as adults), will only have their future
outcomes more negatively impacted by not having a high school diploma. A high school diploma
could actually be the deciding factor in a student having a life of their choosing or a life of poverty,
incarceration or even death. To this end, The Compassion Road Academy will focus on the high
school level student and provide a comprehensive array of services and suppor t systems to ensure
these students have the environment and systems of support necessary to walk this path of
personal redemption, resilience, and educational equity and access. Paulo Freire describes in the text
“Pedagogy of the Oppressed” the process of educating a student being the greatest act of social
justice, because we provide the opportunity for the student to find their voice. We do not view
these students as broken. Rather, we want to provide the context for students to see their
experiences as an example of leadership and use this wisdom and experience to serve them in their
educational success.
We believe this extension of Gilliam is needed and connects with the spirit and mission of Denver
Public Schools, because currently, the majority of students enrolled at Gilliam have historically not
performed well in a typical high school and other pathway options have been difficult for them to
access due to entrance requirements. Compassion Road Academy serves a critical need and
ensures that our integrity with our mission to ensure the success of all children is in place for our
most needy students.
School Culture
The proposed culture for the school will be to create and maintain a nurturing and caring
community, where every person’s voice is heard and valued. Leadership decisions will be distributed
and students will have a voice in every major decision that impacts them. Because we will have a
family literacy program that encourages involvement from parents in a powerful way, we will have a
built-in component of the community of parents and community members from which to utilize in
developing a strong and resilient model of shared leadership and decision-making. We will truly have
a model of parent and family engagement rather than limited involvement models. The school will
act as a community center and location for engagement and discourse that ensures that all of our
students and their families have a place at the educational table.
This culture of inclusion and compassion will begin with our staff, because we know that parallel
process is critical here. If we create a healthy culture for the adult educators to work and thrive,
we will ensure this can and will occur for our students. We cannot have an expectation for our
students that we do not model in our leadership approach. This will be ensured through mutual
decision-making through a school-based leadership team composed of teachers, students, and
parents. Student achievement meetings will occur to inspire our teachers to engage in their own
1
1
Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder: New York.
57
professional growth and to create a system and structure to ensure we are always reflecting on our
practice using authentic student data. The achievement meetings will be a context for the educators
in a similar content area to problem-solve how to better serve our students and to
engage in the highest art of the discipline and profession of teaching.
Lastly, the school-based administrators will be present in the classroom daily and will offer support
to educators that do this incredible work every day. There will be an environment of respect and a
common belief that every person is doing the very best they can with what they know, and use
this positive presupposition to approach coaching, mentoring, and instructional dialogue.
Our approach to serving students with special needs is unique as a model of instructional delivery.
We w ill have an engaging learning lab where any student will be supported to grow in their
developmental challenges while also receiving support to be successful with grade-level content.
The learning specialist team leading The Learning Lab will include the English Language Acquisition
teacher, the special education teacher, and our reading interventionist.
Our approach will be to ensure that our learning specialists carry wisdom and knowledge about how
to assess, evaluate, and plan instructional intervention for our students struggling in any content
discipline. For example, if a student is struggling with mathematics, the mathematics teacher and
the specialist team would work together to identify the greatest instructional barriers and strengths
the student carries. Then, a plan will be developed to ensure the student is successful during the
grade-level content block and also may be identified for intervention lab if the assessment data
supports this decision. In mathematics, for example, we will utilize a one on one interview that
evaluates what level of proficiency a student carries in their critical learning phases (Kamii, C.,
2005) in whole numbers, rational numbers, and irrational numbers. We will develop effective
support plans together for a student, and during the learning lab time, the appropriate specialist or
team of specialists will then implement their plan and collect weekly progress monitoring data to
ensure the plan is truly accelerating the student both developmentally and ensuring greater access
and approximation of grade-level concepts.
D. Pa rent a nd Commun ity Involve ment
1. Parent and Community Engagement
2
For the past five years, we have worked with parents very closely on planning transitional supports
for their students as they re-enter the community. We have discovered over the years that less
than fifty percent of the parents still have parental rights in making educational decisions, which,
means a majority of our students are considered unaccompanied homeless youth according to The
McKinney-Vento Federal Act for Supporting Homeless Students (2008). Due to this barrier, we
have had to seek out parents directly in our regular weekly meetings where a team of professionals
determine a recommendation to offer a judge in regards to whether or not a student should be
committed, sent to a group home, or finally enter the community with either their primary parents
or an extended family member. More often than not, the committee, including parents and officers
from multiple community agencies, often state that there are not good strong community
educational placements. They are often fearful to have the student return to the home school,
because they have seen time and time again that the level of support and personalization doesn’t
often ensure the student will be successful. In addition, students are often told that if they enter
high school during the middle of a semester, their time won’t count for credit. These multiple
barriers almost ensure that our students disengage from the school community and become invisible
again. In fact, we have identified that the majority of our students have had at least three months
of disrupted schooling, and many students have had two years or more of disrupted schooling.
To this end, we have identified a few key parents and shared this model with them to receive
feedback. The feedback was incredibly positive, and many parents have not seen their students
have success in a school or educational setting until they attended Gilliam. We have had over 100
1. Kamii, C. (2005). Basing teaching on Piaget’s constructivism. Association for International Early Childhood Education.
58
requests in the past year from parents, educational guardians assigned by the courts, and probation
officers to continue having the student attend Gilliam solely for school, but we are not allowed to
do this due to The Department of Youth Corrections mandates and legal restraints. This became
the inspiration for this extension school, so we can sustain the work of engaging students and also
to reach out more proactively to students who are at-risk prior to them entering the justice system.
We have collected letters from students, staff members from The Department of Youth Corrections,
and finally community agencies to affirm the need and value of this extension school. These are
located in Appendix F.
We will be seeking partners during our planning year to develop a strong family literacy program, to
ensure our unaccompanied homeless youth have the assistance they need to stabilize both their
housing and emotional needs, to partner with a local university to provide pre-service teachers and
teachers prepared to complete their teaching internship a meaningful setting to grow in their
professional understandings, to partner with a local university to ensure we have a strong mental
health lab component (Because we have licensed marriage family therapists and other licensed mental
health professionals, we can provide clinical supervision required for any counseling candidate to
become licensed.), and finally to bridge our students from their high school diploma or equivalent to
college or another meaningful post-secondary option.
The Compassion Road Academy will be using the following year to develop partnerships with the
focus we identified in the previous question. We have been connecting with community partners,
such as The Learning Source to provide our family literacy model, but we are just now beginning to
foster these relationships. Because we have a strong history in partnering with The Learning
Source, The Colorado Coalition for the Homeless, the University of Colorado at Denver to support
the development of pre-service teachers, Regis University for the development of pre-service
counseling students, the Anti-Defamation League to develop our school as a culturally competent
“No Place for Hate” site, Judi’s House to provide grief and loss groups focused on death loss, AA,
Alateen, Alanon, and support from the Arapahoe House for students and families suffering from the
disease of alcohol and drug addiction, Project G.R.A.S.P. for gang violence intervention; and the
Fatherhood Coalition, to name a few. These partnerships will simply become an expansion of what
has already occurred.
Because The Compassion Road Academy is in the process of developing partnerships should this
school plan be approved, we will be able to highlight in detail a description of the scope and
sequence of the work to be completed. We will also establish clear cooperative agreements,
memorandums of understanding, and clearly stated goals to ensure this partnership is successful
and meets the target need. However, we do have a few from the major partners.
(Appe ndix F – Evid enc e o f S up p o r t fr o m Par ents, Teac her s & Pup ils – no
pa ge limit)
2. Parent Leadership/ Authentic Engagement
The Compassion Road Academy will seek to engage our parents and families in a strategy that
addresses their educational needs too. We will be implementing a research-based family literacy
model (www.ncfl.org), which has demonstrated over time that a parent’s participation has a
significant impact on a student’s overall academic achievement (Prins et. al., 2012). This strategy
will not only improve the outcome and societal possibilities for parents by supporting their language
development when needed and also ensuring they receive their GED. The four components of
family literacy are: 1) Parenting skills – focused on developing parenting skills that are proactive
and also support educational growth, 2) Adult Learning – focused solely on the academic
development needs of the participating parent using the Test of Adult Basic Education assessment
59
as a tool to plan both whole an d individualized instruction, 3) PACT (parent and Child Together Time)
Time – focused on providing an opportunity for parents to practice supporting their students
academically during an actual content course, and 4) Early Childhood Education – focused on serving
the educational needs of children below school age. These four components have proven over time
to be incredibly effective at impacting the overall educational attainment of the entire family. This
program can also serve our teen parents in both providing a measure of childcare support and also
in ensuring these non-school age children have the educational foundation necessary to enter
kindergarten ready and prepared for the academic rigor that awaits them.
In addition, we will also ensure through this vehicle that we have parents and students actively
participate in all of the major decision-making within the school. Because we understand that white
privilege and bias can impact decision making when the school staff lacks diversity, we are
committed to ensuring diverse voices are heard when making key decisions. We believe the
community we are serving knows the best way to support their development and growth. So, we
empower our families in a sincere and on-going way. This type of decision-making will also include
weekly classroom visits alongside the principal after parent coffees to highlight an instructional
approach the school is utilizing.
3. Accountability Committee – Vehicle for Empowerment
3
Our School Accountability Meeting will be a bi weekly meeting that will be offered once per month
during the day and once per month during the evening, and we will focus on using our school
improvement plan as a vehicle from which to guide the meetings and the foci. Members will be
recruited from the student body, the participating parents in family literacy, additional parents,
educators in the building, and finally community agencies with whom we partner. The common role
for any participant will be use our on-going data wall that reflects both summative and formative
data to make the very best decisions we can on how to target our resources to make the greatest
benefit for students. We will also use this committee to meet the federal requirements connected
with Title-I delinquent and Title I, Part A school-wide funds.
E. Pa rent Sa tisfa ction
As evidenced in our plan, we have a strong instructional program for parents interested in pursuing
their high school equivalency and also developing our second language learner parents. So, for us,
we will need to expand the content of the district parent assessment to ensure we collect
satisfaction data for these programs to ensure they are meeting the targeted needs of our families.
Our goal on the DPS survey will be to have over eighty percent satisfaction within our first
operating year. One of the core methods to accomplish this goal is to ensure we provide multiple
ways for parents to provide feedback throughout the year, including a comment/suggestion box,
parent coffees (Donuts for Dads), family literacy instructional blocks, accountability meetings, Title I
designated meetings, weekly newsletter, and finally having an open door policy and encouraging
feedback. One of the assistant principals will be the SAL, and our team will include regular surveys,
and the plan will be to have all of the student and parent assessment surveys utilized to plan for
changes or adjustments to our parent engagement plan. In addition, changes and adjustments will be
made for our Title I planning to reflect the greatest possibility that our parent engagement plans
reflect the adjustments based on the feedback.
In addition to formative methods, such as asking for feedback regularly at meetings, having an open
door policy, suggestions/comments box, and other informal methods, we will also collect quarterly
satisfaction data through a Survey Monkey website offered at the school site or available on their
home computer if available. This will be well advertised in our weekly newsletter, and we will utilize
this data on our data wall as another indicator to track to ensure we are meeting the needs of the
community we serve.
3
Prins, E. (2012). Poor women’s involvement in community-­‐based adult education: Consequences for social networks, social support,
and mental health: Goodling Institute.
60
If there are any concerns regarding the satisfaction survey for parents, we will be open and
transparent about this data, including it in our newsletter. In addition, we will pull focus groups of
parents together to ensure we have a strong diversity of voices providing input to establish some
specific and strategic measures to improve the culture. Because we stand by the idea that
overcoming cultural bias and oppression for some of our disadvantaged families, we stand by the
core belief that our role is to facilitate the voice of every parent and student we serve.
F. Stude nt E nga ge me nt
One of the assistant principals will work alongside the mental health team to establish a framework
of interventions to address attendance issues as they occur. We view attendance issues as
formative data that the school community may not be effectively meeting the needs of the student
in question. So, it will also be an opportunity to address how the school community can enhance our
customer service and support for individual students. From there, we will use a systemic model to
evaluate barriers and supports the student has in their life to support them attending school on
a regular basis. However, we certainly will align with the system DPS utilizes to evaluate tardiness
and those expectations will be the same.
As these factors are evaluated, we will then develop a plan for supporting the student to improve
their attendance by doing a home visit to identify possible solutions to the current barriers a
student is experiencing. This may include supporting reliable transportation if needed, providing
breakfast if needed, looking at having the student consider later afternoon courses or evening
classes, provide family therapy if there is a lack of support within the system, and finally developing
a shared plan with the student to assist the student in finding the inherent personal value of school
for them. We will also engage the school district resources when a student becomes severely
truant to ensure the system of supports beyond our school doors are engaged when appropriate.
We will address truancy through a lens of support, compassion, and clear expectations rather than
only providing consequences. We believe all behavior has meaning, so we view this as an
opportunity to reach out more effectively and ensure the student identifies fully with the
community.
To assess student satisfaction, we would offer a quarterly satisfaction survey completed through
Survey Monkey and provide five minutes of class time to ensure this is completed. From there, we
would utilize this data to identify strengths and next steps to address this concern. In addition,
because we will be a school dedicated to expanding our cultural consciousness and awareness, we
will also always ask the question: Is our bias as a community or as an individual acting as a barrier
for our students? This courageous question will increase our awareness of privilege and also support
us to be reflective in where we carry privilege and where personal bias may be impacting how we
see and support a particular student.
Recently at Gilliam, we had a student who was born a boy but identified as a girl. This student was
experiencing bullying from other students, and there were staff who insisted on calling her “Mister”
and “Sir”, even though they knew she was already taking hormones and engaged in support groups
for students who are transgendered. As a school community, this was an opportunity for us to
grow and to reflect on how we could ensure Gilliam was also a community where she belonged. We
had to provide professional learning for every staff member, set some expectations to follow when
working with the student, and then continue to dialogue with the student to ensure we were meeting
her needs. We see any crisis of competence in our staff as an opportunity for growth.
Student satisfaction data will be included in all evaluations, including teacher, staff, and
administrators. The students are our customers, and it is our responsibility to ensure each student
feels like they have a place at the educational table. Lastly, student satisfaction and sense of
belonging are a core component of our instructional approach, so evaluating student satisfaction
and sense of belonging will also correlate to student achievement data.
61
II. Leadership
62
Section II. LEADERSHIP
(10 page limit)
The free bird thinks of another breeze
and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn-bright lawn
and he names the sky his own.
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing
The caged bird sings
with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.
(Excerpt from “I Know Why the Caged Bird Sings” by Maya Angelou)
The Compassion Road Academy believes that an effective school that is targeting the needs of our
students who have consistently not been able to fully engage or find themselves a full partner in an
educational community must be built on a foundation of ensuring freedom for our students.
Because of the issues and trauma that many of our students carry, society has often responded to
their issues and concerns by making their world even smaller. When we expect any student to fit
into a traditional box, then learning is for compliance sake and for pleasing the involved adults.
However, when we stand by the courageous notion that our work is nothing less than creating
miracles and ensuring our students have the community of support they deserve, every action we
take breaks down the walls of oppression and bias many of our students have suffered under for
many years. So, The Compassion Road Academy requires nothing less than a transformational
leader who will stand in the possibility that our everyday actions in this school open doors to
freedom. The insidious role of bias and prejudice in our culture silently become a soothsayer of a
child’s future by reducing expectations and branding a child with a word that allows us to give up
on them.
The Compassion Road Academy will change the course of direction for a student by giving them a
voice and ensuring that their education belongs to them. The role of school leader will not easily
be encapsulated by a list of qualities and references to research. Rather, the expectation of the
leadership team at The Compassion Road Academy requires the ability to not be in charge of all
things at all times. Rather, distributing leadership to students, staff, parents, and the greater
community will be a critical ingredient in what allows us to transform a child’s experience of school
as failure to one of redemption and hope.
A. Lea dership T ea m Personnel
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1. Provide the profile of your school’s ideal leader, including skills, qualifications, and
characteristics. Is it a requirement that your school leader has school leadership experience?
The Compassion Road Academy believes in a shared leadership model with multiple voices of input
around a common vision and mission. To that end, The Compassion Road Academy needs a leader
that knows how to ensure every interaction is a professional development experience. Because we
believe the real work is always teaching and learning, even when addressing behavior, the school
leader must embody through their actions and presence that reflection and growth are the keys to
continuing to advance and improve our knowledge base and instructional skills. The leader should
demonstrate a strong competence in developing educators in every interaction with instructional
dialogue (Duncan, M. 2006; Fink, E. & Resnick, L., 2005) . When we say instructional dialogue, we
mean the ability to support the educator to use formative monitoring data from students to assess
if learning occurred based on the teaching. We embrace Richard Elmore’s model of the school
development cycle (2005) that ensures a school leader is assessing the needs of their staff on a
regular basis to determine their next professional development steps needed to overcome any
instructional barriers in the classroom. This is incredibly complex work, but we believe the key
responsibility for a principal is to be an instructional leader. In the words of Harvey S. Firestone,
Founder of Firestone Tire & Rubber, “The growth and development of people is the highest calling of
leadership.”
Educational researcher and author, Michael Fullan, says of the “Ready, aim, fire” approach to school
leadership; that it is the most effective strategy that a school leader can implement; especially
when embarking upon a significant change or new initiative. While this may seem counter intuitive on
the onset because our hearts tell us that it is better or at least easier for everyone to be on board
and bought into the plan before the work begins. However, what we so often overlook is the
importance of disequilibrium and it will be the initial naysayers that will put forth the hard questions
that must be wrestled with in order to make a good plan a great endeavor! Martin Luther King Jr
once said, “A genuine leader is not a searcher for consensus but a molder of consensus!” We
need a school leader who knows the research, has seen and experienced the realities of our
situation firsthand; who can then set forth a solid plan and fire away. A leader who is not afraid to
have the tough conversations but who has the strength and courage to embrace the arguments
because what we understand about such undertakings is that the data itself will cause the
naysayers to set aside their doubts and it is the data that we will carefully and continually analyze
in order to fine tune or work and adjust our systems.
“A good head and a good heart are always a formidable combination,” said, Nelson Mandela. We
at the Compassion Road Academy would agree whole-heartedly with Mr. Mandela. We want a school
leader that has a good head and a good heart and who knows how to motivate the many hands of
our school community to work in unison with one another to make miracles happen for the
population of students that we are called to serve. Our leader must be creative and smart about
the research, systems and models that work. Furthermore, the “head” implies that our leader must
be vigilant in observing and listening and considering multiple opportunities and implications of the
decisions that will be made. The “heart” for us symbolizes the values and beliefs of the leader
that will be driving the work forward. Our leader must be invested in getting to know the gifts,
areas of expertise, and hearts of those people in our community – teachers, students and their
families. “Leadership is unlocking people’s potential to become better.” – Bill Bradley, (NBA
basketball and Senator).
Head, Heart and Hand leadership – Ritchie Scholars Program, includes the work of the hand/body.
All three are essential for moving a school community forward. In order for the body to work
1
1
Duncan, M. (2006). Literacy coaching: Developing effective teachers through instructional dialogue. Richard Owens Publishing. 2.
Fink, E. & Resnick, L. (2005). Developing principals as instructional leaders. Educational Leadership. 3. Elmore, R.F. & Burney, D.
(1997). School variation and systemic instructional improvement in Community School District #2, New York City. Pittsburgh, PA:
University of Pittsburgh, Learning Research and Development Center.
64
efficiently, one must understand the many parts of the body and utilize the body in the most
efficient way possible. We would never expect to have our hands responsible for causing us to
walk; nor would we ask our feet to work a computer, call on the telephone, or brush our teeth.
Similarly, it will be necessary for our school leader to understand deeply not only the many skills and
talents that exist amongst the members of our community but also to know our individual frailties
as well as how we each process and communicate
The principal will continue to assess
our individual needs in and out of the classroom and be able to identify multiple modes of support,
including visiting a more knowledgeable teacher, modeling in their classroom, and providing a content
coach in their classroom to develop their capacity (Kipnis, A., 2002).
In addition, a strong school leader uses their regular monitoring of learning through regular
classroom visits to identify effective professional learning to ensure the staff has the support
necessary and the capacity to implement the school improvement plan with fidelity and
competence. Using formative and summative data from classrooms and doing regular visitations
ensures a principal is always assessing and adjusting their professional development plan to best
meet the needs of their teachers. Ideally our school leader will have had specific professional
development experience working with teachers and other professionals as a whole group, small
group and as part of an individual coaching model.
Haycock (2007) identifies critical components of model schools that are able to consistently
demonstrate growth and proficiency at higher levels regardless of socio-economic status or other
external factors. A critical focus for our school administrator will be to not only have high
expectations for students, strong professional learning for teachers, and a strong ability to develop
professional learning to increase fidelity, but it will require the critical ingredient of infusing culturally
relevant pedagogy into every aspect of professional learning. Specifically, a school leader,
regardless of their background, would need to have a deep understanding of their own personal bias
and how privilege impacts how students experience not only the world of education but their
experience in their community. Courageous conversations regarding race and other oppressed
groups will be a critical ingredient, because we will need to ensure our school culture is on the path
to personal growth and instructional reform through the lens of cultural competence. This specific
skill set will allow the school leader to understand bias when they see it and support the educators
and staff to reflect on their bias. Uncovering unconscious processes regarding bias and privilege is
critical for all students to have a chance to be fully seen and provided with an opportunity to be
successful. A culturally competence leader also has the ability to support educators and staff to
explicitly teach and support students from oppressed groups to code switch and manage a culture
where they will need to face oppression and bias on a regular basis. Anything less would be to fail
our students (Lindsey et. al., 2005; Boykin, A.W. & Noguera, P., 2011) .
We do feel that it is extremely important that our school leader not only has leadership experience at
the building level but that this experience is specific to the population of student that the
Compassion Road Academy will be supporting. Ideally our building leader will already have
relationships with our present partner organizations; i.e. the Department of Youth Corrections,
Paramount Youth Services, DPS High School and Intensive Pathways Principals, Denver Probation; to
name a few. Ms. Ortiz participated and trained as part of the first cohort of the Ritchie Scholars
Program. As a result, she was able to obtain a superior, hands-on educational/training experience.
However, we are most excited that she has direct and specific experience as Principal of Gilliam and
believe that this experiential background is essential for the work at hand. In the words of Anthony
Jay, “The only real training for leadership is leadership!”
2. If the Principal/Head of School candidate has been identified:
1
1
1
Haycock, K. (2007). Closing college doors: How education sacrifices opportunity to privilege. The American Propsect. (18) 2. Kipnis,
A. (2002). Angry Young Men. San Francisco: Josey-­‐Bass Publishers.
1
Lindsey, R., Roberts, L., & Campbell-­‐Jones, F. (2005). The Culturally Proficient School. Thousand Oaks, CA.: Corwin Press. 2. Boykin,
A.W. & Noguera, P. (2011). Creating the Opportunity to Learn. Alexandria, VA.: ASCD.
65
a. Explain why this individual is well qualified to lead the proposed school in achieving
its mission and goals. Summarize the proposed leader’s academic and organizational
track-record. Provide specific evidence that demonstrates the leader’s capacity to
design, launch, and manage a high performing school. If the school leader has
never run a school, describe any principal leadership training programs that the
proposed leader has completed or is currently attending.
Kimberly Ortiz would be extending her leadership role as principal of Gilliam to The Compassion Road
Academy. In her dual role, her ability to know her adult learners and plan professional development
based on the data has been demonstrated for many years. As a licensed principal who completed
her degree program with The University of Denver Ritchie Scholars program in conjunction with DPS,
she has worked in urban settings most of her career and has fought tirelessly to overcome the
oppression our students experience everyday. Since her time as the administrator at Gilliam she has
transformed an otherwise unhealthy, toxic culture to a highly functioning team of professionals.
The staff satisfaction surveys have continued to increase over the years, and she has retained all of
her teaching staff and even added new staff to her core group. The Gilliam School has been
identified as having the strongest educational program in the State by auditors from the
Department of Youth Corrections. Furthermore, Gilliam has been identified as a “showcase” school
by the Regional Director of the Department of Youth Corrections. Gilliam was awarded a
“Distinguished School Award” in 2009. Ms. Ortiz has met her SIP/UIP goals and received bonuses
each of the four years that she has been Principal of Gilliam. Additionally, Kimberly Ortiz also
received The Mission Award from Regis University for her work with a non-profit in East Central
Africa dedicated to expanding hospice care.
Prior to her work at Gilliam, Kimberly Ortiz served for 3 ½ years as the Assistant Principal for the
Contemporary Learning Academy. During this time, CLA was the primary “alternative” school for
DPS. Ms. Ortiz has built a reputation of respect among her teachers, her peers and other DPS
colleagues. She was also the administrator in charge of the GED and Night High School programs at
CLA. She established a District-wide night high school program called Denver’s Summer School at
Night Program; which served not only students who were currently enrolled at CLA but also
students who were enrolled at various high schools across the district. Furthermore, while at CLA,
her primary responsibility was to design, develop and administer the school’s professional
development initiatives. Kimberly Ortiz effectively infused her understandings of curriculum and
development and her years of experience as a District-wide, K-12, professional developer into CLA’s
culture and adult learning experiences.
b. Provide specific data that demonstrates strong evidence of the school leader’s
ability to effectively serve the proposed target population.
The academic achievement for students attending Gilliam has continued to show that 80% or more of
the students at the facility for a month or longer show an average growth of 1.5-3.5 years on the
NWEA MAP’s assessment in both reading and mathematics when this data is extrapolated and in
addition, the average growth for readers has been 2 years in just one month’s time using a
specialized reading intervention program that has been developed under Ms. Ortiz’s leadership. The
Gilliam School has met/exceeded her school’s performance targets for the past four years.
3. What other personnel will make up the leadership team? What are the essential duties and
responsibilities for each person on the leadership team?
We are a small but mighty team, well-round and full of expertise and passion for this work that
calls to us all: “Never doubt that a small group of thoughtful, concerned citizens can change
the world. Indeed it is the only thing that ever has.”
– Margaret Mead
Kimberly Ortiz, Principal – Kimberly has worked in education for sixteen years; beginning her
career as a high school mathematics teacher in Jefferson County, CO. She has been the
principal at Gilliam for the past four years, and she can be credited with the significant turn
66
around at this school. She has created a culture dedicated to learning and ensuring equity for
every student who dawns our doors. Kimberly has also served as a mathematics specialist for
the district, assistant principal for the Contemporary Learning Academy, and has been an
associate professor for higher-level mathematics and educational courses at local universities.
Kimberly is now pursuing her Ph.D. at Pacifica University in Santa Barbara, CA. focused on
models for empowering change within communities that are oppressed or underserved.
Kimberly believes that serving and supporting children to pursue the dreams of their hearts is the
most noble and courageous work a person can engage. It is her calling and her avocation. (B.S.
in Mathematics – Metropolitan State College of Denver; M.A. – Curriculum and Instruction –
Colorado Christian University, Emphasis in “at risk/at promise students and students with
special needs;” University of Denver/ 34 graduate hours towards M.Ed. – Educational
Administration) – licensed as a professional teacher and administrator and highly-qualified in
mathematics with a secondary endorsement in Spanish language.
Brian Bowles, Assistant Principal – Brian has been in education for seventeen years, and he has
served as a special education coordinator, homeless services coordinator, family literacy program
director for a district, Title I consultant, and also is a licensed family therapist in the state of
Colorado who specializes in grief and trauma recovery. Brian believes that focusing on the
systems that serve inequity and create privilege for certain groups is equally important to
address as identifying programs to serve students who are oppressed in our culture.
(M.A. –
Counseling Psychology – Regis University/ M.A. – Special Education – University of Northern
Colorado) – licensed as a professional administrator and highly-qualified in special education, social
studies, and science.
Melissa Ewer-Scholl, Learning Lab Coordinator – Melissa has served Gilliam as the reading
interventionist and literacy specialist, having received her masters in reading from Regis
University. She will receive an additional endorsement in Special Education, December 2012.
Her contribution and impact can easily be measured by increased acceleration for our readers
and writers far exceeding District averages, but her heart and commitment to students provides
an exemplar for any leader who views their work to serve others. (M.A. – Reading – Regis
University) – licensed as a professional teacher and highly qualified in reading and
English/language arts.
Larry Carr, Coordinator of Expeditionary Learning – Larry has served Gilliam by providing for the
successful transition and tracking of students who are released from Gilliam. As a former
professional international basketball star, he has collaborated with community partners by
supporting the development of and directing Gilliam’s Sports Performance Program.
Furthermore, Larry has had many years of experience working with students in juvenile
corrections in Houstion, TX. He taught the STARS program in the youth corrections facility in
Springfield, TX (B.A. – Sociology – Louisiana State University) – Certified Athletic Coach,
Colorado Department of Education.
Matthew Christensen, Affective Needs Specialist – Matthew only recently joined the Gilliam team
(Spring 2011) but has already emerged as a leader among many other highly qualified
professionals. He began his work at Gilliam as an At Risk Youth Specialist and served Gilliam as a
reading tutor. He was later given the responsibility of coordinating Gilliam’s GED program.
Matthew is working on finishing his Master’s in Counseling and has recently developed and
affective needs intervention to support students in crisis who are returning from court and wholly
unable to participate positively in their classes. (B.A. in English/Lit and Comp - M.A. in
Counseling, Clinical Mental Health Concentrations, Emphasis in School Counseling, (completion
anticipated 5/2013 – Denver Seminary)
Deborah Montoya, Social Studies Teacher and Lead Teacher for the Gilliam School. Deborah has
served the students and the Gilliam School community for thirteen years. She has developed a
variety of specialized curriculum for the students at Gilliam to accommodate this high needs
and transient population. Deborah is a lifelong learner and has immersed herself into self-study
67
with regards to brain compatible instructional strategies. Additionally, she has worked tirelessly
with new and pre-service teachers at Gilliam; providing them the wealth of her experience and
understanding as a master teacher. (B.A. Bilingual Chicano Studies – Metropolitan State College
of Denver - M.A. Curriculum and Instruction – University of Colorado Denver) - license
professional teacher – highly qualified in social science with a secondary endorsement in multicultural education and English as a second language.
4. What are the qualifications and credentials necessary for the other members of the
leadership team?
There are not specific qualifications or credentials required, but by the time the new school has
opened, the expectation will be that the leadership team will have a parent, student, community
partner representative, and a special education teacher included.
5. Have the other members of the leadership team been identified? If not, what is the timeline
to fill each position?
Yes, most members of the leadership team have been identified, except for two assistant principal
positions that will be added to supervise the instructional responsibilities for the year round,
extended day, and GED programs. We are also waiting to fill the parent and community partner
leadership team roles until we have an identified enrollment and an identified school location.
Furthermore, the duties and responsibilities will not be clearly assigned until the leadership team has
the opportunity to plan and coordinate their roles.
6. What systems are in place in your leadership team structure to ensure redundancies in
knowledge and skill? How do you plan to proactively build a succession plan for your school
leader?
Because the leadership team will be engaged in professional development on a regular basis, the
expectation will be that each staff member develop deep understandings of one another’s areas of
expertise. The learning lab team will be multi-disciplinary and work together with their different
arenas of expertise to serve students. We are utilizing a similar model for the leadership team,
where we will validate each person’s expertise, but we will be working and collaborating to serve
the unique needs of staff and students.
Because leadership is most effective when guided by a common vision and mission, we will not have
a model of a demagogue leader that carries the school. Rather, leadership and responsibility is
shared, so there will not be a figurehead. Because of this, a new principal replacing Kimberly Ortiz
would have systems and structures that ensure collaboration, problem-solving, and professional
learning already in place. The Compassion Road Academy does not believe in a micro-managing
type of leadership, so the goal is for every staff member to build their capacity through reflection
using data and growth through professional learning(Blasé, J. & Kirby, P., 2000; Crowther et. al.,
2002) .
(Appe ndix G – Jo b Desc r ip tio n s fo r all L ead er sh ip Team P o sitio n s – 8 pa ge
limit)
(Appe ndix H – Re sume s for a ll Ide ntifie d Le a de rship T e a m M e mbe rs – 10
pa ge limit)
B. Lea dership T ea m Coa ching a nd Eva lua tion
1. Explain the school’s system for identifying the school leader’s need for coaching and PD as
well as for providing these supports.
1
1
Blasé, J. & Kirby, P. (2000). Bringing Out the Best in Teachers. Thousand Oaks, CA: Corwin Press 2. Crowther, F., Kaagan, S.,
Ferguson, M., & Hann, L. (2002). Developing Teacher Leaders. Thousand Oaks, CA: Corwin Press.
68
The school leader or principal will have an on-going relationship with the school district instructional
superintendent for the quadrant, so the hope would be that this relationship would continue to
support the development and growth of the principal. In addition, the principal will be the
instructional leader utilizing the data to make an informed choice in a collaborative manner with the
leadership team as to what the focus of professional learning should be. We believe that even
though the principal and leadership team identify the focus of professional learning, it still means
the principal is a fully engaged participant in the professional learning unless it is an arena of
expertise the administrator already carries. The environment as described is a culture of reflection
using data and professional growth, and this is no different for the principal.
C. School Pe rsonne l Structure
1. In addition to the leadership team discussed above, outline the key positions that your
school will fill to ensure successful ongoing operations. Indicate what functions may be
outsourced to third parties or consultants.
For the first year, the Compassion Road Academy will have ten core teachers, including two
English/language arts teachers, two science teachers, two mathematics teachers, and two social
studies teachers, one humanities (English/social studies) and one mathematics/science teacher. In
addition, we will need a learning specialist team, including but not limited to a special education
teacher, an English Language Development teacher, a gifted/ talented teacher, and a Reading
Intervention Specialist. Finally, we will need a family literacy lead teacher and an early childhood
education teacher; which will be provided through our cooperative agreement with The Learning
Source.
Other essential student specific staff will include: .5 Affective Needs Specialist; .5 Art Specialist; .5
PE Specialist. These positions are all pro-tech positions that will be shared with the Gilliam School.
The Compassion Road Academy will also need a full time office coordinator/bookkeeper; a full time
receptionist/attendance secretary; and two security personnel (to cover the extended day year
round schedule).
Ideally the Compassion Road Academy will acquire a full time school counselor with two counselors
in position by year four. This is essential in order to support the intricacies of our on-going
enrollment, credit counseling and scheduling.
2. Supply an organizational chart that includes each position/title, name of person holding the
position (if applicable), and the year in which the school anticipates adding the position to
the staff roster. This organizational chart will be compared against the budget figures
supplied elsewhere; the two should sync. – This is located in Appendix I.
§General education teaching positions can be included as one box on the org chart; however,
special education and ELL positions should be listed separate from general teaching.
(Appe ndix I – School Orga niz a tion Cha rt – 2 pa ge limit)
3. Supply a staff roster that details all staff positions such that teaching positions are listed
individually and all paraprofessional or specialty teachers are included. This roster should be
a full list of the planned staff, but can be in list format as opposed to an organization
chart. If you are phasing in your program, please use multiple columns to indicate which
positions will be added in which years. – This is located in Appendix J.
(Appe ndix J – Sta ff Roste r – 2 pa ge limit)
D. Stude nt E nrollme nt
1. 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.
69
The enrollment process will include an application and a personal interview with the student and a
family member/significant adult. The process will ensure that the criteria we use to identify
appropriate students for the Compassion Road Academy will be applied consistently.
The ideal Compassion Road Academy student will be the student who is at the top of the
intervention pyramid for Denver Public Schools. A large portion of our school’s enrollment will
consist of students who have been recently released from Gilliam or other DYC
commitment/placement facility. Additionally, our doors will be open to other DPS students who
have not found a school home either with their neighborhood school or with another intensive
pathway school in the district, targeting students who have been disconnected from school, possibly
experiencing homelessness (especially unaccompanied youth), and students who may have a track
record of truancy.
Students who will not be readily accepted into the Compassion Road Academy would be students
who are completely monolingual (L1 on the CELA assessment) and student whose SPED needs
exceed the ability of our staff to attend to; i.e. students who have been assigned to and need to
attend an AN placement elsewhere in the District. This being said, while those of us at the
Compassion Road Academy understand that not every school is meant to take care of the needs of
every student, we are committed to ensuring that every student has a viable school option in order
to pursue his/her high school education. To this end, we will refer students to the District level
Transition Team AND we will follow up with parents to suggestions and resources to ensure to the
extent that we can that every student has an adequate school home.
(Se e Appe ndix K f or E nrollm e nt a nd Orie nt a t ion guide line s a nd f ra m e wor k s .)
70
III. Educational Plan
71
Section III: EDUCATION PROGRAM
(22 page limit)
A. Curriculum
a. The curricular model and focus
The Compassion Road Academy will ensure every participating student receives the level of support
needed to engage in their learning and demonstrate improved academic growth and proficiency. We
belong to The Denver Public Schools, and we have demonstrated success and strong academic growth
for students utilizing the district leadership with curriculum and instruction for five years
now. We believe that the curriculum for any school in The Denver Public Schools is the state
standards or the common core. In Haycock’s model schools research (2007), the number one
component that supports a narrowing of the achievement gap is to have high expectations aligned
with grade level standards and to provide additional time and opportunity to any student who may
need it. We will demonstrate how we are providing the additional time and opportunity at The
Compassion Road Academy that makes us unique and truly highlights how this approach and model
ensures a greater degree of success than a traditional school. We will address in each content area
how the intervention plan aligns with the Denver Public Schools’ curricular focus and how this tight
alignment provides a greater degree of success because it is clearly linked.
b. The learning environment (e.g., class size, structure, etc.)
The learning environment will consist of twenty-five students per class working at small tables
focused on didactic instruction, where students own their learning and use their voices to make
meaning of new learning and concepts. In addition, the learning environment will provide wholegroup teaching for less than 30% of each class period, small group instruction that encourages
discourse between students on the learning at hand, intentional grouping to provide additional
support or for pre-teaching a lesson, and finally individual time to both apply new learning and to
have the support for meaningful practice. There will also be centers in each classroom that provide
the necessary technological supports including laptops, Ipads, etc. when needed and connected to
their learning, centers filled with manipulatives and school supplies pertinent to the task at hand,
and finally each classroom will have a content literacy section that provides additional text
resources including leveled texts aligned with the topic being addressed.
c. Instructional philosophy and approach
The Compassion Road Academy will build upon our successful educational model we employ with
students at The Gilliam Detention Center. Because we have demonstrated through effective
interventions and strong grade-level content teaching that all students can demonstrate significant
growth as readers, writers, and mathematicians, we plan to build upon our current instructional
model. This will also ensure a smooth transition for students from The Gilliam Detention Center
when this is appropriate for a student. The Compassion Road Academy is utilizing Brian
Cambourne’s (Itterly, K., 2011) instructional model to ensure effective teaching occurs every day
for every student in ever y classroom. Utilizing the teaching/learning cycle of assessment,
evaluation, planning, and teaching, we will ensure that teaching and learning is a flexible interaction
always based on the most current and informative student data. This instructional design allows ongoing adjustment and flexibility to meet the needs of the unique students we will serve, because
it’s recursive and responsive to student data.
4
Literacy
The Compassion Road believes that it is our role as educators to ensure that our students develop
as readers and writers rather than teach them to read and write (Caulkins, L., 2000; Harvey, S.,
4
Itterly, K. (2011). Transference of teaching and learning theories and practices. Amherst: University of Massachusetts. 2. Haycock,
K. (2007). Closing college doors: How education sacrifices opportunity to privilege. The American Propsect. (18)
72
2011). This line of distinction is critical, because it describes the instructional environment and
belief that guides our practice. Our students will be engaged in two literacy blocks every day,
where they will develop as readers and writers in the multiple genres of fiction, and the second
literacy block will be solely dedicated to developing them as content literacy readers and writers.
We believe the role of content literacy and content writing is critical in ensuring our students can
meaningfully access post-secondary opportunities and succeed in those higher level settings, where
knowing how to mine non-fiction resources by utilizing the multiple text features and then using
that knowledge to incorporate into their content writing is a critical skill that will be required them
at all higher levels of education (Klein, P., 2008). This is also a primary focus of the new
“Common Core Standards.” So, we dedicate two blocks to each major arena of literacy. At The
Compassion Road Academy, students will be engaged in whole group instruction, where in this short
mini-lesson, mentor authors will be utilized to highlight a specific learning objective to enhance them
as readers and/or writers. In addition, students will be engaged in independent reading on a regular
basis with weekly conferring to deepen their comprehension and increase their stamina with a
variety of genres. We will utilize the writing process to ensure our writers are engaging in multiple
genres of writing and using mini-lessons to inform that process. We will ensure that students
publish often and share their works of fiction and content literacy in the weekly author’s chair. In
addition, we will have reader’s response journals to be utilized as a journal reaction between the
teacher and student weekly. Finally, the expectation for all core teachers is to be intentional in
their teaching about how to use text features unique to the genre of textbooks to deepen their
access and comprehension while engaging in content, including science and social studies. This
teaching of reading in all contents explicitly will utilize the secondary reader’s continuum to guide
our instructional foci and also utilize this for monitoring students’ growth formatively.
Mathematics
The Compassion Road Academy staff believes that the effective teaching of mathematics is nothing
less than a civil rights issue (Schoenfeld, 2006) . Too often, our students are denied access to the
grade-level rich mathematics they deserve in favor of classes that offer well below grade-level skills.
Our belief is that students will be engaged as mathematicians and solve novel problems while
understanding and highlighting the mathematical concepts imbedded within the problem. We will
focus on summarizing the learning rather than summarizing the problem when implementing the
launch, explore, and summary instructional model.
We also believe that students, regardless of their current number development level, can be
successful with grade-level concepts. For example, if a student is learning quadratic functions and
examining the growth in a table, we can use what we know about a student’s number sense to
ensure they work with friendly numbers to ensure the numbers do not become a barrier to the
grade-level concept. In addition, we will be explicit in our launch to highlight the differences
between additive thinking and multiplicative thinking inherent in delineating a linear function from a
non-linear function. We will address explicitly in our launch the underlying number concepts critical
to deeply understanding the content teaching at hand. Finally, every mathematical block will begin
with a unique instructional strategy called a number talk (Richardson, K. 2003), whereby students
will solve computation problems in their heads without paper and pencil, and then they will have an
opportunity to share and acquire multiple strategies and approaches to solving the problem at hand.
The focus of this instructional strategy develops numerical fluency and increased flexibility with
number sense. Additionally, there will be a large instructional focus on problem solving with “real
world/relevant” opportunities as well as encouraging the estimation skills of our students.
1
Science
1
Schoenfeld, A. H. (2006). Mathematics teaching and learning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of
Educational Psychology (2nd edition) (pp. 479-510). Mahwah, NJ: Erlbaum. 2. Calkins, L. (2000). The Art of teaching
reading. Heinemann. 3. Harvey, S. & Goudvis, A. (2012). Strategies that work. Stenhouse Publishers.
73
The Compassion Road Academy insists on students being engaged as scientists through the process
of inquiry-based learning. Students will be engaged in developing hypotheses and testing these
educated predictions through experimentation. This engaging and hands-on experience will support
students to discover concepts and understandings of their natural world that will develop concepts
from which they can build their scientific literacy. During the launch, novel scientific vocabulary will
be explored and working definitions will be created as students deepen their experience with new
words. This experience of content vocabulary development will be recorded on the word wall, and
picture cues will also be incorporated to ensure access for all students and to act as a rebus from
which students can access for long-term memory. Regardless of the content of science being
addressed, the students will be making connections between the major themes and concepts of the
field that apply to all arenas of science. There will be an emphasis on distinguishing the value and
purpose of a variety of data collection systems, displays of the data, and then interpretation of
these varieties of data, including qualitative, quantitative, and hermeneutic. Unique instructional
approaches we will incorporate will be an exploration of careers in mathematics and science through
classroom speakers, field trips, and outdoor field studies (Herman et. al., 2011) .
1
Social Studies
As social scientists, our students will explore the multiple fields of social studies, including
psychology, sociology, history, etc. to examine the critical themes that define a culture, a family,
and an individual. This systemic approach to evaluating and deepening the major themes of social
studies aligns with the school’s focus on understanding a student as part of a greater system. This
theme and focus will define the rationale and purpose for all social studies instruction. Students will
be given opportunities to make personal connections to the content at hand and understand the
role society plays in their lives by examining current affairs through a historical lens. This means
that students will be problem-solving and discussing the major issues and themes of history,
psychology, and sociology to develop their voices and their own personal set of beliefs against the
backdrop of the major tenets of theory that guide every field of the social sciences. An example
would be that students will study the major issues of depression as an individual lens through
psychology, depression as a social construct through sociology, and finally understand how the
concept of depression as a disorder is situated in history (Kracl, C., 2012).
As a social scientist, we will open the doorway to exploring why certain groups of people experience
privilege and why other groups experience bias and oppression. Using this lens of cultural
competence, we will examine every major theme of psychology, sociology, and history through a
critical lens and discuss how privilege and oppression are reinforced through revisionist histories and
generalized research when using only white males in a study. Questions such as, “Who decided
who was in charge? Why were certain groups of people privileged? How does this still occur
today?” will be examined with a critical eye as we own that all fields of social studies are infused
with bias, so having an educated and aware conscience will inspire critical thinking and decisionmaking. Our lens of cultural competence will be infused in every aspect of our teaching and will be
an explicit component of our teaching every instructional period.
d. Instructional methodology and strategies necessary to deliver the curriculum –
The Compassion Road Academy will integrate the LEAP Framework as our foundation for addressing
and cultivating effective teaching and learning. This foundation will be our tool for reflection as we
problem-solve learning data for students weekly. These weekly student achievement meetings will
provide a regular context for teachers to problem-solve instructional supports set against the
backdrop of student data. From there, the LEAP Framework will be an incredible common language
and foundation from which to grow our capacity and flexibility in meeting the unique needs of
1
Herman, J. et. al. (2011). Relationships between teacher knowledge, assessment, and practice in science teaching. CRESST Report
809. National Center for Research. 2. Kracl, C. (2012). Review or True?: Using higher-­‐level thinking questions in social studies
instruction. Social Studies, (103), 2, 57-60.
74
students we will serve. For example, if we discover from our data that a teacher needs to focus on
developing a more engaging learning environment for students, we will reference the LEAP
Framework to discern specific instructional strategies known to develop this into action. In addition,
if the leadership team begins to see a pattern in all classrooms that is substantiated through
student data, then we will utilize the LEAP Framework to develop a common dialogue and common
focus for professional learning targeted for the whole staff.
e. Methods to differentiate instruction to meet the needs of your targeted student
population – The Learning Lab Model
Th e C o mp assio n R o ad A c ad emy
Th e Lea rning La b - A M ulti - Disc ip lin ar y In ter ven tio n Mo d el
Purpose: The main purpose of The Learning Lab will be to ensure that all students who enter The
Compassion Road Academy have the skills and understandings necessary as readers, writers, and
mathematicians to achieve at the same level of academic rigor as their age and grade-level peers.
In addition, The Learning Lab will also ensure that students’ social/emotional needs are addressed in
the context of academic growth and excellence. Finally, The Learning Lab will ensure that any
student that will be unable to attain a high school diploma by the age of eighteen will receive
intensive support to successfully pass the GED. It is important to note that some of our students
with unique cognitive and/or developmental disabilities may need specialized programming.
The L earn ing L ab Mod el:
By utilizing the teaching/learning cycle developed by Brian Cambourne, we will evaluate individual
learning plans for each student using the assessment, evaluation, planning, and teaching recursive
instructional model. The students will be targeted for this additional intervention based on the
assessment information we collect when students enter the facility. This intervention will focus on
our students with the greatest level of academic needs as readers, writers, and mathematicians
while also ensuring that every student either is prepared to successfully matriculate from high
school or successfully pass the GED test.
A) Path 1 – Targ et C r edit R eco very Mod el: During the initial week of a student’s orientation
into the Compassion Road Academy, he/she will participate in a variety of academic assessments.
Additionally, the transcripts of incoming students will be carefully evaluated. This information will
not only be used to determine a student’s initial course schedule, but also to assess the
opportunity for credit recovery for each incoming student. Those of us at the Compassion Road
recognize that it is not uncommon for our students to lose credit due to emergent situations that
occur in their lives that are beyond their control. Consequently, the academic proficiency of our
students can be easily described much like “Swiss cheese.” They will often have a variety of
learning gaps but not so much that it makes sense for them to always have to repeat an entire
semester of a course. For students in this situation, we will develop mini units of study and
assessment in collaboration with the student that students can complete before and after school
and during learning lab hours in order that they might be able to demonstrate proficiency with the
primary themes/big ideas of a given course; in order to obtain credit for that course without having
to repeat an entire semester’s worth of work as would most likely be the case in a traditional high
school setting.
B) Path 2 - Literacy Intervention: Using our formative assessments as students enter the
Compassion Road Academy, it will be determined whether or not students are identified for this
service. In addition, Individualized Education Plan service delivery requirements may also warrant a
student being selected for this additional intervention. (Intervention Framework Included)
C) Path 3 - Mathematics Intervention : Students will generally have a co-plan and co-teach
environment for mathematics where a general education teacher highly qualified in mathematics will
both consult and co-teach directly with a highly qualified special education teacher. In addition,
75
small groups will be pulled from time to time to address numeracy development. (Intervention
Framework Included)
D) Path 4 - GED Plus Program : Students admitted into the GED Plus Program will be supported
in Learning Lab from two to three periods per instructional day where students will be engaged in
individual tutoring, practice tests, computer-based instructional support, and small group tutoring.
An individual GED learning plan will be developed for each participating student. The research has
demonstrated that students receiving their GED actually are as well prepared if not more prepared
for the rigors of post secondary and/or college level studies. As a matter of fact, students who
average a score of 550 or higher on the five components of the GED assessment will be accepted
into any Colorado State college or university without any further requirements; i.e. ACT scores,
etc… (Reference Needed). (Intervention Framework Included)
E) Path 5 - Affective Needs Support: Addressing how social/emotional challenges impact the
educational experience for students will be critical to their success both academically and in life. To
that end, we have developed a plan to address these affective needs in a comprehensive manner.
The focus will be on a crisis response model and trauma response model emphasizing psychoeducational support grounded in a cognitive behavioral framework. This support plan will include but
not be limited to:
1) Suspension Support – When students are suspended from school due to behavior that could be
considered dangerous to the student and/or to others, students will be placed on restriction in a
location within learning lab. They will be assigned an academic packet and an individualized
affective needs project; which will both be required to be completed to be readmitted into school.
This will include meaningful restitution and an amends process (Restorative Justice).
2) Affective Needs in the Classroom – Our lead affective needs specialist/administrator will be
on the radio and school staff can ask him/her to respond immediately when a student needs one on
one affective support or to support in a de-escalation process.
3) Daily C h eck - Up: In addition to the school-based social worker who will be individually connecting
with each student carrying IEP service hours in the mental health arena, students will be offered the
opportunity to sign-up and our affective academic support staff will check-in with each student who
asks for an individual check-in.
4) The R e - Entry Gro up: Students returning from court will be provided with a re-entry group
where they will receive one on one support to process feelings or experiences to ensure they return
to the learning environment prepared for academic success.
5) The Family Therapy L ab: This lab will be directly supervised by a licensed marriage and family
therapist, and this intensive counseling service will be focused on reuniting families when possible,
providing groups for students focused on systems that impact their daily life, and individual
counseling. This is another example of a unique support system we will be providing to students to
ensure they have the emotional support to overcome their challenges and to ensure that these
students understand we care about them as whole people rather than just being concerned about
their test score.
Progress M onitoring:
Participating students will receive weekly monitoring of their progress towards the stated
intervention focus to determine both the level of support needed and the appropriate intervention
necessary for a student to grow as a reader, writer, and mathematician. The progress monitoring
reports will also be used to determine if a student may need a referral for special education
services. This data will be critical to document growth and can be utilized for future grant
opportunities and to affirm that federal funds utilized for this purpose are making the impact
necessary to affirm use of these dollars in this manner. We will also use our weekly data when we
connect on Mondays to adjust plans of instructional support to ensure every identified student is
demonstrating growth.
Pa th 2 : Re a de rs a nd Write rs for Life
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Re a de rs Write rs Workshop – Emp hasis o n Ind ep end ent R ead ing and S mall Gr o up
Instr uction
10 - 15 minutes
35 - 40 minutes
5 - 10 minutes
Whole Group
Instr uction
Instr uctional Options
Rea ding
Demon stration s
– instructional focus
based on student
reading behaviors against
the secondary reading
continuum for DPS
- Provides a model of a
proficient reader
reflecting strong and
varied strategies
- Demonstrations reveal
thinking, skills and other
behaviors readers use
while engaged in reading.
- This particular portion
would focus on
comprehension strategies
that lead to developing
background knowledge
and making text
connections
• Independent ( I)
• Sma ll Group (G)
Teacher Support:
a) Mu lti - Sylla bic Re a ding
Re a ding RE WARD S; teaches
specific word attack and rate
development strategies in an effort
to improve rapid word recognition
and comprehension through an
embedded vocabulary component
b) Re a d 180 Inter vention –
coupled with one on one conferring
with teacher specialist; will be used
to develop explicit comprehension
skills.
c) Re a ding Assista nt from
Scientific Learning a brain based
reading program that builds fluency
and comprehension skills.
c) Ju st W o r d s ; a multi-syllabic
and phonics intervention
d) Individual Reading
Conf e re nce – conferring with
readers to support them with text
selection, review comprehension
strategies and develop higher level
questioning and text interaction
e) Sma ll Group Re a ding
Instr uctio n Group s
Independent Options:
Independent Reading with
appropriately leveled texts
Reader’s Response Journal
Summa riz ing the T e a ching
Point
a) Reader’s Response – could take
place at any time throughout the
instructional block
b) Student Share- students are
able to share strategies and
insights with teacher and peers
c) Application time, students apply
new strategies with the guidance
of teacher or independently based
on teacher and student discretion
Reading Groups – students select
a text to read with peers
Pa th 3 : Math ematic ian s C h an g in g th e W o r ld
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Number Development Block/ C ontent Reinfor cement and Fr ont - Loa ding
10 - 20 minutes
30 - 35 minutes
5 - 10 minutes
Whole Group
Instr uction
Instr uctional Options
Summa riz ing the T e a ching
Point
Nu m b e r T a l k – based on
number development
continuum
•
•
Independent ( I)
Sma ll Group (G)
EX P L O R E
SU M M A RY
Num b e r D e v e l o p m e n t Cen t e r s
Nu m b e r D e v e l o p m e n t Ce n t e r
Sum m a r y :
Kathy Richardson’s Critical Learning
Phases
LA U N C H –
Nu m b e r D e v e l o p m e n t Ce
n t e r s - whole group
demonstration on number
development center/ game/
activity/ computation
strategy
As s e s s / E v a l u a t e :
Based on The Se c on da r y N um be r
De v e l o p m e n t I n t e r v i e w ,
determine where a student lies on
the continuum of number
development. Monitoring Notes will
be utilized for every student in the
intervention, which monitors
students’ growth with whole
numbers, rational numbers, and
irrational numbers.
In addition, determine if a student is
at a beginning (teacher-support),
developing (independent station or
center), or secure level with a
number concept (connect number
concept to computation).
After the students engage in their
center work, the teacher will ensure
students make connections between
their center work and computation.
For example, if a student is working
on knowing their rational number
combinations to create a whole
number, the teacher will have them
do an addition or subtraction
problem that applies this number
concept.
½ + 3/4
(You might hear a student say, “I
know that ½ + ½ = 1, so I have ¼
left over. So, I can make a one and
then 1/4 more, so the answer is 1
¼.)
OR
Pl a n ni ng:
Fr o n t - L oa d C ont e nt :
After the teacher has identified the
appropriate center, the teacher
ensures the monitoring of the
students’ target numbers to ensure
the appropriate level of challenge
exists.
This instructional option is where the
teacher provides an interactive
demonstration on content that will
be coming up in their grade level
pacing documents. For example, a
teacher may start to explore area
and perimeter with students prior to
them experiencing this concept in
class. This ensures that students
approach new learning with greater
confidence. This is not meant to be
a lecture. Rather, this should be a
problem-solving experience to
introduce students to the concepts,
mathematical vocabulary, and
highlight the connections with
number development.
Key Resources: Kathy Richardson’s
Intermediate Number Dev. Series/
Investigations/ Connected Math
Te a c hi ng:
The teacher will identify which
students need a teacher-directed
center versus students that can work
independently. After the small group
instruction experience, the teacher
will continue to monitor the students
in their centers.
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2. Utilization of the DPS Curriculum
Because many of our students at The Compassion Road Academy may be returning to their home
schools at some point, it is critical that our district curriculum, scope and sequence, and level of
rigor required for all students in DPS be maintained and enhanced for our most needy students.
Upholding the fidelity, quality, and intention of the DPS curriculum will be critical to our success.
Our instructional, affective, and levels of intervention are the unique recipe we provide to our
students to ensure their success. In other words, our level of support is far greater than would be
typically available in a regular traditional high school, but the expectations and curricular focus will
be maintained.
3. Scope /Se que nce
Students are most vulnerable to re-victimization; relapse; gang affiliated activity; and other criminal
behavior 24-48 hours after release from incarceration. Recently a student was arrested and
brought to Gilliam because he was in the wrong place at the wrong time only 24 hours after his
parole. There was no plan in place for this student; just a list of don’ts. He is a young man with
tremendous potential and also tremendously negative gang influences in his life. He came to a part
of town in which he was instructed not to go and standing next to his cousin, he watched in horror
as his cousin was viciously slain in the street; a victim of a drive by gang shooting. The community
of the Compassion Road Academy understands that the work we desire to embark upon is a mission
of life or death. If we fail to meet the needs of this fragile group of young people by not providing
a nurturing, supportive, compassionate educational program we risk losing them completely whether
it occurs as death of the body in the streets or death of the soul in prison, we may lose them
forever. It is therefore crucial that students leave whatever residential placement, detention, or
commitment situation they are currently in, with a viable educational plan in place. It is for this
reason, that the Compassion Road Academy is committed to having an ongoing enrollment option
where students can and will still receive credit even if they enter during a semester, our scope and
sequence will be extended over a twelve month calendar rather than a traditional nine month
calendar. By remaining open year-round, we ensure that our students have the time and level of
instructional support to accomplish the same standards as their peers. The significant difference is
that our students will be assessed using a standards-based grading system, where the most critical
themes of any grade-level content area are assessed. This also diminishes the role of bias in
assessment, because we are ensuring that our assessment system is tightly linked to our
instructional outcomes. By utilizing a standards-based/competency model, academic growth and
achievement is based on proficiency rather than seat time, and then grading is based on proficiency
rather than non-achievement factors and homework completion. Students will be enrolled weekly
and will participate in an orientation process that will include but not be limited to: Academic and
affective needs assessments; empathy training; and academic and affective interventions. (See
Appendix K for the orientation framework.)
(Appe ndix K – Cours e Scope a nd Se que nce for One Gra de in E a ch School Le ve l –
15 pa ge limit)
4. Aca demic Sta nda rds : Defining the Goal
We will not be adding additional academic standards. Rather, we will use the common core
standards to truly know what proficiency looks like in each major theme of each content area.
Then, we can discern and identify what intervention will look like that specifically addresses content
gaps. Content gaps will be mainly addressed in the classroom through front-loading and small group
instruction prior to learning based on current formative data collected through monitoring during
regular instruction. Further, brain based instructional strategies will be incorporated into each
79
classroom setting to support accommodation and intervention by developing the Executive
Functioning skills of our students (Chenoweth, K., 2007; Jensen, 2009) .
5. Cult ura l Re le v a ncy
1
Because eighty percent or more of our current students at The Gilliam Detention Center are children
of color, we recognize and embrace the role education plays in the lives of assisting disenfranchised
groups of students to attain the dreams of the hearts. We require every educator to complete a
week-long training with The Anti-Defamation League to become a “No Place for Hate” school. In
addition, all of our professional developments will address cultural bias in the context of whatever is
being learned. Every professional development interaction will include a focus on how all forms of
privilege have an insidious way of closing doors for students. We will also infuse an emphasis on
equity and awareness of institutional racism in our instructional approaches with students. We
believe an oppressed group that is empowered with the knowledge and support to recognize where
they experience bias and oppression is more capable and far more effective in addressing the
personal biases they face everyday.
We believe that the reason we have a majority of our students of color placed at Gilliam is a
reflection of a greater societal issue regarding oppression and bias. We are unafraid and
courageous in addressing this. We expect every educator and staff member to be willing to engage
in the process of examining the bias they carry and how that may act as an instructional barrier for
a student. Our school will engage in this courageous conversation on a regular basis and shine the
light on how oppression and institutional racism impacts learning everyday. We will raise
consciousness about this in every interaction, and it a chief foundation from which we draw to inform
our work and our level of effectiveness. We will courageously address all forms of bias and privilege,
examining gender privilege, heterosexual privilege, religious privilege, and white privilege as we assess
our achievement data and ensure that disaggregated groups are reflected on our data wall. A
student achievement gap is a reflection of how effectively we take on the issues of culture and bias,
and we will use this student data regularly to have courageous conversations and to guide our
practice and improvement. In closing, culturally relevant pedagogy will not be an additional
component to our work. It is the work.
6. Cla s s Siz e . Describe the school’s class size and structure.
There will be twenty-five students per class. This is a strong number that will still allow
heterogeneous grouping and flexible support systems, but this is also small enough to ensure
students do not fall through the cracks or become invisible. The classroom setting will have small
circular tables and the classroom will have centers providing access to technology supports,
manipulatives when appropriate, and also be filled with additional texts that support the topic at
hand.
7. Timelin e o f C u r r ic u lu m Develo p men t. If the curriculum is not fully developed, provide
a timeline outlining curriculum development during the school’s pre-opening year. Who will be
responsible for completing the alignment of curriculum with standards? How are funds
allocated in the budget to account for this process?
Keeping in mind that the Compassion Road Academy will be on a 12-month calendar year, the
curricular review and alignment will be accomplished by the stated leadership team in collaboration
with district experts in The Division of Instruction. We will be reaching out to our district support
systems to ensure we carry this instructional plan forward using the knowledge and capacity of
district support staff.
B. School Sche dule & Ca le nda r
1
Chenoweth, K. (2007). It’s being done: Boston: Harvard Education Press 2. 2. Jensen, E. (2009). Teaching with poverty
in mind. ASCD.
80
1. Provide the school’s proposed calendar for the first year of operation and identify the total
number of days and hours of instruction. Identify the number of in-service days for
teachers. Explain how the calendar will support the stated goals of the educational program.
We have included this in Appendix L.
2. Provide sample daily schedules for one week of classes, both from the perspective of a
student and the perspective of a teacher. Describe the structure of the school day and
week. Note the length of the school day, including start and dismissal times. Provide the
minimum number of hours/minutes per day and week that the school will devote to academic
instruction in each grade for core subjects such as language arts, mathematics, science, and
social studies. What is the average number of minutes of academic instruction to be
provided each day? Provide the minimum number of hours/minutes per day and
week allocated for tiered interventions, enrichment, tutoring and other non-academic
activities. Explain how the school’s daily and weekly schedule will optimize student learning
for all students, including those needing either acceleration or intervention.
We have included this in Appendix L.
(Appe ndix L – School Ca le nda r & School D a y Sche dule – 3 pa ge limit)
C. Progress M onitoring a nd Assessment – RE F E RE NCE T O CURRE NT SIP????
1. Measurable Annual Achievement Goals and Benchmarks
If we use the trend data available to us from students who are regularly admitted to Gilliam, we can
predict with some level of accuracy both the demographic and achievement data that we will most
likely encounter a the Compassion Road Academy with entering students. Keeping in mind that
these numbers will most likely vary somewhat as the Compassion Road Academy is an open school
and we firmly expect to receive students throughout the year from other traditional and intensive
pathway schools. The trend data from Gilliam is typically as follows: 60% Latino, 35% African
American, 10% other (Asian, Caucasian, Native American, other); of those students we typically find
that 30-50% of those students are identified SPED with 60% of those students having an ED
designation; meaning that on average 25% of the students at Gilliam and therefore the Compassion
Road Academy will have a significant emotional disability. We also find that 65% or more of the
students are three or more years behind grade level in reading and writing and 80% of the students
are four or more years behind grade level in mathematics. In terms of the ELL students who come
to Gilliam we have found that less than 1% of those students are monolingual Spanish speaking.
However that being said, what we recognize is that the majority of our students, largely due to the
lack of consistency in their schooling, have severe deficits in their language development.
As previously mentioned, the Compassion Road Academy will in large part continue the highly
effective interventions and rigorous programming that we have successfully implemented at The
Gilliam Youth Service Center School. Consequently, we expect to obtain similar achievement results
as Gilliam’s short-term data extrapolated over a year’s time has indicated. We are completely
confident that 100% of the students who attend to the tenets of our school’s program 80% or more
of the time will grow minimally two grade levels as indicated by NWEA’s MAP data. Furthermore,
while we do not test for TCAP at Gilliam, historical data indicates that 80% or more of the students
have performed below proficiency in all tested areas. The District has set very reasonable growth
expectations for TCAP of: 4% of students per year will move into the proficient category in all tested
areas. We anticipate that our first year will show 35% of our students will
be proficient in both reading and writing while 20% will test proficiently for mathematics. Our goal
will be to move 10% or more of our student population annually into the next level of proficiency
as measured by TCAP.
2. Longitudinal Data Review
TC A P , tested annually, one of the Assistant Principals will be designated as the building’s SAL.
81
NW EA MAPs for Language, Science and Mathematics, tested quarterly, lab para will implement the
testing process as this is a computer based self adjusting test
SRI for reading, tested quarterly, lab para will facilitate this computer-based assessment
Re a ding Assista nt and Re a d 180 for reading fluency and comprehension each have built in
assessments as students work through the programs. The literacy teachers during the regular
school class schedule and the Reading Intervention Specialist during learning lab times will facilitate
these assessments.
Six M inute Solutions for reading will also be given during student’s literacy/English classes. This
is a tool that will be used for weekly progress monitoring.
RE WARD S and RE WARD S PLUS also has a regular progress monitoring component that will be
implemented on a weekly basis in the Learning Lab.
Navigator will be used as a weekly progress monitoring tool for mathematics.
Data will be analyzed and assessed on a weekly basis and will serve as the impetus for teachers’
weekly student achievement meetings. The data will support the teachers and other school staff to
make timely and formative decisions in order to effectively adjust instructional strategies to meet
the learning needs of all of our students. One of the primary tenets of the Compassion Road
Academy is honesty and transparency. To this end we will regularly report out on student
achievement data at the bi-weekly parent and community meetings as well as in the school’s
monthly newsletter. Additionally, students will be expected to track their own growth data using
the results from the weekly progress monitoring assessments.
3. Information System to Manage Student Data to Ensure Effective Management
The Compassion Road Academy will have on staff a highly qualified Computer/Data Technology
Specialist. This professional will manage the various databases; summarize data as necessary and
provide the information to teachers and administrators as appropriate. This will include the ABC
Stoplight report that has been thoughtfully developed by Denver Public Schools.
4. Corrective Action Approach if Achievement Goals Not Met
As previously mentioned one of the primary tenets of the Compassion Road Academy is to be
honest and transparent about the data. This is imperative if we are going to be able to support
our students to grow and find success. Therefore, we will be having on-going conversations and
adjusting our instructional strategies accordingly. Furthermore, administrators will be in the
classrooms on a daily basis. As trends are identified and teacher development needs become
apparent, we will be incorporating this observational data into our professional development plans.
Individual teacher effectiveness will be supported through a differentiated professional development
plan. Corrective actions if necessary, will be the responsibility of the Principal. Corrective actions
may be given for violation of the “non-negotiables” of the Compassion Road Academy. It is the
belief of the leadership of the Compassion Road Academy that skills and strategies can be taught
but values and soft skills cannot so easily be adjusted. If a staff member of Compassion Road
violates a guiding moral principle of the school community; i.e. demonstrates a lack of respect for a
member of the community either youth or adult, this may result in a corrective action.
5. What other types of data will you collect (i.e., attendance, credit accumulation)?
The District’s ABC Stoplight report will be used consistently as part of the weekly student
achievement meetings. The administration will also be reviewing all of the periodic progress report
grades and will have pertinent conversations with teachers, students and their families. Family
attendance at school functions will also be monitored and families will receive invitations and also
calls of regret if family members were not able to make it to a designated function. If there was
important student/school information given at a particular meeting, arrangements will be made to
get the information to the family personally.
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6. Policies and Standards for Grade Promotion
Just as we will be having ongoing enrollment at the Compassion Road Academy in order to support
the success of our students and the decrease in recidivism, we will also have on-going grade
promotion. Students will be fully aware when they have received enough credits to be considered a
sophomore, junior, senior by the District standards. We feel that these conversations are extremely
important in order that we build up our students to be strong, knowledgeable, and positive self
advocates.
7. Graduation Requirements (High Schools only).
a. Graduation Requirements
We utilize the same graduation requirements as the rest of Denver Public Schools. There will be no
variance with this, because we believe in the rigor and level of proficiency required of students to
attain a high school diploma. Our school will be providing additional levels of support to ensure
every student has this opportunity.
b. Plan to Ensure Students Graduate from High School
The Compassion Road Academy will have two pathways of success: a traditional high school
diploma and a GED Plus Pathway. Because our model is to ensure that students are validated for
what they know through standards-based assessment and monitoring, we will ensure a student
receives credit from a perspective of proficiency rather than seat time. This is more than a credit
recovery model. It allows students to enter our academy and instantly receive credit and also use
the most current content formative data to ensure appropriate placement. Our GED Plus model is
not a two-hour class for students where they simply come to school to address the GED. Our
students in the GED Plus program will be identified as appropriate based on the Colorado Youth for
Change Credit and Age Grid Model, and these students will receive three hours of instruction daily
specific to their GED. In addition, they will also be required to participate in both the financial
literacy and health literacy course. Further they will need to select from a variety of elective
course offerings/community service/or internship plan. We are a full service academy, and we insist
on our students being full participants in all we have to offer, because they are equal members of
our community. We will work collaboratively with Denver Online High School for students who are
unable to attend the school-based GED support program.
c. Exit Standards After Graduation from High School
In addition to a student demonstrating proficiency in all content areas required for graduation, a
student will also have to demonstrate proficiency with the twenty-first century workplace
competencies to ensure they can advocate and build a bridge to their career and area of passion.
We accomplish this goal through ensuring every student at The Compassion Road Academy will be
completing both a Dream Project, which is a reflection of their personal passions and career interests
and ensuring every student complete required internships and community service opportunities to
apply the workplace competencies and receive feedback in a meaningful context of their choosing.
English Language Lear ner S tud ents
The Compassion Road Academy will ensure that all teachers are ELA-E qualified to ensure every
classroom provides a strong language development environment, where all lessons will include an
ELD and a content standard focus for learners. We will also ensure that the environment has
displays that facilitate access and development of language, and that implementation of best
practices from the DPS ELA Department’s instructional guide are implemented with fidelity in every
classroom. We are committed to this focus being a significant theme of all professional learning,
and every person on the leadership team will be expected to expand their understandings in this
arena as part of their professional growth plan yearly. Because of the critical focus this program
provides to the academic achievement of all students, this program will be directly supervised by
the principal.
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1. ELD Identification Pr ocess
Because of the amount of students that will be served in our school, we will have the English
Language Acquisition teacher be responsible for completing the home language survey for families.
When a higher level of knowledge and capacity is built, more professionals will be trained in both
the proper administration of this questionnaire and in the culturally competent manner with which to
have the conversation this form requires. The ELA teacher will be supervising this process and
ensuring that we have an inviting and caring culture to encourage our families to share this critical
information. In addition, the CELA placement test will be administered for any second language
learner entering The Compassion Road Academy to couple this data with the home questionnaire to
ensure a comprehensive plan is put in place for both the student and while also planning for the
needs of the family to feel fully engaged and valued in the school community.
We will also use these forms to make referrals to our family literacy program to ensure that any
interested parent have the support they deserve to acquire English in a safe, caring, and supportive
environment. This family literacy program will also provide a bridge for participating parents to
acquire their GED, and this will all be provided at no cost.
2. ELD Assessment a nd Pla cement
By utilizing the CELA Placement test, we will be evaluating the most effective instructional support
plan for students as they enter the academy. Not only is this test required by the state of
Colorado and the most current federal education law, but also we believe it provides a
comprehensive overview of our students in the arenas of receptive language (listening), expressive
language (speaking), reading, and writing. From this comprehensive picture, we will continue to
evaluate students on a monthly basis formatively in all content areas to ensure that our language
acquisition supports are ensuring full access and meaningful participation in the learning
environment. We will also be evaluating the formative data in regular student achievement meetings
to ascertain how we may need to adjust our level of instructional support in a certain content area
if the content language is acting as a barrier to approximating the concepts and learning at hand.
The critical eye being used to evaluate a second language learner with assessment will be to align
our formative data and progress monitoring for a student against the stages of language acquisition
and coupled with The Colorado State ELD Standards and the Denver Public Schools curriculum. So,
in other words, we will always be evaluating a student’s progress against benchmarks unique to a
certain content area while also assessing their language development to ascertain whether an
instructional barrier is content-related or language
development related. This will be critical to ensure that both in-class and out of class interventions
provided in learning lab target the most critical need. We will also ensure this assessment occurs
within the first week, and we will provide services immediately when a student would benefit or is
eligible, including CELA Placement and CELA Pro to document whether or not the services are making
the intended difference. 2
Our notification to parents about their student’s placement will be done within a week of the student
entering the school, and we will address ELA instructional supports and our service delivery model
regularly at parent coffees and also with our parent leadership group to receive feedback and also to
inspire our parents who are second language learners to participate in the school’s support
mechanisms for them to acquire English too. In addition, we will ensure the proper notifications
that go home to parents will be provided in the parent’s home language to ensure understanding and
access. We will also ensure we provide translation at every school-based meeting and/ or
professional development. The Compassion Road Academy will not be providing Spanish-focused
instruction, because we have recognized from our data that the majority of our target population of
students are not mono-lingual second language speakers. However, it is critical to state that the
six main strategies of ELA instruction; which we will highlight in the next section will be expected to
be offered as Tier I instructional supports in every classroom. When a student is referred to The
Compassion Road Academy that is new to developing the English language, we will ensure that we
provide a bridge to an appropriate instructional setting to address this need. In addition, we will
2
Clarification to CDE: Given recent changes, Compassion Road will appropriately assess all ELL students
under CDE guidelines; currently W-APT and ACCESS.
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maintain a link to this student and invite them to return when they can benefit from the learning
opportunities The Compassion Road Academy has to offer.
3. ELD Progra m D esign a nd Curriculum.
The Compassion Road Academy will be utilizing the English Language Acquisition Model, and we will
be using the ELD standards from the state and the DPS curriculum to situate our second language
learners and to also provide a scope and sequence to inform our instructional focus for students. We
will also ensure a tight partnership between our ELD office to maximize our instructional time in all
classrooms and to ensure we are providing the most up to date and effective instructional practices.
The unique features we will be employing is that the core instructional strategies for ELA will be
incorporated into every classroom, including but not limited to frequent opportunities for student
discourse (80% or more of classroom instruction), explicit modeling, mini-lessons including thinkalouds, repeated use and modeling of correct language use with an emphasis on academic
content vernacular, differentiated sentence stems to ensure greater access for a student’s particular
language level (Bongolan, R. & Moir, E., 2005). Because we will incorporate Brian Cambourne’s
teaching/ learning cycle into everything we do, we will constantly be improving our instructional
practice for our second language learners by using student data to consistently reflect and expand
our instructional practices to ensure the growth of all students. In closing, our parent leadership
team will be constantly informed and evaluating the effectiveness of our ELA support program using
student data(Advancement Project, 2011; Tucci, 2010) .
1
4. Teac h in g
We will provide a highly-qualified ELD teacher meeting all of the requirements of both The Colorado
Department of Education and our district professional guidelines to ensure we have a top notch
candidate. In addition, this professional will be leading our efforts in supporting our ELA program by
developing the instructional capacity of every educator in the building. We vision this role a little
differently, because we believe this educator will need to equally balance their time between their
language development block offered for targeted students during learning lab and then dedicate the
rest of their instructional time to coaching and mentoring the instructional capacity of every
teacher. Finally, this position will be a leadership role in the school and will directly work with the
instructional leadership team to continue to develop the capacity of this team and to also shine a
light on possible biases or cultural barriers our students acquiring a second language may be
experiencing. To ensure the ELA specialist has their own professional development needs addresses,
we will partner with DPS’s ELA Department to ensure we are providing the most current and up to
date instructional delivery possible. Further, all of the teachers who are a part of the Compassion
Road Academy will be required to obtain ELA-E training and certification ideally within one year of
their hire to the Compassion Road.
5. Ex iting/R ed esignatio n
The ELA specialist will be the key resource for making these decisions regarding exit and/or
redesignation, and they will be based on a strong body of evidence, demonstrating proficiency
against the CDE standards, CELA scores, and other measures, including TCAP, reading and writing
samples, and overall grades. For students who are exited, we will also ensure a support plan for up
to two years to monitor and assess whether a certain content area or other academic barrier
requires the assistance of our ELA specialist.
1
Advancement Project(2011), Test, Punish, and Push Out: How ‘Zero Tolerance’ and High-­‐Stakes Testing Funnel Youth Into the
School-­‐to-­‐Prison Pipeline (Washington, DC: Author, 2010). 2. Tucci, T. Prioritizing the nation‘s lowest-­‐performing high
schoolsǁ‖ Washington, DC: Alliance for Excellent Education. 3. Bongolan, R. and Moir, E. (2005). Six key strategies for second
language learners. Washington DC: Alliance for Excellent Education.
85
So, our commitment to ensuring we are using current student data to make these decisions will be
critical in terms of how we serve and honor a student’s growth. Finally, we will ensure that
demonstrated student needs with language acquisition or specific content language is addressed
either directly in the learning lab when it is more of a developmental language piece by utilizing the
strengths the student carries in their L1 to inform their understandings in English and also be
ensuring that every content teacher provide the direct and explicit vocabulary instruction already
addressed to ensure greater access to the content at hand.
D. Spe cia l E duca tion Stude nts
The Compassion Road Academy believes that effective special education services begins with
ensuring this support is additional and also provided in context to ensure a learner has the support
they need and deserve to reach the highest levels of proficiency. In addition to ensuring a student
has the support to reach their IEP goals, we also expect a student with special needs where there
is not significant cognitive needs to achieve at the same level as their peers because otherwise, the
additional services would not be making the intended difference for the learner. The weekly student
achievement meetings will be reflecting on how a student with special needs’ growth is
commensurate with the level of support being provided.
1. Identification of Students with Special Needs
Because the students we are targeting reflect the population of students that are often overrepresented in special education, we must take this process very seriously. We have a balance to
ensure we do not identify a student that would not justly benefit from being on an IEP and we also
must ensure that students who need the services and support an IEP provides receive them. Our
current special education team works in collaboration with the district manager to assist in decisionmaking on all aspects of the special education process. Our process reflects a strong RTI model that
ensures we evaluate the needs regularly of all students and plan interventions accordingly.
After multiple intervention attempts occurring both in the classroom and in the learning intervention
lab, we will then evaluate our progress monitoring data over a cycle of three interventions
(generally six months) to determine if an initial IEP process should be initiated.
Because we will have a strong student study team composed of all of the learning specialists and a
few core teachers, we will be establishing plans of support for students over the course of months
before a special education referral is ever discussed. In addition, using a culturally competent lens,
we will evaluate whether or not our current staff serving this student have the necessary
professional learning or instructional competence to serve an individual student. From there, this
could become a two-pronged approached, where we develop the educator’s competence and
capacity while also providing the appropriate intervention either within the classroom or in the
learning lab as an additional period.
2. Recruitment of Students with Special Needs
The Compassion Road Academy will be an equal opportunity location, and we will ensure that we
have no policy or process that prohibits or inhibits the registration of a student with special needs.
Because we are targeting students who have been disengaged from school for long periods of time,
our own data from Gilliam reveals that on average 30-50% of our students are on IEP’s, ranging
from students with emotional disorders to students who have a learning disability. To this end, we
have developed an inclusionary model that will ensure students receive their core academic
instruction in addition to interventions appropriate to the academic needs at hand. These
interventions will be targeted and timely and we will adjust the instructional support plan as needed
based on the formative student data collected during weekly progress monitoring. The admissions
process will ensure that we coordinate with LDT recommendations and incorporate the district
process for placement decisions to ensure that our school and our academic support systems will
truly be the most appropriate placement for a student. Lastly, it is critical to mention that we are
developing this academic and affective support model to ensure that students who may or may not
be on IEP’s will experience a holistic support system that responds proactively and intentionally to
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meet the unique needs students carry. By having a multi-disciplinary team of specialists, including
two special education teachers, an ELA specialist, a licensed marriage and family therapist, a schoolbased social worker, and finally a school psychologist, we will ensure this collaborative network
addresses these needs both within their core instruction and within the learning intervention lab
which is an additional time and intensive opportunity that does not replace core academic
instruction.
3. Staffing Considerations
By utilizing our team of human resource professionals, we have been able to work closely with their
team to ensure we get the right people in the right positions. Because we have had such a
consistent team at Gilliam with little to no turnover in the past five years, we have developed a
strong sense of community and a strong culture focused on support and professional growth. We
have actually had the same outstanding special education teacher at Gilliam for almost eighteen
years.
We believe the key to retaining effective special education teachers is to ensure they have the
proper amount of time to address the legal and compliance components of their job, to also ensure
they are included in any major decisions impacting the school-wide intervention plan, to ensure they
are provided with the proper resources to effectively support students both in a classroom and in
an intervention lab.
4. Service Delivery/ Instructional Support Model
Please reference the intervention section for each core content area. We believe that the
intervention that would occur at a Tier III level is focused on developmental challenges and gaps. So,
to this end, we have developed Tier III interventions that focus on those developmental gaps and
challenges. We separate knowledge and proficiency into two separate strands as Piaget did. Piaget
defined knowledge as either being social knowledge which is culturally defined standards and
outcomes, and then he also defined knowledge as being developmental, coining number development
sequences as logico-mathematical knowledge, which is very different than needing support with
understanding linear functions in a table, graph, and equation. However, there are links between
developmental knowledge and social knowledge, which we make explicit in our instruction both in
the general education and the intervention classroom (McMaster et. al., 2005) .
So, we view Tier II interventions to occur inside the classroom and both provide greater access to
grade-level content experiences by front-loading or pre-teaching and also developing content
vocabulary critical for access to the learning at hand. Our Tier III evaluates readers, writers, and
mathematicians using developmental assessments to identify a strategic intervention to develop
those critical missing links. For example, we utilize Kathy Richardson’s Assessing Number Concepts
Series to do one-on-one interviews assessing a students’ developmental number sense with whole
number systems, rational number systems, and irrational number systems. We then use this data
to develop targeted interventions through number development and computation games and
experiences that are either teacher-directed when it is direct instruction or independent experiences
to facilitate meaningful practice.
5. Schedule Adjustments
1
Our plan is to have a strong core educational model and then offer the intervention lab as an
additional elective credit to students who would benefit. So, we ensure the special education team
and the other teacher specialists co-teach one period a day to ensure their interventions link tightly
to the academic experience for students. We also then identify this co-taught environment to meet
the academic needs of our most struggling students on IEP’s. This collaborative team then works
1
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An
experimental field trial of identification and intervention methods. Exceptional Children, 71 (4), 445-463.
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together in a student study fashion weekly to adjust plans or to create new instructional supports
for identified and non-identified students.
6. Assessment Process
Because we are doing weekly progress monitoring against the student’s identified area of need, we
naturally use both formative and summative data on a regular basis to ensure our targeted
interventions are meeting the needs of the identified students. Please reference the above section
where we describe in more detail how each of these assessments links well to the academic core for
students.
7. Professional Development Considerations
Our multi-disciplinary learning specialist team who leads the intervention lab will be developing
teachers in their classrooms through mentoring and coaching while working alongside students,
provide a lesson study model approach where we explicitly look at one student who is not showing
academic growth and developing a shared plan to increase capacity and collaboration. We believe
examining one student in this intense way will actually expand the instructional capacity for future
students. This will be an on-going system infused into our weekly planning. Finally, the learning
specialist team will provide professional development to core academic teachers, staff, and even
parents throughout the year to build a deeper understanding of how literacy connects with all
content arenas, specific instructional supports we can infuse in every classroom as a Tier I support
system, develop capacity with small group instruction focused on a Tier II level of intervention
focused on providing more access to grade level content and also reinforcing concepts inherent
within those grade-level key ideas, and finally inform the teachers on how to use the components
within an IEP to inform individualized support of certain students.
8. Center-Based Program Considerations
We would partner with our district special education manager to effectively plan for this type of
center-based program. We actually believe our academic support model would be a strong way to
encourage more center-based students to have greater access with the general education
population. This is another reason why we chose not to be a charter school, because the systems
of support specific to this type of center-based program would be critical to ensure the success.
Because our special education teachers will be generalists and have a multitude of knowledge in how
to serve the unique needs of any student, we will ensure we hire and retain effective teachers that
demonstrate a strong understanding and capacity to ensure The Compassion Road Academy is a place
for all students to be successful. In addition, through our collaboration and partnership with the
school district, we will ensure that we have the same expectations and culture regarding
student learning, meaning that we will employ weekly progress monitoring data to ensure we are
meeting the unique needs of the students we serve. In addition, by approaching instruction through
a developmental lens and a standards-based grade level lens, we believe this foundation allows a
student to show up and be fully seen and valued for wherever they are on this spectrum.
If we became a school that hosts a center-based program, we would ensure the teachers leading this
effort were a full and active part of the specialist intervention team. This also means the wealth of
knowledge and support of this team would be made available to the teacher and students of this
program. We must model our inclusionary belief system first by ensuring the center-based teacher is
fully included in our professional development and our intervention team.
E. Aca demic Intervention a nd Accelera tion
1. Assessment System to Identify Potential Students for Intervention
In the arena of assessment, we will utilize both formative and summative measures for students as
they enter the academy. We believe summative data gives you a comprehensive picture of a
student, whereas formative data assists you in making targeted instructional decisions to impact
that larger picture. Too often, summative data takes a front seat when engaging in instructional
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dialogue, but we believe that daily monitoring allows a teacher to adjust and make decisions in the
moment to ensure learning has occurred. By employing the NWEA MAPS assessment, we will start
with an overall picture of how the student is performing in the major content areas of literacy,
mathematics, science, and social studies. From here, we will be doing an online screener tool
developed by Scholastic to determine a reading comprehension level. We will also be employing a
number interview that examines how students count, compare, compose/decompose with number to
one thousand (1,000) based on Kathy Richardson’s critical learning phases, which we apply to whole
number systems, rational numbers, and irrational numbers. On the affective front, we will be using
the Self Esteem Index in addition to one-on-one interviews with mental health staff to develop an
effective social/ emotional plan of support. We will use the Choices Assessment and the
abbreviated Myers-Briggs assessment to evaluate career interests and readiness. Finally, we will be
evaluating the CELA proficiency results for each student in the arenas of receptive language,
expressive language, reading, and writing to make determinations about how instruction will need to
be enhanced and front-loaded to ensure access to the engaging academic content and to also
ensure that students receive the necessary language supports to either plan for front-loading of
academic content language or for being identified for a unique academic block focused on language
development.
By incorporating a multi-tiered assessment approach with on-going progress monitoring, we
will evaluate what level of support a student needs in the areas of academics, affective supports,
and career engagement.
2. Response to Intervention
Tier I
Using the Response to Intervention model, we will ensure that our Tier I instructional strategies
include vocabulary walls with picture cues to ensure access for all students to the content
language, front-loading academic content and language explicitly, heterogeneous grouping to ensure
multiple perspectives, homogeneous grouping for targeted support instruction, student to student
discourse for students to own their new learning, summaries focused on learning objectives rather
than the activity, building on previous knowledge when launching a lesson, multiple check-ins for
understanding, brain based instructional strategies to increase engagement and to work specifically
to develop the Executive Functioning skills of every student, and available technology or
manipulatives pertinent to the learning at hand to name a few are in place in every classroom.
Tier II
We believe Tier II interventions should occur within the general education setting and should mostly
focus on the academic content at hand, including teacher-directed small groups during independent
time, conferring with an individual student, front-loading the lesson from the next day to ensure a
student feels more confident in approaching new learning, small group practice sessions to reinforce
a concept at hand, and providing multiple models of a concept with application to novel situations to
increase confidence and flexibility with new learning to name a few. Piaget outlines that
students learn the social knowledge and vernacular in their grade-level content experiences, and
their developmental knowledge gaps or challenges do not need to act as a barrier to accessing
grade-level content.
Tier III
We never allow the choice to be between intervention and grade-level opportunities. We simply
provide both opportunities, and we ensure a tight alignment between the content being addressed
in the classroom and the Tier III interventions that are additional instructional time offered beyond
the core academic experience. An example of this is that when students are approaching the study
of genetics in science, the learning lab would then address Chi Square analysis ahead of time.
Students would explore the connection to what they already know through multiplication with
polynomials and exploring partial products in multiplication to build a bridge to this new
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understanding. We accomplish this level of synergy by ensuring every learning specialist has one
hour of instructional co-teaching in their area of expertise to ensure this tight alignment.
We do not view Tier III as a special education component. Rather, we view Tier III as a real and
authentic way to address developmental gaps our students may carry, especially because many
students in our target population have had multiple periods of being disconnected from school. To
address how we approach intervention at a Tier III level, we will have a learning lab that will be
composed of all learning specialists, including an ELA teacher, special education teacher, a reading
intervention specialist, and finally a mental health provider to infuse affective education and support
into everything we do. This learning lab model allows us to ensure all of the experts are working
together for kids at the same table. The expertise and decision-making can happen in the moment,
and the student can receive the support they deserve. We also view the learning lab as a tool for
professional learning for our entire staff to develop their skills and understandings to enhance their
primary instruction and ensure more students effectively learn the content at hand the first time.
In addition, this collaborative model provides an environment for cross-pollination of expertise(Burns
& Senesac, 2005) .
3. What specific interventions will be employed to help close the achievement gap? Because
we will be a “No Place for Hate” school through the Anti-Defamation League, we will
ensure that every teacher is on the path to becoming culturally aware of their own bias and also
how that bias impacts their everyday decisions with students. We view the achievement gap as an
opportunity to address the systemic barriers within the school and the greater society that are
causing oppression or prejudice to take place in our classrooms. This will inform every decision we
make, and the focus on cultural competence will be infused into everything we do. It is the key to
truly reforming education, and we embrace this challenge. The Compassion Road Academy will be
employing a Family Literacy model to circumvent many of the prevailing issues that negatively
impact our population of students. Recent research has clearly correlated the educational level of
the mother/primary caregiver to the educational success of the children in the family (www.ncfl.org)
For this reason, the Compassion Road holds dear the dreams of our students and their entire family.
The achievement gap will not be met with excuses; it will be met with dedication, professional
learning, and be a guidepost for us as we evaluate whether or not we are living up to our stated
vision and mission.
4. How will your school schedule and use time to ensure adequate opportunities to support
the needs of all students, including ELL, SPED, intervention, and G&T programming?
During our explore block between morning and afternoon courses, students will be encouraged to
check-in with their content teachers for additional support and feedback when needed. During this
block, students can also be identified to participate in the learning lab intervention, where they will
be provided with specific and targeted interventions designed to address developmental gaps or
barriers that may be inhibiting our readers, writers or mathematicians.
5. For High Schools Only. Explain what systems and structures the school will implement for
students at risk of dropping out of high school and/or not meeting the proposed
graduation criteria.
The assistant principal will work alongside the mental health team to establish a framework of
interventions to address attendance issues as they occur. We view attendance issues as formative
data that the school community may not be effectively meeting the needs of the student in
question. So, it will also be an opportunity to address how the school community can enhance our
customer service and support for individual students. From there, we will use a systemic model to
1
1
Burns, M. K., & Senesac, B. V. (2005). Comparison of dual discrepancy criteria to assess response to
intervention. Journal of School Psychology, 43, 393-406.
90
evaluate barriers and supports the student has in their life to support them attending school on a
regular basis. However, we certainly will align with the system DPS utilizes to evaluate tardiness and
those expectations will be the same. As these factors are evaluated, we will then develop a plan
for supporting the student to improve their attendance by doing a home visit to identify possible
solutions to the current barriers a student is experiencing. This may include supporting reliable
transportation if needed, providing breakfast if needed, looking at having the student consider later
afternoon courses or evening classes, provide family therapy if there is a lack of support within the
system, and finally developing a shared plan with the student to assist the student in finding the
inherent personal value of school for them. We will also engage the school district resources when
a student becomes severely truant to ensure the system of supports beyond our school doors are
engaged when appropriate. We will address truancy through a lens of support, compassion, and
clear expectations rather than only providing consequences. We believe all behavior has meaning, so
we view this as an opportunity to reach out more effectively and ensure the student identifies fully
with the community.
F. Gifted and Talented Students
1. Identification Process
In addition to our entry process where we evaluate MAPS data against current TCAP data to try to
immediately identify any gifted and talented students, we will be maintaining our weekly student
achievement meetings where we will be examining exceptionalities in all of our students. We believe
that most of our students are gifted and talented. Their survival skills and resiliency are to be
honored and validated in every interaction. To this end, we will be partnering with our gifted and
talented support staff in the school district to ensure that support systems are infused into every
core academic classroom to provide a richer experience with grade-level content and also to ensure
we accelerate learning for our gifted and talented students. Our ultimate goal will be to have a
gifted and talented specialist on the intervention lab team to co-teach and collaborate with every
academic content teacher to develop their skills in delivering differentiated instruction for all of our
G-T students.
2. Methods to Increase Representation of Minority Groups
Because of the target population we are serving, we will be ensuring that any student with
exceptionality will be identified and supported in this arena. We will also not rely on traditional cutscore models to determine giftedness. Rather, we will employ a body of evidence to ascertain their
arena of giftedness and also to ensure they have the documentation necessary to receive this
additional support and acceleration.
3. Service Delivery/ Instructional Plan of Support
The key to effective instruction is being grounded in a strong philosophical foundation. So, to this
end, we view gifted education as an opportunity for students to extend and deepen their knowledge
through acceleration and extensions rather than additional work. So, we will view this approach as
ensuring that a student’s individual exceptionality be developed and extended in all settings. In a
student’s arena of exceptionality, this could be through providing different questions to discuss and
problem-solve during the explore component of a lesson, providing primary or more advanced text
sources on a topic at hand, ensuring that when a student reaches proficiency at a stated grade- level
in a subject area based on monitoring against the standards, we then advance the student to the
next grade-level course, and finally by ensuring on-going consultation with the gifted learning
specialist to ensure we plan effectively for individual students’ exceptionalities. We want to ensure
we do not have a simple list of instructional strategies that may or may not be responsive to
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student needs. Rather, we will have on-going consultation and collaboration to ensure we have the
best plan in place for any student(Sternberg, R.J.,1995) .
4. Schedule Adjustments to Meet the Needs of GT Students
1
The academic program will be delivered using a staggered schedule; which will allow for greater
flexibility in start and end times as well as extended day programming to support students who are
behind in credits or desiring to participate in an accelerated educational program. Further, we will
offer extended internships, community service options to target their area of exceptionality, and
also ensure they have the supports documented in a 504 plan for college or post-secondary options
of their choosing.
5. Assessment System Implications
Our weekly student achievement meetings and multi-disciplinary intervention team meetings will
track student progress against a clearly defined set of benchmark data to ensure our current
educational plan is truly meeting the needs of our gifted students.
6. Qualified Staffing
As addressed, we will have a GT specialist for the school, who will be developing the instructional
capacity of every teacher in the building to provide the proper amount of support and challenge for
any identified gifted students. They will be an integral part of the intervention lab team. We will
use this individual as a teacher coach, because we believe developing teacher capacity through
modeling and coaching will ensure a student’s instructional experience will be rich, challenging,
engaging, and meaningful throughout the day rather than relying on a pull-out resource model only.
7. Professional Development Support
As addressed above, we will employ the GT specialist to develop the capacity of every educator in
the building. We will employ the resources of the school district to ensure this targeted staff
member remains current and effective in their practice as new instructional approaches and
knowledge grows in the field. The GT specialist will also be encouraged in every school-based
professional learning to assist us in determining how this new knowledge informs and challenges our
support of our identified gifted and talented students. They will be in a role of the learner and in
the role of mentor as our school takes on new learning to enhance our educational program’s
overall effectiveness.
We will rely on the DPS experts from The GT Department to ensure our GT
specialist remains up to date and on the cutting edge of providing the best practices.
G. Supple me nta l Progra mming
1. Supplemental Programs Offered for Students
Family Literacy Program – Through a partnership with The Learning Source, we will be providing a
family literacy program which includes professional learning for parents or extended family on
parenting time, adult literacy, GED support, parent and child together time, and an early childhood
education program for non-school aged children.
Drug and Alcohol addiction recovery classes and support including but not limited to:
AA/Alateen/Alanon/Arapahoe House, etc… will be made available to students and their families.
Judi’s House will be used to support our students who are suffering from grief and loss issues
resulting from the death of a loved one.
Through a partnership with G.R.A.S.P. and G.R.I.P, students will have the opportunity to participate in
gang prevention and intervention groups.
1
Sternberg, R. J. (1995). A triarchic approach to giftedness (Research Monograph 95126). Storrs, CT: The National
Research Center on the Gifted and Talented, University of Connecticut.
92
2. Extra-Curricular/ Co-Curricular Activities
Sports Performance – is a program that is currently being offered through The Gilliam Detention
Center as being supported by Gilliam’s Coordinator of Expeditionary Learning, the Director for
Colorado Youth for Christ, the Salvation Army, and the Denver Bronco’s organization. This program
will be extended to the Compassion Road Academy and includes the neighborhood “safe zone”
initiative that is currently being supported through the Colorado Youth for Christ and Salvation Army
organizations.
Extra Curricular Sports – will be a regular part of the Compassion Road extra curricular menu of
activities. Students will be able to participate with either their neighborhood school’s athletic
program for all seasonal sports programming or through the Colorado Charter School organization
(currently only basketball). The Compassion Road Academy will work in close collaboration with the
Director of Athletics for Denver Public Schools to ensure that participating students are meeting or
exceeding all eligibility requirements.
Service Learning – students will be given multiple opportunities to participate in community service
work both within and outside of the confines of the schoolhouse. This service learning will address
the needs of students who are on probation as well as to provide extended learning opportunities
and enrichment.
Wilderness/challenge experiences – the Compassion Road Academy will actively engage its students
with a variety of outdoor experiences especially through the summer months.
Family Fun Nights – the Compassion Road Academy will engage families on a bi-weekly basis with
Family Fun Nights. These activities will include but will not be limited to movie nights at the
school, family dinners, game nights, bowling nights, etc…
3. Volunteer and Community Service Opportunities
A really exciting and critical feature of our program is that every student will be required to
dedicate a minimum of twenty hours per semester to either being engaged in an internship or doing
community service. The exciting thing about this is that many of our students on probation already
have this requirement, so we will infuse this along with many other probation requirements into the
school system. This will ensure a decrease in student being placed back in detention centers for a
failure to comply with probation requirements. We also plan on having two probation officers
housed out of our particular school so that students can connect with these support systems
directly at school on a regular basis, which we also believe will have an impact on tardiness. These
will be arranged through our Expeditionary Learning Coordinator already on staff. His background in
transition and career preparation will ensure students are provided with meaningful choices and we
will ensure these internships and/or community service opportunities connect in some way with the
student’s stated interests and career goals.
4. Summer School Planning
The Compassion Road Academy will not be providing summer school at this time. Our full-year
calendar ensures that students will grow academically and also increase needed credits from the
minute they step foot in the school. This approach allows our students who have been
disconnected from traditional schooling for a long time to feel welcome and supported for where
they are and who they are.
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IV. Teaching
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Section IV: TEACHING
(5 page limit)
A. Teac h er C o ac h in g –
1. Primary Goals for Teacher Coaching
We believe that continuous improvement and professional growth are critical for any school community to
grow in their practice and pedagogy. We also believe that coaching can provide an incredible foundation for
professional growth, because it supports educators to be reflective in their practice and to also better
respond to student data as it is collected formally and informally throughout a lesson. We will commit to
ensuring that all teachers in the building are coached against the LEAP Framework, because we believe the
framework provides the most comprehensive picture and vision for effective pedagogy. We will also focus
our professional development on certain aspects of the framework as our data reveals the need. For
example, we may choose to focus our professional learning as a school on learning environment based on
classroom observations revealing a lack of student engagement and/or poor student satisfaction surveys.
We will use this as a roadmap to ground all of our instructional dialogue. However, the flexibility of the
LEAP Framework allows a teacher and a coach to identify target arenas that will provide the greatest overall
benefit to building the capacity of that teacher.
The administrative team will also be coaching against the LEAP Framework to ensure a tight alignment to
this framework. In addition, because we believe that the achievement gap reflects bias and a lack of
culturally competent teaching and environments, we will also ensure that all coaching supports every
educator to reflect on their own personal biases and use that information to enhance awareness of how an
educator’s possible privilege may be creating a barrier in serving a certain group of students due to a lack of
personal awareness and a lack of cultural understanding.
2. System-Wide Plan for Coaching
The Compassion Road Academy believes in a culture that is supportive, caring, and compassionate enough to
inspire both the students and staff to take risks. So, coaching will be provided to all teachers for at least a
quarter per year, but new teachers or teachers needing more support will be provided with more support.
The coaching model will be grounded in a context of professional growth and improvement. There will be
clear boundaries between coaching and administration, so that teachers have a safe environment to struggle
and receive the support they deserve to improve their practice. The coaching model will not be connected
with evaluation in any manner, except that a teacher’s demonstrated academic growth for students and clear
alignment to the LEAP Framework will be directly used in their evaluation. So, indirectly, the coaching
support will have a direct impact on the quality of a teacher’s review.
Because our professional learning will always provide weekly student achievement meetings designed to
highlight through noticing and naming what is working with students and also to address additional support
plans for students who are still struggling to demonstrate growth, opportunities to address students who are
needing support due to a lack of growth will be how we ground our peer to peer feedback. We will
approach these situations as a team and try to problem solve together unique and creative solutions to
ensure every student attending The Compassion Road Academy has the support they deserve to be
successful.
3. Schedule for Classroom Visitations
Each administrator will be in each teacher they supervise a minimum of two times per week. Because we
approach the role of the principal as an instructional leader, being in classrooms regularly to support and
impact the quality of instruction students receive will be a critical component of how we support and
develop teachers. From these two weekly observations, an instructional dialogue will occur for thirty minutes
weekly or bi-weekly depending on the level of support a teacher needs. This student achievement meeting
will occur weekly to examine the impact the teaching is having on the learning of students using real data.
From this data, an instructional dialogue will ensure to determine strengths and challenges occurring currently
in their instructional approach. From there, we will then develop an instructional focus to develop or
enhance. In closing, a plan of support will be provided to the teacher to ensure the teacher receives the
support necessary to take on this new learning with students. We always balance accountability with support.
We believe the key to having a healthy climate and retaining teachers is to ensure support equals
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accountability and expectation. This is also what we hope will occur in classrooms for students, so modeling
this balance is critical to our approach to developing a culture of inquiry and problem-solving to improve
student achievement.
4. Research Basis to Inform Effective Teaching
Using the LEAP Framework, which is research-based and comprehensive, will ensure we have a common
roadmap and context from which to discuss instruction. This common language and framework will serve to
create common dialogue and the framework applies to all teachers. This reduces the possibility of specialist
teachers somehow feeling disengaged or disconnected from the overall instructional vision for our school. The
teacher coaches will be utilizing Marilyn Duncan’s (2009) model for instructional dialogue which uses Brian
Cambourne’s teaching/ learning cycle to ground conversations regarding teaching and learning. The model of
collecting relevant assessment data connected to the learning objective, evaluating this data, developing an
effective instructional plan, and finally implementing the plan in the teaching episode is a recursive model
that allows us to apply the LEAP Framework to the actual process of planning and teaching with an emphasis
on whether or not learning actually occurred.
We believe instructional dialogue will be a powerful tool to ensure every educator is reflective about their
practice and we also believe this process directly develops a recursive thought process for a teacher to
employ independently as they plan for learning in the future.
B. Teac h er Evalu atio n
1. Policies and Procedures for Establishing Individual Employee Goals
The Compassion Road Academy believes that professional growth is a part of our cultural context, so our
weekly to bi-weekly student achievement meetings will be the foundation for every teacher to identify unique
instructional supports for students. In addition, this instructional dialogue will also support the professional
growth of our teachers. Our current district evaluation plan reflects a more modern approach to ensuring
our teachers reflect on their practice all the time rather than having a fixed goal for growth that may or may
not be timely and effective at increasing student achievement. So, at the beginning of each year after
reflecting on both student data and our monitoring plan, every teacher, whether on evaluation cycle or not,
will be responsible for developing individual goals based on that data.
2. Policies and Procedures for Evaluating Staff
We will be employing the same policies and procedures required of any teacher within DPS. We are developing
a Promote the Positive Program, where each staff member caught in the act of doing something which
positively impacts student achievement will be recognized by their students, peers and/or administration.
These forms can be completed at any time, and they will be recorded in their files when received. After they
are received, the school principal signs the form and places the original in the teacher’s box. This can be
originated from a student, staff member, parent, or administrator. In addition, we will have multiple rituals
around celebration built into every professional learning, because we believe we build on our strengths.
3. The Evaluation Process
As mentioned above, the principal and/or assistant principals will be directly involved in supervision with all
staff members, and the feedback will be provided on a regular basis based on our weekly to bi-weekly
student achievement meetings. The feedback will be connected to student data at all times, even if we are
evaluating an art teacher. They will need to monitor learning against clear learning objectives and discuss
strategies of support for students who either need an extension of their learning or intervention. The focus
will always begin and end with student achievement. The data tells us a story, and this regular meeting will
be designed to allows this data to speak.
4. Professional Performance Issues
As evaluation proceeds, we will discover either a teacher or administrator that may need additional support
to reach their professional potential and to demonstrate the integrity of their professional standards in
action. We will be evaluating each staff member on whether or not their performance goes against our core
non-negotiables or whether it is an improvement in practice issue. Each concern will be addressed very
differently. If it is a misalignment with our core beliefs and non-negotiables, the focus of the remediation
plan will be very clear and establish a clear corrective action plan that infuses a strong foundation of
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professional learning with an emphasis on professional integrity. However, if the issue at hand is the
professional educator having trouble bringing their instructional capacity to the level required to make the
intended difference, support systems will be put in place including visitations to other teacher classrooms,
coaching, co-teaching with a more knowledgeable other, and/or professional learning experiences targeting
the area of instructional need.
5. Performance Management System
Because we are grounding our common dialogue around instruction using the LEAP Framework, the
performance system should never surprise anyone. Because we are using a common language and framework
to discuss our practice and aligning this discussion around student data and achievement with on-going
professional learning, student achievement meetings, and instructional dialogue, a performance review should
be a clear summary of the strengths and next steps every educator should know through our reflective
practice.
C. Professiona l D evelo p ment
1. Professional Development Model
The Compassion Road Academy will have a responsive professional learning model based on student data
and common instructional issues. Because we value students owning their learning and having meaningful
practice, we will ensure the professional learning reflects the same standards and values.
We will model in
our professional learning what we want to occur in our classrooms. The leadership team will be determining
through monitoring and student data the focus and intent of professional learning, and we will access any
resource or consultant necessary to ensure our professional learning targets the area of instructional need.
2. School’s Culture and Leadership Team Involvement
We are all engaged in using student data to reflect on our practice. This will be the guiding practice, and
we expect every educator to be reflective and flexible in meeting the needs of all students. Our systems of
support, including the achievement meetings, regular professional learning, and coaching ensure that our
discussions and focus is always on academic achievement.
3. Professional Development – Induction to School
Because we are a DPS school, we will ensure we provide meaningful time to develop our educational staff on
the LEAP Framework, discuss systems for collecting and evaluating student data in all disciplines,
communicate the common core standards to create clarity on what the instructional focus will be for
teaching and learning, and finally engage all teachers in the fourteen principles of brain development
highlighted in Teaching with Poverty in Mind (Jensen, E., 2005). Our unique supports to ensure our program
is developed with fidelity in our practice will be strong models of the instructional approach, developing
teachers leaders from Gilliam to provide both models and peers to support practice, consistent and dedicated
focus on our professional learning foci, and finally calling our instructional focus to light in on-going
achievement meetings where we apply new learning to novel situations with real students.
4. Time Dedicated to Professional Learning
Because of our year-round schedule, we will be having a minimum of one professional development day per
month. Because of our staggered schedule with extended days and longer blocks, teachers will have
common blocks for planning based on content discipline weekly, and in addition, our specialist teachers,
including special education and ELA, will also be co-planning with the content team to support effective coteaching.
5. Interim Data – Professional Learning Response
The overall whole group professional learning will adjust based on the needs of students identified within the
data. The plan may be to either strengthen or reinforce new instructional understandings or approaches or
to guide the plan in a different direction as needed. The professional learning must be tied to student
achievement. The interim data is our mid-year evaluation of our effectiveness, so we will utilize this data to
notice and name what is working and to courageously own areas where we may need growth.
6. Cultural Competency
Cultural competency and a reflection on how personal biases impact decision-making in the classroom will be
addressed in all conversations about the work. We address this issue directly through a week-long seminar
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with The Anti Defamation League to become a “No Place for Hate” school, and addressing bias and
oppression will become the foundation and lens from which we address every aspect of the work. It will not
be an add-on component, because for us, it is the work of closing the achievement gap. In addition, we plan
on addressing cultural competency in our recruitment process by ensuring our candidates are required to
reflect and address how their own personal background may act as a barrier or hinder their ability to connect
with certain students.
7. Assessment of Effectiveness – Professional Learning
The effectiveness will always link back to student achievement data and also classroom monitoring to see if
teachers are approximating the new understandings in their practice. Professional learning will have clear
instructional outcomes and also encourage teachers to take risks and expand their practice in a supportive
environment.
D. Teac h er R ec r u itmen t, Hir in g , an d R eten tio n
1. Teacher Recruitment
By partnering with the DPS Human Resources office, we will ensure we target teachers that will be most
appropriate to the setting at hand. Our key focus will be on ensuring we target culturally competent,
passionate, and flexible educators committed to the task of creating miracles everyday through their work.
Teacher recruitment will also occur through reaching out to pre-service teacher programs at University of
Colorado Denver, because we will be providing student teaching opportunities to a few select candidates.
This will hopefully inspire teachers to consider our community and also develop our reputation in the college
community as an environment that supports professional capacity in a caring and respectful environment.
2. Professional Standards Used for Hiring Candidates
Utilizing the professional standards we employ in DPS and the competent professionals in HR department, we
will continue our strong partnership in ensuring we target the best professionals for the unique job at hand.
We will be seeking candidates that are culturally competent, flexible in their approaches to teaching and
learning, and candidates who believe students deserve to direct their own learning. Lastly, because of the
learning culture that guides our practice, we would need to have a person who sees their role as a learner.
3. Highly-Qualified Assurances
By partnering with DPS Human Resources and ensuring we target applicants with the necessary requirements
for any position to be considered highly-qualified, we will always expect that out students who carry
significant needs and challenges, receive competent and capable teachers. This is another component Katie
Haycock (2001) identifies as a precursor to closing the achievement gap. So, through our partnership with
Human Resources, we will accept nothing less than a highly-qualified applicant for any position.
4. Timeline for Hiring/ Process
We will ensure that our hiring process is completed by the end of February 2013 to ensure we have a welldeveloped instructional team. In addition, as a staffing need presents itself, we will partner with the DPS HR
Department to ensure we follow effective human resource practices by partnering with a more competent
professional. We will assess the effectiveness of our hiring decisions based on student achievement data.
As mentioned, our performance process takes this into account throughout the performance review process.
5. Cultural Competencies
The key cultural competencies required of any staff member serving at The Compassion Road Academy is the
willingness to examine personal bias, the understanding to own and apply the achievement gap for any
oppressed group to inform instructional practice, the ability to employ effective culturally relevant
pedagogical techniques, and finally the courage and wisdom to never blame a student for their lack of
engagement or instructional growth. The achievement gap is an invitation for every professional at The
Compassion Road Academy to grow and enhance their instructional practice and improve the culture so that
every student has a place at the educational table.
6. Retention Strategies
The issue of retention of effective teachers is a critical ingredient in Gilliam’s success. We have never had a
teacher leave Gilliam by choice in five years. So, we take this issue very seriously, and we will include this
data point as an indicator of effective leadership for evaluation purposes. The key is to develop an effective
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culture through developing support systems that honor the wisdom, talent, courage, and leadership of every
educator. We believe if you want every student to succeed, the administration must ensure any
accountability or expectations of teachers are met with an equal amount of support, trust, and respect for
their professional dignity.
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V. Finance
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Section V: FINANCE
(5 page limit)
A. Budget and Policy Narrative
1. Describe any expenses the school expects to incur that are in addition to what
DPS traditionally funds (e.g., additional curriculum materials, extended overnight
field trips, additional professional development experience, etc.). If you believe
you will have additional revenues separate from DPS funding, please list them as
well.
The Compassion Road Academy will plan on raising a minimum of $100,000 in discretionary
funds every year to support our instructional approaches which provides a greater amount of
instructional time than a typical high school student would receive. We plan on raising these
funds through grants, Colorado Department of Education special project grants, McKinney-­‐
Vento Project Funds, 21st Century Funds to Support After-­‐School Programs, demonstration
grants, foundation grants, cooperative agreements with partners with a percentage share, and
possibly program income.
Because our teachers still work a traditional number of days allowed within the approved
teacher contract, we have developed a rotating calendar that ensures every educational content
arena is covered by a qualified teacher. It is like having a year-­‐round calendar where the students
are always present, but the teachers rotate on and off as needed for their breaks. We will also be
doing staggered schedules, but a teacher will not be working beyond their instructional time
allowed in contract. Teachers will be overlapping their schedules to accomplish the outcomes of
having a longer school day with extended planning times. Due to this and our smaller class size,
our per pupil expenses will be higher.
In addition, we have identified that we will be partnering with The Learning Source to provide
family literacy. Even though we may not be responsible to cover 100% of the contracted
services for this to occur, we will also need to ensure we use the additional discretionary funds,
donations, and program income to cover this expense if it grows and expands. We may also
need to provide scholarship opportunities to provide funds for taking the GED, so we again may
need to utilize the additional resources for this purpose.
As the needs arise and the school efficacy grows to expand our services, we will be engaged in
seeking additional discretionary or mandatory funds to support these endeavors. However, we
must be certain that as we seek additional funds that we have the internal controls and staff to
manage these additional funds. In addition, we must also ensure that a grant project truly aligns
with our stated mission and vision to ensure additional funds or cooperative agreements do not
cause us to stray from our core purpose.
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2. Provide an overview of how the allocation of resources supports the vision,
mission, and education plan of the school.
The Compassion Road Academy will ensure our budget reflects our highest ideals and
commitment to meeting the needs of our students. To that end, our current budget reflects a
clear commitment to the real work of teaching and learning. As evidenced in our application,
most of our budget is being directed towards teachers. In addition, our budget reflects a
comprehensive school experience, including art and physical education.
It is critical to mention that because we will operate this school on two campuses, including the
current school contained within The Gilliam Detention Center, we will be identifying ways in
which each campus can share expertise and resources to maximize both the use and efficacy of
staff. Every year, we will continue to evaluate how to maximize these resources and possibly
take advantage of these similar needs to increase efficiency and decrease costs on both
campuses. For example, if we are partnering with The Learning Source for GED instruction, then
why not have this partner serving our students in detention for a portion of the time to
maximize the service and reduce the cost? It is a unique finance feature of this model that will
allow us to ensure a tight alignment between both campuses while also decreasing the financial
burden for a certain service or staff member.
Because we have a family therapy lab, which will be clinically supervised by our assistant principal
that is a licensed family therapist, we can also provide an array of mental health services and
referrals for students and their families. The program income we gain from this will be applied to
support the expansion of a summer-­‐based affective needs program that will
reflect the principles of outdoor lab and expeditionary learning. The best part is that the lab will
be providing services through a partnership with pre-­‐service counseling students who are
required to provide over 800 hours of internship with students and families for licensure.
Our current budget also accounts for the fact that many of our students may not have the funds
to support regular school fees. So, to that end, we must ensure that we set aside funds for that
purpose. We will also partner with the McKinney-­‐Vento district team to ensure we target the
needs of our homeless students and ensure they have what they deserve to be successful,
including at a minimum school supplies and transportation costs when eligible.
3. 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. Who will be directly managing and overseeing the
school’s budget?
The principal will be the sole chief financial officer for the school. This ensures a clear alignment
from school improvement plan to resource management to budget to purchasing. The
Compassion Road Academy will have a census of students that will most likely ensure we are
eligible to receive mandatory federal funds, including school-­‐wide Title I, Part A and Title I-­‐D to
name a few. We will receive these federal funds due to our identified poverty percentages and
because we are targeting students who are eligible for delinquent status due to a number of our
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students being on probation and our school being considered part of the student’s overall plan.
Because we will be managing local funds, state funds, and federal funds at a minimum, we must
ensure we are following the administrative requirements that follow the funding sources. In
addition, we must also ensure we are aligning with the cost principles that ensure every
expenditure aligns with our stated mission and vision. This is the standard of financial
management to ensure allowability of funds, and we will ensure that every expenditure is
allocable to the purpose at hand.
In addition, because we are using federal funds and we will not be consolidating, we will also
need to ensure that we are supplementing district and state funds rather than supplanting to
ensure we are meeting the standards of allowability. We will accomplish this by ensuring we
have tight internal controls, including signatures being required for every expenditure from the
principal on every purchase order, funds transfer, and other funds management documents.
The signature will indicate a clear link from school improvement plan to budget to resource.
These internal controls will reflect our core belief that managing our funds wisely and ensuring
these funds meet the intended purpose ensures the funds are maximized to meet the needs of
our students.
Because we will have a variety of funding sources and we are not consolidated, we will also
ensure that if we have an employee covered by two funding sources that we employ the
appropriate time and effort certifications to ensure we are in compliance with the federal
administrative requirements. We will also manage our equipment purchases and our fixed
assets on a yearly inventory log with appropriate labels indicating the funding source for each
purchase.
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Appendix A – Letter of Intent
Name of Proposed
School:
Type of School:
Grade Configuration:
Model or Focus:
Primary Contact Person:
Phone:
Email:
Region:
Proposed Leader (if
known):
Replication:
Contract with
ESP/EMO:
The Compassion Road Academy
Charter Performance X
9th-12th Grade
Ensuring At-Risk Youth Receive the Support Necessary to
Attain a High School Diploma or Equivalent on the Path to
Pursuing Their Dreams
Kimberly Ortiz
720-338-0542
[email protected]
Northeast Region – Serving All Quadrants
Kimberly Ortiz, Current Principal at Gilliam Detention
Center
Yes No X
Yes No X
Enrollment Projections: Provide additional rows and columns if necessary.
GRADE
2013-14
2014-15
2015-16
2016-17
50
50
50
50
9
50
75
75
75
10
25
75
100
125
11-12th
Total # students
125
125
225
250
Proposed Demographics
Mission of School:
Provide a brief
overview of the
education program of
the proposed school:
FRL %
75% or More
SPED %
30-40%
2017-18
50
75
125
250
ELL %
25%
The Compassion Road Academy will use education as the
vehicle to attain educational equity and equal opportunity to
guide our students and their families on their journey to
becoming conscious, competent and positively empowered
advocates for themselves and their communities by providing
our most at-risk high school students the systems of educational
rigor and relevance, flexible support systems responsive to
student needs, targeted and purposeful interventions, and a
strong sense of community anchored in the spirit of compassion
for all.
The Compassion Road Academy will institute an “ongoing/rolling” enrollment process so that no student will be left
without educational options. All entering students will go
through an intensive assessment and orientation process; which
will include “empathy training” through the Respect/Risky
Business curriculum. Furthermore, the Compassion Road
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Academy will provide an engaging learning environment,
where students will earn credit towards high school
matriculation through engaging and didactic whole group brain
compatible instruction in a classroom, community partnerships
and internships, and also through the use of online inquirybased teaching. There will also be a family literacy program
available to any participating student’s family members that
will offer opportunities for the entire family to both address any
second language needs and also receive their GED to access
post-secondary opportunities, because we believe breaking the
barriers to educational equity will be far more effective if the
entire family is offered a place at the educational table. In
addition, every participating student will receive daily affective
skill development and in addition, eight-week structured
therapy groups will be developed to respond to the unique needs
of students, including death loss groups, trauma recovery
groups, art therapy, etc. as they are needed.
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MEMORANDUM OF UNDERSTANDING
Denver Public Schools and The Learning Source agree to partner for the services here
described.
The Denver Public Schools partners with The Learning Source to provide comprehensive family
literacy programs for schools/locations listed under this agreement. Four components of family literacy
will be implemented at each identified site (Early Childhood Education, Parent and Child Together
Time, Parent Education, Adult Education). The focus for the program, whether it will be Second
Language Acquisition or a Bridge to GED or both, is determined by the school principal through
collaboration with The Learning Source. These services are offered five days per week. Please refer
to attached Scope of Work.
Individual: The Learning Source, Inc.
Taxpayer ID #: 84-0585638
Location(s): TBD
Address: 455 South Pierce St.
Lakewood, CO 80226
Phone:
303-922-4683
Compensation:
For the services described above, the District and independent contractor agree to the
following rate of pay (supervisors, please choose the most appropriate method)
$80,585 per attached budget for the project/assignment (based on invoices submitted
by service provider).
This agreement shall begin on 08/01/2012 and end no later than 06/30/2014.
Date:
04/09/2012
The Learning Source Signature:
Name & Title: Susan A. Lythgoe, Executive Director
Denver Public Schools Signature:
Name & Title:
Date:
Original to Human Resources Compensation Office
1
106
Attachment # 1
Scope of Work
Provider: The Learning Source for Adults and Families
Scope of Services: The Denver Public Schools partners with The Learning Source to provide
comprehensive family literacy programs for the following schools:
The Compassion Road Academy
The family literacy model offers our parents and families the opportunity to both enhance and
develop their own educational opportunities, including GED preparation and also to strengthen
their role as parents in supporting effective educational supports at home.
Who: Parents Who Identify as Second Language Learners/ Parents Seeking Their GED
What: Implement the four components of family literacy at each identified site (Early Childhood
Education, Parent and Child Together Time, Parent Education, Adult Education). The focus
for the program, whether it will be Second Language Acquisition or a Bridge to GED or Both, is
determined by the school principal through collaboration with The Learning Source.
When: These services are offered five days per week and participating parents must attend
each day of classes. Attendance is monitored and participating parents are supported when
barriers arise that impact participation.
How: Parents are offered a chance at the beginning of the year to participate in this program.
There is a process at the beginning of each year to recruit parents who may benefit. The
opportunity is available to each interested parent, but there are limited spaces available.
Evaluation: The Learning Source does a regular pre- and post-testing process to assess the
growth of the adult learners against the intended program goals. In addition, The Learning Source
also evaluates student achievement for students who have participating parents.
2
107
A WORLD OF DIFFERENCE® INSTITUTE
A Classroom of Difference™
Training Proposal
The Compassion Road Academy
April 2, 2012
Training Program: A WORLD of DIFFERENCE® Institute 1-Day Educator Training
Program Goals:
To create a respectful, inclusive and safe learning environment and community
To build understanding of the value and benefits of diversity
To improve intergroup relations
To eradicate anti-Semitism, racism and all forms bigotry
To encourage personal responsibility in the promotion of justice and equity
Need Statement:
Safe and respectful school environments are essential in order for student learning to take
place, and students can be powerful resources available to schools in achieving and
maintaining such environments. Through active participation in professional development in
anti-bias education, members of the school community are better equipped to develop and
maintain respectful, inclusive learning environments where all students have the equitable
opportunities for success. Research indicates that professional development that increases
teachers’ knowledge and skills can be linked to positive student outcomes. Educational
practices which have a direct impact on student outcomes (classroom instruction,
organization practices and strategies for involving families) are positively influenced by
increasing teachers’ skills and base knowledge.
Needs Assessment Process:
The development of the specific agenda for this program will be informed by data gathered
through a Needs Assessment process conducted prior to the training session. Once the
program is scheduled, ADL education staff will provide instructions for this process, which will
gather information from a representative cross section of the school community.
Training Activities:
The program is interactive and utilizes a variety of training modalities including small and
larger group discussions, case studies, video presentations and collaborative problemsolving. Each agenda is customized to meet the specific needs of the client.
Outline of a typical one-day training session:
Introductions and warm-ups provide and introduction to the program and establish
agreed-upon ground rules for discussion.
- 108
Personal and Cultural Identity activities help participants explore the ways they identify
themselves and how their personal and cultural identities shape their thoughts,
attitudes and perceptions of others.
Understanding the Language of Bias includes activities that assist participants in
establishing a common language for discussing issues associated with bias.
Examining Bias activities assist in developing participants’ capacity to recognize and
acknowledge prejudice and discrimination in themselves and others.
Challenging Bias activities provides participants with opportunities to develop and
practice skills to confront bias and discrimination in themselves and others.
Assessment activities involve participants in a process of examining personal attitudes
and behaviors and organizational policies and practices for bias and inequity.
Action Planning activities engage participants in developing appropriate goals and
action steps that promote fair, equitable and respectful learning environments.
Program costs:
$2000.00
Plus applicable travel expenses for two ADL Training Specialist, ground travel, tolls and
parking.
Program Logistics:
30-40 educators per session (multiple sessions can be held concurrently)
Large meeting room with moveable seating
Television & DVD player
Easel chart paper and assortment of colored markers
Name-tags
Writing utensils
Scrap paper
ADL and The Compass Road Academy agree to partner for one full year from the date of training. For
more additional information:
Paula M. Brown
Project Director, Education
1120 Lincoln Street, Suite 1301
Denver, CO 80203
[email protected]
303.830.7177 ext. 238
- 109
April 9, 2012
Board of
Directors
President
George Valuck
Alameda Gateway
Community Association
Vice President & Treasurer
Kristian Gensemer
1st Bank of Lakewood
Past President
Laura Jacobsen
The Callistar Group
Members
Elizabeth Frawley
Community Leader
Sister Cecilia Linenbrink
Foundress
Bruce Miller
Beds ‘n Biscuits
Mary Moser
Moser & Silver, LLP
The Learning
Source Foundation
President
Laura Jacobsen
The Callistar Group
Elizabeth Frawley
Community Leader
Jean M. Marshall
Jewish Family Services.
Mary Moser
Moser & Silver LLP
Jim Spoja
Spoja Law
Advisory
Board
Anne Burkholder
Community Leader
John Castellano
Holland & Hart
Phyllis Coors
Community Leader
Re: Letter of Commitment for The Compassion Road Academy Performance School
Application
To whom it may concern:
The Learning Source supports the application of the Compassion Road Academy and it’s
mission to “use education as the vehicle to attain educational equity and equal
opportunity to guide our students and their families on their journey to becoming
conscious, competent and positively empowered advocates for themselves and their
communities by providing our most atͲrisk high school students the systems of
educational rigor and relevance, flexible support systems responsive to student needs,
targeted and purposeful interventions, and a strong sense of community anchored in
the spirit of compassion for all.”
The Learning Source has been providing adult basic education, GED, College Preparation and
schoolͲbased family literacy classes in high need communities throughout metro Denver since
1964. Our staff currently provide schoolͲbased services at 10 schools in Aurora and Cherry
Creek school districts for atͲrisk families.
We are delighted to partner with the school to include a comprehensive research-based
family literacy model which targets our students’ family members to address their
language development skills and support for completing their GED alongside their
students, support for teen parents including early childhood education and parenting
courses through the family literacy model.
We understand how important it is to these students to have a high quality, impactful family
literacy program as an integral part of their school. We are excited to partner with the
Compassion Road School to provide these services.
Sincerely,
www.coloradoliteracy.org
Susan Lythgoe, Executive Director
110
RANDY JOHNSON, INSTRUCTIONAL SUPT., HIGH SCHOOL
OFFICE OF POST-SECONDARY READINESS
TELEPHONE 720-423-3149
[email protected]
April 8, 2012
To:
Whomever it May Concern
From: Randy Johnson, Instructional Superintendent
Re:
Letter of Support for Compassion Road Academy proposal
To Whomever It May Concern:
Please accept this letter as evidence of my full support of the proposal being developed
by Principal, Kim Ortiz, as she prepared to submit a competitive “Call for Quality
Schools” plan. Kim’s vision, passion, and professionalism make me confident that her
school proposal will come to fruition and provide a valuable service to a specific
segment of our DPS student population.
The proposed Compassion Road Academy will function as a bridge for students leaving
detention (such as Gilliam) and also act as a proactive support system wholly dedicated
to ensuring these at-risk students – students most often in dire situations of poverty,
neglect, abuse, and sometimes a complete and utter disconnect from any family,
including extended family – will have a home. This school home will be the
Compassion Road Academy.
I am pleased at the proposed plan to focus on the family and community at Compassion
Road Academy. In addition to a clear academic focus on students, there are plans to
engage families in continuing education (such as GED), therapy, work opportunities,
etc. The wrap-around services built into this future school are exactly what is currently
missing, in any systemic way, for students existing Gilliam and other forms of detention.
Kim has seen the recidivism rate for her teens remain high due to a lack of supports she
calls out in the plan.
I have confidence in this proposal and in Kim. This is a desperate need in DPS. Please
contact me with any questions or concerns.
Sincerely,
Randy Johnson
High School Instructional Superintendent
DENVER PUBLIC SCHOOLS OFFICE OF POST-SECONDARY READINESS
th
900 Grant Street • 7 Floor, Room 705 • Denver, CO 80203
111
March 18, 2012
Dear Sir or Madam:
I enthusiastically and without reservations, recommend Ms. Kim Ortiz as a principal candidate. As the school social
worker at Gilliam School, I have seen the insight that Ms. Ortiz has in working with students to assure that all
students be successful. She is an expert in learning and she has the ability to reach all students and meet their
needs.
As an administrator Ms. Ortiz motivates staff to do their very best. She stays current with the latest research and
evidence- based practices. She inspires staff and is able to provide leadership and insight into working with all
children. She always provides culturally appropriate responses and teaching techniques for all students.
Another characteristic that Ms. Ortiz has is that she demands that all children be treated with respect and dignity.
She advocates for the students and does not give up, when she feels they are not getting their needs met. She
does not just think of an idea and delegates its execution to others but follows it through to the end. She knows
what students need to succeed and she will make sure staff succeeds with each and every student.
Ms Ortiz looks at the whole child. She looks at what the child needs socially, emotionally and academically to
succeed. If she sees that a student is on the cusp of success, she will advocate with the teacher to make sure the
student gets the attention needed to be successful. If a student needs to deescalate to be successful, she will
encourage staff to allow the student time to calm down in order to successfully return to academics.
When Ms. Ortiz looks at a problem she does so with an analytic understanding and insight. Because of her
experience, she looks all aspects of a problem before finding a solution. What makes Ms. Ortiz stand out from
other administrators is that she not only understands problems and solutions to be successful but she inspires staff
and students to do their best. Because of her leadership, she expects excellence from all staff and students and
gets it.
Ms. Ortiz is also an expert negotiator. Being in a school that is under the authority of the Department of Youth
Correction requires that she be adept at negotiation to see that all of Denver Public Schools policies are enforced,
which she does beautifully.
As I have worked with many principals throughout the years, I see Ms. Ortiz as having a very special skill set. She
inspires staff and students to do their best and understands how the emotional and social development of students
is integrated into academic success. Ms. Ortiz is an excellent administrator and will be the right person to bridge a
gap that exists between students who leave the Department of Youth Corrections and return to school to get their
diploma. Because of her knowledge and insight, she will be able to successfully lead a school where all students are
successful and improve the graduation rate.
Sincerely,
Janis Sharoff
School Social Worker, LCSW
112
113
March 23, 2012
To Whom It May Concern:
I am a resident at Gilliam Youth Services Center and I have been working with Ms. Ortiz
for a couple of weeks and she has been telling me about her plans for a new school. I
think a new school is a good idea because when you come to Gilliam you meet people
that care about you like Ms. Ortiz and the only way that I will get to see these caring
people again is ifl come back to jail.
I know that Ms. Ortiz really cares about us and wants us to succeed. She is also one of
the few people at Gilliam that really works with the students and she does NOT give up.
I also think that the school she wants to open up would be good because there are a lot of
kids that get kicked out of school and no one else will accept them. I think that giving us
a place to look forward to will give us a reason to get up in the morning! I think that
having on-going enrollment will be good because when I would get kicked out of school
or students are released from Gilliam all we do if we are not in school is run the streets
getting high and drunk. I am not just talking about myself because there are a lot of kids
I know that do the same thing!
I have been to a few different alternative schools like PREP and Justice High School but I
think that Ms. Ortiz's school is going to be a lot different because her school will offer
more of a therapeutic approach. Ms. Ortiz cares about what is going on with students
emotionally and works hard to help students to recover from trauma and other painful
issues that they have had to endure. ·She always says, "There are reasons behind a
student's behavior. What are you trying to tell me Maurice, with your behavior?"
Sincerely,
Maurice
Student
L
·117··
118
119
120
121
122
123
letter of support
Page 1 of 1
letter of support
Just, Sandra
Sent: Monday, April 09, 2012 7:23AM
To:
Ortiz, Kimberly
Kim,
We definitely have a need as a district for a transition spot between Gilliam and the traditional school. I am
sorry that I have not had time to get to a letter for you. Things are pretty chaotic at the moment. Good luck on
your proposal.
j
Principal
Thomas Jefferson High School
720-423-7051
https://webrnail.dpsk12.org/OWA/?ae=Itern&t=IPM.Note&id=RgAAAABbEdxkc8ZrQ5dx... 4/9/201
Denver Public Schools
RANDY JOHNSON, INSTRUCTIONAL SUPT., HIGH SCHOOL
OFFICE OF POST-SECONDARY READINESS
TELEPHONE 720-423-3149
randal_johnson@ dpsk12.org
April 8, 2012
To:
Whomever it May Concern
From: Randy Johnson, Instructional Superintendent
Re:
Letter of Support for Compassion Road Academy proposal
To Whomever It May Concern:
Please accept this letter as evidence of my full support of the proposal being developed
by Principal, Kim Ortiz, as she prepared to submit a competitive "Call for Quality
Schools" plan. Kim's vision, passion, and professionalism make me confident that her
school proposal will come to fruition and provide a valuable service to a specific
segment of our DPS student population.
The proposed Compassion Road Academy will function as a bridge for students leaving
detention (such as Gilliam) and also act as a proactive support system wholly dedicated
to ensuring these at-risk students- students most often in dire situations of poverty,
neglect, abuse, and sometimes a complete and utter disconnect from any family,
including extended family- will have a home. This school home will be the
Compassion Road Academy.
I am pleased at the proposed plan to focus on the family and community at Compassion
Road Academy. In addition to a clear academic focus on students, there are plans to
engage families in continuing education (such as GED), therapy, work opportunities,
etc. The wrap-around services built into this future school are exactly what is currently
missing, in any systemic way, for students existing Gilliam and other forms of detention.
Kim has seen the recidivism rate for her teens remain high due to a lack of supports she
calls out in the plan.
I have confidence in this proposal and in Kim. This is a desperate need in DPS. Please
contact me with any questions or concerns.
Sincerely,
'?<adtffl
Randy Johnson
High School Instructional Superintendent
DENVER PUBLIC SCHOOLS OFFICE OF POST-SECONDARY READINESS
900 Grant Street • ih Floor, Room 705 • Denver, CO 80203
March 18, 2012
Dear Sir or Madam:
I enthusiastically and without reservations, recommend Ms. Kim Ortiz as a principal candidate. As the school social
worker at Gilliam School, I have seen the insight that Ms. Ortiz has in working with students to assure that all
students be successful. She is an expert in learning and she has the ability to reach all students and meet their
needs.
As an administrator Ms. Ortiz motivates staff to do their very best. She stays current with the latest research and
evidence- based practices. She inspires staff and is able to provide leadership and insight into working with all
children. She always provides culturally appropriate responses and teaching techniques for all students.
Another characteristic that Ms. Ortiz has is that she demands that all children be treated with respect and dignity.
She advocates for the students and does not give up, when she feels they are not getting their needs met. She
does not just think of an idea and delegates its execution to others but follows it through to the end. She knows
what students need to succeed and she will make sure staff succeeds with each and every student.
Ms Ortiz looks at the whole child. She looks at what the child needs socially, emotionally and academically to
succeed. If she sees that a student is on the cusp of
success, she will advocate with the teacher to make sure the
student gets the attention needed to be successful. If a student needs to deescalate to be successful, she will
encourage staff to allow the student time to calm down in order to successfully return to academics.
When Ms. Ortiz looks at a problem she does so with an analytic understanding and insight. Because of her
experience, she looks all aspects of a problem before finding a solution. What makes Ms. Ortiz stand out from
other administrators is that she not only understands problems and solutions to be successful but she inspires staff
and students to do their best. Because of her leadership, she expects excellence from all staff and students and
gets it.
Ms. Ortiz is also an expert negotiator. Being in a school that is under the authority of the Department of Youth
Correction requires that she be adept at negotiation to see that all of Denver Public Schools policies are enforced,
which she does beautifully.
As I have worked with many principals throughout the years, I see Ms. Ortiz as having a very special skill set. She
inspires staff and students to do their best and understands how the emotional and social development of
students is integrated into academic success. Ms. Ortiz is an excellent administrator and will be the right person to
bridge a gap that exists between students who leave the Department of Youth Corrections and return to school to
get their diploma. Because of her knowledge and insight, she will be able to successfully lead a school where all
students are successful and improve the graduation rate.
Sincerely,
Janis Sharoff
School Social Worker, LCSW
During the five years I have been· working at Gilliam I have seen countless students caught up in the
devastating cycle of the juvenile justice system. Every student that leaves us makes a point of telling at
least one teacher "This will be the last time you see me" there is never an intention to get caught up in
the cycle. However once they leave the stability of Gilliam they are thrown back into the caustic
environment that led them to us in the first place. In their home environment many of these children
are put into situations that are impossible for them to navigate and even more impossible to salvage
anything resembling hope.
They try to enroll in schools only to be told that "this school isn't the best fit" or to become a target for
administration. Once it becomes known that a particular student spent time at Gilliam there is an
assumption of guilt and fear toward what a "Kid like that" will bring to the school. Denver Public Schools
may have this noble vision of having a place for every student and preparing every student for college
but let's face it, there is very little hope that a seventeen year old with a third grade reading level and 25
credits will graduate from a traditional school. There is even less hope that an adult will reach out to
this student and talk to them about the possibility of going to college.
These are the kids that fall through the cracks, these are the kids that teachers remove from their
classrooms, these are the kids that DO NOT fit the traditional school mold. Something has to be done.
We are responsible for this failure and now it's time to fix it. We have already wasted so much time and
lost so many of these children to violence and despair. The Compassion Road Academy is an answer.
I am honored to be working toward this goal with Ms. Kimberly Ortiz. I believe in her vision, her passion,
and her leadership. This idea goes beyond school, it goes beyond test scores, it goes beyond proficiency
and state standards. This school is hope. This school is life. This school is the future. I urge you to
consider this proposal and respectfully ask you to embrace the simple beauty of providing hope to this
population of children who have so long been ignored.
Thank You,
Melissa Ewer-Scholl M
Reading Interventionist Gilliam SChool
.----,
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130
Job Title:
Department:
Reports To:
Principal, High School
Division of Instruction
Instructional Superintendent
SUMMARY:
As the instructional leader, the principal is first and foremost responsible for increasing student
achievement by developing an aligned and coherent standards-based instructional system by
organizing the school site operation in accordance with the Board of Education policies. May assist
with translation and/or communication using second language skills when possible.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
The following statements of duties, responsibilities, frequency, and percentages are intended to
describe the general nature and level of work being performed by individuals assigned to this
position. These statements are not intended to be an exhaustive list of all duties and responsibilities
required of all personnel within this position. Actual duties, responsibilities, frequency, and
percentages may vary depending upon building assignments and other factors.
•
Coordinate the development and implementation of the school improvement
plan in accordance with the district mission.
•
Hire, supervise, and evaluate all staff.
•
Develop and monitor all members of the staff to build their capacity to meet
the learning needs of the students by monitoring achievement toward meeting
School Improvement Plan goals.
•
Develop, implement and sustain an imbedded collaborative professional
learning model; which focuses on improving instructional practices and
increasing student achievement.
•
Use data to analyze and plan for differentiated support for staff and students.
•
Monitor, implement, and support Board policies; state and federal statutes and
regulations; and the Master Agreement.
•
Develop and implement a school wide plan to ensure the safety of students
and staff in accordance with established district policies and procedures.
•
Perform a wide range of managerial responsibilities including, but not limited
to: staffing, scheduling, budget, technology, and facilities.
•
Coordinate and facilitate processes and meetings by being instrumental in
bringing people and resources together and actively engage in district
meetings.
•
Communicate and collaborate with families and community members, respond
to diverse community interest and needs and mobilize community resources.
•
Support and supervise quality extracurricular and co-curricular activities.
•
Have knowledge about graduation requirements, college readiness,
scholarship opportunities, and career preparedness.
Support the development of the new school plan for the Compassion Road
Academy as well as participate in the regular school accountability meetings.
•
•
Perform other duties as assigned.
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability
required. Reasonable accommodations may be made to enable individuals with disabilities to perform
the essential functions.
EDUCATION AND TRAINING:
Master’s degree in Education Administration or Curriculum Leadership.
EXPERIENCE:
Over 3 and up to and including 5 years of experience in building administration experience. Over 5
and up to and including 7 years of experience in teaching. 3 or more years direct experience with
131
developing and facilitating professional development/teaching the adult learner. It is also essential
that the building leader have 3 or more years of experience working in juvenile detention, residential
placement or similar setting.
SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Advanced oral and written communication, public relations, instruction, curriculum, conflict resolution,
multitasking, problem solving, facilitation, management, decision making, computer, and organizational
skills. . Advanced skills in working with students and staff with diverse needs at various levels. Ability
to be flexible and patient and make change. Knowledge of instruction and curriculum. Operating
knowledge of and experience with personal computers, word process software and basic office
equipment. English language skills required. Oral and written fluency in second language may be
preferred or required based on building assignment. English language skills required. Oral and written
fluency in second language may be preferred or required based on building assignment.
CERTIFICATES, LICENSES, & REGISTRATIONS:
Colorado Principal’s License required for hire.
SUPERVISION/TECHNICAL RESPONSIBILITY:
Directly supervises all school personnel; may delegate some supervisory responsibilities to
Administrative Team. Carries out supervisory responsibilities in accordance with the organization's
policies and applicable laws. Responsibilities include interviewing, hiring and training employees;
promoting and transferring employees; planning, assigning and directing work; appraising
performance; rewarding, disciplining and terminating employees; and addressing complaints and
resolving problems.
BUDGET AND/OR RESOURCE RESPONSIBILITY:
Solely responsible for developing, administering, monitoring and coordinating the assigned school’s
budget. Develop and administer district account allocations. Develop and monitor grants awarded to
the school site.
The physical demands, work environment factors, and mental functions described below are
representative of those that must be met by an employee to successfully perform the essential
functions of this job. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
PHYSICAL DEMANDS:
• While performing the duties of this job, the employee is regularly required to use hands to
finger, handle, or feel; talk or hear. The employee frequently is required to stand or walk and is
occasionally required to sit; reach with hands and arms; stoop, kneel, crouch, or crawl. The
employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities
required by this job include close vision and distance vision.
• Additionally, the Principal of this school must have minimally 40 hours of PPCT (Pressure
Point Control Tactics) training and be CPR certified.
WORK ENVIRONMENT:
While performing the duties of this job, the employee is occasionally exposed to fumes or airborne
particles; toxic or caustic chemicals; outdoor weather conditions. The noise level in the work
environment is usually moderate. Most importantly, while performing the duties of this job, the
employee will be working with many students who may have been charged with or committed with
violent crimes. If a fight should occur on campus, the building leader is responsible for supporting the
a prompt resolution of the situation; which may include the physical restraint of an offending student.
MENTAL FUNCTIONS:
While performing the duties of this job, the employee is regularly required to compare, analyze,
communicate, synthesize, evaluate, use interpersonal skills and negotiate. Frequently required to
coordinate, compile, instruct and evaluate.
132
Job Title:
Department:
Reports To:
Assistant Principal, High School
Division of Instruction
Principal
SUMMARY:
Responsible for assisting the Principal with leadership, direction, supervision, operations and
accountability at the assigned high school. May assist with translation and/or communication using
second language skills when possible.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
The following statements of duties, responsibilities, frequency, and percentages are intended to
describe the general nature and level of work being performed by individuals assigned to this position.
These statements are not intended to be an exhaustive list of all duties and responsibilities required of
all personnel within this position. Actual duties, responsibilities, frequency, and percentages may vary
depending upon building assignments and other factors.
•
Serve as an instructional leader by monitoring implementation of
professional development in classrooms and grade level/content area
meeting in accordance to the school improvement plan.
•
Implement and monitor school-wide behavioral expectations and policies
including monitoring attendance trends and overseeing truancy
interventions; address safety and welfare issues by holding meetings with
parents, investigating incidents, documenting findings, contacting proper
authorities and conforming to legal requirements and regulations.
•
Create partnerships with parents and community.
•
Supervise employees including serving as an instructional leader
assigning and directing work, interviewing, evaluating performance,
disciplining and resolving issues.
•
Implement instructional and assessment strategies by attending meetings,
facilitating discussions amongst teachers and staff and working with the
Principal and District Coaches to plan professional development.
•
Address building management concerns by working with the custodial staff,
office staff, teachers and District staff including implementing school- wide
safety and emergency protocols.
•
Collect and analyze student assessment data.
•
Collaborate and develop master schedule.
•
Plan, schedule and coordinate school projects
•
Resolve student issues by meeting with students, parents, teachers and
other school staff and designing a plan of action.
•
Supervise athletic events by attending events, monitoring student
behavior, providing officials with necessary information.
•
May participate in seeding meetings and performing sport-specific
responsibilities with scheduling transportation and city meets.
•
Represent out-of-building committee meetings for the following: curriculum
task force, league and district athletic activities, and high school assistant
principals.
Support the development of the new school plan for the Compassion Road
Academy as well as participate in the regular school accountability
meetings.
•
•
Perform other duties as assigned.
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability
133
required. Reasonable accommodations may be made to enable individuals with disabilities to perform
the essential functions.
EDUCATION AND TRAINING:
Master’s degree in Education plus additional coursework required for certification or licensure.
EXPERIENCE:
Over 3 and up to and including 5 years of experience in teaching.
SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Understanding of district and school student-achievement data and Colorado State Standards;
working-knowledge of literacy and the reading/writing process, strategies for second-language learners
and special needs students; thorough understanding of best instructional practices for secondary
classrooms; operating knowledge of and experience with personal computers, word processing and
database software required. English language skills required. Oral and written fluency in second
language may be preferred or required based on building assignment. English language skills
required. Oral and written fluency in second language may be preferred or required based on building
assignment.
CERTIFICATES, LICENSES, & REGISTRATIONS:
Valid Colorado Principal's License.
SUPERVISION/TECHNICAL RESPONSIBILITY:
Carries out supervisory responsibilities in accordance with the organization's policies and applicable
laws. Responsibilities include interviewing, hiring and training employees; promoting and transferring
employees; planning, assigning and directing work; appraising performance; rewarding, disciplining
and terminating employees; and addressing complaints and resolving problems.
BUDGET AND/OR RESOURCE RESPONSIBILITY:
Depending on the specific assignment, this position may have sole responsibility or may assist with
developing, administering, monitoring and coordinating assigned budgets and initiating requisitions.
The physical demands, work environment factors, and mental functions described below are
representative of those that must be met by an employee to successfully perform the essential
functions of this job. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
PHYSICAL DEMANDS:
• While performing the duties of this job, the employee is regularly required to use hands to
finger, handle, or feel; talk or hear. The employee frequently is required to stand or walk and is
occasionally required to sit; reach with hands and arms; stoop, kneel, crouch, or crawl. The
employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required
by this job include close vision and distance vision.
• Additionally, the Assistant Principal of this school must have minimally 40 hours of PPCT
(Pressure Point Control Tactics) training and be CPR certified.
WORK ENVIRONMENT:
The noise level in the work environment is usually moderate. Most importantly, while performing the
duties of this job, the employee will be working with many students who may have been charged with
or committed with violent crimes. If a fight should occur on campus, the administrator on duty is
responsible for supporting the a prompt resolution of the situation; which may include the physical
restraint of an offending student.
MENTAL FUNCTIONS:
While performing the duties of this job, the employee is regularly required to use interpersonal skills.
Frequently required to compare, analyze, communicate, coordinate, instruct, compute, synthesize,
evaluate and negotiate. Occasionally required to copy and compile.
134
Job Title:
Department:
Reports To:
Coordinator of Expeditionary Learning
Division of Instruction
Principal
SUMMARY:
Responsible for assisting the Principal with leadership, direction, and accountability at the assigned
high school. May assist with translation and/or communication using second language skills when
possible.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
The following statements of duties, responsibilities, frequency, and percentages are intended to
describe the general nature and level of work being performed by individuals assigned to this
position. These statements are not intended to be an exhaustive list of all duties and responsibilities
required of all personnel within this position. Actual duties, responsibilities, frequency, and
percentages may vary depending upon building assignments and other factors.
•
Implement and monitor school-wide behavioral expectations and policies
including monitoring attendance trends and overseeing truancy
interventions; address safety and welfare issues by holding meetings with
parents, investigating incidents, documenting findings, contacting proper
authorities and conforming to legal requirements and regulations.
•
•
•
Create partnerships with parents and community.
Coordinate the successful transition of incoming and outgoing students.
Meet with individual students to develop their Personal Education Plans
(PEP).
Support the student, school counselor(s) and administration with
transcript analysis and instructional planning
Coordinate and schedule internships and service learning opportunities
Track student attendance, call parents and make home visits as
appropriate.
Implement instructional assessment strategies
•
•
•
•
•
Address building management concerns by working with the custodial
staff, office staff, teachers and District staff including implementing
school-wide safety and emergency protocols.
•
•
Collect and analyze student assessment data.
Support school counselors and administration with transcript analysis and
plans for credit acquisition, GED program assignment, etc…
•
Collaborate with planning, scheduling and coordinating school projects
•
Resolve student issues by meeting with students, parents, teachers and
other school staff and designing a plan of action.
•
May assist with the supervision of athletic events by attending events,
monitoring student behavior, providing officials with necessary
information.
•
May participate in city meetings and performing sport-specific
responsibilities with scheduling transportation and city meets.
•
•
Represent out-of-building committee meetings for the following: league
and district athletic activities, and community meetings.
Support the development of the new school plan for the Compassion
Road Academy as well as participate in the regular school accountability
meetings.
•
Perform other duties as assigned.
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability
required. Reasonable accommodations may be made to enable individuals with disabilities to perform
135
the essential functions.
EDUCATION AND TRAINING:
Master’s degree in Education plus additional coursework required for certification or licensure.
EXPERIENCE:
Over 3 and up to and including 5 years of experience in teaching.
SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Understanding of district and school student-achievement data and Colorado State Standards;
working-knowledge of literacy and the reading/writing process, strategies for second-language learners
and special needs students; thorough understanding of best instructional practices for secondary
classrooms; operating knowledge of and experience with personal computers, word processing and
database software required. English language skills required. Oral and written fluency in second
language may be preferred or required based on building assignment. English language skills
required. Oral and written fluency in second language may be preferred or required based on building
assignment.
CERTIFICATES, LICENSES, & REGISTRATIONS:
Valid Colorado Principal's License.
SUPERVISION/TECHNICAL RESPONSIBILITY:
Carries out supervisory responsibilities in accordance with the organization's policies and applicable
laws. Responsibilities include interviewing, hiring and training employees; promoting and transferring
employees; planning, assigning and directing work; appraising performance; rewarding, disciplining
and terminating employees; and addressing complaints and resolving problems.
BUDGET AND/OR RESOURCE RESPONSIBILITY:
Depending on the specific assignment, this position may have sole responsibility or may assist with
developing, administering, monitoring and coordinating assigned budgets and initiating requisitions.
The physical demands, work environment factors, and mental functions described below are
representative of those that must be met by an employee to successfully perform the essential
functions of this job. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
PHYSICAL DEMANDS:
• While performing the duties of this job, the employee is regularly required to use hands to
finger, handle, or feel; talk or hear. The employee frequently is required to stand or walk and is
occasionally required to sit; reach with hands and arms; stoop, kneel, crouch, or crawl. The
employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities
required by this job include close vision and distance vision.
• Additionally, the Assistant Principal of this school must have minimally 40 hours of PPCT
(Pressure Point Control Tactics) training and be CPR certified.
WORK ENVIRONMENT:
The noise level in the work environment is usually moderate. Most importantly, while performing the
duties of this job, the employee will be working with many students who may have been charged with
or committed with violent crimes. If a fight should occur on campus, the administrator on duty is
responsible for supporting the a prompt resolution of the situation; which may include the physical
restraint of an offending student.
to copy and compile.
136
Position Title:
Department:
Reports To:
Intervention/Affective Needs Specialist/Classroom Teacher Leader
Division of Instruction
Principal/Assistant Principal
SUMMARY:
Responsible for assisting the Principal with leadership, direction, supervision, operations and
accountability at the assigned high school. May assist with translation and/or communication using
second language skills when possible.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
The following statements of duties, responsibilities, frequency, and percentages are intended to
describe the general nature and level of work being performed by individuals assigned to this
position. These statements are not intended to be an exhaustive list of all duties and responsibilities
required of all personnel within this position. Actual duties, responsibilities, frequency, and
percentages may vary depending upon building assignments and other factors.
•
Serve as an instructional leader by monitoring implementation of professional
development in classrooms and grade level/content area meeting in
accordance to the school improvement plan.
•
Serve as an instructional leader
•
Works with the building level administration to plan professional development.
•
Collect and analyze student assessment data.
•
Plan, schedule and coordinate school projects
•
Resolve student issues by meeting with students, parents, teachers and other
school staff and designing a plan of action.
•
•
Represent out-of-building committee meetings
Collaborate and assist in the planning and development of the new
performance school, The Compassion Road Academy
•
Perform other duties as assigned.
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability
required. Reasonable accommodations may be made to enable individuals with disabilities to perform
the essential functions.
EDUCATION AND TRAINING:
Master’s degree in Education plus additional coursework required for certification or licensure.
EXPERIENCE:
Over 3 and up to and including 5 years of experience in teaching.
SKILLS, KNOWLEDGE, EQUIPMENT & OTHER:
Understanding of district and school student-achievement data and Colorado State Standards;
working-knowledge of literacy and the reading/writing process, strategies for second-language learners
and special needs students; thorough understanding of best instructional practices for secondary
classrooms; operating knowledge of and experience with personal computers, word processing and
database software required. English language skills required. Oral and written fluency in second
language may be preferred or required based on building assignment. English language skills
required. Oral and written fluency in second language may be preferred or required based on building
assignment.
CERTIFICATES, LICENSES, & REGISTRATIONS:
Valid Colorado Principal's License. LDE certificate preferred.
The physical demands, work environment factors, and mental functions described below are
representative of those that must be met by an employee to successfully perform the essential
functions of this job. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
PHYSICAL DEMANDS:
While performing the duties of this job, the employee is regularly required to sit. The employee
137
frequently is required to walk or hear. The employee is occasionally required to stand; talk or hear.
The employee must occasionally lift and/or move up to 25 pounds. There are no specific vision
abilities required by this job. This position requires a minimum of 40 hour of PPCT (Pressure Point
Control Tactics )Training and must be certified in CPR.
WORK ENVIRONMENT:
The noise level in the work environment is usually moderate. This position involves work with
students who have may have been charged/convicted of violent crimes.
MENTAL FUNCTIONS:
While performing the duties of this job, the employee is regularly required to use interpersonal skills.
Frequently required to compare, analyze, communicate, coordinate, instruct, compute, synthesize,
evaluate and negotiate. Occasionally required to copy and compile.
138
DPS Admin
Design\Leadership Team
(Gilliam Staff) Kim,
Brian, Melissa,
Deborah, Matthew
Assistant Principal
Year 2-5
Affective Needs Protech
Y1-2: 1.0, Y3-4: 1.5,
Y5:2.0
Art Protech
Y1-2: .5, Y2-5: 1.0
DPS Security
Y1-2: 1.0, Y3-5:
2.0
Kim Ortiz,
Principal
PE Protech
Y1-2: .5, Y2-5: 1.0
Nurse
Y1: .4, Y2-5: .5
Social Worker
Y1: .8, Y2-5: 1.0
English Lang Dev
Y1-2: .5, Y3-5: 1.0
SPED
Y1-5: 1.0
Office Support
Y0-3: 1.0, Y3-4: 1.5,
Y5: 2.5
Assistant Principal
Year 4-5
Reading Intervention
Y1-2: 1.0, Y3-4: 1.5,
Y5:2.0
Students and
Families
Math\Science Tchr
Y1-5: 1.0
Gifted Talented
Y1-2: .5, Y3-5: 1.0
Life Skills Tchr
Y4-5: 1.0
English Teacher
Y1-3: 2.0, Y4-5: 3.0
Math Teacher
Y1-5: 2.0
Social Studies Tchr
Y1-5: 2.0
Science Teacher
Y1-5: 2.0
Humanities Teacher
Y1-5: 1.0
139
Appendix J – staff roster
POSITION
Principal
Assistant
Principal
Office Support
English
Teacher
Math
Teachers
Social Studies
Science
Teachers
*Humanities
Teachers
*Math/science
Teachers
*Life Skills
Teachers
Gifted
Talented
Specialist
English
Language
Development
SPED
Reading
Intervention
Specialist
Social Worker
Nurse
Affective
Needs Protech
PE Protech
Art Protech
DPS Security
YEAR 0
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
1.0
2.0
1.5
2.0
1.5
3.0
2.0
3.0
K. Ortiz
0
K. Ortiz
0
K. Ortiz
1.0
0
2.0
2.0
1.0
0
1.0
2.0
0
0
2.0
2.0
0
1.0
0
0
0
1.0
0
2.0
2.0
1.0
1.0
0
.5
.5
0
.5
.5
0
0
1.0
1.0
0
0
0
0.8
0.4
1.0
0
0
0
.5
.5
1.0
K. Ortiz
1.0
2.0
2.0
2.0
1.0
1.0
0
2.0
2.0
2.0
1.0
1.0
1.0
K. Ortiz
2.0
2.0
2.0
2.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.5
1.0
1.5
1.0
2.0
1.0
0.5
1.0
1.0
0.5
1.5
1.0
0.5
1.5
1.0
0.5
2.0
.5
.5
1.0
1.0
K. Ortiz
2.0
1.0
1.0
2.0
1.0
1.0
2.0
1.0
1.0
2.0
*These teachers will be rotating throughout the year to support a year round
schedule.
140
141
The Compassion Road Academy – Instructional Frameworks
Path 1: Readers and Writers for Life
Readers Writers Workshop – Emphasis on Independent Reading and Small Group
Instruction
10-15 minutes
35-40 minutes
5-10 minutes
Whole Group
Instruction
Instructional Options
Summarizing the Teaching
Point
Reading
Demonstrations
– instructional focus
based on student
reading behaviors
against the secondary
reading continuum
for DPS
- Provides a model of
a proficient reader
reflecting strong and
varied strategies
- Demonstrations
reveal thinking, skills
and other behaviors
readers use while
engaged in reading.
- This particular
portion would focus
on comprehension
strategies that lead to
developing
background
knowledge and
making text
connections
Independent (I)
Small Group (G)
Teacher Support:
a) Multi-Syllabic Reading
Reading REWARDS
Intervention – teaching
specific word attack and rate
development strategies in an
effort to improve rapid word
recognition and
comprehension through an
embedded vocabulary
component
b) Read 181 Intervention –
coupled with one on one
conferring with teacher
specialist
a) Reader’s Response – could
take place at any time
throughout the instructional
block
b) Student Share- students are
able to share strategies and
insights with teacher and
peers
c) Application time, students
apply new strategies with the
guidance of teacher or
independently based on
teacher and student discretion
c) Just Words Intervention
d) Individual Reading
Conference – conferring with
readers to support them with
text selection, review
comprehension strategies and
develop higher level
questioning and text
interaction
e) Small Group Reading
Instruction Group – similar
reading behaviors
Instructional Strategies:
1) Modeling reading
strategies through
142
direct and explicit
instruction
2) Connecting teaching
point to a novel or
authentic text through
mutual discussion and
accountable academic
talk
3) Creating a connection
between reading and
writing practices
through use of Model
Texts
Independent Options:
Independent Reading
Reader’s Response Journal/
Small Groups
Reading Groups – students
select a text to read with peers
143
Path 2: Mathematicians Changing the World
Number Development Intervention Block
10-20 minutes
30-35 minutes
5-10 minutes
Whole Group
Instruction
Instructional Options
Summarizing the Teaching
Point
Independent (I)
Small Group (G)
Number Talk – based
on number
development
continuum
EXPLORE
SUMMARY
Number Development
Centers
Number Development
Center Summary:
LAUNCH–
Kathy Richardson’s Critical
Learning Phases
Assess/ Evaluate:
After the students engage in
their center work, ensure
students make connections
between their center work
and computation. For
example, if a student is
working on knowing their
rational number
combinations to create a
whole, have them do an
addition or subtraction
problem that applies this
number concept.
Number Development
Centers - whole group
demonstration on
number development
center/ game/ activity/
computation strategy
Based on The Secondary
Number Development
Interview, determine where a
student lies on the continuum
of number development. The
Gilliam Monitoring Notes will
be utilized for every student
in the intervention, which
monitors students’ growth
with whole numbers, rational
numbers, and irrational
numbers.
In addition, determine if a
student is at a beginning
(teacher-support), developing
(independent station or
center), or secure level with a
number concept (connect
number concept to
computation).
Planning:
After you have identified the
½ + 3/4
(You might hear a student
say, “I know that ½ + ½ = 1, so
I have ¼ left over. So, I can
make a one and then 1/4
more, so the answer is 1 ¼.)
OR
Front-Load Content:
This instructional option is
where the teacher provides
an interactive demonstration
on content that will be
144
appropriate center, then
ensure that you monitor the
students’ target numbers to
ensure the appropriate level
of challenge exists.
Key Resources: Kathy
Richardson’s Intermediate
Number Dev. Series/
Investigations/ Connected
Math
Teaching:
Identify which students need
a teacher-directed center
versus students that can work
independently. After the
small group instruction
experience, please ensure you
monitor the other students as
they engage in their center
work.
coming up in their grade level
pacing documents. For
example, a teacher may start
to explore area and
perimeter with students prior
to them experiencing this
concept in class. This ensures
that students approach new
learning with greater
confidence. This is not meant
to be a lecture. Rather, this
should be a problem-solving
experience to introduce
students to the concepts,
mathematical vocabulary,
and highlight the connections
with number development.
145
Path 3: With My GED, I Can Fly!
The Gilliam GED Instructional Model
Program Focus
Service Delivery Description
Selection of
Candidates
A student is selected as a candidate for the GED program based on a
variety of criteria. A student must be seventeen years old or at least
approaching that age. Using The Colorado Youth for Change Credit
Model, an individual credit assessment will be addressed for each
student. After evaluating whether a high school diploma or GED will
be the best route using the credit recovery model (Colorado Youth
for Change Model), the student will make their final decision. After
discussion with teachers and staff concerning a student’s eligibility
based on the above criteria, the student is admitted into the
program.
Pretesting and
Results
Once selected to participate, students are given an initial reading
practice test. Upon satisfactory completion (at least a 410, which is
equal to a passing score), the student is invited to sign the Gilliam
School GED contract. If the student’s score is less than a passing
score, that student is admitted into the pre-GED program. The
student will then be introduced to the Special Education Teachers as
well as the Reading Specialist to work on reading comprehension,
vocabulary, and math understanding. Once the student has
demonstrated fairly significant improvement in one or more of these
content areas, they are then invited to take another pretest, most
likely in a different subject area.
Contract
Once the students pass the initial pretest, they are invited to sign the
Gilliam School GED contract. The student is informed that their
agreement to the terms outlined in the contract are necessary for
their continued participation in the program. If the student is ever in
violation of the contract, the GED coordinator reserves the right to
suspend or remove them from the program. Once the student as
signed the contract, they are admitted into the program.
Other Practice
Tests
Once the student is admitted into the program, they will take a
series of practice tests in all of the subject areas (including Reading,
Writing, Mathematics, Social Studies, and Science). Each subject
area has a range of difficulties from the ‘A’ test (easiest and most
basic) to the ‘Z’ (the most challenging). Students rarely test past the
‘C’ version of the practice tests due to time constraints and the
understanding that the ‘C’ version is approximately equivalent to the
difficulty of the actual GED examination. It is determined that if the
student has the ability to pass the ‘C’ version of a subject area’s
practice test, they will likely pass that given subject during the actual
146
examination.
Progress Reports Weekly progress reports are assigned to each student, and teachers
are asked to fill them out based on class participation, positive
interaction, etc. A significant part of a student’s eligibility based on
positive marks from all of his or teachers. Failure to receive positive
marks from even one teacher could result in suspension or possible
removal from the program.
Packets
Students are assigned GED Packets to complete outside of school.
Once the subject areas the student struggles with are identified, the
student is assigned a test or tests that will determine the most
problematic areas in that given subject. Once the test is completed,
it is graded and, using the rubric at the end of the test, the grader
will then find the pages in the GED book that correspond to the
specific areas of struggle. The grader will then assign those pages
for study. This process is done with every subject area the student is
deemed to be struggling in.
Registration
Almost one week from the first testing day, students are registered
for the examination. The registration is completed in two steps, as
the first step involves opening up an email account for the student
via “Yahoo”. The next step is using their email address as a starting
point for registering them on GED123.org. Once the student is
registered, they are assigned a registration code. Once all of the
students are registered, the registration code along with the
students’ name and birthday are sent to the proctor.
Proctor and Test
Administration
The GED exam is usually administered the final Tuesday and
Thursday of every month. The proctor typically administers the test
throughout the mornings of both days, with three subject area tests
given one day and two on the other. The GED Coordinator, along
with a DYC staff member, provides additional supervision on the
exam.
Follow up and
Presentation:
Once the exam is completed, students’ scores will most often be
available late afternoon of the same day. The writing test is the only
exception, as it usually takes 24-48 hours for the essay to be graded.
For those who pass the examination, the certification of completion
is sent to Gilliam School and delivered to the student, or a relative is
contacted to pick up the certificate if the student is no longer at
Gilliam. A reward on behalf of the school is usually provided for the
student, most often in the form of a graduation ceremony or some
food of their choice.
Those who have completed their GED are invited the following
Monday to participate in a presentation made by a staff member of
147
the Community College of Denver’s Equal Opportunities Center. The
presentation focuses on post-secondary options, with college as the
primary focus. The presentation is highly interactive and gives the
students the opportunity to ask questions about their options once
they leave the facility.
148
Big Ideas in Grade 9 Earth Science
Key Concepts
1. The geologic history of
the Earth is determined
by Earth Science
principles such as
differing rocks and
sediments in different
locations, forces inside
the Earth and basic
geologic principles.
(Unit 1: Bedrock Geology)
Denver Public Schools
Descriptions
Sub-Concepts
Geologic time can be estimated by observing rock
sequences and understanding how forces inside the
Earth affect those sequences. Scientific evidence
implies that some rock near the earth’s surface is
several billion years old.
The formation, weathering, sedimentation, and
reformation of rock constitute a continuing "rock
cycle" in which the total amount of material stays the
same as its forms change.
Adapted from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy,
American Association for the Advancement of Science—Project
2061 (1993).
1 of 12
a)
Geologic maps show the surface geology of an area, region or
a larger land area. They are constructed using a variety of
methods and contain generalizations. (Benchmark 4.1)
b)
There are three types of rocks: sedimentary, igneous and
metamorphic and the rock cycle explains the relationships that
can occur between them. (Benchmarks 4.1, 4.6)
c)
Geologists interpret the rock record using four principles:
superposition, horizontality, original lateral continuity and
crosscutting relationships. (Benchmarks 4.1, 4.6)
d)
Forces inside the Earth can create folds or faults over time.
Different types of faults (reverse, normal and strike-slip) are
formed by different forces (compression, tension or shearing).
(Benchmarks 4.1, 4.6)
e)
Different regions in the United States have different land uses
based on the underlying geology. (Benchmark 4.4)
Augus1t429009
Big Ideas in Grade 9 Earth Science
Key Concepts
Descriptions
Sub-Concepts
Volcanic activity along the ocean floor may form
undersea mountains, which can thrust above the
ocean's surface to become islands.
2. Volcanoes are an
important part of Earth’s
systems which have both
hazards and benefits
associated with them.
(Unit 2: Volcanoes)
Volcanic activity can occur on both continental and
ocean floors. This volcanic activity can produce both
benefits and risks to humans and other organisms
which need to be addressed in different ways. By
understanding where volcanoes are likely to occur
and the topography of these areas, humans can avoid
major catastrophes and reduce risks to many lives.
Adapted from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy,
American Association for the Advancement of Science—Project
2061 (1993).
a) Earth scientists use a variety of maps, depending on the
information being investigated. Topographic maps, Mercator
projections and geologic maps are used often. (Benchmark
1.2)
b) Most volcanoes on land form at the edges of continents and in
island chains around the edges of the Pacific Ocean’s Ring of
Fire. Volcanoes also occur on land in rift valleys and at hot
spots. (Benchmark 4.2)
c) The topography of the land influences volcanic flows.
(Benchmark 4.3)
d) The silica content, volume, temperature, slope and
channelization affect the flow of lava and the formation of
volcanoes. (Benchmarks 4.2, 4.3)
e) Volcanic hazards include tephra, lava, lahars, pyroclastic
flows, ashfall, and gasses. (Benchmark 4.3)
f)
Volcanoes can influence all of Earth’s systems—including the
water cycle and global climate—both positively and negatively.
(Benchmarks 4.7, 4.11, 4.12, 4.13)
g) Earth science information helps us make decisions and
mitigate natural hazards. (Benchmark 4.3)
Denver Public Schools
2 of 12
Augus1t520009
Big Ideas in Grade 9 Earth Science
Key Concepts
3. Plate tectonics is the
result of matter and
energy flow in the Earth
which causes specific
topography.
(Unit 2: Plate Tectonics)
Descriptions
Sub-Concepts
Earth systems have internal and external sources of
energy, both of which create heat. The sun is the
major external source of energy. Two primary sources
of internal energy are the decay of radioactive
isotopes and the gravitational energy from the earth's
original formation. Transformations of energy take
place both internally and externally on small scales
(i.e. among atoms and molecules) and on large
scales as materials in environments move and
interact. These transformations usually produce some
energy in the form of heat, which spreads around by
radiation or conduction into cooler places. The
outward transfer of earth's internal heat drives
convection circulation in the mantle that propels the
plates comprising earth's surface across the face of
the globe
Interactions among the solid earth, the oceans, the
atmosphere, and organisms have resulted in the
ongoing evolution of the earth system. We can
observe some changes such as earthquakes and
volcanic eruptions on a human time scale, but many
processes such as mountain building and plate
movements take place over hundreds of millions of
years.
a) GPS technology helps us measure and predict plate motion
over time. (Benchmark 4.3)
b) The modern theory of plate tectonics is supported by evidence
from paleomagnetism, age of ocean floor sediments, and
ocean floor topography along with Wegener’s pieces of
evidence. (Benchmark 4.6)
c) There are three main types of plate boundaries, divergent,
convergent and transform. Convergent is further classified as
ocean-ocean, ocean-continent and continent-continent.
(Benchmark 4.2)
d) The average density of the Earth provides evidence of the
relative densities of the different layers of Earth—crust, mantle
and core. The theory of plate tectonics breaks the layers into
lithosphere, asthenosphere and core. (Benchmark 4.1)
e) The current, most accepted mechanism for plate motion is
convection in the asthenosphere. (Benchmarks 2.5, 2.6)
f)
The solid crust of the earth-including both the
continents and the ocean basins-consists of separate
plates that ride on a denser, hot, gradually
deformable layer of the earth. The crust sections
move very slowly, pressing against one another in
some places, pulling apart in other places. Oceanfloor plates may slide under continental plates,
sinking deep into the earth. The surface layers of
these plates may fold, forming mountain ranges.
The interactions of plates at their boundaries create specific
landforms such as trenches, mountains, volcanoes, island
arcs, rift valleys, and mid-ocean ridges and explains the global
pattern of earthquakes. (Benchmark 4.2)
g) Wegner supported his hypothesis of continental drift with
evidence from the puzzle fit of the continents, rock units,
geologic structures, fossils and glacial evidence. (Benchmark
4.6)
Adapted from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy,
American Association for the Advancement of Science–Project
2061 (1993).
Denver Public Schools
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Big Ideas in Grade 9 Earth Science
Key Concepts
Descriptions
Sub-Concepts
Interactions among the solid earth, the oceans, the
atmosphere, and organisms have resulted in the
ongoing evolution of the earth system. We can
observe some changes such as earthquakes and
volcanic eruptions on a human time scale, but many
processes such as mountain building and plate
movements take place over hundreds of millions of
years.
4.
Earthquakes are a result
of plate motion and have
inherent hazards.
(Unit 2: Earthquakes)
Earthquakes often occur along the boundaries
between colliding plates, and molten rock from below
creates pressure that is released by volcanic
eruptions, helping to build up mountains.
Natural and human-induced hazards present the need
for humans to assess potential danger and risk. Many
changes in the environment designed by humans
bring benefits to society, as well as cause risks.
Students should understand the costs and trade-offs
of various hazards--ranging from those with minor risk
to a few people to major catastrophes with major risk
to many people. The scale of events and the accuracy
with which scientists and engineers can (and cannot)
predict events are important considerations.
a)
Earthquakes produce 3 main types of waves, primary (P),
secondary (S) and surface which are caused by different
particle motion the Earth. (Benchmarks 2.7, 4.1)
b)
Seismic evidence explains the different layers of Earth.
(Benchmark 4.1)
c)
Magnitude and intensity are two ways that geoscientists
make observations about earthquakes. (Benchmark 4.2)
d)
Earthquakes mostly occur along plate boundaries, but can
also occur in the interior of a continent. (Benchmark 4.2)
e)
Local geology can change the amplitude of earthquake
waves and also result in liquefaction. (Benchmarks 2.7, 4.1)
f)
An understanding of the direct and indirect hazards of
earthquakes allows us to mitigate damage from
earthquakes. (Benchmark 4.3)
g)
Many factors affect the amount of damage caused by an
earthquake, including the type of building, the characteristics
of the building site and the characteristics of the earthquake.
(Benchmark 4.3)
Adapted from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy,
American Association for the Advancement of Science—Project
2061 (1993).
Denver Public Schools
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Big Ideas in Grade 9 Earth Science
Key Concepts
5. Earth resources include
the nonrenewable and
renewable supplies of
energy, mineral and water
resources upon which
individuals and
communities depend in
order to maintain quality
of human life.
(Natural Resources)
51 Earth resources
include the nonrenewable
and renewable supplies of
water resources upon
which individuals and
communities depend in
order to maintain quality
of human life.
(Unit 3: Water Resources)
2
5 Earth resources
include the nonrenewable
and renewable supplies of
energy and mineral
resources upon which
individuals and
communities depend in
order to maintain quality
of human life.
Descriptions
Sub-Concepts
The earth does not have infinite resources; increasing
human consumption places severe stress on the
natural processes that renew some resources, and it
depletes those resources that cannot be renewed.
Humans use many natural systems as resources.
Natural systems have the capacity to reuse waste,
but that capacity is limited. Natural systems can
change to an extent that exceeds the limits of
organisms to adapt naturally or humans to adapt
technologically.
Human populations use resources in the environment
in order to maintain and improve their existence.
Natural resources have been and will continue to be
used to maintain human populations.
The earth does not have infinite resources; increasing
human consumption places severe stress on the
natural processes that renew some resources, and it
depletes those resources that cannot be renewed.
Water
a)
Water interactions occur within all Earth systems (for
example: the biosphere, lithosphere, and atmosphere)
at both the global and regional levels. (Benchmark 4.12)
b)
There are natural and man-made factors within the
hydrologic cycle that influence the quality and amount of
water. (Benchmark 4.13)
Energy
c)
There are costs, benefits, and consequences of natural
resource exploration, development, and consumption that
impact the cryosphere, geosphere, biosphere, hydrosphere,
and atmosphere. (Benchmark 4.4)
d)
The uses of renewable and nonrenewable resources have
positive and negative outcomes. (Benchmark 4.5)
Adapted from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy,
American Association for the Advancement of Science—Project
2061 (1993).
(Unit 4: Energy Resources)
Denver Public Schools
5 of 12
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Big Ideas in Grade 9 Earth Science
Key Concepts
Descriptions
Sub-Concepts
The stars differ from each other in size, temperature,
and age, but they appear to be made up of the same
elements that are found on the earth and behave
according to the same physical principles.
6. Influences upon Earth
include extraterrestrial
energy and materials, and
influences due to Earth’s
position and motion as a
subsystem of an evolving
solar system, galaxy, and
universe. (EarthComm
Big Idea)
(Unit 5: Astronomy)
Denver Public Schools
On the basis of scientific evidence, the universe is
estimated to be over ten billion years old. The sun, the
earth, and the rest of the solar system formed from a
nebular cloud of dust and gas 4.6 billion years ago.
The early earth was very different from the planet we
live on today.
Every object exerts gravitational force on every other
object. The force depends on how much mass the
objects have and on how far apart they are. The sun’s
gravitational pull hold the earth and other planets in
their orbits, just as the planets’ gravitational pull keeps
their moons in orbit around them.
a) Different theories explain the formation of the universe, solar
system and the Moon.
b) Earth’s place in the solar system, galaxy and universe is
measured with different units, AU (astronomical unit), light
years and parsecs. (Benchmark 4.17)
c)
Tides (normal, spring and neap) occur due to the
gravitational influences of the Moon and the Sun.
(Benchmark 4.14)
d) Objects in the solar system have elliptical orbits and some
objects (asteroids and comets) are more eccentric than
others (planets). (Benchmark 4.14)
e) A major asteroid impact could impact all of Earth’s systems.
f)
Different solar phenomenon impact the Earth (solar wind,
solar flares, sunspots, etc.) (Benchmark 4.15)
Increasingly sophisticated technology, different types
of telescopes, mathematical models and computer
simulations are used in studying evidence from many
sources in order to form a scientific account of the
universe.
g) Astronomers use a variety of technologies to investigate
electromagnetic radiation in the universe. (Benchmark 4.15)
Adapted from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy,
American Association for the Advancement of Science—Project
2061 (1993).
i)
6 of 12
h) Some forms of electromagnetic radiation are essential and
beneficial to Earth, while others are harmful. (Benchmark
4.15)
An understanding of stellar evolution and classification helps
us understand the universe. (Benchmark 4.16)
Augus1t524009
Big Ideas in Grade 9 Earth Science
Key Concepts
7. Global ocean circulation
patterns, like El Niño
events, cause changes in
global weather and
climate conditions.
(Unit 6: Oceans)
Descriptions
Weather (in the short run) and climate (in the long
run) involve the transfer of energy in and out of the
atmosphere. Solar radiation heats the land masses,
oceans and air. Transfer of heat energy at the
boundaries between the atmosphere, the land
masses and the oceans results in layers of different
temperatures and densities in both the ocean and
atmosphere. The action of gravitational force on
regions of different densities caused them to rise or
fall—and such circulation, influenced by the rotation
of the earth, produces winds and ocean currents.
Adapted from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy,
American Association for the Advancement of Science—Project
2061 (1993).
Denver Public Schools
7 of 12
a) Surface currents are formed by wind, position of land
masses and the Coriolis effect. (Benchmark 4.9)
b) Deep ocean circulation is controlled by density differences
due to changes in temperature and salinity. (Benchmark
4.10)
c) Ocean surface circulation helps regulate the temperatures
on Earth. (Benchmark 4.10)
d) Water in the equatorial Pacific becomes warmer during an El
Niño event which has global impacts on weather and
climate. (Benchmark 4.10)
e) Weather refers to the current state of the atmosphere at a
place from day to day. Climate refers to the typical long-term
average weather at a place. (Benchmark 4.9)
f)
El Niño events impact Colorado, both directly and indirectly.
(Benchmark 4.10)
Augus1t525009
Big Ideas in Grade 9 Earth Science
Key Concepts
8. Severe weather
(thunderstorms, wind,
flash floods, tornadoes
and lightning) creates
hazards for humans.
(Unit 6: Weather)
Descriptions
Sub-Concepts
Weather (in the short run) and climate (in the long
run) involve the transfer of energy in and out of the
atmosphere. Solar radiation heats the land masses,
oceans and air. Transfer of heat energy at the
boundaries between the atmosphere, the land
masses and the oceans results in layers of different
temperatures and densities in both the ocean and
atmosphere. The action of gravitational force on
regions of different densities caused them to rise or
fall—and such circulation, influenced by the rotation
of the earth, produces winds and ocean currents.
Adapted from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy,
American Association for the Advancement of Science—Project
2061 (1993).
Denver Public Schools
8 of 12
a) Warm air rises for different reasons (convective uplift,
orographic uplift, frontal wedging and convergence).
(Benchmark 4.8)
b) Different atmospheric conditions lead to the development of
thunderstorms and their associated hazards. (Benchmark
4.8)
c) The atmosphere has different layers which have distinctive
characteristics and associated phenomenon. (Benchmark
4.7)
d) Thunderstorms build and deplete in identifiable stages and
have recognizable features. (Benchmark 4.8)
e) Thunderstorms create different hazards (flash floods,
lightning, tornadoes, downbursts, and microbursts) which
have different impacts on humans and the environment.
(Benchmarks 4.8, 4.11)
Augus1t526009
Big Ideas in Grade 9 Earth Science
Key Concepts
Descriptions
Like many complex systems, climate tends to have cyclic
fluctuations around a state of rough equilibrium. Global
climate is determined by energy transfer and this energy
transfer is influenced by dynamic processes.
The motion of the earth and its position with regard to the sun
and the moon have noticeable effects. The earth’s one-year
revolution around the sun, because of the tilt of the earth’s
axis, changes how directly sunlight falls on one part or
another of the earth. This difference in heating different parts
of the earth’s surface produces seasonal variations in
climate.
9. Changes in climate are
tied to Earth systems and
are global in nature.
(Unit 7: Climate Change)
The earth has a variety of climatic patterns, which consist of
different conditions of temperature, precipitation, humidity,
wind, air, pressure, and other atmospheric phenomena.
These patterns result from an interplay of many factors. The
basic energy source is heat energy at the interfaces of the
atmosphere with the land and oceans produces layers at
different temperatures in both the air and the oceans. The
cycling of water in and out of the atmosphere plays an
important part in determining climatic patterns. There are also
large areas of the earth’s surface covered by thick ice, which
interacts with the atmosphere and oceans in affecting
worldwide variations in climate.
The earth’s climates have changed radically and they are
expected to continue changing, owing mostly to the effects of
geological shifts such as the advance or retreat of glaciers
over centuries to time or a series of huge volcanic eruptions
in a short time. But even some relatively minor changes of
atmospheric content or of ocean temperature, if sustained
long enough, can have widespread effects of climate.
a) Climate refers to the typical or average weather at a
place, or a long-term average. Weather refers to the
current state of the atmosphere at a place from day
to day. (Benchmarks 4.8, 4.11)
b) Climate can be influenced by various factors
including latitude, elevation, geographical features
and proximity to water. (Benchmarks 4.9, 4.11)
c) Paleoclimates are studied using tree ring patterns,
ice cores, geologic sediments, glacial sediments and
landforms and fossil pollen. (Benchmark 4.6)
d) Seasons are caused by the tilt of the Earth.
(Benchmark 4.9, 4.11)
e) Orbital variations (eccentricity, obliquity, precession
and Milankovitch Cycles) of Earth impact climate.
(Benchmarks 4.11, 4.14)
f)
Ocean currents and the location of continents impact
both regional and global climate. (Benchmarks 4.10,
4.12)
g) The world’s climate naturally experiences warmer
years and colder years through time, making it
difficult to asses the effect increased carbon dioxide
levels have on global temperatures. (Benchmarks
2.6, 4.8)
Adapted from National Science Education Standards, National Research
Council (1996) and Benchmarks for Science Literacy and Science for All
Americans, American Association for the Advancement of Science—
Project 2061 (1993).
Denver Public Schools
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Big Ideas in Grade 9 Earth Science
Key Concepts
10. Geoscientific literacy is
knowing how the Earth
works as a system in
which humans as citizens
have a responsibility to
sustain the delicate
balance of these systems
through careful
stewardship, informed
decision making, and the
wise use of Earth’s
resources.
(Geoscientific Literacy)
Descriptions
Sub-Concepts
The idea of Earth, integrated within the Solar System and
even larger systems, is fundamental to geoscience. A
systems-based approach provides the context for
investigating and Earth’s four major systems: geosphere,
hydrosphere, atmosphere, cryosphere, and the biosphere
and the astronomical systems within which planet Earth
resides.
The geosphere is that part of the Earth system which
includes the crust, mantle, and inner and outer core. The
hydrosphere is the part which includes the planet’s water,
including oceans, lakes, rivers, ground water, ice, and water
vapor. The atmosphere is that part which includes the
mixture of gases that surround the planet. The biosphere is
that part of the Earth system that includes all living things,
including plants, animals, and all other organisms. The
cryosphere is that part of the Earth’s surface that consists of
water in its solid forms, including ice masses, ice shelves,
sea ice, seasonal snow cover, lake and river ice, seasonally
frozen ground, permafrost, and glaciers.
Physical, chemical, and biological processes act within and
among these four component systems on a wide range of
time scales to continuously change Earth’s crust, oceans,
atmosphere, and living organisms. These processes are
powered by energy from the Sun and Earth’s own inner
heat. There are physical and relationships among Earth, its
moon, the sun, the solar system, and beyond some of which
are visible from Earth or from using technology in outer
space.
Earth is a dynamic planet which has evolved over 4.6 billion
years. This evolution has left a geologic record of its history
that geoscientists can interpret. Humans depend upon the
Earth systems to survive. This includes the geosphere’s
natural resources, and soil, the hydrosphere’s water, the
atmosphere’s oxygen and other gases, and upon the
biosphere for food.
a) Earth Science literacy means understanding the
environment, making wise decisions that affect the
quality of life, and managing resources, environments,
and hazards.
b) The Earth and the Solar System are a set of closely
linked systems.
c) Earth’s processes are powered by two sources: the
Sun, and Earth’s own inner heat.
d) The geology of the Earth is dynamic, and has evolved
over 4.6 billion years.
e) The geological evolution of the Earth has left a record
of its history that geoscientists interpret.
f)
Dynamic environments and ecosystems are produced
by the interaction of all the geospheres at the Earth’s
surface and include many different environments,
ecosystems, and communities that affect one another
and change through time.
Adapted, in part, from National Science Education Standards, National
Research Council (1996) and Benchmarks for Science Literacy, American
Association for the Advancement of Science—Project 2061 (1993).
Denver Public Schools
10 of 12
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Big Ideas in Grade 9 Earth Science
Key Concepts
Descriptions
Sub-Concepts
Learners are engaged by scientifically oriented questions.
Scientifically oriented questions center on objects, organisms, and
events in the natural world; they connect to the science concepts
described in the content standards. They are questions that lend
themselves to empirical investigation, and lead to gathering and
using data to develop explanations for scientific phenomena.
11. Inquiry involves
engaging in scientifically
oriented questions,
giving priority to
evidence in responding
to questions, formulating
explanations based on
evidence, connecting
explanations to scientific
knowledge, and
communicating and
justifying explanations.
(Abilities to Do Scientific
Inquiry)
Learners give priority to evidence, which allows them to develop
and evaluate explanations that address scientifically oriented
questions. Science distinguishes itself from other ways of knowing
through use of empirical evidence as the basis for explanations
about how the natural world works.
Learners formulate explanations from evidence to address
scientifically oriented questions. Scientific explanations are based
on reason. They provide causes for effects and establish
relationships based on evidence and logical argument.
Learners evaluate their explanations in light of alternative
explanations, particularly those reflecting scientific understanding.
Evaluation, and possible elimination or revision of explanations, is
one feature that distinguishes scientific from other forms of inquiry
and subsequent explanations.
Learners communicate and justify their proposed explanations.
Scientists communicate their explanations in such a way that their
results can be reproduced. This requires clear articulation of the
question, procedures, evidence, proposed explanation, and review
of alternative explanations. It provides for further skeptical review
and the opportunity for other scientists to use the explanation in
work on new questions.
Students doing scientific inquiry involves:
a) Asking questions and stating hypotheses using prior
scientific knowledge to help design and guide the
development and implementation of a scientific
investigation.
b) Selecting and using appropriate technologies to gather,
process, and analyze data and to report information
related to an investigation.
c) Identifying major sources of error or uncertainty within
an investigation.
d) Recognizing and analyzing alternative explanations
and models.
e)
Constructing and revising scientific explanations and
models, using evidence, logic, and experiments that
include identifying and controlling variables.
f)
Communicating and evaluating scientific thinking that
leads to particular conclusions.
Adapted from National Science Education Standards, National Research
Council (1996).
Denver Public Schools
11 of 12
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Big Ideas in Grade 9 Earth Science
Key Concepts
Descriptions
Sub-Concepts
The nature of science includes:
a) Evaluating print and visual media for scientific
evidence, bias, or opinion
12. The development of
scientific knowledge is
based on questioning
current knowledge,
using empirical facts to
develop logical theories,
and verifying
observations and claims.
(Understandings About
the Nature of Science)
Although in some cases the understandings about inquiry
and the nature of science appear to be parallel to the
abilities to do scientific inquiry, they actually represent much
more. Understandings about scientific inquiry and the nature
of science represent how and why scientific knowledge
changes in response to new evidence, logical analysis, and
modified explanations debated within a community of
scientists. The focus is on the nature of the work scientists
do and how it connects to the work students do when they
are conducting their own investigations. The nature of
science includes opportunities to learn about the work of
scientists in specific contexts that illustrate a question asked
by scientists, how they went about addressing the question,
and what they learned as a result related to the question.
Adapted from National Science Education Standards, National Research
Council (1996).
b) Using a critique and consensus process to develop a
scientific way of knowing
c) Using graphs, equations, or other models to analyze
systems involving change and constancy
d) Understanding there are cause-effect relationships
within systems
e) Understanding scientific knowledge changes and
accumulates over time; usually the changes that take
place are small modifications of prior knowledge but
major shifts in the scientific view of how the world
works do occur
f)
Understanding the interrelationship among science,
technology and human activity lead to further
discoveries that impact the world in positive and
negative ways
g) Understanding there is a difference between a
scientific theory and a scientific hypothesis
Denver Public Schools
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Social
Studies
Pacing
Unit
3 weeks
Unit 1:
Geographic
Perspective
4 weeks
Unit 2: Earth’s
Impact on
Humans
3-4 weeks
3-4 weeks
Unit 3: Humans’
Impact on Earth
Unit 4:
Urbanization
Standards
1.1, 1.3
3.1, 5.2
5.1, 5.3
4.4, 5.1
Year at a Glance
Grade 9: Geography, Semester
Big Ideas
Essential Questions
Semester Big Idea
• Interdependence
between humans
and physical systems
Semester Essential Question
• How does the interdependence between humans
and physical systems affect Earth and its people?
Unit Big Ideas
(see units below)
Unit Essential Questions (see units below)
Additional Big Ideas
• Global, regional,
and local scale
• Distribution
• Pattern
Additional Essential Questions
• How is meaning affected by scale?
• Why are things located where they are?
• How does one explain where things are located?
Materials
Teachers’ Curriculum Institute
(TCI), Geography Alive!
•
How do (spatial) perspectives help us analyze
people, places, and the environment?
Teachers’ Curriculum Institute
(TCI), Geography Alive!
Europe and Russia Mapping
Lab; supplemental materials
•
(Spatial) perspective
•
Earth’s impact
on humans
•
How does Earth impact humans, and how can
they respond?
Teachers’ Curriculum Institute
(TCI), Geography Alive!
Chapters 17, 11, 27;
supplementary materials
•
Humans’ impact
on Earth
•
How do humans impact Earth? What is humans’
responsibility to Earth?
Teachers’ Curriculum Institute
(TCI), Geography Alive!
Chapters 16, 26;
supplementary materials
Are urbanization and its effects good or bad?
Teachers’ Curriculum Institute
(TCI), Geography Alive!
Chapters 5, 9; supplementary
materials
•
Urbanization
•
Note: This Year at a Glance accounts for 13–15 weeks of instruction during an average semester. Exercise professional judgment in pacing for district and state assessments
(e.g., CSAP) and other circumstances.
161
Social
Studies
Pacing
Unit
4 weeks
Unit 5:
Global
Population
4 weeks
Unit 6:
Cultural
Globalization
4 weeks
Unit 7:
Political
Globalization
4 weeks
Unit 8:
Economic
Globalization
Standards
4.1, 6.2
2.3, 4.2
4.5, 6.2
4.3, 6.2
Year at a Glance
Grade 9: Geography, Semester
Big Ideas
Essential Questions
Semester Big Idea
• Cultural, political, and
economic globalization
Semester Essential Question
• How does increasing globalization influence and
affect interactions of people on Earth?
Unit Big Ideas
(see units below)
Unit Essential Questions (see units below)
Additional Big Ideas
• Global, regional,
and local scale
• Distribution
• Pattern
• (Spatial) perspective
Additional Essential Questions:
• How is meaning affected by scale?
• Why are things located where they are?
• How does one explain where things are located?
• How do (spatial) perspectives help us analyze
people, places, and environments?
•
•
•
•
Planning for the future
Tradition versus
globalization
Cooperation
and conflict
Interdependence
Materials
Teachers’ Curriculum Institute
(TCI), Geography Alive!
How can we plan for challenges human populations
face?
Teachers’ Curriculum Institute
(TCI), Geography Alive!
Chapters 7, 30; supplementary
materials
Can cultures survive globalization?
Teachers’ Curriculum
Institute(TCI), Geography
Alive! Chapters 10, 21, 22,
Africa Mapping Lab;
supplemental materials
•
Why can’t we all just get along?
Teachers’ Curriculum Institute
(TCI), Geography Alive!
Chapters 18, 14, Southwest
and Central Asia Mapping Lab;
supplemental materials
•
Who are the winners and losers in economic
globalization?
Teachers’ Curriculum Institute
(TCI), Geography Alive!
Chapters 24, 28; supplemental
materials
•
•
Note: This Year at a Glance accounts for 16 weeks of instruction during an average semester. Exercise professional judgment in pacing for district and state assessments (e.g.,
CSAP) and other circumstances.
162
Pacing and Planning Guide
SpringBoard ELA: Level IV (Grade 9)
Overview
In Level IV, the units focus on the concept of “coming of age,” as well as present a traditional genre study. The units begin with an
introduction to the idea of coming of age, then follow this topic by presenting units focused on short stories, poems, drama, films,
nonfiction, and a novel that present incidents that are significant milestones in young people’s lives. Specific elements of genre
studies and writing skills are emphasized. Students are expected to learn and apply reading, writing, oral, and collaborative
strategies to their own learning styles, strengths, and weaknesses.
Unit 1:
Coming of Age
Unit 2:
Defining Style
Unit 3:
Exploring Poetic Devices
6–8 weeks
6–8 weeks
4–6 weeks
Unit Duration: August
24–October 16
End-of-Unit Assessment:
October 2–16
Teaching Days: 30–40
Unit Duration: October
19–December 18
End-of-Unit Assessment:
December 7–18
Teaching Days: 30–40
Unit Duration: January
4–February 12
End-of-Unit Assessment:
February 1–12
Teaching Days: 20–30
This opening unit introduces “coming of
age” as the thematic focus of the year
by asking students to explore fictional
characters and real individuals who
encounter self-defining incidents.
As students interact with multiple texts,
they refine their understanding of voice,
review advertising appeals, and establish
foundational understanding of learning
strategies and key concepts they will
apply throughout the year.
This unit continues the coming-of-age
theme by revealing the unique
connection between written texts
(short stories) and visual media (films).
Students examine ways in which short
story authors and visual media directors
manipulate their audiences’ reactions
through their unique stylistic choices.
By studying films alongside short stories,
students come to see film as a separate
and unique genre, worthy of serious
study along with drama, poetry, fiction,
and prose.
This unit continues the coming-of-age
thematic concept by examining diverse
perspectives on societal issues, life
experiences, community outlook, rites of
passage, and character development.
Poetry most poignantly conveys the
power of words, feelings, and images
to address issues of importance to
writers through their unique stylistic
choices. A deep understanding of
functions and effects of stylistic
techniques empowers students to
emulate styles of published authors and,
in turn, develop signature styles in their
own poetry. By studying poetry intensely
and writing their own poems, students
begin to see their emerging voices in the
literary community and make their
contributions alongside other poets.
Essential Question(s)
•
•
What does it mean to “come of age”?
How are rhetorical devices used
to influence audiences?
Denver Public Schools
•
•
How do authors use specific techniques
to achieve desired effects?
What are essential features of effective
style analyses?
1
•
•
What is poetry?
What can writers learn from studying
authors’ craft and styles?
20091
–260310
Pacing and Planning Guide
SpringBoard ELA: Level IV (Grade 9)
Unit 4:
Interpreting Drama Through Performance
Unit 5:
Coming of Age Amidst Controversy
4–6 weeks
6–8 weeks
Unit Duration: February 15–March 25
End-of-Unit Assessment: March 15–25
Teaching Days: 20–30
Unit Duration: April 5–May 21
End–of-Unit Assessment: May 10–21
Teaching Days: 30–40
One of the most widely read coming-of-age texts,
Shakespeare’s The Tragedy of Romeo and Juliet, is the core
text in this unit. Students apply to the play what they learned
previously about voice, film, and poetry. This unit guides
students in an examination of ways directors and actors use
theatrical elements to interpret and perform texts.
Opportunities to hear and speak the language, view filmed
interpretations, and perform scenes enhances students’
understanding of Shakespeare’s play.
Novels are products and reflections of their authors’ lives and
times, although they often present experiences that transcend
those defining influences. In this unit, as students read To Kill a
Mockingbird, they examine how an understanding of novels’
social, cultural, historical, and geographical contexts enhances
their experience of texts. This unit also challenges them to
become increasingly aware of how authors use literary
elements—such as characters, settings, and conflicts—to
represent and evaluate various points of view within those
contexts. Thematically, exploring To Kill a Mockingbird engages
students in examining diverse meanings of coming of age.
Essential Question(s)
•
•
What are essential features of effective drama and/or dramatic
performances?
How have the strategies I learned this year helped me be a better
reader, writer, speaker, listener, and critical thinker?
Denver Public Schools
•
•
2
What impact do historical, cultural, geographical, and social
contexts have on novels and readers’ reactions to them?
What are essential components when delivering effective
informative oral presentations?
20091
–260410
Year at a Glance
Units of Study
August
Algebra Integrated (IMP 1)
September
October
August 18–September 27
Patterns
November
December
September 28–November 22
Overland Trail
January
November 28–January 31
The Game of Pig
Big Ideas
•
•
•
•
•
Patterns and relationships
Represent patterns symbolically
Identify and extend geometric,
situational, and numerical
patterns
Use order of operations rules
to write and evaluate algebraic
expressions and equations that
model quantitative patterns
and relationships
Develop and apply strategies and
algorithms to add, subtract,
multiply, and divide integers
•
•
•
•
•
•
•
•
•
•
•
Multiple representations of functions
Given situations, generate tables
and/or graphs to represent
the situations
Given any representations,
generate equations to represent
the situations
Model data using line of best fit and
use it to make predictions
Solve situations involving different
rates
Interpret, create, and evaluate
algebraic expressions with words
and symbolic expressions
Solve equations and multiple
representations of functions
Solve linear equations using
graphs, tables, and algebra
(symbolically)
Use Distributive Property to write
equivalent expressions
Move flexibly between tables, rules,
graphs, and problem situations
Evaluate algebraic expressions
•
•
•
•
Probability
Develop strategies to find and compare
both experimental and theoretical
probabilities
Use a variety of strategies, such as lists,
counting trees, and area models, to
analyze and determine probabilities
Calculate expected values and make
decisions about situational fairness
Skills Practice in Double Period
•
•
•
•
•
•
•
•
•
Factors and multiples
Relations and functions
Order of operations
Powers and exponents
Algebraic expressions
Operations with integers
Angles and polygons
Perimeters and areas
Histograms
Denver Public Schools
•
•
•
•
•
•
•
•
•
•
•
•
•
Variables
Ratios and proportions
Percents
Linear functions
Independent and dependent
variables
Tables and graphs
Slope and rates of change
Intercepts
Lines of best fit
Rational numbers
Powers of rational numbers
Operations with integers
Solving equations
•
•
•
•
•
Percents and fractions
Probability
Measures of central tendency
Units of measure
Operations with decimals
2011–2012
165
Year at a Glance
Units of Study
February
Algebra Integrated (IMP 1)
March
April
February 1–March 23
The Pit and the Pendulum
May
April 2–May 25
Shadows
Big Ideas
•
•
•
•
Data analysis
Compare and analyze data using measures of center
(mean) and data displays
Calculate and interpret standard deviation with normal
curves
Analyze and fit data to the correct family of functions
•
•
•
•
•
Angle relationships and similarity
Find measures of angles formed by parallel lines,
perpendicular lines, and non-perpendicular intersecting
lines (e.g., linear pairs, vertical angles, alternate interior
angles)
Determine lengths of sides and measures of angles of right
triangles using sine, cosine, and tangent
Determine and justify if two figures are similar
Solve problems using ratio and proportion involving similar
figures
Skills Practice in Double Period
•
•
•
•
•
•
•
•
•
Volumes and surface areas
Similar solids
Box-and-whisker plots
Slope and intercepts
Transformations: translations, rotations, reflections, and
dilations
Scientific notation
Families of curves
Curve fitting
Measures of center and variation
Denver Public Schools
•
•
•
•
•
•
•
•
Ratios and proportions
Similar triangles
Angle measures
Types of triangles
Triangle inequalities
Vertical angles, alternate interior angles, corresponding
angles, supplementary angles, complementary angles
Angles sums for triangles other polygons
Trigonometric functions from triangles
2011–2012
166
SAMPLE School Calendar 2012-2013
August 2012
Su
12
19
26
Mo
13
20
27
Tu
14
21
28
We
15
22
29
Th
16
23
30
September 2012
Fr
17
24
Sa
Su
Tu
We
Th
Fr
Sa
Su
Mo
Tu
10
11
12
13
14
15
14
15
16
16
17
18
19
20
21
22
21
22
23
24
25
26
27
28
29
28
29
18
25
31
October 2012
Mo
We
Th
Fr
Sa
10
11
12
13
17
18
19
20
23
24
25
26
27
30
31
Fr
Sa
30
November 2012
Su
Mo
Tu
We
4
5
6
7
11
12
13
14
Fr
1
2
3
8
9
10
15
16
18
19
20
21
22
23
25
26
27
28
29
30
Sa
Su
Mo
Tu
We
Th
We
Th
Fr
17
24
16
23
Mo
Sa
15
13
19
22
20
26
29
27
March 2013
Fr
Sa
1
2
Tu
We
Th
31
February 2013
Mo
Tu
Su
12
30
Su
January 2013
December 2012
Th
Su
Mo
April 2013
Tu
We
Th
Fr
Sa
Su
Mo
Tu
We
Th
Fr
Sa
3
4
5
6
7
8
9
10
11
12
13
10
11
12
13
14
15
16
10
12
13
14
15
16
14
15
16
17
18
19
20
17
18
19
20
21
22
23
17
19
20
21
22
23
21
22
23
24
25
26
27
24
25
26
27
28
24
26
27
28
29
30
28
29
30
Mo
Tu
31
May 2013
Su
Mo
Tu
5
6
7
12
13
19
26
June 2013
Th
1
2
3
4
8
9
10
11
3
10
14
15
16
17
18
10
11
12
13
14
15
14
15
16
17
20
21
22
23
24
25
16
17
18
19
20
21
22
21
22
23
24
25
27
28
29
30
31
23
24
25
26
27
28
29
28
29
30
31
Su
Mo
HOL/VAC/JOINT FLEX
Aug none
Feb 18
Sep 3
Mar 25-29
Oct 22-26
Apr none
Nov 12, 21-23
May 27
Dec 24-31
Jul 4-19
Jan 1-4, 21
Fr
Sa
July 2013
We
Su
Mo
Tu
We
Th
Fr
Sa
Su
We
Th
Fr
Sa
11
12
13
18
19
20
26
27
Fr
Sa
30
PD/PLANNING DAYS
Aug 13-17
Feb 19
Sep 19
Mar none
Oct 29
Apr 1-2
Nov none
May 27
Dec none
Jn none
Jan 7-8, 22
Jul none
August 2013
Tu
We
Th
10
Aug 5-9
SPECIAL NOTES
Dark green in your color strip is still a vacation day for you.
Light green is mandatory for all staff.
No school on red or pink days
Social Studies 2, Humanities, Math/Science on traditional calendar year.
Vacation Schedules
All teachers have a 184 day schedule.
English 1
Science 1
Social Studies 1
Math 1
English 2
Science 2
Math 2
167
Daily Class Schedule
Math 1
Math 2
Language Arts 1
Language Arts 2
Science 1
Science 2
Social Studies 1
Social Studies 2
Reading - Tchr
Art PT
PE PT
SPED - Tchr
English Lang Dev Tchr
Affective Needs PT
Typical Student 1
Extended Day
Student
7:45-9:15
9:30-11:00
11:0011:45
Block 1
Block 2
Lunch
x
x
x
x
P
x
P
x
p
x
p
x
Community
Community
Community
Community
Community
Community
Community
Community
11:45-1:15
1:30-3:00
3:15-4:45
Block 3
Block 4
Block 5
x
P
x
P
x
P
x
P
x
x
x
x
x
x
x
x
x
x
x
Community
x
x
x
Community
Community
x
x
P
P
x
Community
Community
Community
Math
Social
Studies
Special
Community
Science
Social
Studies
Lang Arts
Community
Math
Science
Special
168