School Innovation Grants

Proposal Cover Page Provide the name of the primary point of contact for your proposal. This individual will serve as the contact for follow-up, interviews, and notices regarding this process. Please note: names and contact information may be shared with individuals outside of DPS. Contact Person: Dr. Dan Lutz _ School: _Denver Center for International Studies____________________________________________ Address: __574 West Sixth Avenue, Denver, CO 80204_____________________________ ___________________________________________________________________________________ Phone (day): ___(720) 423-9000___ (cell/evening):_ (303) 829-9984 ______ E-mail Address: __Daniel_Lutz@dpsk12.org___________________Fax:__(720) 423-9075__________ Names and roles of members applying: (e.g., Julie Jones, Principal; John Doe, Teacher; Jane Smith, parent) _Dan Lutz, Principal, on behalf of the Denver Center for International Studies faculty and administration_ _____________________________________________________________________________________ Grades & Number of Students to be Served: ___Full enrollment will be 600 students in grades 6 through 12___________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Total Amount Requesting (if requesting funding for more than one year, please provide total and per year amounts requested): ________$109,000 for Spring of 2007 through the 2007-2008 school year___________________________ ______________________________________________________________________________________

School Innovation Grant

Denver Center for International Studies

Denver Public Schools

January 3, 2007

Executive Summary

The mission of The Denver Center for International Studies (DCIS) is to prepare its students for college by developing multilingual, interculturally competent citizens who are actively involved in our rapidly changing world. In the context of this mission, the newly located DCIS will extend its success in promoting student achievement and by providing a viable middle grades and high school alternative for DPS students.

As a unique, world-class school focused on international and intercultural affairs, DCIS will prepare students in world languages, the study of cultures and cross-cultural communication, international issues and conflict resolution, and the connection between community issues and the larger global challenges. DCIS accomplishes this goal through the use of an innovative curriculum that wraps around the core DPS curriculum. In this rich environment, students will meet and exceed the district expectations as reflected in the Balanced Scorecard.

DCIS provides an outstanding school for a diverse group of DPS students. However, DCIS will expand over the next two years. The purpose of applying for the School Innovation Grant is to garner resources that will make the expansion and improvement of DCIS possible. The Institute of Educational Equity has been working alongside DCIS around school development and implementation since spring 2005. The grant funding in the amount of $109,000 will enable this partnership to reach the following goals:

Professional development for all faculty to master best practices for • teaching DCIS’s diverse students at all seven grade levels • designing curriculum that emphasizes international studies, standards proficiency,

and student learning outcomes • analyzing multiple bodies of data to drive curricular and instructional design • working collaboratively to utilize faculty strengths, areas of expertise and areas of

growth Incorporation of effective community resources for supporting and enhancing students’

achievement Necessary modifications of DCIS’s current high school program to accommodate DCIS

students completing the school’s new sixth, seventh, and eighth grades A strong model for the school’s leadership and succession A clear school evaluation plan with practical application steps for continual school

improvement Identification of funding sources for sustainable school improvement efforts

I. Academic Vision

The mission of the Denver Center for International Studies School (DCIS) is to develop globally minded, culturally aware citizens capable of meeting the current and future challenges of our rapidly changing world. In addition to developing a high level of academic skills, students will learn productive interaction skills for a diverse society and growing global opportunities. These goals are accomplished by wrapping a rich world language and international studies curriculum around the DPS core curriculum in math, language arts, social studies and science. To measure the progress of DCIS students toward the goals of the program, DCIS has created a graduate profile (See Appendix A for the complete profile). The main outline of the graduate profile provides that our students will be:

• Academically prepared -- DCIS students will be prepared for college-level coursework and meet or exceed the requirements for entry into our state colleges.

• Proficient thinkers and problem solvers -- DCIS students will be able to use mathematical, scientific, logical and moral reasoning to address complex problems.

• Culturally aware -- DCIS students understand the variety of cultures in the United States and around the world.

• Aware of global events and dynamics -- DCIS students understand the interconnectedness of global events and understand at least one problem in depth.

• Collaborative team members -- DCIS students appreciate the value of and are trained to function well as members of a team.

• Effective users of technology -- DCIS students can effectively evaluate information from and communicate using technology.

• Socially prepared and culturally sensitive -- DCIS students learn skills to effectively communicate across cultures and within their own culture, and make good decisions in social contexts.

II. Educational Plan

1. Goals and Outcomes -- DCIS has two related sets of performance goals. The first set of performance goals relates to those set forth by the district. DCIS shares the district goals of a 10% increase in CSAP performance. To this end, DCIS is using both the district benchmark testing data as well as the previous year’s CSAP data to focus instruction to improve student achievement. The staff has used professional development time to engage in group scoring of the benchmark tests to ensure consistent standards and to develop a deeper understanding of the benchmarks. Additionally, students who need extra attention to improve CSAP scores are required to attend an after-school session called CSAP Advance, which focuses on literacy and math instruction to meet individual student’s needs. The methods used by DCIS to achieve these goals are aligned with the Denver Plan in that the staff is using timely assessment data to drive instruction, and professional development efforts have been focused on understanding DCIS student achievement and directing efforts toward improving that achievement. DCIS also shares district goals as reflected in the Denver Plan with respect to achieving a 97% attendance rate. DCIS also has the goal of attracting and retaining students in number sufficient to maintain full enrollment of the school. The second set of goals relates to the DCIS graduate profile, which sets forth what our graduates are expected to be able to do upon graduation (see Appendix A). Students and staff measure progress toward these goals using a portfolio (discussed below). For students to achieve the standards in the graduate profile, they produce quality work in a series of rigorous courses. These requirements align with the Balanced Scorecard and the Denver Plan in that students are required to complete the high level classes set out in the Denver Plan and measured in the Scorecard. 2. Student Success -- At DCIS, student success is measured not only by meeting the DPS requirements for graduation, but also by meeting the lofty goals set forth in the DCIS mission statement. DCIS measures student progress toward meeting the mission by using the standards set forth in the DCIS graduate profile (See Appendix A). The goal of the school is to see that every graduate of DCIS meets every standard in the graduate profile. The DCIS curriculum is being aligned to ensure that every course not only meets state standards, but also to provide opportunities and support for students to make progress in specific ways toward meeting the standards in the graduate profile.

DCIS also utilizes a portfolio that permits students and staff to measure the students’ progress toward meeting the standards in the profile. As students progress through the school, they gather artifacts for inclusion in the portfolio that demonstrate progress toward standards in the graduate profile. Additionally, each class is designed to have assessments that provide evidence of student progress toward meeting those standards. In students’ final year at DCIS, they present their portfolio as part of the graduation requirements. Students use their portfolio and talk about how specific artifacts demonstrate that they have met the standards in the graduate profile. This also provides an opportunity for students to reflect deeply on their growth over their time in DCIS and to celebrate their achievements.

One of the most important standards in the graduate profile is that students are academically prepared. While DCIS expects to create lifelong learners, the school is acutely aware of the need to prepare students for life after high school. There are several aspects of the school’s design that will facilitate students’ preparation for college or other meaningful post-

secondary pursuits. First, DCIS offers the courses required by DPS for graduation, but wraps them in a college-prep curriculum. Students have the opportunity to take Advanced Placement and accelerated courses throughout their high school years. They are also encouraged to take additional years of science and math to further prepare them for college. Second, students are placed in advisement. Part of the advisement time is spent encouraging students to plan for life after high school. During students’ senior years, they are in an advisory class exclusively for seniors, in which they are provided support for completing college and scholarship applications. Third, all students participate in a series of classes called Passages during their junior year. In this class, they receive support to learn how to write a significant research paper and complete two experiential projects related to the standards in the DCIS graduate profile. By supporting students in writing a research paper, they are prepared for one of the most daunting tasks facing them in college. The success they experience in the class gives many students the confidence that they can achieve in college. The other activities that students plan in Passages also prepare them for post-secondary pursuits. Students have engaged in internships and shadowing experiences to explore career opportunities. Other students use this opportunity to pursue passions of theirs, many of which turn into career interests.

Students are motivated to come to and stay at DCIS through the development of a close-knit community, activities that build upon the common interests of students, and the development of deep relationships with faculty. The small size of DCIS facilitates the development of a close community. Students are often in classes with the same group of peers. They participate in a variety of extracurricular activities, from drama and dance to language-oriented clubs that provide an additional context for the development of community. In addition, students are encouraged to share their passions with other students by starting clubs and extra-curricular activities. Students are also there because of their interest in international studies. This provides motivation for students to come to school and participate in school life. The advisement program is also a significant factor in ensuring students attend school. Each student is in an advisory group with approximately fifteen other students. This group meets about 6 times each week. The students’ faculty advisors work to develop relationships with each student in advisory and activities in advisory are designed to facilitate the development of these relationships. The advisor also tracks his or her advisees’ attendance and grades and is able to contact the students and parents as soon as problems are identified with attendance. 3. Assessment -- In addition to the assessments reflected in the Balanced Scorecard, DCIS will also be measuring its success using the DCIS graduate profile. Each course will have artifacts which reflect student progress toward reaching the standards in the DCIS graduate profile. 4. Culture and Climate -- Keeping in mind current school research regarding the strength of small schools, DCIS will be limited to 600 in overall enrollment. The school will be divided into two divisions, an upper division encompassing grades 9-12 and a lower division encompassing grades 6-8. The school’s small design will take advantage of the fact that traditionally parents are more involved in their children’s schools in the younger grades; a priority will be placed on capturing the parents’ enthusiasm in the lower division and maintaining it as their children move into the upper division. The small school concept aligns with the Denver Plan’s goal that all students have caring adult relationships in their lives, dedicated to their academic and personal success.

The academic climate is one of high achievement and high interest. Students are offered a rich curriculum (described in the following sections) that challenges them to become critical thinkers and engages them in their studies. The curriculum challenges students to achieve at the highest levels by utilizing the benchmarks to track student progress and challenge students to improve, but the curriculum also incorporates activities which are differentiated to allow all learners to achieve at the highest level possible. This type of curriculum aligns with the Denver Plans goals that all students will complete a rigorous course of secondary school instruction in grades six through twelve. Also, student progress towards high achievement is encouraged and monitored by the students’ advisors, who regularly check students’ grades and attendance.

The climate of the school also opens the students up to the possibilities that the world holds for them. International travel is encouraged and supported. Many international guests visit the school to interact with the students. This climate of openness to the world makes the core and wrap-around curriculum more compelling to students as they see how their studies help them understand the world. This aligns with the Denver Plan goal of having compelling curricular choices that balance the core curriculum and will help the school meet the Denver Plan’s attendance targets.

II. Academic Program and Workforce 1. Curriculum and Instruction -- DCIS will utilize the current DPS curriculum and wrap additional curricular choices around the DPS curriculum. The effectiveness of this curriculum for our target population is evidenced by the test scores DCIS students have achieved in comparison with their counterparts at West High School. (See Appendix B) The five parts of the DCIS curriculum are: International Studies Foundations, Foreign Language, DPS Core Course Requirements, International Passages, and Special Program Responsibilities. The first three of these involve classes, some of which are available for accelerated credit and Advanced Placement. The last two involve projects and experiential learning. Each part of the program is characterized below. A. International Studies Foundations. This segment includes the introductory courses in

international affairs. These courses, required of all CIS Diploma students, are: • Introduction to International Studies • Introduction to Cultural Studies • Geography* • American Government* • International Economics* • Cross-Cultural Communication • World History* • American History*

The courses with asterisks utilize DPS curriculum and/or are aligned to Colorado state standards for social studies courses. All of these courses will be aligned to standards in the DCIS graduate profile. B. World Languages. One important goal of the program is for students to develop practical fluency in at least one world language other than English. All DCIS students take world

language courses for all four years of high school. Students study one world language for a minimum of three years. DCIS offers instruction in five world languages: Chinese, French, Italian, Japanese, and Spanish. All of these courses align with the Colorado Model Content Standards for world languages and meet the Denver Plan objective of providing compelling curricular choices to DPS students. C. International Passages. Using an outcome-based approach, students develop specific individualized learning goals, and design three "itineraries," or Passages, for achieving those goals. These major projects, which focus on international or cross-cultural affairs, are developed and carried out in the students' third and fourth years. The Passages evolve from the students' personal interests, experiences and emerging awareness from their International Studies Foundations courses. Under the supervision of a DCIS teacher-advisor, students develop and implement a detailed plan for each Passage. Each plan must specify how the learning outcome will be manifested. In the scheduled time, and during additional community time as necessary, students develop skills, conduct research, study materials and information, and gain practical experience required for the fulfillment of their Passages. Students complete the Passage segment with DCIS Connections, a course that is designed to help students relate their DCIS experience to their future. The course title extends the Passages metaphor with the image of travel connections along the way towards a destination. DCIS Connections works with the knowledge and experience students have gained in the program and prepares them for their next step after high school. The course outcomes include an individual narrative transcript in which each student describes and evaluates his or her learning throughout the program, and suggests what he or she might do with that background in the future. DCIS alumni, Passage mentors, and other guests involved with international and cross-cultural work visit the class to help the students with the goals of the course. These courses align with the Denver Plan goal of providing compelling curricular choices and developing students into critical thinkers. D. DPS Core Course Requirements. This part of the program includes all the DPS core curriculum to meet high school graduation requirements. These consist of English, math, science, and elective courses. The social studies graduation requirements are met automatically by the DCIS program curriculum. All of these courses align with both the Denver Plan objectives for core curriculum and the Colorado Model Content Standards. E. Special Program Experiences. Experience is a key ingredient to DCIS students' involvement in the program. This segment follows the concept of "thinking globally and acting locally." Three kinds of experience are required on a continuing basis:

• School service. Each student takes on tasks during each semester that contributes to the school. These responsibilities cover a wide range of activities, from helping to maintain DCIS bulletin boards to planning student conferences. This gives the students investment in the school and helps them see themselves as contributors to the school rather than just consumers.

• Community service. This experience is important in making connections between global issues and problems that we need to face in our own communities. Service projects are

required each semester. Opportunities for community service are posted on DCIS bulletin boards and are discussed at biweekly all-school meetings and in classes.

• Special events. Participation in special events involving international or cross-cultural issues is required each semester. Such events are common occurrences in DCIS, and they include field trips, conferences, debates, Model United Nations competitions, special speakers and seminars.

This component of the DCIS curriculum aligns with the Denver Plan as it balances and

complements the core curriculum by encouraging students to extend their learning beyond the classroom and apply that learning to the world around them.

Effective instruction at DCIS involves a combination of project-based and traditional

instruction that addresses our diverse population’s needs by addressing their multiple intelligences. Instruction involves teaching students how to prepare for traditional assessments, such as benchmark testing, CSAP tests and other standardized tests. However, instruction goes beyond this to challenge students to complete a variety of projects that allow them to identify and build on their strengths and bolster areas in which they are weak. These projects also allow for differentiated instruction, as projects can be modified to challenge the gifted, those learning a second language and those students with special needs. This type of instruction supports the school’s goals of preparing students for college while also allowing them to achieve the standards set forth in the DCIS graduate profile. 2. Diverse learning needs -- DCIS will support students with special needs who wish to pursue the education offered through the school. They represent a rich realm of the diversity for the unique perspectives and important issues they bring to the humanity of the DCIS experience. Skills to interact with people of diverse abilities are parallel in many ways to the skills required for effective cross-cultural communication, and these skills contribute to compassion, friendship, and wisdom as all our students broaden their horizons through the new school. DCIS has one full-time special education teacher who monitors the progress of students with special needs and meets regularly with teachers to assist them in providing the required modifications to their instructional programs. DCIS also will support the needs of students achieving above grade level. In addition to the project-based learning which allows those students to challenge themselves to reach new academic heights and the offering of accelerated and advanced placement courses, DCIS has started to offer an after-school enrichment program where students are working on various challenging projects. For those students performing below grade level, DCIS has instituted CSAP Advance. This is an after-school program providing support in literacy and math for those students performing below proficient on the CSAP test. 3. Implementation -- The curriculum and instructional plan has already begun to be implemented. However, for full implementation, support is needed to provide professional development and curriculum planning time over this summer to fully implement the curriculum in the 2007-2008 school year. In addition to the curriculum outlined above, modifications will need to be made to the curriculum as students advance from the lower division of the school to the upper division of the school. These curriculum modifications will need to be in place by the

2009-2010 school year. No changes are required to the school calendar or to the times of the school day to accommodate the curriculum. 4. Professional Standards Committee -- The Professional Standards Committee consists of the principal, Dr. Dan Lutz, and the four staff members involved in the development of the school, Kirsten Gates, Jarrod Hanson, Dr. Heidi Hursh and Jennifer Portillo. These staff members have a deep knowledge of the vision, goals and philosophy of the school. Each of these staff members has five or more years of experience teaching in the Center for International Studies magnet program. They have demonstrated capacity to lead the team in that they have led the staff through the transition to a stand-alone school. Each of these members of the PSC is assigned four other staff members in a type of mentoring relationship. This has allowed for the vision and goals of DCIS to be communicated to the rest of the staff and to provide staff members a person to approach to get questions answered concerning the program. These mentoring-type relationships will continue. The members of the PSC will meet with other faculty members to continue to deepen the understanding of the rest of the staff about DCIS and to assist those staff members in implementing the plan outlined in this proposal. 5. Staffing -- The existing staffing for DCIS is as follows:

• 1 principal and 1 assistant principal • 16 full-time teachers (5 world language, 4 social studies, 2 math, 2 science, 2

language arts, 1 special education) • 2 facilitators (1 humanities and 1 math/science) • 1 guidance counselor • 1 library media specialist • 1 community liaison • 2 secretaries • 1 school treasurer

The administrative structure is envisioned as a collaboration between a traditional

administration and the faculty. A principal and assistant principal will be responsible for supporting the faculty and students in pursuit of the school’s vision and mission and handling the administrative duties that accompany the operation of a school, such as budgeting and facilitating effective communication with the district and community. The administrative structure must support and invest in the leadership of every faculty member to ensure that the relationship is truly collaborative. The co-curricular activities that support classroom learning will require all faculty members to be involved as facilitators, sponsors or co-sponsors beyond the traditional classroom. Conceiving of the teachers’ role in terms of school leadership in this way will contribute substantially to faculty collegiality and the focused energy and enthusiasm throughout the school.

Because DCIS operates with a small staff and because of the collaborative nature of the work, DCIS does not have a comprehensive organizational chart. The principal and assistant principal provide the administrative oversight for all areas of school operation. There are no department chairs as department leadership is provided collaboratively among members of the staff. Appendix B provides a breakdown of the areas of supervision for the Principal and Assistant Principal within the school.

6. Collaboration -- Each member of the DCIS staff is assigned to one of the members of the Professional Standards Committee. This fosters the development of relationships intended to help staff members grow in their understanding of DCIS and implement the vision of DCIS. The PSC will build upon these relationships to help staff members set goals, develop and implement curriculum and to hold them accountable for meeting the goals. 7. Professional Development -- DCIS incorporates into its schedule a 90 minute professional development time each week in additional to other professional development activities engaged in by the staff. Professional development focuses on:

• effectively and appropriately incorporating district and state standards throughout the DCIS curriculum

• integrating the DCIS international studies curriculum across grades and disciplines

• creating a master schedule that maximizes the talents and energies of a faculty that will is very limited in number

• establishing best practices for teaching DCIS’s unique and diverse students • integrating community resources for supporting and enhancing students’

achievement • planning the necessary metamorphosis of DCIS’s current upper division program

to accommodate DCIS students who will continue from the school’s lower division, starting in the school’s fourth year

• continuing the development of an ongoing evaluation plan for the school that incorporates Balanced Scorecard requirements, DPS benchmark testing, and achievement goals specific to the school’s graduate profile

This professional development plan ensures that DCIS students are meeting DPS

expectations with respect to the Denver Plan and the Balanced Scorecard and with respect to the school’s vision and mission as measured by students’ progress toward the graduate profile. It also ensures that teachers are receiving the support needed to ensure that their practices are developing in a way that encourages maximum student growth in these areas. 8. Workforce -- The community service requirement (5 hours each semester) of the DCIS program provides connections between students and the community, often providing insight for students into potential careers. This community service is facilitated by our community relations director. She helps link students with service opportunities that best suits their interests. In this way, students are connected to the community and the workforce in a meaningful way through the community service requirement. Also, the community relations director helps DCIS establish and maintain community partnerships to benefit our students transition to the workforce (see the Community Engagement section below for more information on community partnerships). In addition, the Passages class provides opportunities for students to explore potential career options through internships and shadowing. The intensive attention that seniors receive in advisement also helps students prepare for life after high school.

III. Community Engagement 1. Support from School Community -- The best evidence of support from the school community derives from the fact that DCIS has a current staff, each of whom was recruited based on the vision and mission of the school. The formation of the school has been led by the principal with the input of four teachers who taught in the Center for International Studies program at West High School. During this planning stage, we conversed with and incorporated input from our student population and their parents. This input was intentionally done to ensure support of the school community. Meetings were held at West High for parents and students as well as at Marie Sandoval.

After the core vision was developed, a complete staff was recruited for the school. Each member of the staff of DCIS knows of the vision of DCIS and chose to work at this school because they believe in the vision and mission. This commitment has been evidenced by the staff willingness to spend two weeks last summer working on the implementation of the vision and mission. The participation of the full staff is expected and will be vital for the success of the program.

Using grant monies, DCIS has also engaged a school communication consultant to ensure that the necessary communication is present to ensured continued student, staff and parent support of the school. The consultant began work in December by holding focus groups to get further input from parents, students and staff concerning the school and to help the school develop a communications plan to ensure continued support from the school community.

Importantly, DCIS has the support of the DCIS Foundation. The DCIS Foundation is a tax-exempt 501(c)3 organization that was established to support the CIS Program at West High School. The Foundation serves DCIS students in a variety of ways. Its first commitment is to provide grants and scholarships for DCIS students’ international and intercultural experiences that are designed to support their international and intercultural learning. The Foundation also provides support for students that can’t afford entrance fees or other materials for DCIS activities. The Foundation is committed to providing what support it can for selected needs of the program, which in the past have included sustaining or bolstering instruction in world languages and in certain cases providing needed resources for the program that its district supplies budget could not cover. Board members are also obligated to be active personally in DCIS educational activities. 2. Support from the External Community -- A wide array of external community connections directly supports the curriculum and community of DCIS. This community involvement is vital in establishing adult modeling for the students; in giving them an essential grasp of the real world of international and intercultural activity; in supporting their affective understanding of responsibility, service, and civic engagement; and in preparing them for their next steps beyond their enrollment in the school. DCIS already has strong community connections. The following list includes some of these connections that will enrich the new school:

• University of Denver -- The VIP Program – This program currently supports college awareness among all students at West and Lincoln high schools. It expanded to establish a program at DCIS and to be involved with students through all seven grades.

• University of Colorado at Denver and Community College of Denver – DCIS students currently engage in post-secondary education through CCD and UCD during their junior and senior years.

• Just GO! Global Outreach for Students – This non-profit organization is a partner with DCIS in developing quality and safe international and intercultural experiences for CIS students. It works both individually with students and in classroom activities. It has established an office at DCIS to serve the students.

• Institute for International Education – IIE provides international speakers and guests in business, education, and government who interact with DCIS students; provides scholarships for DCIS students to attend Denver World Affairs Council events; supports DCIS student participation in the World Quest competition; and hosts a regular gathering of young professionals, including DCIS students and alumni, interested in international issues and involvement.

• Denver Sister Cities – DCIS students have participated in international experiences with several of the Denver Sister Cities committees. A DCIS student serves on the Denver Sister Cities Board of Directors. Most notably in the last three years, with the support of the Kunming Sister Cities Committee, CIS at West High School developed a partner school relationship with a school in Kunming, and has exchanged students annually with that school. This year, two new exchanges are being developed. One is with Cuernavaca, Mexico, and the other with Ulaanbaatar, Mongolia. The president of the Sister Cities Board has enthusiastically invited a stronger relationship with DCIS in the development of the new school.

• Rotary Club – DCIS support is the focus of a new standing committee of the Rotary Club. In this partnership, Rotary provides services for DCIS in a variety of areas. DCIS students are supported by Rotary Club international exchange programs. Some DCIS students also receive a monthly scholarship from the Rotary Club to support their education.

• ArtStreet -- ArtStreet is a non-profit dedicated to providing job-training and mentoring through the arts. DCIS provides space to ArtStreet, and DCIS students receive opportunities to develop in the arts. This year, ArtStreet has provided students with the opportunity to participate in two after-school arts projects.

• YESS Institute – DCIS students are engaged in a mentoring project through this non-profit organization. This provides an support activity among students across the DCIS upper and lower divisions.

3. Parental Involvement -- DCIS has a recently established parent group. This group engages in support of the DCIS community and reaches out to encourage parental support of the school. This group has engaged in support of DCIS already through fundraising and providing faculty appreciation luncheons. The school also has a room set up for the parent group to ensure that there is a place where parents feel welcome when they come to the school. In addition, the advisory class also promotes parent involvement in the school. Advisors contact the parents of their advisees to make the parents aware that there is someone who they can contact at the school to help them deal with any issues that arise in their child’s education. Finally, the school communications consultant is holding focus groups with parents to help ensure that effective communication is established between parents and the school. All of these things encourage parental involvement with and in support of the school.

IV. Demographics and Enrollment 1. Student Demographics -- The current enrollment at DCIS is 275 students in grade 6 and grades 9-12. In the 2007-2008 school year, grade 7 will be added bringing the enrollment up to 450 students. In the 2008-2009 school year, grade 8 will be added bringing DCIS enrollment to its cap of 600. Currently, DCIS is among the most diverse schools in DPS. It serves a population that is 58.5% Latino, 26.9% white, 7.6% African-American, 5.5% Asian and 1.5% Native American. Also, 64.4% of the school population receives free or reduced price lunch. In its first year as a stand-alone school, DCIS has maintained a diverse enrollment that better reflects the student population of the district. In accordance with the proposal for DCIS approved by the Board of Education, DCIS is committed to maintaining a diverse student population as outlined below. 2. Impact on Enrollment -- DCIS expects its population to grow as outlined in the previous paragraph over the next two years to a total population of 600. The school’s enrollment will emphasize three primary areas of diversity: ethnic, economic, and geographic diversity. Inclusiveness that reflects each of these aspects of diversity is essential in having a truly international school. All enrolled students should have their “comfort zones” challenged as they learn to interact productively with people from diverse backgrounds. Specific strategies will be in place to facilitate student learning in this arena of personal communication as an essential part of the school. With a diverse student population, this area of learning will go beyond the cognitive, and can become integrated into the students’ affective personal skills. Achieving enrollment diversity in these three areas will require intensive promotion and recruitment activities that will reach and appeal to the diverse populations. The enrollment targets for ethnic balance will reflect the district’s ethnic distribution with the following ranges:

American Indian African American Asian Hispanic Other District (2003) 1.2% 18.9% 3.1% 57% 19.7% DCIS target range 0.5-3% 15-25% 2-8% 40-60% 15-25%

The school’s economic diversity will be measured by the number of students participating in the free and reduced lunch program. At least 40% of the students enrolled will qualify for this benefit. As shown above, current enrollment exceeds this goal. The school will seek geographic diversity by enrolling students from every high school attendance area in the district. Transportation benefits for students coming from distances greater than three miles are proposed below to ensure this goal can be facilitated without appealing only to families that can afford the time and expense to bring their children in to the school. 3. Impact on Other Schools -- The main school impacted by DCIS is West High School. West enrollment was expected to drop by approximately 200 fewer students with the opening of DCIS. However, only 90 students who were in the CIS program at West continued to DCIS. Of those 90 students, approximately 50 were magnet students whose home school is other than West. Current emphasis on smaller schools, however, combined with the current strong efforts in West to develop small learning “houses,” could transform this concern into a positive step for

West in creating a more intimate and welcoming community, increasing positive school climate, and raising student achievement.

As more and more DPS elementary schools expand to the eighth grade, fewer middle school options will exist. The district tends to lose students to private and parochial schools as well as other districts as students enter middle school. A DCIS school that incorporates the middle school level adds a valuable option back into DPS’s menu of choice for middle school students. DCIS also provides a school option that complements the other options in DPS. There is no other school that offers an international studies curriculum or the language options available at DCIS. Also, there are no magnet schools that are geographically close to the students on the west side of Denver. 4. Recruitment -- DCIS engaged in intense city-wide promotion of the school throughout the spring semester and summer of 2006, with focused promotion in schools, community centers, and mailings at the beginning of the fall semester 2005. DCIS continues to participate in district-wide recruitment for magnet programs and schools that occurs in late October and November for the following year’s enrollment. DCIS engages in the following promotional activities:

• Differentiated brochures for middle school and high school interest; wide-spread distribution of these brochures in schools, businesses, and neighborhoods

• Posters for schools, businesses • Fully-developed web site • Open Houses at DCIS • Information nights at DCIS for prospective students and their parents • Mailings to homes; information in school mailings • Interviews and media coverage of the school’s development • Promotion at elementary school and middle school PTSA meetings.

5. Admissions -- Students wishing to enroll in DCIS submit an application for admission. Applications for the lower division may be initiated by parents, but a commitment contract will be signed by the students as part of the application. Applications for the upper division will be student-initiated, but each application will include a parent signature asserting support of the student’s enrollment. Although applications may be accepted for any grade level, primary admission points will at the beginning of sixth grade and the beginning of ninth grade. This will encourage continuity of the students’ learning in the school, and will support the school’s integrated scope and sequence design. Students whose applications are complete will be interviewed. This personal interaction with applicants, in addition to the information provided in their applications, will ascertain the students’ motivation and parent support for enrolling in the school. Primary consideration will be given to students who are strongly motivated to participate fully in the DCIS, and to students whose parents are eager to support their participation.

V. Physical Learning Environment 1. Effective Use of Facility -- DCIS currently occupies the space that formerly housed Baker Middle School. The unique facilities envisioned for DCIS school include:

• Model United Nations (MUN) / multipurpose auditorium. This large room will be a dual-purpose facility that will serve both as a Model United Nations General Assembly hall and as a small auditorium or presentation room. The room will require graduated-level theater arcs facing the front, wireless network capabilities, uplink/conference technology, a PA system, and a projection system for overheads, videos, and multimedia presentations. At least two simultaneous translation booths would need to be situated out of the way but in view of the front and the stage.

• 2 computer-based world language labs, one for each division. • Travel center operated by Just GO! Global Outreach for Students. • DCIS Foundation/Community Center and board room. Because of the necessity for

strong community support which DCIS has already developed, this area is required for DCIS Foundation business and community meetings. This includes an office with a reception area and a conference room large enough for a 15-person conference table.

• Parent/volunteer office. • International Project Center for students to work with community organizations

Other facilities needs of the school include:

• 24 classrooms • 2 computer labs in addition to the World Language Labs • 1 large project development room, shared with ArtStreet • 1 library media center • 1 lunchroom • 1 main office • 2 administrators’ offices • 1 office for facilities manager • 1 teachers’ workroom • 1 dean’s office • 2 counselors’ offices with reception area and conference room • 1 clinic/nurse’s office • 1 social worker’s office • 1 records office • 1 treasurer’s office • Adequate storage for equipment, books, supplies, etc. for each area of the school • Two parking lots adequate for faculty, high school students, and visitors designed both

with safety and style in mind to provide an inviting access to the school The basic character inside and out of the school should be strikingly and excitingly international, and the décor to create this appeal can also be educational. Examples of facilities remodeling for this purpose include:

• United Nations-style ring of flagpoles at the entrance of the school with international flags

• A grand entrance with a high ceiling from which a very large globe can be suspended • Large framed world and regional maps protected behind Plexiglas in the hallways • Graphics for “hello” and “welcome” in many languages in the world languages area of

the building and labels/signs in all languages offered for rooms normally labeled only in English (office, auditorium, lunchroom, counseling office, etc.)

• Plexiglas-covered bulletin boards next to each classroom door for country signs and maps that can be used for classroom names

• Murals and/or display cases for artifacts from each of Denver’s sister cities • A lunchroom décor that celebrates world cultures and the ethnic and racial diversity

represented by the students in the school • Televisions in the library media center or student center with CNN, MSNBC, or specially

prerecorded world news for students when they are not in class • A sound system throughout the building through which different kinds of international

music can play during lunch, passing periods, before and after school. 2. Use of Under-Enrolled and Utilized Space -- DCIS fully occupies the space vacated by an under-enrolled school and is utilizing the space to serve the needs of district students. Space will become limited as DCIS reaches its enrollment cap of 600 students, and strategies will need to be developed to address those space limitations. 3. Facility Needs -- The DCIS program is functioning in its current facility. However, DCIS has not received funding to complete many of the planned changes to the facility. For future bond issues, DCIS facility needs include air conditioning to make the building suitable for year-round activities such as summer school classes, summer institutes and projects. Additionally, a student commons area needs to be constructed to increase community-building within the school and to provide a place for student interaction. This commons area articulates with the outdoor learning landscape that was developed for the last general obligation bond issue. Of the facility projects that have been started, the Model United Nations Room, the language labs and the computer labs are not complete. The school is seeking funds to complete these projects over the next three years as well as the funds to internationalize the school.

VI. Fiscal Sustainability 1. Long-term Sustainability -- DCIS is currently operational using regular district funding in combination with funding from other outside grants (described below). All of the School Improvement Grant would be for one time expenditures involved in starting up the school. The funding requested through this grant would enable DCIS to engage in the professional development necessary to complete the development of the program and to conduct the professional development necessary for the implementation of the program. The long-term sustainability of the school rests on establishing a strong academic program in the initial years of the school to establish DCIS as an attractive option in the DPS portfolio of schools. If the enrollment goals are met, DCIS should be established for long-term sustainability. DCIS is requesting that a portion of this grant be used for leadership coaching. This is a crucial part of long-term sustainability as it will ensure that the instructional leadership necessary to implement this plan is in place. Additionally, the leadership coaching involves the development of a leadership succession plan to ensure that the program will have the leadership and the vision to successfully sustain the program over the long term. This succession plan ensures that the leadership of the school understands what is necessary to maintain the fiscal sustainability of DCIS. 2. Additional Funding -- DCIS will continue to seek funds from local foundations, such The Piton Foundation, Donald Kaye, Denver Foundation, Sturm Foundation, Rose Community Foundation and the Asia Society. These funds will be primarily used for staff and program development as it relates to our specific goals as an international studies school. The DCIS Foundation will continue to provide funding for student enrichment such as travel and for facilities improvement relating to the international studies program. 3. Return on Investment -- DCIS will provide a high return on investment. Because DCIS is a new school, we will be establishing baselines by which to measure achievement of student improvement goals. DCIS is currently working with the Institute for Excellence in Education and the Asia Society to establish an evaluation plan for the school. This evaluation plan will establish baselines, help establish goals and provide evaluation of the school that includes traditional measures (such as CSAP tests) and other measures of the performance of DCIS. Within this evaluation plan, DCIS plans to meet or exceed the district’s expectation to increase CSAP scores by 10% and to meet or exceed the district expectation of 97% attendance. DCIS also will maintain full enrollment by attracting and retaining students.

The Center for International Studies Program when housed at West High School had a retention rate of approximately 50%, and approximately 85% of students in the program graduated with a Center for International Studies Diploma. DCIS expects to raise its retention rate to 90%, and that 95% of all students in DCIS will meet the requirements. 4. Reporting -- DCIS will provide fiscal reports at the monthly CSC meetings and will work with the CSC and the SIG Advisory Committee to establish what information those entities need in order to effectively monitor the use of the SIG funds. By working with the CSC and SIG Advisory Committee in this proactive way, DCIS can ensure that funds are effectively being spent and results are being achieved before an annual report.

VII. Use of Proposed Funding, Timing, Outcomes

Item/Activity Timeline Cost Anticipated Outcome

Assumptions

Curriculum Development and Materials • Payment for staff to engage in

curriculum development for DCIS, particularly for 7th and 8th grades and to revise the curriculum for high school for the 2009-2010 school year.

• Purchase of materials to support the curriculum developed by the staff.

Summer 2007 $40,000 DCIS will have a coherent curriculum for all grades that is aligned to Colorado Content Standards and the DCIS Graduate Profile together with the materials necessary to teach the curriculum.

Instructional Coaching • Payment for an instructional coach to

facilitate the development of the DCIS curriculum during Summer 2007

• Payment for an instructional coach to assist with implementation of the professional development plan which will enable the school to reach its performance goals.

Summer 2007 and 2007-2008 school year

$38,000 DCIS will have a coherent curriculum, and teachers will receive the professional development necessary to implement the curriculum. DCIS will receive assistance in evaluating its progress towards its goals.

Leadership Coaching

Summer 2007 and 2007-2008 school year

$11,000 DCIS leadership will provide effective instructional leadership necessary to implement the plan and achieve the goals of the plan. DCIS will have a leadership succession plan in place to ensure long-term sustainability of the program

Professional Development • Payment for training, class coverage and

other costs related to peer observation and learning labs

2007-2008 school year

$5,500 DCIS faculty will learn the instructional practices necessary to implement the goals of the plan

Facility Modification • Conversion of unusable facility space

into a leadership conference room

Summer 2007 $9,000 DCIS will have a location to improve leadership training and interaction with parents and community.

Community Engagement (list specific sub-items below)

• Printing of recruitment materials • Distribution of recruitment materials

Summer and Fall 2007

$5,500 To build community awareness of school choice, in accordance with the objectives of the Denver Plan

Additional support in this area provided by grant for creating a communications plan for DCIS

VIII. Budget Narrative Curriculum Development and Materials -- DCIS needs to complete the development of its curriculum as it prepares curriculum for the 7th and 8th grade students who will enroll over the next two years. The staff also needs to revise the high school curriculum for the 2009-2010 school year as the lower division students enter the upper division. This revision is necessary as the lower division students who continue to the upper division will have knowledge and skills that will allow for a greater depth and variety of curriculum to be offered in the upper division. As a result of the curriculum development, new materials will need to be ordered for the new courses. These are one time expenses, as the courses and materials will be in place and the regular budgeting process will account for replacement of materials at regular intervals. This planning will ensure that DCIS curriculum is aligned with Colorado State Content Standards, prepares students to meet the goals of the district as articulated in the Denver Plan and the Balanced Scorecard. The serious planning will ensure that focused student learning is occurring. Additionally, the curriculum development will ensure that a unique, rigorous curriculum is available to the students of the district, which will ensure that DCIS reaches and exceeds its enrollment targets. Instructional Coaching -- DCIS will utilize the services of an instructional coach to facilitate the development through the summer and implementation of the curriculum during the following school year. The instructional coach will also assist in the development and implementation of a professional development plan to ensure that teachers receive adequate support to increase student achievement. Additionally, the instructional coach will assist the staff in development of evaluation plan to ensure that the goals of the plan are measured and achieved. Leadership Coaching -- Leadership coaching will ensure that school leadership is prepared to provide the instructional support necessary to implement the plan. The leadership coaching will also involve the development of a succession plan to ensure the long-term viability of the program. Professional Development -- These funds will pay for the training and class coverage necessary to conduct peer observation and peer learning labs. This professional development will enable staff to learn best practices from colleagues and to help staff develop an appreciation for each other’s work. In turn, this will increase student learning and help DCIS reach its goals by increasing the effectiveness of instruction and better implementing the curriculum. Facility Modification -- This pays for the conversion of currently under-utilized space into a conference area for school leadership. This will facilitate the leadership coaching to be provided under this plan. In addition, it will provide an additional space for parent interaction, particularly as more spaces in the school are utilized due to increased enrollment. Community Engagement -- In order to ensure that this school choice option is made available to all segments of the community, DCIS needs to publicize the program. This will enable DCIS to reach out to parents throughout the district, helping it meet the Denver Plan goal of ensuring that parents are aware of the education options throughout the district. This effort also has a direct relationship to DCIS meeting its enrollment targets. Additionally, this will raise community

awareness of the school, thereby permitting the school to build on community interest in the school by creating new connections with community organizations.

Appendix A: Denver Center for International Studies Graduate Profile Denver Center for International Studies prepares students for college by developing multilingual, interculturally competent citizens actively involved in our rapidly changing world. DCIS graduates are Effective Users of Language, Information and Technology. Upon leaving school, each DCIS student will be able to:

• Demonstrate mastery of the skills essential to communication and learning (reading, writing, analyzing, listening, and speaking) both in English and one or more languages other than English.

• Develop and present information in an articulate, persuasive, and appropriate manner – orally, visually, in writing and through digital communication tools.

• Critically evaluate the presentation of information through various formats and technologies (media literacy).

• Evaluate sources of information for bias, validity and scholarly integrity. • Proficiently use essential computer and communications technologies and demonstrate an

understanding of appropriate applications thereof. • Proficiently use a multitude of technological tools for communication, presentation and

data analysis. • Use technologies to communicate and work across national and regional boundaries.

DCIS graduates are Academically Prepared. Each DCIS student:

• Is intellectually curious, has a desire for life-long learning, thinks critically and effectively organizes his or her own efforts to learn.

• Has earned a high school diploma with course credits required for entry into any state’s university system.

• Is prepared to successfully engage in college-level coursework and complete a college degree or other post-secondary certification.

DCIS graduates are Proficient Thinkers and Problem Solvers. They:

• Demonstrate a capacity for mathematical analysis, scientific processing, and logical reasoning.

• Hold themselves accountable for moral reasoning and ethical decision making. • Transfer their learning and problem-solving skills across domains, and articulate the

interconnectedness of their learning. • Understand and use the arts and literature as lenses through which to view society and

culture, as well as to express ideas and emotion. • Understand and engage in complex problems, collect, analyze and synthesize information

from a range of sources, tolerate ambiguity and uncertainty, and produce potentially viable solutions.

DCIS graduates are Culturally Aware and Sensitive. They:

• Know world geography, including the locations of major world regions and cultures as well as human and environmental interaction, and how geography influences cultural development.

• Understands the contributions of different world cultures to the ways of life in the United States.

• Have in-depth knowledge and understanding of at least one culture very different from their own and recognize the role that language plays in shaping culture.

• Understand the historical development and contemporary beliefs, values, and characteristics of major world cultures.

• Comfortably culture-jump by choosing appropriate language, behaviors, and strategies of interaction.

DCIS graduates are Aware of World Events and Global Dynamics. They:

• Understand the multiple perspectives of current world events, international issues, and global debates.

• Understand global dynamics – how world economic, political, technological, environmental and social systems work and are interdependent across nations and regions.

• Demonstrate an in-depth knowledge and understanding of at least one pressing international issue or problem.

DCIS graduates are Collaborative Team Members. They:

• Understand how individuals work together in a team and work as collaborative team members to achieve a goal and learn from people in other cultures.

• Are aware of and able to reflect upon their role and contributions as a member of a team and demonstrate the value of doing so.

• Appreciate and are respectful of the diversity of contributions, learning styles, and strengths of individual team members.

• Welcome differences in interpretation and judgment, are receptive to others’ views, and revise and expand their own views.

• Resolve conflicts peacefully and fairly. • Demonstrate respect in their communication, decision-making, and actions. • Actively listen to and carefully consider the perspectives and opinions of others. • Demonstrate ethical decision-making skills, self-control, and the ability to make

responsible choices. DCIS graduates Make healthy lifestyle decisions including personal wellness, fitness, and relationships; they will pursue physical, mental and emotional health.

Appendix B: DCIS Administrative Assignments Dan Lutz, Principal Athletics Attendance Budget CIS Foundation / Development Director Collaborative School Committee Community Partnerships Community Relations (Kate) Curriculum DCIS program/mission/design/development Excursions Extended day program Facilities Facility use Fundraising activities and approval Graduation Grant projects GT allowance and activities Infusion of arts and PE Institute for Educational Equity (IEE) Intern supervision International student travel and study projects International students International Studies Schools Network (ISSN) Just GO! Global Outreach for Students (Alexis) Parent involvement Professional development Proficiency plan – literacy; math Recruitment Rotary; internship School Improvement Plan Student teachers 

Stephen Parce, Assistant Principal All‐school meetings (Culum) Assessment / Testing Awards and recognition Class coverage College articulation Communications; calendar (Audra), web site Counseling Credits Data analysis Discipline; support of teacher/advisors Elementary school / middle school articulation ELS support Emergency substitute plans Evacuations and emergency plans Implementation of school/district policies Lockers Mentors / tutors (Culum, Kate, Michelle) Parking Registration Scheduling School handbook (Jarrod) School Improvement Plan Security, supervision Special education, CSAT team Standards / Benchmarks Substitute teachers Technology Transportation