Call for New Quality Schools - Denver Public Schools

DPS Call for New Quality Schools 1

Call for New Quality Schools to open in 2014-2015 or thereafter

DPS Vision Every Child Succeeds

Mission The mission of Denver Public Schools is to provide all students the opportunity to achieve the

knowledge and skills necessary to become contributing citizens in our diverse society.

DPS Shared Core Values Students First, Integrity, Equity, Collaboration, Accountability, Fun

Process managed by the Office of School Reform and Innovation

900 Grant Street, 4th Floor

Denver, CO 80203 Phone: (720) 423-2581


December 20th, 2012 Dear Prospective Applicants and Community Members: The mission of Denver Public Schools is to provide all students the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our diverse society and to compete in the 21st century global economy. We believe that all students can achieve and graduate. To make this a reality for all students, we need help from all of you – parents, teachers, school leaders, and community members. Working together, we can support our existing schools as they continue to improve and adapt to the 21st century learning environment. We must also work together to open high quality new schools to meet the needs of the community as it grows and thrives. We are issuing this 2013 Call for New Quality Schools to request applications to open new schools in Denver, be they district-run or charter. The Call for New Quality Schools attached here outlines our needs for new schools and supplies details such as the grade levels, approximate size and general location for these proposed new schools. In addition, we supply neighborhood demographic information and analysis to assist our new school applicants in designing a school that truly meets the needs of the students it will serve. We expect all our schools to offer research-based, rigorous and culturally responsive curriculum and programs. While the Call for New Quality Schools provides a wealth of information about our communities and forecasted school needs, it cannot take the place of dialogue and genuine engagement with our community. Our most successful new schools are formed through partnerships between exemplary school leaders and community members who collaborate to design innovative programs tailored to the needs of students. We are proud of the progress that our schools and students have made in recent years, but we recognize that there is still tremendous work to be done to ensure that every child succeeds. New and innovative schools are as critical a part of this work as are existing schools On behalf of my fellow Board members, thank you for joining us in pursuit of our mission. Sincerely, Mary Seawell President, Board of Education


December 20th, 2012 Dear Prospective Applicants and Community Members: I am pleased to join Board Chair, Mary Seawell, in presenting the 2013 Call for New Quality Schools. Motivated groups who share our commitment to the mission of Denver Public Schools and who bring together the necessary talent, experience and vision to open new schools are encouraged to respond to this Call for New Quality Schools. As part of the implementation of the 2010 Denver Plan, Denver adopted several key strategies to dramatically increase student achievement, focusing both on improving our existing schools and opening high-quality new schools to meet our students’ needs. Each year we release the Call for New Quality Schools to explicitly identify the needs we see for new schools in the district. Since we began releasing the Call for New Quality Schools, we have opened 44 new schools, with nine more approved to open in the future. All new schools in Denver, regardless of whether they are district-run or charter, go through the same new school design and application process. In this process we evaluate applications against standardized criteria that we have established in our School Quality Framework. Board of Education members use the analysis and recommendations of DPS staff and community members to make final decisions about new school approval. Denver is a diverse community with many different ethnicities and home languages. At DPS, we value this diversity and maintain a keen focus on equitably serving all students so that every child will succeed. We expect all schools to enable our English Language Learners to meaningfully and equally participate in their educational programs. Though we have made progress, there is still much work to be done to close achievement gaps in our city. The supports and resources available to schools in Denver have grown in recent years. After several years of cuts to education funding, the Governor’s budget for 2013-14 includes a funding increase for our schools. In addition Denver voter’s recently showed overwhelming support for our schools in the passage of the 2012 Bond and Mill Levy Override. Voters share our sense of urgency to continue to raise student achievement in Denver. Thank you for your interest in our schools and I look forward to working with you. Sincerely, Tom Boasberg Superintendent


TABLE OF CONTENTS

Denver Public Schools Vision, Mission, and Goals .......................................................................... 5

Three Equities of Opportunity, Access & Responsibility, and Accountability ................................ 6

Putting Students First and the Shared Value of Equity .................................................................. 7

Context: Denver Enrollment Growth and Trends ........................................................................... 9

Call for New Quality Schools & Community Support ................................................................... 11

New School Application Criteria and Review Process .................................................................. 12

Priority Programmatic Needs for New Schools ............................................................................ 13

Priority Regional Needs for New Schools ..................................................................................... 15

Far Northeast: Priority Needs for New Schools ............................................................................ 17

Near Northeast: Priority Needs for New Schools ......................................................................... 18

Southwest: Priority Needs for New Schools ................................................................................. 20

Northwest Region: Background Information ................................................................................ 20

Southeast Region: Background Information ................................................................................. 21

Appendix A: New Schools Opened Since 2008-09 ........................................................................ 22

Appendix B: DPS School Performance Framework ....................................................................... 25

Appendix C: New School Approval Criteria ................................................................................... 26

Appendix D: Facility Considerations for New Schools .................................................................. 28

Appendix E: Innovation Status ...................................................................................................... 30

Appendix F: Intensive Pathways Options in DPS .......................................................................... 31

Appendix G: Supplementary Data for Near Northeast Region ..................................................... 32

Appendix H: Supplementary Data for Far Northeast Region ....................................................... 33

If you are interested in applying as a new school, please consult the appropriate separate application document. Charter School Application Guide 2013 Charter School Budget Template Charter School Application for Replication Guide 2013 District-run School Application Guide 2013 District-run School Budget Template These documents will be published in early January 2013 at http://osri.dpsk12.org/the_call

http://osri.dpsk12.org/the_call


Denver Public Schools Vision, Mission, and Goals

DPS Vision: Every Child Succeeds Mission: The mission of Denver Public Schools is to provide all students the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our diverse society. Goals: In order to fulfill our ambitious vision and mission, the DPS Board of Education has adopted five-year, measurable, annual goals for the district, as set forth in the 2010 Denver Plan.

1. All students will graduate from DPS schools prepared for postsecondary success. Targets include: increasing the number of students who take AP classes every year by 3.5%; increasing the number of students who take the AP test and receive a 3, 4, or 5 by 3.5% per year; increasing the number of students scoring 20 or higher on the ACT by 3.5% per year; decreasing the drop-out rate by 1% per year; increasing the graduation rate by 5% per year; and increasing the college enrollment rates by 3.5% each year.

2. All students will demonstrate at least one year’s growth in the core content areas and meet or exceed state standards. Targets include: increasing the number of 3rd grade students that are proficient on TCAP in reading or Lectura by 3.5% each year; increasing the percentage of students scoring above the state growth median on the TCAP by 2% each year; decreasing the performance gap between Asian/White students and African-American and Hispanic students scoring Proficient & above on TCAP by 3.5% annually; increasing the proficiency rate for grade level cohorts in reading, writing and math by 3.5% over each year and decreasing the percentage of students who score unsatisfactory by 3.5% each year; and increasing the number of grade level English language learners that are proficient or better on the standardized English language proficiency exam by 3.5% each year.

3. The number of high-performing schools as measured by the School Performance Framework will increase. The target is: increasing the number of schools that score above 50% of possible points on the School Performance Framework by 3.5% annually.

4. All students will have access to full day kindergarten. The target is: having full-day kindergarten available for 100% of parents who choose to enroll their student in a full-day program by 2013.

5. Enrollment will continue to increase in the Denver Public Schools. Targets include: increasing total enrollment by 500 students per year; and increasing the re-enrollment rate to 84% by 2013.

Performance against these goals has been mixed over the past several years. The dropout rate has declined from 7.4% in 2008-09 to 6.4% in 2010-11 (note that the dropout data lags one year due to data processing at the state level). Over the same time period, the 4-year graduation rate in DPS has increased from 46.4% to 56.1%, approximately on target with the goal of 5% annually. We have seen some success in increasing the 3rd grade proficiency rates, but have not moved quickly enough to close the achievement gap by 3.5% annually. At present, 96% of students attend full-day kindergarten programs and enrollment has increased at a pace far exceeding the target identified.


To make sustained gains, the district has focused on the following key strategies:

1. Focus on the instructional core 2. Great people to drive better outcomes for students 3. Deepening engagement with families and communities 4. Strategic management of financial resources 5. A culture of high expectations, service, empowerment and responsibility

Recognizing that each child learns differently and driven by the belief that all students should have access to a high-quality school or program in their neighborhood, Denver Public Schools began increasing its efforts to open high-quality new schools in 2007. In the 2010 Denver Plan, one of the key strategies we identify is to “implement a continuous improvement process informed by data and best practice,” and further, “focus on turnaround strategies in our low-performing schools and welcome high-quality new programs and schools.” To learn more about the 2010 Denver Plan please visit www.dpsk12.org.

Three Equities of Opportunity, Access & Responsibility, and Accountability DPS has been intentional about ensuring that new schools – whether district-run or charter – open and operate on the basis of three equities that apply to all our schools:

Equity of Opportunity means that the schools have the access to equitable per pupil funding, support services from the district, and available facilities.

Equity of Responsibility and Access means that the schools must offer equitable and open access to all our students—regardless of socio-economic status, disability, home language or other status—and share an equal obligation in district-wide responsibilities such as the cost of pension obligations and district-wide special education funding.

Equity of Accountability means that all schools have the same accountability system under our School Performance Framework and that standards of performance are applied evenly across all school types.

While all schools in DPS operate in accordance with these three equities, the DPS Board has codified these commitments into board-level policy for charter schools. The district adopted the three equities in June 2012 as part of a policy focused on quality charter school authorizing. This adoption was made possible through several years of consciously collaborative efforts that were initiated through the District-Charter Collaboration Compact that was signed in December of 2010. Some of the highlights of the progress to date include: new policies to improve enrollment access at all schools, unified enrollment system to facilitate school choice, transparency around the special education insurance cost model, and projects to ensure equitable access to funding sources (e.g., bond dollars, mill levy and federal grants) and facilities.

Today, DPS remains committed to ensuring that the district and its charter schools espouse and advance

the three equities. To affect this continued work, senior leaders from DPS join elected representatives

from our charter community in the District-Charter Collaborative Council. The purpose of the

Collaborative Council is to discuss and develop policy recommendations to improve the way that Denver

Public Schools and its charter schools work together.

http://www.dpsk12.org/


The Collaborative Council led the design and development of Compact Blue, a grant proposal submitted to The Bill and Melinda Gates Foundation in the Spring of 2012. In December of 2012, DPS was thrilled to be named one of only seven cities nationwide to receive funding and support for its collaborative work. In the coming years, these funds will support an innovative new program to pair district school leaders and teachers with their charter peers for mutual professional development and sharing of best practices.

Putting Students First and the Shared Value of Equity DPS believes that the shared value of “Students First” means that in every action we take, we must put the needs of our students first. In combination with the district’s value of “equity”, DPS is committed to ensuring that we focus special attention on ensuring that all students are served equitably, regardless of their needs. DPS encourages applicants to carefully consider the diverse needs of Denver students. Our district is characterized by:

Diversity: our students come from diverse backgrounds and ethnicities

DPS Student Population by Race 2012-2013 School Year Race Enrollment % of Total Enrollment

American Indian 621 0.7%

Asian 2,822 3.3%

Black 12,115 14.4%

Hispanic 48,971 58.0%

White 17,266 20.5%

Pacific Islander 186 0.2%

Multiple 2,443 2.9%

English Language Learners: 42% of our students have a home language that is not English and over 120 languages are spoken by students in DPS

Disabilities: 11% of our students have identified disabilities

Poverty: 72% of our student population is eligible for free or reduced lunch

Mobility: 25.6% mobility rate (mobility rate includes mid-year grade advancement and entry or exit from a school after October 1st.

Source: Colorado Department of Education

While the demographic data represents district averages, each community within the district has its own unique composition and needs. Each applicant should carefully consider the demographics and needs of


the specific students in their proposed location and/or community as well as the overall tenor and needs of the unique community. Student and community needs must inform the design of the new school. Denver Public Schools is committed to closing the achievement gap. While we have made progress, it is not nearly enough progress on a fast enough timeline. Currently there are gaps throughout the District, the closing of which should be central to the mission of all schools, including new schools. The following graphs highlight the achievement gaps based upon race, English language acquisition, special education, and poverty when examining student proficiencies in reading, math, and writing on the 2011-12 TCAP assessment.

English Language Learners (ELLs) make up a significant percentage of the student population in Denver. DPS is committed to implementing effective instructional practices and programs to provide ELLs with the skills that they need to perform at or above grade level and meet their full potential. Denver Public Schools operates under specific requirements and program guidelines as part of the 2012 modified consent decree, pending final court approval. The consent decree addresses a variety of specifics including:

1. Instructional Services 2. Parent Communication 3. Student Assessment (including identification, designation and process to exit the program) 4. Personnel Training and Credentials 5. Oversight and Accountability 6. Applicability to Charter Schools

All new school applicants will need to supply details about how their program specifically addresses the needs of English language learners in accordance with all applicable state and federal laws and the


Modified Consent Decree. DPS encourages all applicants to obtain a copy of the proposed Modified Consent Decree from the DPS web-site at: http://communications.dpsk12.org/announcements/update-legal-notice-and-modified-consent-decree. Similarly, DPS maintains a strong commitment to serving students with special needs. All schools share the responsibility to serve students with special needs, in accordance with the three equities discussed above. In particular, new schools will need to demonstrate an evidence-based approach to serving students with special needs as part of the application process including use of research-based instruction and behavioral supports. New programs should plan to accommodate center based programs for students with severe needs and should demonstrate in their application appropriate space, scheduling and staffing considerations. Based on the principles established in the District-Charter Collaboration Compact, DPS has developed a unique plan to expand access for students with severe disabilities. Like other districts in the nation, charter schools in DPS have traditionally not served students with severe disabilities. In the past two years five specialized programs have opened in Denver charter schools as part of a broader initiative to ensure that students with disabilities have equitable access to high quality schools regardless of school type. DPS anticipates opening additional center based programs within charter schools in the next few years and expects that all new school applicants supply plans for meeting the needs of students with severe disabilities in their school plans.

Context: Denver Enrollment Growth and Trends Denver Public Schools has experienced unprecedented growth in the past five years, adding nearly 10,000 students to its total enrollment since 2008-09 for a growth rate of approximately 14%. The enrollment growth in our schools reflects the fact that families are choosing to return to district schools from other districts or private schools. Over this same five year period, 44 new schools have opened in the district with nine more approved to open in the near future. Spread throughout the district, these schools have been a mix of charter and district-run schools and support families with a broader array of school models that can meet their student’s needs and learning styles. Importantly, these new schools have contributed to significant gains in academic achievement for our students.

Special Note on School Type in Denver District-run School: A district-run school has DPS employees and the Principal is hired and evaluated by the district. A district-run school may seek flexibilities around their mission, curriculum, staffing terms, school calendar, school day and other fundamental aspects of their school design. Depending on the type of flexibilities that the school requires in order to operate its model, the school may choose to seek Innovation Status after its approval as a new school by the Board of Education (Appendix E). Charter School: A charter school is a public school with a governance structure that is independent of the district. Charter schools are incorporated as non-profit entities in the state of Colorado and are overseen by a governing board established directly by the school. Charter schools are publicly funded and are free and open to the public without discrimination or selective criteria. Charter schools have the same responsibility to serve all students and are held accountable through the same School Performance Framework employed throughout the district.

http://communications.dpsk12.org/announcements/update-legal-notice-and-modified-consent-decree

http://communications.dpsk12.org/announcements/update-legal-notice-and-modified-consent-decree


Our current forecast is that total E-12 enrollment in Denver will exceed 88,000 students by 2015-16, up from 84,131 students in 2012-13. New students will be a mix of students moving into the district and students enrolling in district schools for the first time. In addition, we expect to add approximately 900 students into our preschool programs (Early Childhood Education or “ECE”). Many of the preschool programs will open at existing elementary schools with funding from the 2012 Bond and Mill Levy Override.

The number of available seat in Denver is already slated to increase based on existing schools:

3,500 new seats will come online over the next four years from the nine new schools that were approved in June of 2012;

4,350 additional new seats will be made available as existing charter and district-run schools add grade levels through already approved expansion and growth plans.

By 2016-17, these already operating or approved schools will have added 7,850 additional seats as compared to today. However, we still forecast a need for new seats that derives from more than just families moving into the district and families choosing to enroll their students in district schools for the first time. An important factor driving the need for new seats is the number of schools that are not meeting expectations on the School Performance Framework (SPF). Please see Appendix B for more details about the SPF. The graphic below illustrates the distribution of schools (i.e., the percentage of schools) across the SPF rating levels from the highest rating of Distinguished to the lowest rating of Accredited on Probation.

As evidenced above, a significant percentage of schools are not meeting expectations on the SPF. Many of these schools are showing progress and improvement. Schools that have persistently low achievement and that are not showing progress on the School Performance Framework despite intensive district supports are candidates for turnaround, replacement or closure. The graphic above shows that 5% of schools in Denver have either been closed since the end of the 2012 school year or are in the process of phasing-out (i.e., closing over a period of years). Opening new high quality schools is one strategy to help address the gap in the number of schools that meet expectations in Denver. As the 2013 SPF data becomes available, the district may identify additional schools for targeted support, turnaround or closure, which may impact the need for new school programs.


Call for New Quality Schools & Community Support Issuing a Call for New Quality Schools is a best practice that is recognized and endorsed by the National Association of Charter School Authorizers (NACSA) in their Principles & Standards for Quality Charter School Authorizing. In Colorado, the state Board of Education passed through rule-making the NACSA Principles & Standards to guide charter authorizing work throughout the state. In Denver, the Call for New Quality Schools applies not just for charter schools, but all new schools of any type in the district. In the following pages, DPS lays out the forecasted need for new schools in various regions of the city. As illustrated in the graphic below, the content for these forecasts comes from a number of sources: (1) Strategic Regional Analysis, (2) Board decisions around school accountability and facility placements, (3) input and perspectives of various community processes, and (4) evaluation of resources available to construct new facilities by virtue of the 2012 Bond referendum.

One of the key elements of a successful new school application is demonstrated community need and support. For both district-run and charter schools, it is critically important that the proposed program have support from the community. For charter schools, Colorado State Statute indicates that each application must supply evidence of adequate community support. For district-run schools, the same


standard applies. The new school applicant has primary responsibility to generate and collect evidence of community support. The Office of Community Engagement within DPS can provide assistance to applicants who are interested in presenting to community groups and dialoguing with these groups about the types of programs that the community would like to see for its new schools. DPS can help organize opportunities for school applicants to meet with these groups. Please contact DeVita Bruce [email protected] in the Office of Community Engagement for more information on upcoming community meetings.

New School Application Criteria and Review Process DPS welcomes all applicants that meet the criteria outlined in the School Quality Framework available at http://osri.dpsk12.org/the_call (and as Appendix C: New School Approval Criteria). At a high level, applicants should present programs that have a high probability of success as demonstrated either through a prior track record or clear evidentiary research. The academic goals for the new school should, at a minimum, align to those provided in the 2010 Denver Plan and the standards of the School Performance Framework. In addition, applicants must show that their program will meet the specific needs of the students in the proposed community and furthermore, that the applicant has broad-based community support for the new school. The release of this Call for New Quality Schools is an early step in the new schools process. In early January, DPS will release the New School Application Guides. These guides are unique to the governance model that the applicant has chosen (see note on page 9 regarding school type). The whole process unfolds as follows: Timeline of the 2012-13 New Schools Process

If you are interested in applying for a new district-run or charter school, please refer to the OSRI web-site for a copy of the appropriate application guide. Each application guide has details about the process, instruction for applicants and all the relevant application questions. The application guides will be posted in January at: http://osri.dpsk12.org/the_call

mailto:[email protected]




Priority Programmatic Needs for New Schools Denver Public Schools has identified priority programmatic needs for new schools that open in the 2014-2015 school year. Special consideration will be given to new school proposals that incorporate a programmatic focus set forth below and that also address one of the regional needs outlined in the priority regional need sections. Technology-Enhanced Personalized Learning Models Denver Public Schools seeks innovative school models that leverage interactive software to foster a more personalized learning environment. DPS recognizes the potential for technology to transform and improve the current K-12 education delivery model, which was created in the 19th century industrial era and, despite the dramatic changes most industries have experience over the last 50 years with the dawn of the digital age, has remained remarkably static. Denver Public Schools is interested in new school proposals that resourcefully incorporate technology and computer-adaptive learning systems to personalize and differentiate instruction for every student based on their academic needs and learning styles to accelerate student achievement. These models would potentially leverage technology to also provide teachers with technological resources, such as real-time data to inform instructional and intervention needs, cutting-edge software to tailor instruction, and/or a bank of on-line curriculum tools that can be modified and extend well beyond a traditional textbook. These models should show research-based evidence or promise of demonstrated improvements in student achievement and closing the achievement gap. Intensive Pathways Models DPS recognizes that students who are off-track to graduate are at a much higher risk for drop-out (see Figure I). Figure I – Impact of Off Track by Credits upon Graduation Rate (2009-2010)

Denver Public Schools analysis of students off-track to graduation and resulting drop-out rates in 2009-2010.


Our research and analysis has identified segments of students in each region by the degree to which they are “off-track” to graduation and then the types of services and educational programs that national research has deemed to be effective in helping each of these segments make progress to graduation or completion. For example, students who are 18+ years old and more than two years off-track (see Segment 5 -“old and far” below) tend to need schooling that is flexible to accommodate full-time work schedules, while 9th graders who have failed a semester may still be able to engage with their current setting, but need significant opportunities to catch up across multiple areas (difficult to provide in traditional setting). The segment analysis of students who are off-track to graduate includes suggested interventions that would best address the needs of each segment (see Figure II). Figure II – Segment Descriptions for Off-Track Students and Suggested Interventions Segment Suggested Intervention

needed Credits at entry (to IP option, where applicable)

Annual Dropout Rate

#1: 8th

graders demonstrating key risk factors (from Hopkins)

- Very clear plan for transition to appropriate school, likely traditional school

N/A

2a. 9th

graders who are slipping: demonstrating key risk factors but are still less than 30 credits off track

Current school: Assessment and intervention needed mid-way through semester 1

2%

2b. 9th

graders who are falling: They have risk factors and are more than 30 credits behind

Current school: Assessment needed at semester Intensive Pathway settings: portion will need alternate setting

0-60 13%

3. Young and far: 16-17/ 2 or more years off track Intensive Pathway settings 0-120 37%

4a. Old and very close: 17 and less than 30 credits off track

Finish at current school: Clear plan for each student - Some may need engagement centers

12%

4b. Old and close enough to graduate, but maybe not with their class: (17+, 30 – 120 credits off track)

Finish at current school, though likely with later class Intensive Pathway settings: engagement center

140+ 25%

5. Old and far: 18+/ ≥ 2 years off track Intensive Pathway settings Less than 120 41%

Source: Jobs for the Future, 2011

Denver Public Schools is actively developing a comprehensive and coordinated system of school options for students who are most at risk for school failure and dropping out. Progress thus far has included:

Partnered with national experts, including Jobs for the Future, to analyze the district data to identify students who are “off-track” to graduation and therefore most at risk for dropping out.

Developed teams to provide transition support to students who are at risk, helping them successfully transition to school options that can meet their needs and help them get back on track to graduation.

Opening new intensive and multiple pathway schools to serve targeted needs for students who are off-track.

Since 2010 DPS has opened three multiple pathways centers, four engagement centers, one new charter school, and has approved two new intensive pathway district-run schools to open in 2013-14 to serve this population. Please refer to Appendix F for a full list of schools and programs serving this population. While DPS is pleased with the progress that has been made to better serve the needs of these students,


there are still outstanding needs for school options to serve this population in certain regions of the district. The district also anticipates that the systems being put in place to identify at-risk students earlier and make them aware of alternative options along with efforts to re-engage students who have dropped out will lead to increased demand for these options across the district.

Priority Regional Needs for New Schools The priority regional needs are largely determined by the demographic characteristics of the specific enrollment for a region of the city. For purposes of this analysis, DPS recognizes five distinct regions of the district: (1) Far Northeast (FNE), (2) Near Northeast (NNE), (3) Northwest (NW), (4) Southwest (SW) and (5) Southeast (SE). A draft version of the school needs for each region was presented to the Board of Education on October 15, 2012 as the Strategic Regional Analysis. Key quantitative data indicators that were analyzed for each region include:

Background Data of Student Population – percentage of students eligible for Free and Reduced Lunch, percentage of students who are minority students, percentage of students who are English language learners, and percentage of Special Education students.

Performance Gap – represents the number of students attending schools that are not performing in the region. Performing schools are defined as schools that are designated as either Distinguished or Meets Expectations on the SPF overall score.

Capture Gap – identifies whether students are leaving the region for other offerings, indicating a potential need for new/different high quality offerings.

Demographic Gap – compares the number of DPS students today (and based on future forecasts) to the number of seats available in the region.

If you would like to review the Strategic Regional Analysis, please visit the web-site of the Department of Planning and Analysis at: http://planning.dpsk12.org/departments/planning/?page_id=10 In each region we supply region-specific information including:

Student demographic data

Projected enrollment growth or other changes that drives the need for new schools

A list of schools that have recently opened in that region

A list of schools that have been approved to open in that region

Information about facilities that may be available in that region

The summary needs for the region All of this information should help inform a new school application. Schools that apply to meet specific needs identified in this document are more likely to receive support for their facilities. However, applicants may propose a school or program for any area of the city. If an applicant seeks to locate in a region where there is not an identified need or available facility, the applicant will need to supply clear evidence of community support, a detailed student recruitment plan that identifies where students will come from and a viable facility plan that ensures the long-term financial sustainability of the school.

Facility Note The successful 2012 Bond referendum will provide funds to construct and renovate school facilities. In putting forward the Bond, the Board of Education established a policy that the district must propose at least one district-run school as a potential occupant for new bond-funded facilities. Please carefully review the information in Appendix D regarding facilities.

http://planning.dpsk12.org/departments/planning/?page_id=10


To provide an orientation to the regions of Denver, Figure III below shows the schools in each region with a dot that is color-coded to match the school’s SPF rating. Each region is highlighted with a different background color.

Figure III – Denver Regional Map – Schools Noted by SPF Rating

In the 2013 Call for New Quality Schools, DPS is highlighting definitive regional priority needs in two areas:

- Near Northeast (NNE) - Far Northeast (FNE)

The district may have additional needs in other areas of the city, depending on a number of factors, so background information is included for the other three regions as well.


Far Northeast: Priority Needs for New Schools Regional Analysis The school-age population in the Far Northeast Region is expected to grow by 1,200 students from 2010 to 2015. New school construction and school expansions are planned to address severe overcrowding at the region’s elementary schools. The District has begun to attract students back to the Far Northeast through the significant turnaround efforts including the re-design of existing schools and development of new school offerings (Appendix A). As a result, 9th grade enrollment at schools in the FNE has increased by 61%, or 388 students, in the past two years, indicating that families are supportive of the new school options in the Far Northeast. Demographic gaps Continued growth in the Green Valley Ranch area necessitates adding additional elementary seats by 2014-15, the facility for which was prioritized in the 2012 Bond referendum. DPS opened a new multiple pathways center in the Far Northeast in 2011-12. This new school, Vista Academy, has been fully enrolled with a waitlist since opening. Demographic analysis suggests that there are a number of at-risk students residing in the Far Northeast area who are not adequately served by the existing intensive pathway schools. Therefore, DPS has identified a need for a new 200 seat intensive pathway high school that will specifically serve students who are older (18 years and up) and further from accumulating sufficient credits to graduate. Northeast Academy (K-5) has elected to surrender its charter at the end of the 2012-13 school year and will therefore be closing to students. In June of 2012, the Board approved Academy 360 charter school to open in the Far Northeast. The opening of Academy 360 will add new seats to the FNE region to help offset the closure of Northeast Academy. New FNE Schools That Opened in 2012-13

School Name Grades Served

Actual 2012 Enrollment

Enrollment at Full Capacity

Monarch Montessori K-5 124 350

Sims-Fayola International Academy

6-12 119 700

STRIVE Prep-GVR 6-8 129 330

STRIVE Prep-Montbello 6-8 107 330

Approved Schools That Will Open in the FNE

School Name Opening Year

Grades Served

Projected Year-1 Enrollment


Academy 360 2013 ECE-5 108 366

Far Northeast Region Snapshot

84% of students qualify for free and

reduced lunch

94% minority students

44% of students are current or exited

English Language Learners

11% Special Education students


Summary of Needs in Far Northeast Region New Schools to open in 2014-15:

500 Student Elementary School (E-5) in Green Valley Ranch. To meet the needs of the growing population in the FNE the District is requesting applications to serve 500 E-5th grade students at the new Dunkirk facility. The facility is being funded through the 2012 Bond and is scheduled to be open in 2014-15.

200 Student Intensive Pathway High School (9-12) in the Far Northeast. In order to provide targeted and appropriate services for students who are at-risk of dropping out or have dropped out of high school, the District is seeking applications for a high quality program to serve 200 intensive pathways seats. Specifically, the District is seeking applicants with a high quality program to serve students who are 18 years or older and more than two years away from graduation. Many of the target students have more intense social/emotional needs.

Near Northeast: Priority Needs for New Schools Regional Analysis The school-age population in the Near Northeast Region is expected to grow by 2,060 students from 2010 to 2015. The capture rate for the Near Northeast Region is 81%, which is up from 75% in 2000. The District has opened seven new schools in the region since 2008 (Appendix A) with another four new schools approved to open in the coming years. Demographic gaps Enrollment in the Near Northeast is projected to increase by 1,800-2,000 students over the next 5 years. This growth will necessitate adding new schools at all grade levels over time. Funding is prioritized for new construction of facilities over the next several years.

In addition to projected enrollment growth, two NNE middle schools are slated to phase-out in the coming years. Both Venture Prep MS and Smiley MS will phase-out a grade at a time such that both schools will serve 7th & 8th grade in 2013-14 and 8th grade in 2014-15.

New NNE Schools That Opened in 2012-13


Actual 2012 October Count Enrollment


McAuliffe International School 6-8 179 500

McAuliffe International School opened in a building with Swigert Elementary School in the Near Northeast. Ultimately, McAuliffe would have to substantially alter its growth plans if the schools stays in that shared facility. The school may request to be considered for one or more of the available facilities identified below, so that the school could grow to its full capacity.

Near Northeast Region

Snapshot

57% of students qualify for free

and/or reduced lunch


27% of students learn English as a

second language




Approved Schools That Will Open in the NNE

Summary of Needs for the Near Northeast Region Given the rapid population growth in the Near Northeast Region DPS is phasing in a process of opening new schools in this region over the course of the next decade. The following needs indicate the district’s first phase of new school development. This phase specifically targets the immediate need for new schools in the Stapleton and Park Hill neighborhoods. New Schools to open in 2014-15:

Mid-Sized Elementary program at the new Conservatory Green Facility in North Stapleton. There is a need for a new high performing school to serve the growing population in North Stapleton (north of I-70). Tax Increment Financing (TIF) will provide construction funding for a 900 seat facility that could accommodate one or more programs. The short-term need is for at least 75 additional kindergarten seats to open in the facility by 2014-15.

300-500 Student Middle School in Near Northeast. There is a need for a new high performing middle school to serve the NNE and Stapleton community. There are a couple different options for permanent space, which should become available in 2015. In the short-term, the district may be able to provide access to several classrooms as incubation space for a program to open in 2014 with a plan to move to permanent space once it is available.

400-600 Student Middle School at Smiley. Due to the phase-out of Smiley and Venture Prep Middle Schools, DPS is seeking a school to serve approximately 400-600 students in grades 6-8 in the Park Hill neighborhood within NNE. Currently, there are three programs at Smiley that serve students with severe disabilities including an Affective Needs (AN) program, a Multi-Intensive (M-I) program, and a Multi-Intensive-Severe (MI-S) program. Applicants should consider this need and the possibility of serving these programs. Contact Josh Drake in the Office of Student Services for more information on special education center programs: [email protected].

Future Need - New School to open in 2015-16:

Mid-size High School at Northfield. Population growth in the Stapleton area has created a need for a new high school program. Bond funding will provide construction funding for a 900 seat facility to be located in the Northfield area. This facility may be available to a single high school program, or potentially to a combined 6-12 program, depending on enrollment trends and community input.


Grades Served



Downtown Denver Expeditionary School

2013 K-5 200 450

Denver Public Montessori Jr./Sr. High

2013 7-12 50 225

Compassion Road Academy 2013 9-12 125 250

Highline Academy NE 2014 K-8 100 500

DSST Cole HS 2014 9-12 145 500



Applicants who are interested in applying for any of the needs identified above for the Near Northeast should connect with the DPS Office of Community Engagement to learn more about the community processes that will bring together community members to collect input and feedback on the preferred school models for these areas.

Southwest: Priority Needs for New Schools Regional Analysis The school-age population in the Southwest Region is expected to grow by 463 students from 2010 to 2015. This growth and the current overcrowding in certain Southwest elementary schools will be addressed in part by current efforts underway to expand capacity at existing schools at the ECE level. However, there may be a future need for a high quality elementary program. New SW Schools That Opened in 2012-13


Actual 2012 October Count Enrollment


STRIVE Prep-SMART HS 9-12 167 500

DSST: College View MS 6-8 136 450

Approved Schools That Will Open in the SW


Grades Served



Excel Academy 2013 9-12 225 375

DSST: College View HS 2015 9-12 145 500

Summary of Needs for Southwest Region

The district does not currently forecast a need for new seats in the Southwest. However, a need for a new school may become apparent, depending on a number of factors.

Northwest Region: Background Information Regional Analysis The school-age population in the Northwest Region is not expected to experience substantive growth in the coming years. Current efforts under way in the Northwest region have addressed previous enrollment concerns. These efforts include the recent opening of West Generations and West Leadership Academy. The addition of these two new programs in 2012 will grow to serve a projected 1,918 students. Additionally, STRIVE Prep NW High School and DCIS-Fairmont have been approved to open new schools in the Northwest region. STRIVE will enroll 500 students when it reaches full capacity and DCIS-Fairmont will replace the current program at Fairmont.

Southwest Region Snapshot




45% of students are learning English

as a second language


Northwest Region Snapshot




40% of students are learning English

as a second language



New NW Schools That Opened in 2012-13


Actual Year-1 October Count Enrollment


West Generations 6-12 240 1043

West Leadership Academy 6-12 117 875

Approved Schools That Will Open in the NW


Grades Served



STRIVE Prep NW High School 2013 9-12 145 500

DCIS- Fairmont 2013 K-5 350 405

Summary of Needs for Northwest Region The District does not anticipate needing additional seats in the Northwest based on capacity.

Southeast Region: Background Information Regional Analysis The school-age population in the Southeast Region is expected to grow by 391 students from 2010 to 2015. The District does not foresee a need for new school programs for 2013-14 due to the current efforts underway at Creative Challenge Community and Rocky Mountain Prep, which will help address the overcrowding at many Southeast elementary schools. High demand and limited capacity will require additional preschool/elementary seats in the far Southeast. New SE Schools That Opened in 2012-13

School Name Grades Served Actual Year-1 October Count Enrollment


Creative Challenge Community

K-5 80 375

Rocky Mountain Prep E-5 115 572

Approved Schools That Will Open in the SE

School Name Opening Year Grades Served Projected Year-1 Enrollment


DSST: Byers MS 2013 6-8 135 450

DDST: Byers HS 2016 9-12 145 500

Summary of Needs in Southeast Region The District is currently evaluating capacity needs in the far Southeast- and will update this Call.

Southeast Region Snapshot 53% of students qualify for free and/or reduced lunch 56% minority students 22% of students are learning English as a second language 11% Special Education students


Appendix A: New Schools Opened Since 2008-09

School Name School Type Grades Region School Focus 2008-2009

Cole Arts and Sciences Academy

District-run (Innovation)

1

ECE-8 NE Emphasizes learning through the arts and sciences

DSST Stapleton MS Charter 6-8 NE Emphasizes science and technology

Place Bridge Academy District-run ECE-8 SE Serves newcomers to our country, with over 30 languages and 40 countries represented among Place students

Trevista District-run (Innovation)

2

ECE-8 NW Focuses on rigorous instruction and helping all students succeed

2009-2010

Cesar Chavez Academy Charter K-8 NW Focuses on scholarship, leadership, and community involvement

Denver Justice Academy Charter 6-12 NW Intensive pathway school with a focus on students who are involved with the criminal justice system or have not been successful in a traditional school setting

KIPP Denver Collegiate High School

Charter 9-12 SW Provides a rigorous curriculum, more time in school, and a strong culture of achievement

Kunsmiller Creative Arts Academy

District-run K-8 SW Focuses on the integration of the arts

Math and Sciences Leadership Academy

District-run K-5 SW Emphasizes science, math and technology

STRIVE Harvey Park Charter 6-8 SW College preparatory school that replicates a high-performing middle school

Venture Prep Charter 6-12 NE Provides interactive student projects with an emphasis on arts and technology

2010-2011

Denver Green School District-run (Innovation)

3

ECE-8 SE Offers a hands-on learning experience focused around issues of sustainability within the community

Denver Language School

Charter K-8 SE Offers full language immersion in Mandarin Chinese and Spanish

DSST GVR Charter 6-12 FNE Emphasizes science and technology and replicates Denver’s highest performing high school

GALS Charter 6-12 SE All-girls expeditionary learning school

Lake International District-run 6-8 NW Authorized International Baccalaureate Middle Years Program that prepares students for success in high school, college, and beyond

SOAR @ GVR Charter K-5 FNE Offers holistic approach to education using the workshop model of instruction, extended learning time and added enrichment opportunities

STRIVE Highland Charter 6-8 NW College preparatory school that replicates a high-performing middle school

STRIVE Lake Charter 6-8 NW College preparatory school that replicates a high-performing middle school

Summit Academy District-run (Innovation)

4

6-12 SW Multiple Pathways Center targeted for students who are at-risk, over-aged, under-credited, and/or who have dropped out of school

2011-2012

Collegiate Preparatory Academy


5

9-12 FNE Offers students academically rigorous programming aimed at meeting their individual needs and providing them with

1 Cole Arts and Sciences Academy received Innovation Status in Aug. 2009

2 Trevista received Innovation Status in Sept. 2012

3 Denver Green School received Innovation Status in Apr. 2010

4 Summit Academy received Innovation Status in Aug. 2011


the skills and abilities to succeed at top colleges and universities

DCIS Elementary at Ford District-run (Innovation)

6

ECE-5 FNE Replicates Denver’s world-class magnet program focused on international and cross-cultural affairs

DCIS Secondary at Montbello


7

6-12 FNE Replicates Denver’s world-class magnet program focused on international and cross-cultural affairs

Denver Center for 21st

Century Learning (DC21)


8

6-12 NE Multiple Pathways Center offering accelerated and rigorous education for students seeking a relationship-oriented education

DSST Cole Charter 6-12 NE Emphasizes science and technology and replicates Denver’s highest performing high school

High Tech Early College District-run (Innovation)

9

9-13 FNE Centers on applied rigorous learning and connections with industry professionals, and offers a 5

th year of high school

leading to an Associate degree

KIPP Montbello Charter 5-8 FNE Offers students a rigorous curriculum, more time in school, and a strong culture of achievement

Kunsmiller Creative Arts Academy High

District-run 9-12 SW Expands the existing successful K-8 arts-integrated magnet program

Noel Community Arts School


10

6-12 FNE Offers academically rigorous programming complimented by a robust integrated arts focus

SOAR @ Oakland Charter ECE-5 FNE Offers holistic approach to education using the workshop model of instruction, extended learning time and added enrichment opportunities

Swigert International School


11

ECE-5 NE Focuses on international affairs and is shaped through a community engagement process with the Stapleton community

University Prep Charter K-5 NE Offers an academically rigorous, results-driven program, particularly focused on literacy

Vista Academy District-run (Innovation)

12

6-12 FNE Multiple Pathways Center targeted for students who are at-risk, over-aged, under-credited, and/or who have dropped out of school

2012-2013

Creativity Challenge Community (C3)


13

K-5 SE Focuses on thinking creatively to solve problems, learning through partnerships with community organizations, and challenging each other

DSST College View MS Charter 6-8 SW Emphasizes science and technology and replicates Denver’s highest performing high school

McAuliffe International School


14

6-8 NE Focuses on international affairs and is shaped through a community engagement process with the Stapleton community

Monarch Montessori Charter E-5 FNE Offers a public Montessori educational program

Rocky Mountain Prep Charter ECE-8 SE Emphasizes rigorous academic preparation, character development, and individualized support

Sims-Fayola International Academy

Charter 6-12 FNE Provides a college preparatory, international studies program with daily character and leadership education

5 Collegiate Prep Academy received Innovation Status in June 2011

6 DCIS at Ford received Innovation Status in May 2011

7 DCIS at Montbello received Innovation Status in May 2011

8 DC21 received Innovation Status in June 2011

9 High Tech Early College received Innovation Status in June 2011

10 Noel Community Arts received Innovation Status in May 2011

11 Swiggert International School received Innovation Status in Aug. 2011

12 Vista Academy received Innovation Status in Aug. 2011

13 C3 received Innovation Status in Apr. 2012

14 McAuliffe International School received Innovation Status in Mar. 2012


STRIVE Prep GVR Charter 6-8 FNE College preparatory school that replicates Denver’s highest performing middle school

STRIVE Prep Montbello Charter 6-8 FNE College preparatory school that replicates Denver’s highest performing middle school

STRIVE Prep SMART HS Charter 9-12 SW College preparatory school that provides a challenging and relevant liberal arts education of high standards, structure, and accountability

West Generation District-run (Innovation)

15

6-12 NW Nationally recognized Generation Schools model with a rigorous college- and career-readiness academic program

West Leadership Academy


16

6-12 NW A rigorous, college- and career-focused education

2013-2014* Approved to Open

Academy 360 Charter ECE-5 FNE Expeditionary Learning with an emphasis on health and wellness

Downtown Denver Expeditionary School

Charter K-5 NE (CBD) Offers students a downtown Expeditionary Learning experience.

STRIVE Prep NW High School

Charter 9-12 NW College preparatory school that provides a challenging and relevant liberal arts education of high standards, structure, and accountability

DSST Byers Charter 6-12 SE Emphasizes science and technology and replicates Denver’s highest performing 6-12

DCIS- Fairmont District-run17

ECE-5 NW Replicates Denver’s world-class magnet program focused on international and cross-cultural affairs

Denver Public Montessori Jr./ Sr. High School

District-run18

6-12 NE Offers a public Montessori educational program at the secondary level

Compassion Road Academy

District-run19

9-12 NE Multiple Pathways Center targeted for students who are at-risk, over-aged, under-credited, and/or who have dropped out of school with an emphasis on supporting students who transition out of the Gilliam Detention Center.

Excel Academy District-run20

9-12 SW Multiple Pathways Center targeted for students who are at-risk, over-aged, under-credited, and/or who have dropped out of school

2014-2015* Approved to Open

Highline Academy NE Charter K-8 NE A charter replication school of the successful Highline Academy in SE Denver offering students a rigorous curriculum that incorporates Core Knowledge and character development

15

West Generations Academy received Innovation Status in Mar. 2012 16

West Leadership Academy received Innovation Status in Mar. 2012 17

DCIS-Fairmont in currently seeking Innovation Status 18

Denver Public Montessori Jr./Sr. High School is currently seeking Innovation Status 19

Compassion Road Academy is currently seeking Innovation Status 20

Excel Academy is currently seeking Innovation Status


Appendix B: DPS School Performance Framework

The School Performance Framework measures the performance of schools on an annual basis taking into account student performance status, student performance growth, attendance, college readiness, and parent satisfaction. All Denver Public Schools are held accountability using the district’s School Performance Framework (SPF). Developed with input from local educators and national leaders in school evaluation and following best practices, this framework:

utilizes a body of evidence that includes both academic and non-academic measures

prioritizes student growth, using the Colorado Growth Model

includes a significant weighting of points for student proficiency (status)

uses two years’ worth of data to adjust of anomalies. The district uses the SPF as a mechanism to evaluate all schools annually; to fulfill state accreditation requirements; and to align local, state and federal accountability systems. The district also uses the SPF to determine appropriate incentives and interventions, depending on each individual school’s performance. For schools that do not meet performance expectations, interventions can include additional oversight from instructional leadership and additional resources and programs. In some cases, schools falling short of the performance objectives may be recommended for turnaround. Following two or more years without satisfactory growth, the district may replace instructional staff, change the academic program, or close or replace the school. Charter school contracts will make clear that charter schools whose performance level calls for interventions according to the district’s Incentives and Interventions Framework may be subject to the same interventions as district schools, including the potential for turnaround in any year of their charter contract. To learn more about the school performance framework please visit http://communications.dpsk12.org/initiatives/school-performance-framework/. The School Performance Framework (SPF) is a comprehensive system for evaluating schools and takes into account a wide range of factors to give ratings on how well each school supports student growth and achievement and how well each school serves its students and families. Whereas the Traditional SPF includes seven indicators, the Intensive Pathways (IP, previously Alternative) SPF includes four. (The alternative SPF does not include the Post-Secondary Readiness Status indicator and Parent Engagement is embedded within the Student Engagement and Satisfaction indicator.) The measures within the Intensive Pathways SPF were developed closely with the Colorado Department of Education, and because they reflect those outcomes that are aligned with the mission of IP schools, the IP SPF received unanimous support from alternative school leaders. Information of the Intensive Pathways SPF (IP SPF) used to evaluate alternative education programs can be found at: http://www.dpsk12.org/spf/documents/current/documentation/SPF_Glossary_alt.pdf

http://communications.dpsk12.org/initiatives/school-performance-framework/

http://communications.dpsk12.org/initiatives/school-performance-framework/

http://www.dpsk12.org/spf/documents/current/documentation/SPF_Glossary_alt.pdf


Appendix C: New School Approval Criteria Applications for new schools will be thoroughly assessed by a review team of DPS and non-DPS professionals with various areas of expertise, including a parent representative. Starting a new school is an exciting opportunity to impact the lives of Denver students, but it is also intense and demanding. The application and review process is comprehensive and rigorous and is designed to assess the applicant’s ability to meet these challenges. Successful applicants will submit a complete application that thoroughly addresses the applicant questions and includes appropriate appendices in the required format. Please refer to the New School Application Guide for more details about the application process, as well as the specific questions that each applicant must address. http://osri.dpsk12.org/the_call Successful applicants will meet the follow criteria: Culture

A clear and meaningful mission that is well-integrated into the school design.

A strong understanding of the community and targeted student population that the proposed school will serve and connections to individuals and organization in that community.

Demonstrated community support from parents and community members, including indications from families of intent to enroll.

Meaningful opportunities to involve parents and community along with a convincing plan for maintaining strong parental and community participation in, and support of, the school.

Leadership

A clearly articulated set of credentials and experience that a school leader must have, as well as a well-defined job description for that individual

Either a strong leader in place, or a clear plan to recruit and hire a leader who has a track record of improving student achievement (note: identification of a strong school leader will be a condition of opening for any school which has not already identified that leader by the time the application is submitted)

Education Program

An educational plan that is rooted in high expectations, is in line with the school’s stated mission, and provides a personalized and differentiated learning environment for all students. The educational plan will have a proven record of success with the target student population, or in the case of innovative proposals, will provide research-based evidence of effectiveness.

A comprehensive and research-based curriculum and assessment program designed to hold all students to rigorous achievement goals, including those with disabilities and specialized needs and English language learners.

Evidence of capacity to serve special populations including English language learners (ELLs) and special education students.

Evidence of procedures to identify ELLs, a research-based program model that ensures equitable access to core content and interventions for ELLs, qualified staffing and professional development to serve the needs of ELLs, ongoing assessments and monitoring of ELLs, appropriate exit criteria and ongoing support for students who have exited out of ELL services, and linguistically and culturally appropriate communication with parents of ELL students.

A clear, sound plan to identify and meet the needs of students with mild and moderate disabilities in the least restrictive environment possible; implement Response to Intervention



(RTI) that includes specific research-based strategies to support students in Tiers I, II, and III; align special education plans with the core educational program to ensure students’ access to the general education curriculum; regularly evaluate and monitor the effectiveness of research based interventions for students with mild and moderate needs to ensure the attainment of a student’s goals set forth in the Individualized Education Program (IEP); and provide appropriate staffing and professional development to effectively serve the needs of mild and moderately disabled students.

A plan to structure and staff a center program to serve students with severe special needs, in the event that the applicant is asked by DPS to host such a program.

Teaching

A plan with effective strategies to attract and retain high-quality teachers and staff, who will actively engage in professional development opportunities and sharing of best practices anchored in research.

A plan to evaluate teachers that is aligned to performance goals and in compliance with Colorado SB-191.

Governance

A strong, knowledgeable, diverse, stable, and committed board of governance (charter schools) or leadership team (district-run schools) committed to best practices in school governance and financial management.

Evidence of a fiscally sound, instruction-focused five-year budget and viable business plan that aligns with the proposed educational model and promotes the long-term sustainability of the school.

All charter school decisions will also be subject to the application criteria described in the Colorado State Statute (C.R.S. § 22-30.5-106) and in the Charter School Application Guide. All district-run school final decisions will be subject to the application criteria described in the District-run School Application Guide, as well as district need in terms of academic program, grade levels and geography, and the availability of district space. For additional information on the application criteria, processes or timeline please contact Joe Amundsen, Manager of the New Schools Process, [email protected] or 720-423-2585.



Appendix D: Facility Considerations for New Schools Resources Available to Build New Facilities To meet the demands of rapid enrollment growth and provide critical funding for renovations, Denver voters approved the 2012 Bond Referendum by a large margin. Portions of the bond proceeds will provide resources for facility upgrades, the addition of new modular classrooms, and the construction of new school facilities. In addition to the passage of the Bond, growth in the Stapleton community has supported Tax Increment Financing (TIF) that will fund new school facilities for this high growth area of the city. These new facilities will help accommodate the projected enrollment growth in Denver. Board Policy Regarding New Schools Funded with Bond Proceeds On August 23, 2012 the Denver Public Schools Board of Education approved a resolution in support of the 2012 General Obligation Bond (GOB) and Mill Levy. Included in this resolution are guiding principles for how the district will consider placing school programs in facilities constructed with funds from the 2012 Bond. Per Exhibit E: New Facility School Selection Process, the district must propose at least one district-run school as an alternative for community consideration. Charters may also seek to utilize new facilities and shall be considered on an equitable basis with district-run new schools.

Applicants should note that there are a number of charter schools that have either just opened or that have been approved to open and that do not yet have permanent facilities. In identifying the charter alternatives for new bond-funded facilities, DPS will give priority consideration to these previously approved charter schools, particularly those that have proven track records and enrollment demand. New charter school proposals that apply through this 2013 Call for New Quality Schools will not receive priority consideration in comparison to the existing charter programs and should therefore be prepared to demonstrate adequate facility and financial planning. New School Consideration for Existing District Facilities As previously mentioned, Denver Public Schools believes that both district-run and charter schools should have equity of opportunity in accessing district facilities on the same cost basis that is provided to all of our schools. DPS currently has 39 charter schools, 68% of which are located in district-owned facilities. However, the current reality is that there are significant limitations on available district


facilities across Denver for new schools. Over the past several years, Denver Public Schools has made a number of facilities available to new district-run and charter schools, either directly or through space sharing arrangements. By enabling new charter and district schools to share campuses within existing district facilities, DPS has optimized the use of Denver taxpayer dollars and maximized the utilization of its district under-utilized facilities. More importantly, shared campuses allow all schools – district-run and charter – to concentrate their per-pupil funding on classroom instruction and raising student achievement. DPS anticipates that some new school operators may need to consider non-district, third party facilities. While the District cannot guarantee facilities to all approved schools, DPS will work to assist approved schools in their efforts to secure appropriate facilities, even if they are private third-party facilities. In some cases, the district would also be open to exploring an incubation period for year one in district facilities while other third party facility options are secured by the school. The DPS Operations team is available to support and guide applicants through facility conversations. Please contact Liz Mendez at [email protected] for more information.



Appendix E: Innovation Status Innovation School Designation—The Colorado Innovation Schools Act, passed in 2008, encourages schools and districts to design and implement innovative practices in a wide variety of areas to improve student outcomes and, with a vote of staff members, to obtain waivers from policies in order to implement their school designs. With approval of the district and state boards of education, Innovation Schools may receive waivers of state law, collective bargaining agreements, and/or district policies. As part of the Innovation process, a school must obtain approval from a majority of teachers and administrators at their schools and from a majority of members of the school advisory council. Schools must also secure statements indicating support from other employees, students, parents, and community members. Lastly, schools must submit innovation plans. Developing innovation plans requires schools to identify (1) “innovations,” or new approaches intended to increase the schools’ ability to achieve their mission and (2) specific waivers from district policy, collective bargaining agreement provisions, and/or state laws and regulations that are required to give the school the ability to implement the innovations.

District-run School Applicants approved through this year’s Call for New Quality Schools for opening in the fall of 2014 will be eligible to apply for Innovation Status during the school’s pre-opening year (2013-14). Existing schools as well as newly approved district-run schools interested in applying for Innovation Status are encouraged to contact Bill Kottenstette at the Office of School Reform and Innovation, [email protected] or (720) 423-2587, to discuss the process for submitting applications.



Appendix F: Intensive Pathways Options in DPS

School Region Capacity Type Target segments

DC-21 HS (MPC) NNE 250 MPC 3,2b

Summit Academy (MPC) SW 250 MPC 3,2b

Vista Academy High School (MPC) FNE 250 MPC 3,2b

Contemporary Learning Academy (MPC) NW 250 MPC 3,2b

North Engagement Center NW 100 EC 4b,5

Montbello Engagement Center (PUSH) FNE 150 EC 4b,5

West Engagement Center NNE 100 EC 4b,5

Abe Lincoln Engagement Center SW 100 EC 4b,5

Academy of Urban Learning NW 93 IPS 3, 4b, 5

ACE Community Challenges NW 202 IPS 2b,3

Colorado High Charter School NW 178 IPS 3,4b,5

Emily Griffith (HS) NW 450

IPS 5

Emily Griffith Tech** NW IPS 5

Prep Academy Expulsion NNE 50 IPS 4a,4b

Prep Academy Grad (SCC) NNE 45 IPS 4a,4b

Prep Academy High School NNE 93 IPS 4a,4b

Ridgeview Jeffco 320

Adjudicated youth across all segments

Justice High School NW 125

4a, 4b

Gilliam NNE 50

Incarcerated youth across all segments

Florence Crittenton SW 200

Teen mothers across all segments

Compassion Road Academy (opening fall

2013) NNE 250

Students transitioning out of the Gilliam

Detention Center across all segments

Excel Academy (opening fall 2013) SW 375 Students who have dropped out, or are at risk

of dropping out across all segments

Totals

3,881


Appendix G: Supplementary Data for Near Northeast Region Community Process for New Schools (including the North Stapleton, Northfield and Smiley Sites) The Office of Community Engagement will organize and host a community discussion regarding the types of programs that the community would like to see for the new facilities to be constructed at North Stapleton and Northfield, as well as a potential new program for the Smiley building. Applicants should connect with DeVita Bruce in the Office of Community Engagement to join this community dialogue. [email protected] Design Advisory Group and Naming Committees for Bond Funded Facilities Benita Duran, the Director of the Bond Program-Public Outreach is coordinating advisory groups for the physical design of new facilities and naming of new facilities constructed with funds from the 2012 Bond. Applicants and community members interested in participating in this process should contact Benita Duran. [email protected] Transportation in the NNE Region The District operates a transportation shuttle service in the Near Northeast Region which is available to schools in the near northeast region (West of Colorado Blvd). For more information, please see: http://transportation.dpsk12.org/wp-content/uploads/2011/04/ShuttleServiceFAQ11-12SY.pdf



http://transportation.dpsk12.org/wp-content/uploads/2011/04/ShuttleServiceFAQ11-12SY.pdf


Appendix H: Supplementary Data for Far Northeast Region Community Process for Dunkirk Building The Office of Community Engagement will organize and host a community discussion regarding the types of programs that the community would like to see for the new facility to be constructed in Green Valley Ranch (the Dunkirk facility). Applicants should connect with DeVita Bruce in the Office of Community Engagement to join this community dialogue. [email protected] Design Advisory Group and Naming Committees for Bond Funded Facilities Benita Duran, the Director of the Bond Program-Public Outreach is coordinating advisory groups for the physical design of new facilities and naming of new facilities constructed with funds from the 2012 Bond. Applicants and community members interested in participating in this process should contact Benita Duran. [email protected]



Documents

Call for New Quality Schools - Denver Public Schools